Quality Improvement Principles (QIPs)

Each of the six principles is presented as follows:

• An overview of the principle and what it covers
• Reflect, review, respond - six questions to prompt practitioners to think about their current practice and make changes where appropriate
• The principles and the use of reflect, review, respond can be applied to different contexts and cohorts of children, and this can lead to a continuous cycle of improvement over time
• Each principle is illustrated by a case study (to follow soon)

• Start with clear values and principles that provide a focus for your work with children and underpin your practice.
• Everyone should understand the values being promoted within your setting and recognise where they have come from and why they are important.
• Clear processes should be in place to support new members of staff and families to understand the values and principles of the setting.
• When developing or updating your setting's values and principles, all members of staff and families should be included in the process.

Reflect, Review, Respond

1. What are your current values and principles?
2. What are they based on and have all voices been included in their development?
3. How do the values and principles underpin your work?
4. How do you share these with everyone who needs to know, including children, staff, parents and other stakeholders?
5. How are your values and principles reflected in your daily practice?
6. Are your values and principles in line with current legal guidance and practice?

• Recognising and including the voices and reflections of young children is at the heart of quality early years practice.
• Children have a right to have their voice heard and to know that their views are important. Listening to young children brings many benefits to both children and those who work and care for them.

Reflect, Review, Respond

1. How do you promote the ethos of the unique child as being central to your practice and ensure appropriate provision and support is given to each child?
2. How do you get to know the children in your care and how does this inform your practice? 
3. How do you listen to and include the voices of children in daily practice? 
4. How do you support and share children’s progress and achievements?
5. How do you recognise and value the impact your practice has on each child’s development and well-being, and also that of their family?
6. How do you use the listening approach to positively influence the early home learning environment?

• Every child is a unique individual. It is vital to recognise and promote equality and to embrace the richness that diversity brings.
• A focus on developing inclusive attitudes and understanding is essential. This requires addressing a broad range of issues, including supporting inclusive practices for vulnerable children and those with special educational needs, and developing positive and inclusive attitudes between the children, practitioners, families and the wider community. 

Reflect, Review, Respond

1. How do you challenge stereotypes and low expectations? 
2. How do you listen to the voices of all the children in the setting and ensure their views are prioritised?
3. How do you challenge individual beliefs constructively and sensitively to encourage an open attitude to feedback and a willingness to instigate change?  How can you support this change?
4. How do you become more aware of the inclusion issues that affect the children and families you work with and what you can do to reduce these issues in your setting?
5. How do you create a sense of belonging for all? 
6. How do you use your local community knowledge and resources to support the children and families you work with?

• Effective leadership and management is key to enabling settings to continuously improve. Those in a leadership role need to have the right knowledge, skills and experience to do this.  
• Those who lead have a central role in continuous quality improvement – they work with the setting staff to agree priorities, allocate resources, manage change and build a powerful shared vision that motivates others. 
• Effective recruitment and continuous professional development that builds the skills and motivation of the workforce has a real impact on the quality of practice experienced by children, and on the ability of the setting to strive for continuous quality improvement. In addition to increasing their knowledge, staff also need support, practical help and appreciation of their contribution from management in order to do their job well.

Reflect, Review, Respond

1. How do you inspire and motivate yourself and others? 
2. What makes an effective leader and what opportunities are there for career development? 
3. How are key leaders supported to promote and embed quality improvement processes?
4. How do you ensure that effective training and development plans strengthen each practitioner’s practice over time?
5. How do your systems and processes ensure ongoing compliance with legislation?
6. What opportunities are there for supportive supervision and appraisal, including peer support? 

Working in partnership is central to promoting the best outcomes for all children. This includes working with parents, and where required, a wide range of professionals and services. Examples of working in effective partnerships could include:

• where it has been identified that a child requires additional support;
• to promote the welfare of children through effective safeguarding practices;
• to support transition;
• the two-year progress check; or 
• supporting the development of the early home learning environment.

Reflect, Review, Respond

1. How do you promote strong and effective partnerships with parents?
2. How do you network with other settings and professionals in your community?
3. What difference do these make to children’s outcomes?
4. How do you promote effective information sharing?
5. How do you promote mutual respect between the different sectors, partners and parents?
6. How do you find out what local services are available and how to signpost and refer? 

• Wellbeing underpins high quality provision and continuous quality improvement. 
• Whilst it brings great rewards, working with young children and families can be demanding and challenging. 
• Staff who are well trained and who feel supported and listened to, will be better able to nurture and encourage the children and families in their care.  
• In addition, children who are supported and listened to are more likely to learn and thrive. 

Reflect, Review, Respond

1. What does wellbeing mean to you?
2. What strategies and approaches are in place to support the wellbeing of staff where you work? 
3. How do you monitor staff turnover, sickness levels and staff satisfaction? How do you use this information sensitively and intelligently to inform and develop your strategies and approaches, providing extra support to staff when required?
4. What strategies and approaches are in place to support children’s wellbeing?
5. Do you know what local and national resources are available to support the physical and mental wellbeing of adults and children, and how to access them? How do you keep up to date with new ideas and information?
6. How do you celebrate success in the setting – of both staff and children?