The Quality Framework
Extending Learning Opportunities: A framework for self-evaluation in study support, DCSF 2009.
In 2008 the DCSF commissioned a revision of The Study Support Code of Practice, DfES 2004, which had been widely used as a self-evaluation document and a basis for quality assurance in Playing for Success centres, schools, clusters, Children’s Universities and other organisations and settings delivering extended learning opportunities. The resulting document Extending Learning Opportunities: A framework for self-evaluation in study support (ELO) is being launched autumn 2009.
ELO addresses fifteen themes around quality assurance and includes descriptors of good practice, exemplars and key indicators at each of the three levels of practice - Emerged, Established and Advanced. The key indicators provide the criteria for formal recognition of practice through the Quality in Study Support (QiSS) scheme.
The quality themes are grouped across three focus areas
NB These replace ‘Getting started’, ‘Keeping it going’ and ‘Aiming for quality’ in The Code of Practice. Centres submitting at Emerged level QiSS are asked to provide evidence for themes 1 - 4 and 6 - 9 with a brief reflection on themes 5, 10, 11 and 12 and centres submitting at Established level are asked to provide evidence for themes 1 - 5, 6 -11 and 12 with a reflection on 13. At Advanced all 15 Themes are reviewed with a particular focus on 12 - 15.
The ELO framework introduces critical friend style questions and the language used, examples of evidence and exemplars have been broadened to make ELO more appropriate and useful for non-school based organisations including PfS centres, associate centres and community settings. A new ‘forming the judgement’ question has been introduced for each theme to help centres decide whether the evidence put forward addresses the key indicator at the appropriate level. ELO places greater emphasis on the themes of ‘Developing Programmes’ and ‘Measuring the Difference’ at an earlier stage of the self-evaluation process than The Code of Practice.
It is intended that the new framework will offer a more up to date and generic approach which will be useful in a variety of settings whilst retaining the developmental process, reflectivity and criteria for self-assessment that have always been key features of The Code of Practice.
The three focus areas
Vision, values and principles of learning – these themes focus on purposes, in the context of identified needs, developing an ethos for learning, a commitment to ensuring children and young people’s involvement and ongoing exploration of the learning experience.
Programme development and operation – these themes focus on resources and communication, identifying and supporting those who lead the learning, developing the programme of activity and forging and developing partnerships.
Making a difference and managing change – these themes focus on measuring the difference and demonstrating impact, the celebration and rewarding of achievement and managing the process of change in order to achieve sustainability and ongoing improvement.
It is recognised there will always be crossover between themes in the different categories as none of these functions takes place in isolation and there is constant interchange between strategy, operation and reflection and review.
Copies of the new framework can be downloaded or ordered at
www.dcsf.gov.uk/everychildmatters/earlyyears/ and
www.teachernet.gov.uk/publications.
Support and challenge for the QiSS process is provided by the RHA Critical Friend team and Advanced ‘Hub’ centres which now organise and lead recognition meetings under the new licence at Emerged and Established levels that RHA has agreed with Quality in Study Support and Extended Services (QiSS.) The recognition process at ‘Advanced’ level continues to be organised by Quality in Study Support and Extended Services
.
Revised packs for each level can be obtained from Sue Vardy at the QiSS office at sue.vardy@canterbury.ac.uk.
On receipt and perusal of the pack details the first stage in the process for all centres is the completion and return of the ‘registration form’ to the RHA office.
Rolling out the model – First Steps to engagement with self-evaluation
ELO retains an introductory section based on First Steps to self-evaluation.
Several local authorities including Trafford, Stoke-on-Trent and Bolton have already introduced a system for guiding and recording early self-evaluation of study support provision as part of a wider conversation with a critical friend based on First Steps.
In a number of local authorities, the Playing for Success centre is working with local schools and/or voluntary organisations and settings to complete First Steps and following up with further support including quality assurance workshops, practice focused workshops and critical friendship. Early indications are that schools and organisations using First Steps are more willing, and feel more empowered, to progress to engaging with the quality framework.
The following PfS centres are piloting this process:
There is a keen interest in First Steps nationally and considerable potential for PfS centres and Associate Centres in Partnership with Playing for Success to further develop the model with their local authorities, QiSS and RHA.
January 2010