1 Curriculum for Excellence, Scottish Executive, 2004
2 Improving Outcomes for Children and Young People: the role of schools in delivering integrated children’s services, Scottish Executive, 2006
3 Improving Scottish Education, HM Inspectorate of Education, 2006.
4 The Child at the Centre can continue to be used in conjunction with the National Care Standards for
Early Education and Childcare up to the age of 16.
5 Throughout the document the term parents is also used to include carers
6 Appendix 1.
7 In evaluating improvements in performance, consideration should be given to QI 5.2, QI 5.3, and QI 5.5 relating to teaching for effective learning, meeting needs and expectations and promoting achievement.
8 Examples include the Standards in Scotland’s Schools etc Act, the Additional Support for Learning Act, the Race Relations Amendment Act, the Disability Discrimination Act, the Regulation of Care (Scotland) Act and the Scottish Social Services Council Codes of Practice.
9 Key sources of evidence will include: levels of attendance; planning and assessment documentation; children’s profiles; personal learning plans and transition records; the extent to which the needs of all children are met; analysis of the views of children; and analysis of questionnaire responses from parents about their children and
their satisfaction with the centre’s provision.
10 Evidence will come from direct contacts, ongoing dialogue and appropriate documentation, surveys, questionnaires and discussions with representative groups or individuals. It will include evidence about complaints and compliments from parents.
11 This refers to all staff in the centre. For example, it includes care staff, teachers, health specialists, therapists, nursery nurses, play assistants, psychologists and a wide range of administrative and support staff.
12 Data would include information about staff absence rates and staff turnover.
13 Evidence will come from available data derived from surveys, questionnaires and discussions with community representatives, training providers (including local colleges and universities), voluntary organisations, employers, agencies and statutory organisations.
14 Evidence will come from programmes that have origins in national or international best practice; staff who have made major influential contributions to national developments; and anticipating demographic, economic or social changes and responding with the re-allocation of resources and services.
15 Reference can be made to the Curriculum Framework for Children 3-5 and A Curriculum for Excellence when reviewing and developing programmes and activities.
16 Reference should be made to QI 5.8: Care, welfare and development.
17 When applying this indicator, centres should use information about the achievements and progress of different groups of learners such as: boys and girls; children of different ethnic groups; refugees; Gypsy/Traveller children; looked after children; children for whom English is an additional language; children with disabilities; those with irregular attendance caused by illness, family circumstances or respite care.
18 In evaluating this QI, due attention should be paid to evaluations of QIs within Key Areas 1 to 4.
19 Pre-school staff will want to refer to the Scottish Social Services Council conditions for registration.
20 In evaluating this QI, reference should be made to QI 3.1 The engagement of staff in the life and work of the centre.
21 In evaluating this QI reference should be made to QI 1.2.
22 In evaluating this indicator, consideration should be given to indicators in Key areas 1-4 outlining the centre’s successes and achievements.