QI 2.4 p32
“How well do we know our children, and their families? How do we use this knowledge to help children progress in their learning?
How do we know that all practitioners fully understand our approaches to personalised support? Do all practitioners consistently use effective support strategies? How do we know these are having a positive impact?
What arrangements are in place to ensure all children and their parent/carer have regular discussions with their keyworker to review their progress and plan what they will learn next? In doing this, what difference is this making to children’s learning and development?
Are practitioners able to access effective levels of training and support to build their own capacity to support the diverse needs of children as they grow, learn and develop?
How well does our curriculum planning meet the needs of different groups of children?
QI 2.5 p35
To what extent do practitioners understand the wellbeing indicators and how these can have a positive impact on children and families?
What do we do to involve families in evaluating the impact of programmes taking account of the developmental stages of children?
QI 2.6 p37
How effectively do we engage with parents/carers, children and other agencies to build up a clear picture of the child?
In what ways does information from profiling and personal learning planning ensure continuity and an appropriate pace of progress in learning for all children?
How effectively do we use transition information to plan progressive learning and developmental pathways for all children?
QI 3.1 p42
To what extent has creating an ethos and culture of inclusion and participation been successful in supporting children to make very good progress? How can this be strengthened?
QI 3.2 p43
In what ways do we ensure children are making progress across all aspects of their learning and development?
How do we ensure children understand their own progress in a meaningful way?
Reflect on the current balance of adult and child initiated learning experiences. Are both leading to progress? What could be improved?
How effective are our approaches to tracking progress and achievement? What needs to improve? How effective are we at sharing children’s progress with parents/carers?
Do we truly value contributions and children’s achievements from beyond the setting? Would parents/carers recognise their role in this?
How well do we use and analyse information to improve outcomes for children and families? For example, data about 27/30 month reviews, developmental milestones and the levels of multiple deprivation in the areas in which our children and families live.”
QI 1.3 p21
Emphasises “the importance of a very good understanding of child development, theory and practice. Quality assessments are used effectively to promote all aspects of children’s development, learning and wellbeing. This ensures that children’s successes and achievements are maximised, and any supports are identified and implemented.”
QI 2.2 p19
“Is the level of personalisation and choice improving outcomes for children?
Do we have a shared understanding of what progression looks like?
How well do our approaches to profiling develop children’s and young people’s awareness of themselves as learners and support them to recognise the skills for learning, life and work they are developing to inform the planning of future learning?
QI 2.3 p20
How well are we enabling learners to become independent learners and develop the four capacities? 4
How confident are we that all learners experience activities which are varied, differentiated, active, and provide effective support and challenge?
How well do we make use of a range of valid, reliable and relevant assessment tools and approaches to support the improvement of children and young people’s learning?
How well do we record, analyse and use assessment information to identify development needs for individual learners and specific groups?
How effectively do we involve learners and parents in planning and evaluating learning?
How well do we enable all children and young people to engage in self- and peer-assessment to improve their learning? How do we know this benefits learning?”
