Annex A: Platform 3 Evaluation Strategy Outcomes: Improved early years provision What will we do How will we do it What are we hoping to see We will look for changes in the quality of provision relating to language and communication We’ll look for changes in the quality of the communication environment We’ll look for any changes in L and C data as part of the EYFS We’ll use any data from ofsted inspections in settings where staff are participating and make before and after comparisons where possible We’ll use any local quality assurance mechanisms – to discuss with participating partners Using a before and after audit based on communication elements of ITERS and ECERS Using setting data before and after That language and communication is positively reflected in any ofsted reports of settings where practitioners are participating That local quality assurance process reflect improvements in language and communication provision Settings where practitioners are completing the award show improved communication friendliness Outcomes for children in L and C on the EYFS increase Changes in the skills and knowledge of practitioners What will we do How will we do it What are we hoping to see We’ll look for: Changes in confidence Changes in knowledge Changes in skills (see also practice section) Look at skills and knowledge in Use a skills/knowledge/confidence quiz based on elements of SLCF Develop a short knowledge quiz (to be accessed online or offline) Look at portfolios; observe skills in practice Practitioners are more confident in SLC Practitioners know more about SLC More practitioners are qualified in SLC at level 3 Better/consistently strong progress
relation to the qualification Changes in how effectively practitioners complete the 2 year progress check Count how many people pass Compare qualitatively – look at progress checks before and after Ask parents to rate the quality of the progress information shared with them by the practitioners – focus groups/semi structured interviews Ask practitioners if and how the qualification has specifically helped with progress checks - focus groups/semi structured interviews Pre and post questionnaire for practitioners around progress checks best practice checks Effective practice in working with children to support their language What will we do How will we do it What are we hoping to see We’ll look for: Changes in practice Effective practice Use before and after comparisons of practitioner practice – using an observation schedule Practical portfolio tasks – the learners pass practical learning outcomes That individual practice improves That practice around children’s communication is in place Early identification of children with delayed SLC
What will we do How will we do it What are we hoping to see We’ll look for: How many children are identified, before and after What the referral patterns are Changes in the appropriateness of referrals What the average age of identification is before/after? Increased practitioner confidence in identifying SLCN Effective progress checks Setting data Local SLT data Pre and post confidence questions on the progress check for practitioners Compare progress checks qualitatively before and after That individual practice improves That effective practice around children’s communication is in place Effective practice with parents What will we do How will we do it What are we hoping to see We’ll look for: How well practitioners work with parents on supporting their children’s SLC How well practitioners work with parents re the progress check Number of learners taking and passing the parent unit Portfolio evidence – examples of any parent evaluations Focus groups/questionnaires for parents re effectiveness of progress check sharing That parents are effectively supported to develop their child’s SLC That parents receive good information re their child’s progress in SLC through the progress check That parents are happy with the support they get from practitioners Online learning model What will we do How will we do it What are we hoping to see