p2 – 4

• Context
• Why we need a new framework
• Partnership, collaboration & self-improvement
• A note about the term self-evaluation
• How to use the Framework

QI 1.1 Self-evaluation for Self-improvement (whole indicator) p12 & 13

QI 1.3 p16

We guide and manage the process of self-evaluation for improvement ensuring we have specific, clear, measurable targets and an appropriate pace of change in order to make a difference for children and families.

QI 2.1 p23

Safeguarding is an important thread running through a setting’s self[1]evaluation.

To what extent are approaches to child protection and safeguarding an integral part of our self-evaluation processes? How good is the leadership of the setting in taking forward this area of practice and how do we know?

p47

An Evaluation of ‘Very Good’ means that….There is an expectation that the setting will make continued use of self-evaluation to plan further improvements and will work towards improving provision and strive to raise performance to excellent.

QI 3.1 p49

Quality assurance, including self-evaluation and improvement plans are in place and lead to continuous improvement

It underlines that self-evaluation is the responsibility of all involved in the life of the setting. A key factor is how well self-evaluation leads to high quality care and support tailored towards the needs of children and families

p50

Self-evaluation enables the service to deliver high quality care and support tailored towards children’s and families’ particular needs and choices. Staff reflect well together and use these reflections to bring about positive change to outcomes for children and families.

p4-15

• Introduction
• Context
• Partnership, collaboration & self-improvement
• The virtuous cycle of improvement
• Self-evaluation: looking inwards
• Triangulation of evidence
• The framework