Whether you are engaging with the Síolta Quality Framework informally using it for ideas and for reflection on quality or formally (where you are supported by a Síolta Co-ordinator) the Early Years Resource Factory is a “must” for you.
Síolta was published in 2006 and contains 16 standards. The Early Years Resource Factory has linked all its signage, curriculum resources and documentation to the appropriate Síolta standard. This assists practitioners make connections and support the “Think Abouts” within each Síolta component which are integral to the implementation of each standard. Having the resources labeled encourages active discussion on quality improvement. Just one example of how the EYRF will benefit you: if a service is endeavouring to comply with Standard 12 Communications this is made so much easier when the practitioner can download resources highlighting Standard 12 and the components within (Daily Record Sheets for parents, signage in different languages, Parent’s newsletter templates and much much more). Having all these resources to hand acts as a constant reminder of “quality” and assists services engage with Síolta in a meaningful, relevant way.
Early Years Services find it difficult to allocate the time required to implement any quality assurance programme. Save time by using the EYSF and improve the quality of your service today!
Ensuring that each child's rights are met requires that she/he is enabled to exercise choice and to use initiative as an active participant and partner in her/his own development and learning.
Enriching environments, both indoor and outdoor (including materials and equipment) are well maintained, safe, available, accessible, adaptable, developmentally appropriate, and offer a variety of challenging and stimulating experiences.
Valuing and involving parents and families requires a proactive partnership approach evidenced by a range of clearly stated, accessible and implemented processes, policies and procedures.
Ensuring inclusive decision-making requires consultation that promotes participation and seeks out, listens to and acts upon the views and opinions of children, parents and staff, and other stakeholders, as appropriate.
Fostering constructive interactions (child/child, child/adult and adult/adult) requires explicit policies, procedures and practice that emphasise the value of process and are based on mutual respect, equal partnership and sensitivity.
Promoting play requires that each child has ample time to engage in freely available and accessible, developmentally appropriate and well-resourced opportunities for exploration, creativity and ‘meaning making’ in the company of other children, with participating and supportive adults and alone, where appropriate.
Encouraging each child's holistic development and learning requires the implementation of a verifiable, broad-based, documented and flexible curriculum or programme.
Enriching and informing all aspects of practice within the setting requires cycles of observation, planning, action and evaluation, undertaken on a regular basis.
Promoting the health and welfare of the child requires protection from harm, provision of nutritious food, appropriate opportunities for rest, and secure relationships characterised by trust and respect.
Organising and managing resources effectively requires an agreed written philosophy, supported by clearly communicated policies and procedures to guide and determine practice.
Practising in a professional manner requires that individuals have skills, knowledge, values and attitudes appropriate to their role and responsibility within the setting. In addition, it requires regular reflection upon practice and engagement in supported, ongoing professional development.
Communicating effectively in the best interests of the child requires policies, procedures and actions that promote the proactive sharing of knowledge and information among appropriate stakeholders, with respect and confidentiality.
Ensuring continuity of experiences for children requires policies, procedures and practice that promote sensitive management of transitions, consistency in key relationships, liaison within and between settings, the keeping and transfer of relevant information (with parental consent), and the close involvement of parents and, where appropriate, relevant professionals.
Promoting positive identities and a strong sense of belonging requires clearly defined policies, procedures and practice that empower every child and adult to develop a confident self- and group identity, and to have a positive understanding and regard for the identity and rights of others.
Being compliant requires that all relevant regulations and legislative requirements are met or exceeded.
Promoting community involvement requires the establishment of networks and connections evidenced by policies, procedures and actions which extend and support all adult's and children's engagement with the wider community.
For further information see www.siolta.ie