In this three-part series Laura Henry charts the progress of settings taking part in a leadership and training initiative run by Cheshire East EYFS Team in partnership with the Childcare Consultancy.
Earlier this year I received a call from Ruth Hulme, Early Years Foundation Stage lead pedagogue, Cheshire East. She said she had found the Nursery World series on using the SEF to support the inspection process positive and useful to signpost providers.
Cheshire East became a new local authority in April 2009. Its early years team were keen to develop a management programme that recognised the key role of leaders and managers in improving quality in settings and to highlight the use of the National Strategies Quality Improvement Support Programme material. On the back of the series they said they would like to discuss the possibility of working with Childcare Consultancy to devise a Level 4 accredited course for managers in the private, voluntary and independent sectors.
LAUNCHING THE COURSE
A meeting was set up with the senior early years team to discover how we could put this course together. We came to the conclusion that a holistic approach was needed in order for it to have an impact on children's outcomes. As a result, 'Leadership and Management - Self Evaluation for Early Years Settings' was born!
We decided to have two cohorts for the group, in the autumn and the spring term.
A successful launch day took place in September with both cohorts, when the early years team and I set out the programme, placing emphasis on the benefits of partnership working with me as the facilitator, and the delegates as effective and reflective learners.
To obtain the NCFE accredited certificate, delegates have to attend all four sessions, complete four assignments, visit one setting, and complete a reflective report and a reflective learning journey.
I spent part of the launch giving a taster of what is to come during the four sessions. For example, what is a leader and what is a manager, and are there any differences? We also looked at how we will use National Strategies literature.
It was refreshing to have the pedagogy team present during the launch, as the delegates were able to meet their link pedagogue and ask further questions about the programme.
Particularly beneficial was the networking lunch, where delegates could exchange ideas with other each other and reaffirm that they were glad to be on this course. However, as they say, there is no such thing as a free lunch - as they had to start their reflective logs and action plans before the end of the day!
Ruth Hulme says, 'The launch had the right tone, with lots of useful information, but with enough humour and personal anecdotes thrown in to help those who may have felt a bit worried about the assignments. We have had some really positive feedback from practitioners. The pedagogy team think it is going to be great for continuous professional development too.'
RECOGNISING YOUR GOALS
The project aims to provide managers with the tools to support quality improvement in accordance with the principles of the EYFS and Every Child Matters.
Melanie Jenkins, Cheshire East pedagogue and co-ordinator of leadership and management training. says, 'The aim is to raise managers' competence and confidence levels and ultimately to see improvements across the 30 settings reflected in improved Ofsted outcomes.'
Sam Higgins, Early Years Professional and supervisor at Alderley Edge Pre-school, is to be the focus of a case study detailing the impact of the training on her individual setting.
'The course will place a particular emphasis on utilising the Early Years Quality Improvement Support Programme and the Ofsted Self-Evaluation materials to develop reflective practice,' says Ms Jenkins. 'It will be delivered through four full-day sessions of training, reinforced by support from the Cheshire East EYFS Team.
'Each setting will receive support tailored to their individual needs from a dedicated early years pedagogue. Managers will be supported to identify key areas for improvement and establish an ongoing cycle of self-evaluation, development and reflection so that improvements are sustained over the long term and every child supported to achieve their full potential.'
Ms Jenkins says pedagogue support will aim to strengthen leadership for learning, to develop practitioner learning, and facilitate partnerships with parents, other settings and outside professionals. 'Managers will receive practical support with supporting children's progress, learning and development through ongoing observation and assessment and establishing high-quality environments for learning. Settings will be eligible for Quality Improvement Funding to implement their agreed priorities for improvement.'
A key improvement tool for managers will be the Self Review Audit of non-negotiables. These will be used to produce focused action plans with clear success criteria to measure the impact of measures to raise quality.
- Part 2 on 19 will look at tools used on the programme to support quality improvement.
- Laura Henry is managing director, Childcare Consultancy, at info@childcareconsult.co.uk or 020 8689 7733
WHAT TO EXPECT - A DELEGATE'S VIEW
Samantha Higgins, Early Years Professional and supervisor at Alderley Edge Pre-school
As a newly appointed manager in an early years setting, I couldn't believe my luck when seemingly out of the blue I received a phone call from my local Early Years Foundation Stage team offering me the opportunity to join an accredited leadership and management course. After eagerly accepting the offer and putting down the phone, I began to ponder about what I had just agreed to and the possible journey I was about to undertake.
The thought of meeting and building new relationships with other managers in similar situations was particularly appealing, developing a network for discussing the challenges and dilemmas posed by the seemingly endless list of tasks I now face, and hopefully discovering some solutions to these problems.
Certainly I was hoping for some insight into managing my staff; what do I need to put in place in order to get the best from them and build an effective team, and once in place, how will I lead my team? How can I enable them to 'fly' and achieve their full potential?
In order to ensure I am delivering a quality experience for children and their families, I am hoping to learn how to monitor and evaluate the effectiveness of my setting. I hear we will be using the much mentioned Ofsted Self Evaluation Form, and more specifically using it to demonstrate the setting's achievements and vision for the future. Of course, all this learning will no doubt bring with it some homework and many opportunities for reflection.
So after meeting our trainer, Laura Henry, at the launch, I return back to my setting with my arms filled with new books to read, and my apprehensions forgotten, ready to begin my journey with my shiny new 'learning log', full of large empty pages to attempt to capture what could potentially be a never-ending process. My head is already buzzing with lots of ideas on what to include - maybe I will need to buy another one just in case I run out of room!
QUALITY IMPROVEMENT
Quality Improvement Principles, The National Quality Improvement Network Companion Guide - www.nationalchildrensbureau.org.uk/qualityimprovement
Early years quality improvement support programme (EYQISP), Progress Matters - Reviewing and enhancing young children's development - www.nationalstrategies.standards.dcsf.gov.uk
Early Years: Leading to Excellence, Early Years self-evaluation form Early Years self-evaluation form guidance, Every Parent Matters - www.ofsted.gov.uk
Teachernet - www.teachernet.gov.uk/publications