3.3.4 Quality of management and leadership for learning

3.3.4 Quality of management and leadership for learning

This area relates to the quality of management and leadership for learning in the ELC setting and includes the capacity of early years educators to engage in professional activities such as self-evaluation and continuing professional development (CPD), processes of internal review and planning for improvement, and the development of policies and practices to support transitions from pre-school to primary school. Many inspectors evaluated practice positively in this area, but it should be noted that their intention was to recognise and validate all efforts to develop management and leadership of learning in the very challenging conditions for provision and practice that exist in the ELC sector. The findings reflect the fact that the ELC sector in Ireland predominantly comprises sole operators who are just beginning to engage with the concept of belonging to a wider professional community. The fact that qualification to practice in this sector was only regulated in 2016 and that the regulated qualification level is set at Quality and Qualifications Ireland (level 5), equivalent to International Standard Classification of Education (level 3), means that engagement in higher order professional activities such as reflection in practice and reflection on practice is not well established. Recognising this context, Department of Education inspectors identified that the skills and competences associated with leadership of learning is at an early stage of development in the ELC sector and will require significant support and investment if it is to develop fully to achieve high levels of quality. Therefore, the evaluation of existing practice has taken a very deliberate strengths-based approach to encourage all efforts being made to meet the criteria identified in the EYEI Quality Framework.

The overall ratings in relation to management and leadership were positive, with almost all (94%) settings found to be good or better (Table 3.4). Notwithstanding the affirmation of positive findings, a range of management and leadership practices continued to be identified as requiring considerable development across the ELC sector. In particular, there were challenges in relation to the development of internal review and evaluation processes, planning for quality improvement, integration of new knowledge and ideas into practice, engagement in CPD and in supporting children’s transitions from ELC settings.

Table 3.4: Quality of management and leadership for learning (Area 4): September 2016 - December 2020

Percentage of ELC settings

Table 3.4: Quality of management and leadership for learning (Area 4): September 2016 - December 2020

Table 3.4: Quality of management and leadership for learning (Area 4): September 2016 - December 2020

Figure from page 97

Figure from page 97

Figure from page 97

Source: Inspectorate, Department of Education

Managers and early years educators in early learning and care settings demonstrate very good commitment to participation in continuing professional development

Managers and early years educators in ELC settings demonstrate very good commitment to participation in ongoing professional development, which is essential to the development of a reflective and progressive learning culture.

Inspection findings indicate that engagement in informal self-evaluation is a feature of practice in most settings. There is a growing awareness that providing clarity regarding the roles and responsibilities of the early years educators in the setting, and the establishment of a positive and supportive professional work environment are strongly influential in the provision of high-quality early learning and care. Engagement in CPD has prompted settings to implement curriculum change to enhance the pedagogy of play, and the quality of the indoor and outdoor learning environments.

Professional reflection has yet to be embedded consistently in many settings

The Aistear Síolta Practice Guide provides guidance for self-evaluation and quality improvement planning for ELC settings. First 5, A Whole of Government Strategy for Babies, Young Children and their Families 2019-2028 recognises that self-evaluation is an essential element of the early childhood quality assurance system in helping to meet and raise quality standards, safeguard and achieve positive outcomes for babies and young children, and in reassuring parents of the quality of their children’s early learning and care experiences. This strategy has identified the embedding of self-evaluation as a core professional activity across the ELC workforce as a key priority.

Inspection findings indicate that professional reflection/review of provision and practice has yet to be embedded consistently in many ELC settings. Formal meetings to facilitate professional reflection and review of practice do not take place regularly, or at all, in many settings. Systematic, whole-service approaches to self-evaluation, with documented action plans and clearly outlined improvement targets, are not established on a widespread basis.

The use of the Aistear Síolta Practice Guide to identify learning priorities or to monitor the impact of improvement initiatives on children’s learning remains underdeveloped in a majority of the settings. This may be attributed to the limited availability of CPD or other support to assist ELC staff to use this important resource. Actions advised in early years education inspection (EYEI) reports encourage early years educators to come together consistently for regular formal meetings that support them in planning for, and monitoring, children’s learning and promote collaborative practice and the development of leadership capacities.

While early years educators use strategies to support the transition from pre-school to primary school, many early learning and care settings have yet to establish professional links with their local primary school/s

EYEI findings indicate that early years educators use a range of effective strategies to explore the transition to primary school with the children. These include circle time discussion, role play with school uniforms available in the dressing-up area, and a display of pictures of the schools. In some instances, children and early years educators visited the local school/s or invited teachers from the local schools to visit the ELC setting. Some good examples of engaging with parents have also been observed, for example preparation of advice leaflets. However, inspectors also noted that many settings had yet to establish professional relationships with their local schools and, indeed, many reported challenges in this regard.

Actions advised in reports encouraged ELC settings to develop formal links with the local primary school/s to promote the sharing of information and the sensitive management of the children’s transition from the setting to primary school. Early years educators were also advised to consider strategies such as inviting the teachers of junior infants to visit the setting, organising for the children to visit the school, taking photographs of the local schools to share with the children, or asking a ‘graduate’ from their setting to come and talk to the children about their primary school. Inspectors acknowledged that building relationships between pre-school and primary schools is not a long established practice in Ireland and will require support and guidance.