Each child has his/own set of experiences and a unique life story. The child’s identity as an individual and as a member of a family and wider community is recognised The role of parents as primary educators is recognised and children’s supported Education-focused inspections take cognisance of context factors related to the ECCE setting, including socio-economic circumstances The ongoing development of quality through co-professional dialogue between practitioners in early years settings and DES Early Years inspectors is promoted Education-focused inspections are conducted in accordance with the Code of Practice for the Inspectorate (DES, 2015). 2.2 Inspection Framework The proposed quality framework for education-focused inspections has been informed by: Aistear: the Early Childhood Curriculum Framework (2009) Síolta: the National Quality Framework for Early Childhood Education (2006) The pilot inspections carried out by the DES Inspectorate and HSE Inspectorate (2011) DES pilot inspections in Early Start settings (2013/2014) National and international research and policy relating to early childhood education and its inspection Review of other inspection processes and requirements within the early agencies’ years settings. The quality framework incorporates the key elements of best practice in early education, and categorises provision in accordance with the following four broad areas: Quality of context to support learning and development children’s Quality of processes to support learning and development children’s Quality of learning experiences and achievements children’s Quality of management and leadership for learning Key outcomes (20 in total) are identified for each of the four broad areas which describe aspects of best practice (Appendix 1). To ensure optimum transparency for early years practitioners about the focus of the inspections, each outcome has been further described through the use of a number of possible signposts of practice (Appendix 2). It is important to emphasise that the lists of signposts of practice are neither prescriptive nor exhaustive. It is acknowledged that there are different approaches among early years service providers and that providers are at different stages of development. It is not expected that all signposts will be evident in a given setting. The quality of the includes the context to learning and development support children’s following 3 outcomes: The atmosphere and organisation of the setting nurtures learning and children’s development
Each child has his/own set of experiences and a unique life story. The child’s identity as an individual and as a member of a family and wider community is recognised The role of parents as children’s primary educators is recognised and supported Education-focused inspections take cognisance of context factors related to the ECCE setting, including socio-economic circumstances The ongoing development of quality through co-professional dialogue between practitioners in early years settings and DES Early Years inspectors is promoted Education-focused inspections are conducted in accordance with the Code of Practice for the Inspectorate (DES, 2015). 2.2 Inspection Framework The proposed quality framework for education-focused inspections has been informed by: Aistear: the Early Childhood Curriculum Framework (2009) Síolta: the National Quality Framework for Early Childhood Education (2006) The pilot inspections carried out by the DES Inspectorate and HSE Inspectorate (2011) DES pilot inspections in Early Start settings (2013/2014) National and international research and policy relating to early childhood education and its inspection Review of other agencies’ inspection processes and requirements within the early years settings. The quality framework incorporates the key elements of best practice in early education, and categorises provision in accordance with the following four broad areas: Quality of context to support children’s learning and development Quality of processes to support children’s learning and development Quality of children’s learning experiences and achievements Quality of management and leadership for learning Key outcomes (20 in total) are identified for each of the four broad areas which describe aspects of best practice (Appendix 1). To ensure optimum transparency for early years practitioners about the focus of the inspections, each outcome has been further described through the use of a number of possible signposts of practice (Appendix 2). It is important to emphasise that the lists of signposts of practice are neither prescriptive nor exhaustive. It is acknowledged that there are different approaches among early years service providers and that providers are at different stages of development. It is not expected that all signposts will be evident in a given setting. The quality of the context to support children’s learning and development includes the following 3 outcomes: The atmosphere and organisation of the setting nurtures children’s learning and development
EYEI_Consultation_Briefing_Paper_Final_25May%20(2).docx