3.3.1 Quality of the context to support children’s learning and development

3.3.1 Quality of the context to support children’s learning and development

This area of the early years education inspection (EYEI) framework focuses on the quality of the context to support children’s learning and development, including the atmosphere and relationships that are evident in the setting. When evaluating this area, inspectors consider the way in which settings support children’s sense of identity and belonging, recognise children’s culture and backgrounds, and promote positive interactions and relationships within the learning environment.

EYEI findings, during the period to which this report refers, identified highly effective practices that contribute positively to children’s social and emotional wellbeing. A key contributing factor is the establishment of partnerships with parents and families. While good relationships with parents were generally noted in the settings inspected, more formal approaches to sharing information with parents on their children’s learning, which are essential to the establishment of partnership with parents in support of the children’s learning, have yet to be developed in many settings.

The early learning and care settings inspected were generally characterised by warm, respectful and open relationships. More widespread use of a ‘key-person approach’ would help to build on this good practice

Between September 2016 and December 2020, the quality of the context provided by ELC settings to support children’s learning and development was found to be good or better in almost all (97%) of the settings inspected (Table 3.1). In a small number of instances, inspectors noted that the quality of the context to support children’s learning was either fair (3%) or poor (0.1%).

The quality of the context is evaluated using a number of indicators, including the atmosphere and organisation of the setting and the nature of relationships. Inspection findings during this period showed that the majority of pre-school provision in the settings inspected was characterised by warm, respectful and open relationships with parents and children. Features of good practice observed in such settings included the welcoming of children and their families into caring, warm and calm atmospheres, and responsive and respectful relationships between the early years educators and the children. To further strengthen the relationships with families, as well as providing emotional security for children to learn and develop, inspectors promoted the use of the ‘key-person approach’, whereby each child is assigned a named person who is primarily responsible for creating a close relationship with them and their family.

Table 3.1: Quality of the context to support learning (Area 1): September 2016 - December 2020

Percentage of ELC settings

Table 3.1: Quality of the context to support learning (Area 1): September 2016 - December 2020

Table 3.1: Quality of the context to support learning (Area 1): September 2016 - December 2020

Figure from page 90

Figure from page 90

Figure from page 90

Source: Inspectorate, Department of Education

Inspectors noted that early learning and care settings fostered a partnership approach; there is scope to develop approaches for the formal sharing of information with parents

Inspectors noted that early years educators made good or very good efforts to engage with parents and to develop relationships that facilitate a partnership approach in support of children’s learning. In general, ELC settings adopted an open-door policy that promoted the involvement of parents in their child’s learning.

Many early years educators engaged in the informal sharing of information with parents on their child’s daily experiences. Information and communications technology (ICT) was used frequently as a method of communicating with parents in relation to planned activities and children’s experiences in the setting. Inspectors found good provision for the involvement of parents in settings, with parents contributing to activities to support their child’s sense of identity and belonging, for example the sharing of photographs

and information about their cultural background, family and community. To enhance this good practice, the provision of information and guidance to support ELC settings in further developing their engagement with parents would be beneficial. In particular, strategies to promote the mutual exchange of information, relevant to understanding and supporting children’s learning and development, between parents and early years educators would facilitate greater child-centred planning of learning experiences.

Examples of practice in highly effective settings included early years educators working closely in partnership with parents and external agencies, for example, those providing speech and language services, to implement specific learning goals for children.