Transcript Document
Standards & Quality Who are we? Background Information Kelly Street Children’s Centre is located in two separate buildings. The main building is situated at 2 Kelly Street, Greenock and the campus is within St Mary’s Primary School. The centre provides a service for children aged 3 to 5 years with a combined capacity of 80 children at each session a.m. and p.m. There are 17 early years members of staff which include Head, Depute, 11 Early Years Education & Child Care Officers, 1 Teacher. 2 Early Years Support Assistants and 1 Auxiliary. The centre offers a limited wrapround facility for parents. The centre enjoys excellent relationships with St Mary’s Primary and Ardgowan Primary which are our main catchment schools. We pride ourselves with the links we have with external agencies and the wider community. Parents are involved in many activities e.g. developing policies, organising resources to support the curriculum and monitoring and evaluating the service. What is this all about? The Process of Self-Evaluation, Involvement & Evidence Statement on the process of self-evaluation, involvement of stakeholders and sources of evidence The process for self-evaluation at Kelly Street Children’s Centre involves all stakeholders. Parents are encouraged to be actively involved at the beginning of each session and training is given to parents to help support them in this process. All staff are engaged in professional discussion and reflection and are timetabled along with parents and children to look at specific performance indicators (Child at the Centre – HMI Inspector of Education 2007) which then enables us to identify areas for development and improvement and promote innovative practice. The tools we use to gather evidence include: • • • • • • • Quality indicators which highlight strengths and weaknesses Observation of children’s learning planning sheets Photographs of children’s success and achievements Video footage Staff, parents and visiting agencies questionnaires Comments from children’s learning stories, comments made by parents at settling in meetings, suggestions & comments made by parents in daily comments box. Inspection reports from Care Inspectorate, HMIe, Quality Visits from the Authority Last year, Kelly Street Children’s Centre’s priorities for development were: • • • • To implement personal care plans for all children attending the centre Further embed staged assessment processes within daily practice Further develop partnership and collaborative working with feeder primary schools Further develop outdoor learning How successful are we? Priorities • Priority 1 Implement personal care plans for all children attending the centre How are we doing? How do we know? All staff are now clear on the purpose of the personal care plan. The children's personal care plan gives a comprehensive guide not only to staff but to parents regarding the child's placement. All parents are well informed and kept up to date about their child's care, welfare and development. The process for sharing information with parents starts at enrolment and continues throughout the year. What are we going to do now? We will continue to share information regarding their child's placement. We will ensure that all new staff are familiar with this process. We will continue to ensure that all parents have a comprehensive and informative meeting regarding their child’s learning. • Priority 2 Further embed staged assessment processes within daily practice How are we doing? Staged Assessment is an integral part of the nursery's daily routine. Staff are consistently assessing and monitoring children’s progress. How do we know? .Staff are now effectively using the staged assessment process and are aware of trigger points and strategies to be implemented. The children are being effectively supported ensuring a positive outcome for all. What are we going to do now? Staged Assessment will be effectively used throughout the year. All staff / new staff have been updated and there is a clear and consistent approach being used to support children. • Priority 3 Further develop partnership and collaborative working with feeder primary schools How are we doing? A successful health and well-being event was organised in partnership with St Mary’s Primary School. All nursery children worked positively with their peers from primary one and two. How do we know? The children and parents were actively engaged in purposeful planned activities which promoted health and well-being. The nursery staff and their primary colleagues worked in collaboration to create an effective programme of physical exercise which will offer progression in learning. What are we going to do now? We will continue to work collaboratively with our primary colleagues ensuring a comprehensive early level experiences for all children. • Priority 4 Further develop outdoor learning How are we doing? The children are continuing to have excellent experiences and opportunities while visiting the allotments. Staff are continuing to plan effectively for outdoor daily experiences. How do we know? The children are having regular opportunities to plant and grow their own vegetables and flowers. The children have also been given the opportunity to make a meal using their produce. The children are showing increasing skills and confidence when using outdoor tools and equipment. What are we going to do now? Continue to create opportunities for positive outdoor learning which will have an impact on the children’s health and well-being. How we promote equality within our centre. What have we done in the last year to promote equality We place equality at the heart of everything we do. We aim to promote a culture in which equality of opportunity exists for all. Equality permeates our curriculum and underpins all our policies and practices in terms of access to education for all. What measures do we have in place to support and protect individuals? We operate Inverclyde Council's Child Protection Policies & Procedures within the centre, ensuring all families have opportunity to be included and be heard. What have we done to foster good relations and promote tolerance? We promote good relationships between people of different groups whatever their race, gender, disability, age, religion and belief or sexual orientation. How successful are we? Achievements The children, parents and staff participated in a variety of successful events throughout the year, some of the highlights are recorded below. Sponsored Jumpin Jax 5th October 2013 Zoolab 17 January 2014 Zoolab visited the nursery and the children saw a variety of animals All children and parent’s participated in a sponsored Jumpin Jax held at Dazzle Dance Studio Tony Bonning – Oct 2013 The children participated in Action songs and rhymes with Tony Bonning Malawi Fund Raising Day March 2014 Rag Bag – Nov 2013 Children, Parent’s & Staff participated in the rag bag re-cycling scheme The children held a fund raising toy sale in aid of the Malawi Fund. Allotments Skills for Learning, Life & Work March 2014 We participated in a cluster event at Clydeveiw Academy – ‘Skills for Learning, Life & Work. Throughout the year the children visited the Caddlehill Allotments. What’s Next? - Summary of Priorities for Session 2014-2015 Within the next nursery year, our specific development aims, tied to our Strategic Improvement Plan Year 2, are as follows: Values • Update policies using the visions, values and aims from GIRFEC indicators to inform and support policy development • Further develop consultation with children using big floor books • Introduce suitable exit passes for all children to effectively support the consultation process and give them choices to select their own topics. P.I. 5.2 & 6.1 Totality of the Curriculum • • • • • Continue to invite suitable visitors to support the curriculum outcomes Develop and extend child/parent workshops Continue to visit Stewart House, Allotments and explore the local community Continue to support positive transitions to primary school for ASN children ECO Schools P.I. 5.2 & 5.3 Learning and Teaching •Access further in service training on math’s to support effective learning and teaching •Prioritise the Wednesday evening meetings to collaboratively work together to develop aspects of the curriculum •Further develop Vygotsky Story Grammar and Vygotsky Math’s and share the philosophy with new members of staff P.I. 5.1, 7.2 & 9.3 Experiences & Outcomes •Continue to meet with colleagues from primary schools and share comprehensive planning, particularly at transition times. •Staff will continue to share children’s development stages particularly at transition times when children move from one group to another. •Staff will continue to develop outdoor learning consistently, working closely with the local community – in particular excellent visits to our local allotments. P.I. 2.2. & 4.1 Entitlements •Staff will identify and support children with ASN by developing visual timetables which will offer an effective curriculum to them •Further develop learning stories to be shared at home with parents P.I. 2.1 & 5.4 Personal Support • All staff given suitable opportunity to become familiar with individual children’s staged intervention priorities particular at transition times • Staff will have appropriate training on Storyboard Maker which will support children with ASN giving a consistent approach to learning and teaching. P.I. 6.2 & 5.4 Principles •Continue to develop question fans for staff using Blooms Taxonomy •Continue to develop the Talking Round Corners Programme •Update the Talking Round Corners visual aids to enable a consistent approach by all staff 5.5 P.I. 5.2 & Assessment •Staff will continue to use support sheets using the traffic light system •We will continue to work collaboratively with our colleagues sharing clear and positive information regarding successes and achievements of all children •The mismanagement team will continue to develop tracking systems to give a comprehensive measure of the children’s progress and skills development P.I. 5.5 & 4.2