· web view"we can't go to wardie bay just now because of the virus. we can't go to nursery. i...

"We can't go to Wardie Bay just now because of the virus. We can't go to nursery. I made a painting of the virus. Mama drew a yellow hat. We have a list of things for when the virus is gone- we will put nursery on the list. It's a long list! We have written: 'Granny and Grandad, Safari Park with the Red Tailed Lemur, Park With the Dark Slide, The Boaty Park...'" Luca

Standards, Quality and Improvement Plan for

Cowgate Under 5s Centre

Standards and Quality Report for session: 2019-2020

Improvement Plan for session: 2020-2021

Context of the Setting

Locality: South – East

Cluster:

Level of teacher input: Currently 0.4

Total number of children 3-5

Due to the current pandemic this number is not known.

Total number of children 0-3

Due to the current pandemic this number is not known.

No. of Eligible 2’s

0

Settings Vision, Values and Aims:

Scattered throughout this document are the compelling and highly readable accounts from children and adults. What has been learned by practitioners along the way through their various professional roles adds a certain piquancy to this document. I need to say something about the language used in this document, for reasons of value, honesty and integrity, quotations from children, parents and staff members accurately depict what was said.

I begin this section with a reflection from Rebeca Perna, EYP who sets the scene for the SQIP, 2020:

“Our children really are part of our community at Cowgate, together with all of us and our families. Our children are deeply involved and very much connected with their nursery life, we listen to their views and voices and we gather their thoughts and ideas through mind-mapping allowing them to express themselves as valued and unique individuals. We provide a rich and nurturing environment, one which is child orientated, our children are leaders of their own learning and development and the environment we provide enhances and enables this to take place. At Cowgate our children have access to such a wide variety of real first-hand experiences on offer both indoors and outdoors which allows them to really excel as individuals and to continue to grow, learn and develop each day.

We have achieved a lot and together we keep on striving to achieve more” (Rebeca Perna, 2020).

1

Three major incidents have impacted on this section:

Pandemic – Covid-19

Since December 2019, the world has been battling another coronavirus. Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is the virus responsible for the current outbreak of the coronavirus disease (COVID -19), which was first identified in Wuhan, China following reports of serious pneumonia. The coronavirus has threatened the rights of our children, exposing them to potential risks and disrupting their lives. While current trends indicate that children are not at a higher risk for COVID-19, we know that infectious disease outbreaks can seriously impact children’s wellbeing – both psychological and physical. In line with Realising the Ambition (Education Scotland, 2020), our focus continues to be on supporting children, whilst in our care, to form a secure and emotional relational base which will stand them in good stead as they grow and develop. Nurturing relationships are essential to creating the conditions for children to flourish in early learning and childcare. All children have a right to play, to learn and to access experiences that meet their physical, social, emotional and cultural needs, and they have a right to associate with their peers (UNCRC, 1989).

The core public health measures that will underpin our service when it opens on 10 August 2020 are:

· enhanced hand hygiene and cleaning practice

· caring for children in small groups (importantly this information is ever-changing in our uncertain world)

· minimising contact between these groups

· maximising the use of outdoor spaces

· physical distancing between adults and older children in the setting including parents at drop-off and pick-up times

https://www.youtube.com/watch?v=3qYO4K0gtDo

2

Quotes from our children –

Abigail: "Coronavirus started because of not very good listening. It's a tiny ball of virus that people have on their hands and you can only see it with a microscope. You have to wash your hands with soap for 20 seconds and that's it done."

"The government- they make the choices for this country 'Stay in the house for three weeks, use masks in shops, use sanitiser and let the air dry it.'. I want to go back to nursery."

Keira: "I want to go back to Cowgate. I want to go on the swing."

Angus: "I had a fever after this day. It took so long. I couldn't move very well. 'Cr' means crown- that's why it's coronavirus. Choosing lots of music for listening to and for dancing to has made me feel better, like disco and funk, salsa, merengue, reggae and pop, Peter and the Wolf, and Kraftwerk."

Archie: "We need to stop worrying about coronavirus. Take deep breaths- do yoga breathing and be brave."

Josephine: "The virus?... I hate it! Look after Earth- don't destroy everything otherwise it will fall to pieces."

Maximos: "I will see you when is finished coronavirus."

Luca: "We can't go to Wardie Bay just now because of the virus. We can't go to nursery. I made a painting of the virus. Mama drew a yellow hat. We have a list of things for when the virus is gone- we will put nursery on the list. It's a long list! We have written: 'Granny and Grandad, Safari Park with the Red Tailed Lemur, Park With the Dark Slide, The Boaty Park...'"

A final reflection on covid:19 comes from Rebeca, EYP, who added: “During this Coronavirus pandemic, the virtual learning sessions (vle) sessions have definitely brought us closer together as a community and have kept us strong and connected. VLEs have been immensely successful in terms of our staff team and keeping in contact but it has also allowed us to maintain close contact with our families and children and hopefully we will continue using vle as a platform as we move forward” (Rebeca Perna, 2020).

3

Outdoor provision

Shorter term - we have been given permission from the Scottish Wildlife Trust to use an outdoor site at Duddingston Loch (this is one of our three sites identified by the Cowgate team). Duddingston Loch is 1.8 miles from Cowgate. We can access this site two days per week. After consultation with our parents we could have a mix of direct parent drop-offs and children walking / cycling with staff from Cowgate on cycle routes.

We have approached CEC for support for CI “variation” to use the site (a representative from CEC has arranged to meet Cowgate staff on 15 July 2020 at our sites). We have submitted full risk assessments and appropriate site agreements to CEC. Our second potential site is Blackford Hill (3 miles from Cowgate). We propose to run one session at one of these given sites each day (Mon- Thursday) from 8.30am – 3.15pm. In the short-tern every child will have a given day when they are able to attend FK, up to 8 children per day. They will spend the duration of that day / session in the outdoor session with the same members of staff. Children may either be dropped directly at the FK site between 8.30am and 10.00am, where two members of staff will be present, or travel from Cowgate at 9.30am with a third member of staff. (This 2.1 logistical arrangement may be swapped around if more practicable to do so in response to parents’ capacity to drop at site).

44

Staff will rotate on a daily basis; starting at 8.15am, with at least one FK/ FOLA trained staff member overseeing the site each day. Staff would have the option to work through their lunch and leave at 3pm; or take a half hour break (reflecting the slightly shorter day). Lunch (bread, soup, cheese, chopped fruit and veg) would ideally be provided by CEC and delivered directly to site in suitable temperature-controlled containers at an agreed time each day. All forest kindergarten protocols, including enhanced hygiene and social distancing, risk assessments and planning will be overseen by the senior team, plus our FK trained staff including Simon Bateson / Karen Knamillar (FOLA Level 3 trained) and Kasia Siebor / Emma Clarkson (CEC FK short-course trained).

Longer term – there is currently no guarantee that these sites can remain available to us long-term, full-time. We would therefore like to continue to plan for the peripatetic approach to Forest Kindergarten previously planned, which would allow us to be both responsive to the children – strengthening our Froebelian practice and reputation. With that in mind, we will continue to make routine use of sites further afield including Wester Wood 1-2 days a week using out own minibus; which will also be able to transport children to /from other CI approved sites as well as excursions; after parents’ capacity to drop children directly at outdoor sites returns to normal (i.e., reduced) levels. We are fundamentally confident that the benefits which will accrue to children and families from having both ownership of their outdoor explorations and their own exclusive, long-term co-stewardship of a site like Wester Wood, are considerable…as they were at Stickland. We continue to progress our minibus procurement using the CEC ringfenced funds.

5

Black Lives Matter – Understanding White Privilege: Creating Pathways to Authentic Relationships Across Race

After the recent death of George Floyd, 46, who died after being arrested by police outside a shop in Minneapolis, Minnesota. Our nursery team have become active in the Black Lives Matter campaign.

The following narrative comes from Carol Cerdan (EYP) on two examples of the nursery activities:

In the 2019 SQIP it was recognised that Cowgate is becoming increasingly diverse ethnically, culturally, linguistically, and socially. We are aware that families from non-dominant groups or non-traditional homes can often suffer particular disadvantages. The horrific killing of George Floyd and subsequent increased focus on the Black Lives Matters movement gave the team a renewed focus and energy in the urgent need to combat racism within our society. Many thoughts, ideas and readings on this subject were shared. Jayne (EYP) asked us the following:

· How do we communicate and reinforce strong messages about race?

· How do we strive for equity and justice?

· Are we doing enough?

· Are we doing it right?

· How do we know?

We recognised that we did not have the answers yet, but it felt very important to explore them.

The article https://www.theguardian.com/books/2020/jun/04/no-reader-is-too-young-to-start-anti-racist-books-for-all-children-and-teens was shared and it told us "It is our responsibility to be active in the face of injustice. Use these books to start conversations, hold yourself accountable and educate a new generation. Reading isn’t the only answer but it’s the start, above all else. Black Lives Matter. It is never too early to learn that racism is wrong and we should be doing something about it" Aimee Felone.

6

Angela Davis’s call to action proved particularly inspiring: “In a racist society it is not enough to be non-racist, we must be anti-racist.”

Simon (EYP) had highlighted the fact that many of our children’s books in our library were created with a White frame of reference, as

stories of racial groups other than Whites were sporadically presented. Perhaps unwittingly, it could be interpreted that Eurocentric experience is the most valued at Cowgate, which is not the case. However, in order to address this, we launched a library project to the community with the aim of promoting equality and celebrating diversity.

A google form was compiled using various sources to select books of a social justice theme. This was added to by staff and parents who were keen to be involved and contribute. A JustGiving page was also set up and donations of £290 were raised to purchase new books for the library, a number of books have also been bought by families and staff. When we return to the setting, children will become much more involved in the project and they will help us choose and select the books they would like for the library. The latest list can be provided by contacting [email protected]

We received a number of very positive messages from our community about the project:

· Thank- you so much for initiating this effort. I think it’s a really simple, but positive, step we can all take at home and at nursery / school and a great way of opening up conversations. Kate Studd

· Every time we collect Orhan from nursery he has a book in hand! Books are invaluable and we fully support a healthy collection of them. Anonymous

· Thank you for building an anti-racist library! Anonymous

· Thank you for your wonderful work! Jess Waters

· We thoroughly support the development of this library at Cowgate. We'd love you to buy some Little People Big Dreams books, which we love reading together, especially the one about Rosa Parks. Andrew and his daddies

· Thank you for ensuring that diversity, equality and inclusiveness are reflected by the books available in your library. We support that wholeheartedly. Please choose a book from the list. Anonymous.

· "I can read with my eyes shut" fabulous all of you readers are...sweet regards and appreciation. Anonymous.

7

· Books are such an important thing and they need to reflect the children who read them. Thank you for doing this, I hope our small donation will help. Freya and Callum Miller

· Very happy to support this important initiative. Thank you for being so proactive to create an inclusive learning environment for the Cowgate Children. Kate, Dan, Maddy and Lewis.

· It's so difficult finding time to read through these books with two wee ones so hopefully you can choose a couple with this donation. Anonymous.

· "I can read with my eyes shut" fabulous all you readers are...sweet regards and appreciation.

In tandem with the library project Jayne (EYP) and Simon (EYP) are regularly joining a small conversation group with Back, Asian and Minority Ethnic /anti-racist activists in Scotland. Parents are also invited to participate. The group focuses on the need for racial justice in Scotland and how this affects our work in the early years. By listening and reflecting with the group they hope to support Cowgate in its endeavour to promote a genuinely anti-racist culture. Jayne (EYP) has also set up a monthly anti-racist reading group for practitioners, which will bring the spirit of these activist voices to our meetings as we reflect together (please see email below).

We believe it is critical for us (as practitioners) to address injustice and develop equity-based pedagogies because children form ideas about fairness and their own sense of identity within the larger world during these early years. It is our intention to challenge discourses that privilege some groups and marginalise others.

Hello everyone

Just a reminder that the first meeting of our anti-racist reading group will take place virtually tomorrow evening between 8 and 9.30 pm.

Tomorrow’s discussion will focus on the following resources:

The essay 'White Privilege: Unpacking the Invisible Knapsack’.

https://www.pcc.edu/illumination/wp-content/uploads/sites/54/2018/05/white-privilege-essay-mcintosh.pdf

8

The BBC documentary ‘Will Britain Ever Have a Black Prime Minister? British TV and film star David Harewood investigate the obstacles facing Black Britons in rising to positions of power and influence and explores why so many barriers remain to black people achieving their potential.

https://www.youtube.com/watch?v=j0uXJkgAmWU

I am happy to facilitate the first meeting and suggest the following questions to guide our discussion:

*What were the key messages of this text/video/podcast?

*What are the implications for us as individuals and as a professional?

*What are the implications for our setting?

*What action points can we take forward?

Would someone be happy to take notes?

In order that we all feel safe to talk honestly, I would like to suggest the following guiding principles:

*We keep it confidential - whatever is said in the group, stays with the group

*We acknowledge that we are all on a learning journey and may inadvertently ‘get things wrong’

*We take care of each other, providing a space of support wherever we are on the journey

*We listen to each other without interruption

*We seek always to engage one another in conversation, even if we disagree with what someone has said. We call one another ‘in’ not ‘out’ in the genuine spirit of moving forward together.

Please feel free to share your ideas about what would be useful to add to these guiding principles....as with everything else it’s up for discussion and should evolve to reflect our needs.

9

The proposed dates for the next few meetings are:

Thursday July 23 8-9.30 pm Virtual Meeting

Thursday August 20 8-9.30 pm Virtual Meeting

Thursday September 17 8-9.30 pm Virtual Meeting

Thursday October 15 8-9.30 pm Jayne’s flat

And the following resources are suggested:

Thursday August 20

Robin DiAngelo writes powerfully about how white people need to profoundly challenge their own behaviours and attitudes in order to create a genuinely anti-racist culture:

https://goodmenproject.com/featured-content/white-fragility-why-its-so-hard-to-talk-to-white-people-about-racism-twlm/

Simon forwarded this link to a podcast by Eula Biss ‘Talking about Whiteness’

https://onbeing.org/programs/eula-biss-talking-about-whiteness/

10

Thursday September 17

This book was recommended by academic Khadija Mohammed, (part of the Scottish Association of Minority Ethnic Educators and the Anti-Racist Educator Collective) - ‘We’re All White Thanks: The Persisting Myth about White Schools’ Chris Gaine

https://www.amazon.co.uk/Were-All-White-Thanks-Persisting/dp/1858563453

I have a copy if anyone would like to borrow it. Perhaps we could identify one or two particularly relevant chapters?

The following video by Light Watkins is called ‘For white people who are asking what can you do?’

https://m.youtube.com/watch?v=sjhz594Am6g

It is included as part of a huge range of anti-racist resources

https://docs.google.com/document/u/0/d/1S5uckFHCA_XZkxG0Zg5U4GQGbY_RklZARwu43fqJH0E/mobilebasic

Thursday October 15

Rebecca suggested critically examining a 'typical/popular' Eurocentric children's story/book/tale ‘to explore the ramifications this holds for POC’. Perhaps during this meeting, we could choose a couple of books from the Cowgate library and, with the knowledge gained from our previous discussions, ask ourselves how well these books promote an anti-racist culture.

After the last session, we can take time to reflect on the format of the group and make any changes to the timings, frequency, structure, facilitation etc. We can also agree on which resources to look at next.

I am so looking forward to getting started!

Jayne

11

Our vision and values

Social Justice Approach

This section builds on our work from last year (SQIP, 2019) where we discussed how educational resource allocation, curriculum and pedagogy may contribute to disproportionate representation of ‘white’ individuals. On consideration, Cowgate continues to progress toward being a liberatory, socially just setting as we work with unwavering honesty, and humility toward eliminating inequities.

Our team of relational pedagogues, who care, respect and empathises with both children and adults, distinguish themselves by a uniquely critical approach to social justice, which differs in important respects from classical liberal perspectives. We have shown, for example, (see above Cerdan, 2020) that we are not content to be idle or neutral bystanders; neither are we rigid, nor doctrinaire in our thinking, however we are keen to challenge hegemony. We care deeply about what is happening, locally, nationally and internationally, to already marginalised individuals and groups, and we are keen to do something about it. These sentiments figure prominently in our approaches with young children (see above Weaver, 2020; also, Education Scotland 2020; UNCRC 1989).

A socially just approach can provide the foundation for action that can rectify unfair practices. This year, due to aforementioned current events, our focus has turned to the oppressive structures of racism. We are using the social justice platform as a rallying point to challenge the recent waves (Black Lives Matter) of inequitable practices which exist within society, where, in some places, racism has become part of the social landscape.

Through our deep, regular, discussions during the lockdown period we (Cowgate team) have come to realise that we are the architects of Cowgate, where we live and work. In the common vernacular, Cowgate has been constructed by the children and adults who live there, however, we do not have the opportunity (as a CEC setting) to construct Cowgate from the ground up, nor do we have rein on top-down policies, we can, however, influence the practice that exists within the walls, by encouraging equitable, fair and just approaches (McIntosh, 2006). Cowgate has a history, but thankfully, that history does not make for static practices, as has been shown (Cerdan & Weaver, 2020). The children and adults in Cowgate draw from the resources that have circuitously been bequeathed to them…but as Bateson (SQIP 2019) illustrated, new life brings new eyes and individuals can help others ‘see’ new ways of being, here I write of our library resources and how they may have been viewed. Meaningful change occurs only when individuals attend to these less visible and, at times, pervasive approaches. Some resources may have become so ingrained in the fabric of everyday life that they are not easily

12

recognisable as supporting white privilege. Bateson (2019) elucidated that because we (the Cowgate team) constructed Cowgate, we also have the power to change it. Knowledge plays an important role here. Our aim is that the Cowgate community can live full and satisfying lives.

Over the past few months we have come to accept that social justice is not an accident, it does not occur by happenstance or coincidence (Bruce, 2020). Rather, there are clearly identifiable patterns associated with it, and they are deeply embedded in the fabric of everyday life. Of vital importance, as early years professionals we must be very aware of early years practices that both impel and entice individuals to act in ways that privilege some and disable others.

On the promotion of diversity, Isabella Vašinová, EYP, (2020) had this to say:

“Reflecting on firstly, recent incidents that happened in America with ongoing injustice towards people with dark or black skin, our team evaluated, how could we support and celebrate diversity in our centre (ethnicity, gender, language, etc.). Secondly, one of the team member, Simon pointed out that, many books “were created with white frame reference” (SQIP, 2019) Another member of the team, Carol, took initiative and together with families and the Cowgate team have aimed to extend library recourses in our centre as we believe that by having diversity in books will celebrate this exact diversity and it will provoke questions in children, that can be developed in further communication about racism and injustice. Klefstad and Martines (2013) claim that to “allow children to see themselves in the pages offer the kind of high-interest materials that that support children’s early literacy.”

Klefstand and Marines (2013) have suggested various activities that provoke conversation about diversity and injustice with children. The centre is underpinned by Friedrich Froebel’s (1782-1852) principles ‘freedom with guidance; unity, connectedness and community; engaging with nature; learning through self-activity and reflection; the central importance of play; creativity and the power of symbols; knowledgeable and nurturing educators.’ (Tovey, n.d.) Tina Bruce 2012 explains the way that Froebelian educator views the child is through their symbolic life, through music, song and rhyme.

13

“Songs, rhyme, stories are also interconnecting and symbolic ways. These connect children with self, other, and the universe. […]Because cultures develop or vary, through different historic times, or in different parts of the world, these [Movement Games, Mother Songs] are no longer used in the way they were originally… […] The subject for songs, movement games and stories that Froebel chose, were based on everyday experience, and the physical self-knowledge of the children. (Bruce, 2012 p. 9)

Therefore, the other possibility on bringing the today’s life and communication around the world about injustice could be introduced to children in Froebelian based nursery through songs.

•Through the lyrics, which the children sing together, each child identifies the colour of his or her hair. Song: "I Have Hair"

(Tune: "Mary Had a Little Lamb")

I have hair on top of my head.

Top of my head, top of my head,

I have hair on top of my head.

The colour of my hair is_.

•Song: "Names Begin with Letters" (Tune: "Farmer in the Dell")

We all have different names.

We all have different names,

I love my name 'cause it is great.

We all have different names.

Our names begin with letters.


Heigh-ho the derry-o.


Klefstand and Marines (2013)”

14

In sum, we recognise that injustices occur when individuals / groups are not accorded the same value – recognition that others receive. So, for social justice to occur, those marginalised by virtue of their particular identities need to receive the same recognition as others. However, important to say we believe a socially just perspective explicitly values diversity, the differences between the children (and adults) should be celebrated and valued, not quashed, ignored or assimilated. Equitable rather than equal treatment stands a better chance of compensating for unequal differences among children and adults.

We hope the reader can appreciate that a socially just approach is not an add-on to our practice, nor has it solely been inspired by the tragic death of George Floyd, but an approach we have been developing over several years where we have aimed to integrate a social justice approach in all facets of Cowgate, including governance and children’s lived experiences. As advocates of social justice, we call for a better future for our children, we are a like-minded team who are willing to act by changing socially unjust practices. Through our reading groups (Weaver, 2020), we hope to develop and circulate a critical language, a discourse which impacts positively on an equitable society.

Pedagogy of Participation

The Cowgate practitioners consider themselves to be implementing a participatory pedagogical approach to working with our children. In order to develop our pedagogical approach, we have gone through a reflexive critical journey of problematising pedagogical documentation (e.g., our lived story approach). Through our lived story approach, we have been able to show that pedagogic documentation sustains and develops children’s’ and practitioners’ narrative powers, while offering a sophisticated analysis, lived stories are accessible and engaging, thus the observation method is an incredibly powerful educational tool.

Pedagogy is a field of knowledge in its own right (Dewey, 1916; Freire, 1996). A field that knows its boundaries, but does not define them, because its essence lies in dialogues and in integration. Pedagogy is understood as a space of ambiguity and complexity. It results from convening beliefs, values and principles; reflecting on practices; and from using knowledge and theories. Thus, pedagogy is sustained on a praxis. Praxis is then the locus of pedagogy and the day-to-day locus of pedagogy development is the lived locus of the praxis. Asserting the field of pedagogy as a field per se is an ethical demand towards children’s rights and towards practitioners’ rights. Pedagogy in participation is a pedagogy of holistic (Froebel, 1886) and integrated nature focused on making real children’s rights in the

day-to-day pedagogic development through the development of educational intentionality that attunes children and practitioners’ participation in co-constructing learning journeys. It develops a participatory praxis for both children and practitioners. Both are

15

reconceptualised as being competent, having agency, enjoying collaboration, as leading figures and co-authors of learning. This means

to develop a solidary teaching that is deeply connected with children’s thinking, feeling, doing (Oliveira-Formosinho, 2016). We hope you will agree that this participatory pedagogical approach connects beautifully with our desires to be socially just.

Significant factors specifically affecting achievement in 2019 -2020:

Excellent progress was made in all areas. This has been due to a dedicated, motivated team, who are passionate about their work with young children.

Eugenia Metzaki (EYP) added the following:

“Successful changes and improvements achieved so far:

- GARDEN (new sand play area, mud kitchen, new green house)

- INDOORS (changes made to all rooms layout, new resources purchased, kitchen improvements made)

New links made within the community- children have been introduced to the Granton Community Hub Garden project and Edinburgh Sculpture Workshop, Dovecot Studios.”

16

Standards and Quality Report

Leadership and Management

Quality Indicators:

1.1 Self-evaluation for self-improvement

1.2 Leadership of learning

1.3 Leadership of change

1.4 Leadership and management of staff

1.5 Management of resources to promote equity

Other related HGIOELC QI’s/Themes

Care Inspectorate Quality Themes:

•Quality of Care & Support

•Quality of Environment

•Quality of Staffing

•Quality of management and

leadership

National Improvement Framework (NIF) Priorities:

1.Improvement in attainment, particularly in literacy and numeracy.

2. Closing the attainment gap between the most and least disadvantaged children and young people.

3. Improvement in children and young people’s health and wellbeing.

4. Improvement in employability skills and sustained, positive school leaver destinations for all young people

How good is our leadership and approach to improvement? – EXCELLENT

Our ‘lived story’ approach to pedagogical documentation has been revolutionary, it has enabled our practitioners to capture and understand the ways in which our children learn and think. Our ‘lived story’ approach, which encourages practitioners to observe and document the lived experiences of children and practitioners is emphasised as a means of acknowledging their perspectives and their rights, of revealing their knowledge, their competences, their attitudes and dispositions to learning. Over the past twelve months our practitioners have captured a vivid array of stories, and provided rich examples delineating children’s rich lived experiences. The lived story holds up a mirror which reflects the complexity of children’s learning. They provide an alternate lens through which to examine children’s lived experiences. As a team, we have strengthened our ability to capture the essence of children’s learning, whilst deepening our knowledge of what is meaningful learning to our children.

17

Please find staff reflections on our progress to date:

“The use of Lived Stories to document the lives of our children reflects Cowgate’s resolute commitment to social justice. Creating a narrative that describes children’s lived experiences, celebrates their strengths and reflects a deep understanding of where they are as unique learners reduces the risks of perpetuating negative stereotypes around characteristics such as race, gender, (dis)ability or social

class. We believe that each child’s collection of lived stories will support them, and others, to understand, value and love who they are and not who they are expected to be based on preconceived assumptions” (Jayne Weaver, July 2020).

“We live with our children and continue to create and focus on their stories and experiences which is wonderful and meaningful as well as writing stories in many different languages and remaining clear of the ‘tracking learning’ element” (Rebeca Perna, 2020).

“The Aroundsound is a beautiful addition to a way of capturing significant learning experiences or just meaningful moments. It is something that lives alongside our pedagogical observations and is useful tool. Often used if child does not feel comfortable or confident by being filmed or photographer. It really does make a practitioner reflect and value children’s privacy. Even with Aroundsound it feels important to ask and consult the children for their permission to record their voice that usually leads to interesting conversations and experimentation of the programs and the sounds that it captures. Froebel was an advocate for recognising that not only children require the privacy but they are also entitled to it and should be respected. Therefore, this aspect is extremely important to us as a Froebelian setting. Having Aroundsound can help to balance our documentation of children’s learning” (Ruta Kiaukaraite, July 2020).

18

Examples of our ‘lived stories’ from Emma (EYO):

Example 1

Hello Earthlings,

On Wednesday it was World Earth Day. Some of you had a chat with your families and with me about what World Earth Day means. Many of you thought that is was about finding ways to care for our planet, Earth.

Angus, you mentioned that you went on the children’s climate change in March last year with your friend Rupert and his mummy, and your mummy.

Bertie, once when you were with some friends, and Jayne and me on our way to Wardie Bay you started singing, "Hey hey, ho ho, climate change has got to go!" You told us that you had sung this song when you were on a climate change march with your mum and dad. Jayne asked you what climate change is and you replied, "It is so much...it’s everything...and it's in a language that I don't know". Scientists say that climate change is when there is a big difference in earth's normal climate- how hot or cold our planet is, how much rain that falls and how windy it is- over a long amount of time. Earth's climate is changing quicker than it has done in the last 10 000 years. These changes can make it difficult for some plants and animals to live. Many people, like you, want to find ways of stopping these changes happening so quickly, to make Earth safer for plants, animals and people.

Abigail, on World Earth Day you told me what you have learned from your book, Greta and the Giants, "This is climate change: too much fuel annoys the air so we have to use, best we can, leg power. So, if you've never heard of this before, do everything that you can. This planet is getting too full of litter- everyone keeps dropping litter onto the planet. If somebody can help us to stop climate change, and the air and the planet...we need you to help us!". We chatted about what leg power is and you explained that it is good to walk and cycle instead of driving, whenever we can. Thank you for your wise words.

Toby, during our Zoom conversations you have shown me all of the ways that you have been reusing packaging in your home and garden. You used your imagination to create a slide for your body with a giant cardboard box. You showed me your binoculars and amazing flying

19

rocket fish made from old toilet rolls. In your garden you even had a sand scoop in your sand pit that was made by using scissors to cut open a used milk bottle. "'Reuse it, don't lose it', is what Rocky the recycling pup says!", you reminded us, Toby. You also explained how you and Mama had planted a wildlife garden to help bees, butterflies and birds.

Miriam, you remembered about how you have been recycling packaging from Cowgate since you were two. When we chatted recently, you told me, "Tonight we didn't waste any food- we ate it all up!". We talked together about if food is grown and produced but not eaten (or wasted) the rotting food makes gases which are damaging for the layers of air around the Earth, or Earth's atmosphere. A waste of food is also a waste of water because vegetables, fruit, grains and pulses all need a lot of water to grow.

Josephine, you talked with me on World Earth Day about how much you liked having wet feet when you played in the stream at near Blackford Hill at the weekend. We talked about how all humans, other animals and plants need water to live. We both remembered how you planted your seeds at Cowgate and you watered your growing beans using a big teapot! Then you said, "Don't destroy everything, otherwise our planet will fall to pieces!".

Rory, do you remember looking at the litter we had collected from Wardie Bay with our litter pickers? "The rubbish can get blown into the water which is really bad because fish and turtles and seals might swallow it and die. They might think that it is food.", you told us. Some of the litter we saw at Wardie Bay was wipes and pieces of plastic. There were also bits of fishing lines which can harm birds and other animals that live at the beach if they become tangled in them.

For our gathering on World Earth Day we sang about planet Earth from our Planets Song. The words to the song tell us that it's the planet we live on, the third planet from the sun, the only planet with organic life and that it's important to take care of Earth. We talked about some of our friends wise words for how to take care of our planet. We sang our old Cowgate song about recycling, Recycle Robot. Then we sang a song called Please Take Care of the Water (by Nancy Copman), which is new for us at Cowgate. There are lots of words in the song with the main message that every living thing on planet Earth needs water to live.

It was wonderful to have so many friends join us for our World Earth Day gathering where we could share your wise words and sing songs about caring for the planet we live on. Corran and his big sister Leah even created their own forest and had a model globe of Earth for our gathering! Maybe together, we can come up with ways to care for Earth and fight climate change, using more 'leg power', reducing food and packaging waste, recycling, caring for the other animals we share our planet with, and looking after the water on Earth?

Love, Emma

21

Example 2

This one has a short story, which leads into a connecting, more in-depth Lived Story. It is one from lockdown.

Dear Adas,

Thank you very much for your request at yesterday's Virtual Gathering. You wanted to sing a song about our solar system, one that lists all of the planets names. So, we made up a new one doing what you suggested, and we sang it to the tune of our old Days of the Week song. Next week I will try to learn one from YouTube so we can sing it together at a future gathering.

Thank you so much for sharing the photos of your solar system drawings that you have been hanging on the doors of your home...what a fabulous idea! You are truly amazing.

I have loved seeing you at all of the Zoom meetings. You have been so busy creating with glue, scissors, pencils and pens during the meetings- especially with Kasia S for Arts and Crafts. I look forward to seeing you next week!

Love, Emma

Dear Adam,

Your mum has told me that you have been listening to the Solar System Song, which you helped us compose, a few times every day. We have been singing it together each day during our Virtual Gathering. It may have even inspired our friend Mona to wear a t shirt with planets on it at one of the gatherings? I think you would have liked me to sing the song we have learned from YouTube during one of the gatherings. I couldn't fit it in today because it is quite a long song but I recorded it for you after the gathering.

I think the drawings that you have done of the various planets, illustrating their order in distance from the sun are absolutely marvellous. You have a real fascination for the solar system and the world that we live in. You have such a creative mind to be able to represent the planets in drawings. It takes a lot of skill to be able to cut these shapes out with scissors. Your brain solved the problem of how to order them and display them throughout your home in such a unique way...how beautiful!

I wonder if you have been noticing how bright Venus, our hottest and biggest planet, has been in our night sky? Have you ever noticed satellites, which orbit around the Earth to collect information and help with communications, in the sky at night? You have such a love for our solar system. Perhaps you would like to help your friends know about how we can look after the planet we live on?

Love, Emma

22

23

Example 3

Dear friends,

Today you all enthusiastically got yourselves ready for a bus journey to Blackhall Library with Klara and me for Gaelic Rhymetime. Corran, you even wore your waterproof trousers, to be ready for all weathers.

We made it just in time and were welcomed by Sean who encouraged us to join the gathering of children and adults on the mat. We started with a song that we are getting to know well from our own Cowgate gatherings, 'Oran Madainn Mhath' (Good Morning). Ayla, this is one that you have been teaching to your papa at home.

Sean asked us if we knew 'Mìre, Mìre, Miug, Miug'? Arthur, you said, "I do, I've got it on my c.d.!" Sean was impressed!

We clapped our hands along in time. There were many new songs for us to learn! You all raised your hands and feet along to 'Cuir Suas Aon Làmh' before laying down for a wee rest. 'Ceann, Gualainn, Glùinean, Cas' (Head, Shoulders, Knees and Toes), and 'Uilleam Òrdag' (Billy/Tommy Thumb) seemed to be favourites, perhaps because we already knew the melodies and the actions?

Corran, Lewis and Finlay, you really seemed to enjoy doing the actions to 'Ròlaidh, Pòlaidh, Ròlaidh Pòlaidh', rolling your arms up, then down, then out and in.

We all listened to Sean read Brown Bear, Brown Bear in Gaelic- one that we all know quite well in English. Isla, for the song about what noises animals make, 'Guth nam beathaichean', you took the pig puppet. When it came to asking in Gaelic what noise the pig makes, you said, "Oink! Oink! Oink!".

Later, when we were back at Cowgate, Finlay, you sat down on the carpet on the block room and asked your friends, "Should we have a gathering? Should we sing Madainn Mhath?", and I came to join you as you sang. Gaelic Rhymetime seemed to leave a bigimpression on you!

Friends, today you all showed how open you are to trying something new- like going to a different library for Rhymetime in Gaelic. You know how to travel safely while you're out and about in your community. Experiences like this are an enjoyable way to learn more about Scottish culture and the Gaelic language. Learning new songs in any language encourages us to listen to others, understand more about the sounds of words, and singing in a group can help us to feel confident. It was interesting to see more of our wider community by taking the bus to a different library. It is important that you are given the opportunity to experience the various services that are available to you, as an active member of your community.

Love, Emma

24

Example 4

This is another Lived Story during Lockdown 💛

Dear Bertie,

Today you chose to stay and chat with some us at the end of our midday gathering when we sang Sing a Rainbow after seeing the colourful wooden rainbow on Teddy's bookshelf. Adam sang us a song about fish that we can try to learn together. Adam then told us that we should sing about the planet Saturn on Monday and he and I sang it together then to make sure it was the right one, and you joined us by playing on your guitar. You were creating some beautiful sounds Bertie, it makes me happy when I see you playing instruments and singing in our virtual gatherings.

I thanked Luca who sang the Octonauts theme song for everyone in the middle of our gathering, just before we listened to a record. I am curious to know what you thought of the music coming from the record player in today's gathering. I am reminded of how you were interested in the record player that we have at Cowgate (before it stopped working!). I remember one time you placed your hands over the speaker. What did it feel like Bertie- can you remember? You watched the record turning around and around on the platter. Then you touched the edge of the record with your finger- this stopped the record spinning and we couldn't hear the music any more! I wonder if this what you expected would happen?

When we return to Cowgate maybe you and I could investigate what is wrong with the record player? If we can not fix it together, perhaps you could think of somewhere we could take it to be repaired? I think that you have a natural curiosity for discovering how things work Bertie.

Thank you for joining our virtual gatherings from your home Bertie, and helping us all to stay connected to our Cowgate community during these times when we can not be together at the centre.

Love, Emma

Next Steps: (to inform the Improvement Plan for 2020 -2021)

We were recently (June 2020) successful in achieving a £450,000 Froebel Trust grant to develop practitioner enquiry, locally, nationally and internationally. Our research regarding our pedagogical information will continue to develop throughout the process and will advance other lines of enquiry.

“We have now been awarded a grant which is wonderful news and a new chapter for us and exciting times ahead for us all” (Rebeca Perna, EYP, July 2020).

“Hub and Spoke Research project to start in a near future” (Eugenia Metzaki).

26

Learning Provision

Quality Indicators:

2.1 Safeguarding and child protection

2.2 Curriculum

2.3 Learning, teaching and assessment

2.4 Personalised support

2.5 Family learning

2.6 Transitions

2.7 Partnerships






•Quality of management and

leadership



2.Closing the attainment gap between the most and least disadvantaged children and young people.

3.Improvement in children and young people’s health and wellbeing.

4.Improvement in employability skills and sustained, positive school leaver destinations for all young people

How good is the quality of care and learning we offer? – EXCELLENT

Transitions have never been as critical as they are currently due to the disruptions caused by the pandemic, where children have had to cope with potentially challenging changes, including the separation of people they love, i.e., friends, family members and /or practitioners and, subsequent restrictions on social interaction and participation in the early years setting. Children returning to Cowgate in August will benefit greatly from supportive families, positive peer / adult relationships, external networks, and the opportunity to develop self-esteem and efficacy through valued social roles in the early years setting. As a team we will be highly conscious of each unique child’s acuity and chronicity of adversities, compounding factors, children's recovery powers, positive stress, and self-esteem. Self-esteem is more likely to be sustained through developing valued skills in real life situations rather than through praise and positive affirmation. Before lockdown, one member of our team developed a tool to support children’s transitions. Please see what the practitioner had to say:

“The intention of the research was to learn more about each unique child (Froebel in McNair, 2012) The research began with a map of the centre and the researcher followed the child for 2.5 of the child’s day and recorded this movement (see figure 1). Prior to the research, the researcher began by asking the child if the researcher could follow the child’s movements. As the researcher strongly believes that, children are active agents in their own lives. (Corsaro, 1997). Children’s rights, ideas, view, wishes should be respected and acted upon, even though the child might not yet be vocal or that they speak different language to us. (UNCRC, 1989) (Scottish Government, 2018).

27

“During these interesting times while COVID-19 has challenged many of our children’s and family’s lives, transitions are something that might worry some. However, our team has been developing some strategies to ease the transition for those who might need a support. For children that are about to start school “Going on the Bear Hun” was implemented; additionally, regular meetings with our nursery teacher and their individual teachers were made available. In order to support children about this important transition.

In a strange way this period has brought us all closer which might also feel comforting for the children and families to know that we are still part of their community as they are ours” (Ruta Kiaukaraite, July 2020).

“Kay is working in close partnership and keeping in contact with our families and children, supporting their transitions to primary school and we are talking about having a party when we go back to Cowgate!” (Rebeca Perna, July 2020)

Next Steps: (to inform the Improvement Plan for 2020-21)

We have agreed as a team to ‘follow’ each child, on their return to Cowgate. Map their movements, their social and participatory interactions. It has been suggested that we use this method three times per year, mapping the child’s movements at the beginning, middle and end of their nursery year. This should provide useful information that can be used to improve children’s lived experiences at Cowgate. We have also agreed to be involved in a small research project, funded by the Froebel Trust to capture our children’s expressions on Covid:19.

In the words of one EYP: “We can think about and develop our understanding of Isabella’s research and the concept of wayfaring and use it as we move forward to support transitions, settling visits and it could become a new and both wonderful and meaningful method of observation” Rebeca Perna, EYP, (July 2020).

28

Success and Achievements

Quality Indicators:

3.1 Ensuring wellbeing, equality and inclusion

3.2 Securing children’s progress

3.3 Creativity and skills for life






•Quality of management and leadership


1.Improvement in attainment, particularly in literacy

and numeracy.

2.Closing the attainment gap between the

most and least disadvantaged children

and young people.

3.Improvement in children and young

people’s health and wellbeing.

4.Improvement in employability skills and

sustained, positive school leaver

destinations for all young people

What has improved as a result?

Over the past 12 months we have unwaveringly worked against certain systems and toward the creation of a new nature kindergarten (as agreed in our SQIP, 2019). In order to continue with this improvement, we have saved enough to purchase our own mini-bus.

However, we have come across, rather perplexing, obstacles in our pursuit to buy a mini-bus, despite adhering, irrefutably, to CEC guidance and following procurement procedures available to us, we have come to understand that reluctance (by some members) crosses the political spectrum, even though individual reasons for impeding our progress may vary. Our willingness to discuss our issues with senior management was systematically silenced. Peter Senge, a well-known proponent of systems thinking says that: “The systems perspective tells us that we must look beyond individual mistakes or bad luck to understand important problems. Further, we must look beyond personalities and events to understand important problems. We must look into the underlying structures which shape individual actions and create the conditions where types of events become likely.” We have been told that blockages to Cowgate mini-bus procurement are because a precedent cannot be allowed, however, our confusion has been heightened as other centres have their own mini-bus, the main difference between us is that we have the funded ours.

29

The following reflections have come from our colleagues:

“As we are not able to access our previous forest kindergarten that was created by our early years Cowgate community (in 2010), which provided the consistency and stability to children; offering choice and decision making as part of our daily practice, we have, over the past 12 months explored other sites, with the aim of creating a similar space, this desire to re-create this resource seemed crucial for our practice. As our setting is thriving, with strong Froebelian principles, one of which is the recognition in integrity of childhood, the creation of our own nature kindergarten appeared an essential aspect of our ‘improvement plan’. Bruce explains that children learn best when they are given appropriate responsibility, allowed to experiment, make errors, decisions and choices, and are respected as autonomous learners (Bruce, 2012). Valuing both Froebel and Bruce’s views where children’s choice is vitally important to children’s practice can be aligned to ‘choice theory’. The theory initially applied to practice is about fostering individual psychological freedom, meaning that children’s choices and perspectives should be listened to and respected (International, 2020).

The desire to create a new nature kindergarten helped support the development of practitioner enquiry in our setting. Some of us went to nature sites and spaces with the children to seek out possibilities in order to meet our goal. Every day we move towards creating our new nature kindergarten, we have raised £30, 000 to purchase our own mini bus, quite a commitment from a small group of EYPs. (Ruta Kiaukaraite, July 2020).

“Scottish Government’s commitment to provide high quality, flexible, accessible, and affordable ELC included the promotion and ‘use of outdoor learning and physical activity’. (Scottish Government, 2017, p. 14). It seems that due to this commitment our nature kindergarten Stickland was taken over by CEC. Although the children of the organisation could still access this site, the choices of the children were limited and any visits to the site would be fixed with dates (SQIP, 2019). The option that was given to the children, families and team of the organisation goes against shared vision of the Cowgate. Shared values are explained by Robert et al. (1980) as ‘guiding concepts-a set of values and aspirations, often unwritten, that goes beyond the conventional formal statement of corporate objectives .The shared values of the centre are underpinned by Friedrich Froebel’s (1782-1852) principles ‘freedom with guidance; unity, connectedness and community; engaging with nature; learning through self-activity and reflection; the central importance of play; creativity and the power of symbols; knowledgeable and nurturing educators. (Tovey, n.d. ) The organisation view child as active agent in their locality, development and the members value the child as active participants, without age hierarchies, or perceptions of maturity and voice (SQIP, 2019).

30

Therefore, the team and the families came together as collective to think about the opportunities the organisation had for maintaining the core principles, while still providing nature kindergarten for the children. The forest kindergarten is a space where children may communicate more freely, and that support risk-aware experiences. (McNair, 2012) McNair emphasises that forest kindergartens ‘should reflect the culture and community in which children live (McNair, 2012:61). The organisation decided to come together and create new relationships with different site for nature kindergarten, while keeping the culture and community of the organisation and staying true to Froebel’s belief to educate people to be free to decide for themselves (Froebel in Lilley 1967:41).

The aim of this year is to spend our savings on buying minibus, in order to access our newly identified nature kindergarten. At the moment the organisation is dependent on ordering bus with private driver. However, we seem to struggle to process with the purchase during the COVID-19 pandemic. The Local Authority did not approve this purchase yet. With reflection to possibility to opening more partially and fully outdoor setting (Scottish Government, 2017) with the Blueprint 2020 EYC extension. Being able to buy our minibus would definitely support easier access to outdoor learning and especially during this time it would allow for more natural physical distancing” Isabella Vašinová (EYP):

Next Steps: (to inform the Improvement Plan for 2020 - 2021)

Use our savings to purchase our mini bus.

In the words of one EYP: “Wester Wood, it would be wonderful if this could become another one of our sites for nature kindergarten”

“Getting the Minibus is paramount during this current time, it means we will be able to access more outdoor spaces as well as staying safe and following social and physical distancing measures, whilst of course hugely benefiting our health and wellbeing. “Our children’s health and wellbeing is definitely at the centre of our hearts and our children are so fortunate to have access to the great outdoors frequently and the opportunity to visit spaces such as the beach, Blackford Hill, Cooland, Johnston Terrace and connect with all these natural spaces. The outdoors definitely play a significant part in enhancing our mental health and wellbeing and we couldn’t be any more passionate about this at Cowgate” (Rebecca Perna, 2020).

“Minibus to be purchased” (Eugenia Metzaki, July, 2020).

Improvement Plan

QI

2017 - 2018

2018 – 2019

2019 – 2020

2020 – 2021

Comments

Quality of Management and Leadership

1.1

Self-Evaluation for Self-Improvement

1.2

Leadership of Learning

1.3

Leadership of Change

√

√

√

√

1.4

Leadership and Management of Practitioners

1.5

Management of Resources To Promote Equity

Learning Provision Overall

2.1

Safeguarding and Child Protection

2.2

Curriculum

2.3

Learning, Teaching and Assessment

√

√

√

√

2.4

Personalised Support

2.5

Family Learning

2.6

Transitions

2.7

Partnerships

Successes and Achievements

3.1

Ensuring Wellbeing, Equality and Inclusion

√

√

√

√

3.2

Securing Children’s Progress

√

√

√

√

3.3

Developing Creativity and Skills for Life and Learning

32

Leadership and Management - How good is our leadership and approach to improvement?

How good is our leadership and approach to improvement?

Quality Indicators:

1.1 Self-evaluation for self-improvement

1.2 Leadership of learning

1.3 Leadership of change

1.4 Leadership and management of staff

1.5 Management of resources to promote

equity







National Improvement Framework (NIF) Priorities





Priority: 1 – Prepare for the HUB and SPOKE Research / explore other projects of practitioner enquiry

Overall Responsibility: Lian Higgins (as lead), Simon Bateson (as facilitator), all staff as practitioner enquirers, Emma Clarkson at ECO Co-ordinator.

Outcome and impact on learners: Children are not an undifferentiated collective and therefore this method will document the different competencies of children.

Tasks

By Whom

Timescale

Resources

Progress/Impact of task

PRACTITIONER ENQUIRY – Froebel HUB and SPOKE

*Workshop for extended Cowgate team ownership - what does it mean to be a hub?

*PI training contents & resources beginning to be developed

*Participant pack & accessibility scan

*Develop practitioners as practitioner enquirers - training / CPD 2 half days of online staff training on action research.

*Meeting with the Froebel Trust

LH/LM/SB

LM/LA/MK/MM/CG/JW

SB

CREC for all staff.

LM / LH/ SB

August 2020

August 2020 - onwards

August 2020

1 September and 2 November 2020.

September / November 2020

Time

Time

Time

Time

Time

34

Tasks

By whom

Timescale

Resources


CONNECTING CLASSROOMS PROJECT

*We will begin a shared journey with our children, shaping each other as we see, wonder and think about the world outside of our local community, nurturing our ideas of what 'community' means. Sharing a project with children and adults from a different culture could mutually support children and adults to value and respect social, cultural and ecological diversity as we all learn together.

*Scotdec, an organisation that champions active and participatory global citizenship in Edinburgh, will provide some guidance to embark on a partnership with an early

years setting in a different country (possibly Ethiopia, Tanzania, or Ghana) that shares values with Cowgate. We hope to work together on projects based on the United Nation Global Goals for Sustainable Development- specifically Good Health and Wellbeing, Quality Education, Reduced Inequalities, and Climate Action. We trust our children to be dialogic partners in this quest for social justice and global citizenship, challenging stereotypes, sharing goals and experiencing multiple perspectives.

EC / JW

EC / JW

September 2020 onwards

September 2020 onwards

Time

Time

36

Learning provision - How good is the quality of the care and learning we offer?

Priority 2: Building on our transition work.

Quality Indicators:

2.1 Safeguarding and child protection

2.2 Curriculum

2.3 Learning, teaching and assessment

2.4 Personalised support

2.5 Family learning

2.6 Transitions

2.7 Partnerships












Overall Responsibility: Isabella Vašinová (as lead), all key people as action researchers

Outcome and impact on learners: Improvement in children and young children’s health and wellbeing.

Tasks

By whom

Timescale

Resources


*Share research will full team

*All key people to ‘map’ their key children’s movements

*Collate / analyse data

Isabella

All key people

Full team

August 2020

Three times per year:

August 2020 / January 2021 / May 2021 (approximately).

May 2021

Maps of building

Time

Time

37

Priority: 3 – Create a nature kindergarten

Successes and achievements : How good are we at ensuring the best possible outcomes for all our children?

Quality Indicators:

3.1 Ensuring wellbeing, equality and inclusion

3.2 Securing children’s progress

3.3 Creativity and skills for life












Overall Responsibility: Simon / Emma / Kasia / Karen

Outcome and impact on learners: All our children will have the opportunity to visit the nature kindergarten and experience a resource they have enjoyed for 9 years.

Tasks

By whom

Timescale

Resources


WESTER WOOD:

* Liaise with CEC re necessity of having the Wester Wood site registered for use by the Care Inspectorate.

* If registration with the CI is deemed necessary, liaise with the CI to organise an inspection/site visit. visit. Simon/Jayne.

* Complete a site agreement between Wester Wood and CEC.

* Construct fire pits and outside shelter.

* Construct outside toilet area. Jayne to organise/complete.

* Install a robust, permanent storage facility.

OTHER SITES

*Liaise with CEC re necessity of having Blackford/Bawsinch/Wells o Weerie sites registered for use by the Care Inspectorate.

* If registration with the CI is deemed necessary, liaise with the CI to organise an inspection/site visit. Liaise with Tracey Shaw who has offered to support us during the inspection/ site visit.

* Confirm arrangements for visits with families. Senior management team.

* Procure bike trailers if necessary for transporting children to local sites.

* Confirm CEC decision reverses minibus procurement and next steps as appropriate.

* Source or build compost toilet equipment to support staff wellbeing on site(s).

Simon / Jayne

Jayne /Simon / CEC nature kindergarten representative.

Jayne

Jayne to organize / complete.

Jayne to organize / complete.

Jayne.

Simon

Simon

Simon / Cowgate Senior Management Team.

Simon

Simon.

Simon (and others

Dependent on CEC

August / September 2020 (asap).

Timing depends on CEC’s legal department (asap).

By the end of August 2020

By the end of September 2020.

By the end of September.

July / August 2020

Timing depends on CI, but as soon as possible.

31 July 2020

August / September 2020

July 2020 –

August / September 2020

Time

Time

Time

Resources are all on site at Wester Wood except for tarpaulin which will be purchased by Cowgate.

Most materials are on site at Wester Wood but it may be necessary for Cowgate to purchase a small amount of building materials.

Cowgate will need to purchase.

Time

Time

Time

Cowgate will need to purchase.

Finances already secured for this resource.

Cowgate funds.

40

National Improvement Drivers

Level 6excellent outstanding or sector leading

Level 5 very good major strengths

Level 4 good important strengths with areas for improvement

Level 3 satisfactory strengths just outweigh weaknesses

Level 2 weak important weaknesses

Level 1 unsatisfactory major weaknesses

· web view"we can't go to wardie bay just now because of the virus. we can't go to nursery. i...

Documents