Prove yourself

Many providers will be wondering whether it is worth their while undertaking a Quality Assurance (QA) scheme, particularly if they already have waiting lists and good Ofsted reports.

A good QA scheme, with Investors in Children (IiC) status, requires a great deal of time and commitment from staff and management as all staff need to be involved in it. Inevitably, this leads to increased costs, for the scheme itself and staff time.

Many local authorities have been subsidising these costs but may be less inclined to do so in the light of the recently published consultation document on the Childcare Bill.

In it, the DfES claims: 'Ofsted have developed their grading system to provide parents with more information about the relative quality of all settings, irrespective of whether they are members of a QA scheme. In the light of our proposals for a stronger quality element in the new regulatory framework, we wonder whether the IiC scheme provides the most effective use of resources' (para 89, page 23).

This statement reflects the importance of recognising the difference between 'quality control' (the essential purpose of Ofsted regulation and inspection) and 'quality assurance', which provides the tools and support to enable practitioners to evaluate and improve their practice on an ongoing basis.

QA schemes need to be rigorous in their content and systems. The mentoring role, which is such an effective tool in the Quality Kitemark schemes, ensures a well-qualified and experienced local authority officer observes practice in settings and gives feedback, advises on ways to develop practice and is able to link providers into other sources of support within the local authority.

Mentors and verifiers make at least three visits to each provider undertaking the scheme, some unannounced, during each of the eight modules.

Compare this with one visit from an Ofsted inspector, for one day, in three years. Which is going to give the more accurate picture of the consistency or otherwise of practice?

While many of the changes to the Ofsted regulatory system are to be welcomed - in particular, the focus on outcomes for children and no-notice inspections - I have yet to meet anyone in regular contact with early years providers who believes that one inspection visit in three years is an adequate or effective regulatory system.

Benefits

So why should, and do, providers bother to undertake QA, when there are so many other pressing things to do?

The answer lies with the providers themselves. The Nursery Group in Bury, Lancashire, says, 'We thought we were good but we never realised how much better we could be until we started the Kitemark.'

A Reading childminder writes, 'I feel that my practice has become much more reflective and I am always looking at ways to improve what we have done and develop further ... It has helped me develop a strong relationship with the early years team and stronger involvement with my local community and with other settings.'

According to the annual survey of settings undertaking the Kent Quality Kitemark, 70 per cent of settings believed it had improved provision for the children, 66 per cent that it had enhanced their partnership with parents, 72 per cent that it had improved teamwork, and 72 per cent that it had helped to develop confident and reflective practitioners.

An out-of-school club leader from Bury writes, 'It's an acknowledgement and encourages you to believe that you are a childcare professional and to feel good about it.'

Our Sheffield Quality Kitemark scheme was written in response to demands from providers for a framework to help them improve the quality of their work with children and families, and achieve recognition for doing so.

It is a huge undertaking, reaching into every aspect of their work. We expect providers to take up to three years to achieve it.

Reflective practice

All staff have to consider the questions in each module, helping them to become reflective practitioners, to stand back and think critically: could we do this better? Are we really meeting the needs of all the children and families in our community? Are we implementing best practice as set out in guidance, such as Birth to Three Matters, books and research? The process gives staff greater confidence in the aims and value of their work and in sharing these enthusiastically with parents.

Many report that it has helped with team-building and that staff have a renewed sense of shared vision and purpose. It has been a major contributor to developing the skills and knowledge of the workforce and provided career development, even for the initially unmotivated.

Others will use the QA scheme to help them improve weaker aspects of their provision. For example, a pre-school, based in a church hall shared with other users, used Reading Quality Kitemark module 5 to revamp the outdoor area, which, mainly for logistical reasons, they never used. The whole area is now used fully and covers the six areas of learning. Doing this module has made many staff reassess their attitudes and stop seeing the outdoors simply as a place for the children to let off steam.

Module 2, 'Sharing Food, Sharing Celebrations', too, often encourages practitioners to question their current routines. With confidence gained from undertaking the scheme, staff now offer baking, cooking and food preparation as part and parcel of the curriculum.

The Kitemark challenges the quality of food and snacks offered to children and helps develop children's independence and understanding of a healthy diet.

At one Sheffield pre-school, all 24 children used to sit down together for the usual snack of milk, water and a biscuit, or occasionally a piece of fruit. Now, having completed the module, it has a successful rolling snack time, with different tastings offered daily.

A small group of children sit at the snack table at any one time with an adult, who encourages the children to wash their hands, choose and prepare their snack and wash up afterwards.

It is an enjoyable time for all when many useful skills are developed - not least the arts of sharing, taking turns and having sociable conversations.

Who can doubt that such improvements have not had a positive effect on children's - and staff's - learning, development and well-being?

Quality environment

The importance of a good quality environment for learning was highlighted in the EPPE research, as was the significance of adult interactions.

IiC-endorsed QA schemes have to promote effective methods of peer observation and analysis in settings as a means to evaluate and improve such adult/child interactions.

Cilla Carr and Angela Douglas, managers at the University of Sheffield Union of Students nursery report, 'Undertaking the Sheffield Quality Kitemark has enabled us to discuss and analyse practices and policies objectively, giving us the opportunity to reflect on individual practice and effectiveness as a team. This has enthused us all to implement new ideas, for example, to design and introduce a sensory area in our Baby and Tweenie rooms, with lighting effects, mobiles, drapes and colour whilst ensuring a gentle, relaxing ambience of comfort and security.

'We feel that the QA scheme has strengthened our internal and external relationships, as we have supported each other throughout the process. We have all been more aware of the value and input from individual staff in each area of the nursery, reinforcing the entire nursery structure to create an excellent team. This improvement in team-working skills has highlighted the importance of partnership as an essential part of our work, the vital link being the interaction and communication with our children and parents.'

Throughout the country our Kitemark QA teams report that a QA scheme is an 'effective lever ... to drive up and continually improve quality' looked for in the DfES Consultation on the Childcare Bill. So why not give it a try?

About the author

Christine Goldsack is national co-ordinator for the Sheffield Quality Kitemark schemes and is based within the Early Years Education and Childcare Service at Sheffield City Council

QUALITY ASSURANCE SCHEMES

To date 48 quality assurance schemes have been awarded the DfES Investors in Children status. The list includes schemes by local authorities and organisations such as the National Day Nurseries Association and the National Childminding Association.

The approved Sheffield Quality Kitemark has been adopted in 28 local authorities. Others can still buy the scheme to use or adapt for their area.

For more information on the Sheffield scheme, call Christine Goldsack or Andrea Lancaster on 01145 2331230, or e-mail Christine.Goldsack@sheffield.gov.uk.

To view the list of approved schemes, visit www.surestart.gov.uk/ensuringquality/guidance/ investorsinchildren