Audits

What are they?

“We ensure that high-quality learning through play is the central focus of our improvement planning. All of our plans and actions are directed at improving experiences and outcomes for children. We can evidence clearly the link between self-evaluation and improved approaches to how young children learn within our setting.” (How Good Is Our Early Learning & Childcare, Education Scotland, 2016, p. 12)

“Staff reflect well together and use these reflections to bring about change to outcomes for children and families.”

(A quality framework for daycare of children, childminding and school
aged childcare, Care Inspectorate, 2021, p. 45)

Audits provide a means for settings, schools and practitioners to identify where they are in their practice or provision, identify areas for improvement and identify the impact of any changes implemented.

Key messages:

Practitioners decide as a team which area is the focus for improvement.
Practitioners work as a team to use an appropriate audit tool sharing their observations, knowledge and ideas to create a cohesive picture of the current provision.
Once the audit is completed, identify which areas are working well and which areas need improvements and why.
Practitioners categorise the improvements into ‘quick fix’ with minimal effort and which improvements need a greater input.
Practitioners decide on one or two things to change using the PDSA methodology.
As part of the plan, practitioners consider possible barriers such as time, money, resources or training and how these may be addressed. It is important that all practitioners are involved in this plan and understand why changes are being made.
Part of the plan should identify who in the team is responsible for making which changes.
The plan should also set out a time frame for improvements to be reviewed to ensure they are having positive outcomes for all learners.