Quality continuum

Through the inspection, the EYEI inspection and FTI are graded using two different continuums. Under the EYEI inspection, there are five areas Excellent Provision that is excellent is exemplary in meeting the needs of children. Very good Provision that is very good is highly effective in meeting the needs of children. Good Provision that is […]

Quality continuum

Through the inspection, the EYEI inspection and FTI are graded using two different continuums.

Under the EYEI inspection, there are five areas
Excellent Provision that is excellent is exemplary in meeting the needs of children.
Very good Provision that is very good is highly effective in meeting the needs of children.
Good Provision that is good is effective in meeting the needs of children but with some aspects to be developed.
Fair Provision that is fair requires practice to be improved to meet the needs of children.
Poor Provision that is poor is inadequate and requires significant improvement to meet the needs of children.

 

The ‘Follow Through Inspection’ explores the implementation of the ‘actions advised’ from the initial EYEI inspection carried out using the grading below –

Follow through inspections are graded under four areas
No Progress Partial Progress Good Progress Very Good Progress

 

 

Supportive documents

To support you in reflecting on your practice in relation to The Quality Framework for Early Years Education as outlined by the DES, there are a number of key documents which you can refer to.

 

 

  • Quality and Regulatory Framework (QRF)
    The Early Years Inspectorate has developed a Quality and Regulatory Framework (QRF), to support registered Early Years Services to comply with the 2016 Regulations. The QRF is child-centred, with a specific focus on the quality and safety of the care provided directly to children using the services. 

 

  • Practice Guide
    The purpose of the Practice Guide is to support practitioners in using Aistear:- the Early Childhood Curriculum Framework (2009a) and Sίolta, The National Quality Framework for Early Childhood Education (2006) together to develop the quality of their curriculum and in doing so, to better support children’s learning and development. It recognises 7 pillars which underpin quality practice, providing resources, examples of practice and reflective tools to support practitioners in these areas.

 

  • Aistear
    Aistear provides information and practical ideas to help practitioners plan and build a curriculum that supports children to develop positive dispositions, skills, attitudes and values, as well as knowledge and understanding. 

 

  • Sίolta
    Síolta is designed to define, assess and support the improvement of quality across all aspects of practice in early childhood care and education (ECCE) settings where children aged birth to six years are present 

 

  • Diversity, Equality, and Inclusion Charter and Guidelines
    The purpose of the Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education is to support and empower those working in the sector to explore, understand and develop inclusive practices for the benefit of children, their families and wider society.

 

 

Examples of practice

Ideas for practice 

Learning Stories  

Inspired practice 

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