Introduction
“It’s not the strongest or the most intelligent leaders who will survive but those who can best manage change”
Charles Darwin. (n.d.)
Early learning and Childcare is in the process of a huge transformation and expansion. Building the Ambition (Scottish Government, 2014) supports the Governments ambition for Early Learning and Childcare and provides practitioners with practical guidance to support these changes.
This guidance makes reference to established national guidance; including, Curriculum for Excellence (Scottish Executive, 2007), National Care Standards (Scottish Government, 2007a), Child at the Centre (HMIE, 2007) and the GIRFEC framework (Scottish Government, 2007b). It is grounded within The United Nations Convention on the Rights of the Child (UNCRC, 1989) that a child voice should be valued and respected.
The Early Years Collaborative was founded in 2012 it is an inter agency quality improvement programme to support the transformation of early years. Its emphasis is on strengthening and building on services using improvement methodology and the quality cycle (PDSA).
Based on this guidance and what we know as good practice and issues of quality in providing for young children aged from birth to 5 years. The objectives identified by the School Management Team as areas for quality improvement are,
- To enhance Outdoor Learning across all areas of the curriculum and across all stages.
- To build staff capability and expertise in this area.
The Lead Practitioner within the ELCC Centre will have the responsibility for leading this improvement in learning and teaching. Throughout this Outdoor Learning improvement journey the Lead Practitioner will draw on practise experience and knowledge using current Scottish Government guidelines on Quality enhancement, SSSC Codes of Practise and theory based research on quality, self-evaluation.
The Journey will focus on the central role of development planning and the role of the Lead Practitioner in the processes of bringing together strategic and operational issues including business processes. The Lead Practitioner will also evaluate the process through professional reflection and the strengths and weakness of these processes will be outlined.
A sound knowledge of the importance of strategic awareness, analysis and evaluation will be demonstrated. Internal and external stakeholders and their agenda will be analysed. Whilst also considering environmental, economic, technological, political and sociological factors.
Evidence of the use of self-evaluation to inform the development planning process (change project) being undertaken will be made evident.
Stakeholders and Wider Strategic and Operational Factors
The Scottish Government’s ambition is for Scotland to be ‘the best place to grow up in’, (Scottish Government, 2014). This ambition is realised in The Children and Young People (Scotland) Act 2014, which has a renewed focus on our youngest children. This focus reflects the importance of early learning and childcare for the future of the child, families and the wider community as a whole. Building the Ambition, National practice guidance on Early Learning and Childcare (Scottish Government, 2014) reflects the principles of the Act and builds upon the Curriculum for Excellence (Scottish Excusive, 2007) early level. It provides detailed practical guidance to enhance learning at this most important development stage. Together all these documents highlight the need to involve the family and the wider community. The role of parents and carers continues to be central to their children learning journey and they should be valued and include in all aspects of early learning. Family learning is a powerful way to tackle social and economical inequalities and foster positive attitudes to life long learning, this also supports the policies contained within the National Parenting Strategy (Scottish Government, 2012).
As a large Center there is a diverse group of parents, carers and other stakeholders. To gain a strategic view of this group and to form an awareness of their agenda the Lead Practitioner and the staff team will carry out a Stakeholders Analysis (appendix 1) identifying involved parties both internal and external and assessing their level of interest and influence. This analysis will aid the development and planning process by identifying opportunities and relationships that can be built on during implementation. Detecting groups that should be encouraged to participate in different stages of the project. It is hoped that the stakeholder’s analysis will identify areas where parental engagement could be either improved or adapted. Grant (2012) emphasized the importance of focusing on internal resources and skills. His resource based theory outlined ‘unique capabilities’ and highlighted the importance of embracing these tangible, intangible and human characteristics. Designing strategies that exploited them to maximum effect.
It will also be important for the Lead Practitioner and the staff team to consider the external environment. The local environment is in a state of transition, as a new multi-campus school is in the planning and consultation phase. The Lead Practitioner with support for the staff team will compile a second analysis (appendix 2) of factors that may affect stakeholders and practice. The STEEP analysis will identify external factors that could aid the process of Improvement and also identify potential threats. A major strength of both analyses will be that they will gave the team a clear picture of all factors that may impact their strategy. Discussing matters, as a team and involving parents/carers will help to develop an understanding of their unique stance.
Development and Planning
In considering the specific focus for project development to meet the strategic direction of the Centre the Lead Practitioner and staff team will carry out a SWOT analysis of their practice in relation to Outdoor Learning (appendix 3). Stakeholders views will also be taken into consideration and this will take the form of comment sheets (two stars, representing strengths/opportunities and a wish representing weakness/threat) which will be given out to a majority of stakeholders (including visiting services) that have been identified in the former analysis, over the course of the consultation period. The children’s views and ideas for the outdoor space will also be respected and recorded. These will be included in the analysis and form the foundational elements of a large talking and thinking book, This book will develop and grow into a record of the children’s learning journey.
The Lead practitioner will collate all the information with the support of the staff team and evaluate the strengths, weaknesses, opportunities and threats involved in the project. This will help the team focus on strengths, minimize threats and take the greatest possible advantage of opportunities available to them.
As a process of consultation will take place the strategy will evolve slightly from the original Improvement Plan as presented by the School Management Team. Mintzberg (2007) states that strategy emerges over time as intensions collide with and to accommodate a changing reality. This we found to be evident as the original Plan had now evolved into a more realized strategy.
The Lead practitioner should then collate all the information and with the support of the staff team develop an action plan (appendix 5). The plan could take the form of a SMART action plan outlining the centers goals and the processes to be adopted in achieving these goals.
Throughout the development planning process the Lead Practitioner will adopt Adair’s (1986) Action Centred Leadership model focusing on the task, team and the individual. Responsibility for the task was developed through rigorous analysis of Stakeholders and external factors (STEEP). Setting SMART targets, monitoring progress and adjusting plan as necessary. Team responsibilities included developing team working, co-operation and communication and motivation. Identify, develop and agree team and project roles and training needs within the group for both staff and parent/carers (SWOT). Give and receive feedback on overall progress. Individual responsibilities included understanding and supporting the team members. Identifying individual responsibilities and objectives. Acknowledge good work and effort. This approach will work well in this situation as the team (staff and parents/carers) are motivated and fully engaged from the beginning. Parents/carers reported feeling included and valued as their views and ideas were respected.
The Quality cycle
The Center forms part of a local authority primary school. The school management team in response to the local authorities key focus and the Quality Improvement Officers recommendations put an Improvement Plan forward for the academic year. Priority 3 (Learning and Teaching) (appendix 4) of the Improvement Plan for the academic year objectives are a) to enhance Outdoor learning across all areas of the curriculum and across all stages and b) to build staff capabilities and expertise in this area. The school management team has directed the ELCC team to prioritize these objectives and develop the outdoor space. CPD opportunities for staff and other interested parties should be explored and accessed as appropriate.
The Lead Practitioner and staff team will carry out a self evaluation of the ELCC Centres practice in Outdoor learning in relation to the quality indictors from C@C (2007) that are identified by the School Management Team for Priority 3. This evaluation will be time-scaled and will involve stakeholders and partners. During the process of self-evaluation we want to know: How are we doing? How do we know? What are we going to do now? The focus of these questions will be on learning, as learning is at the heart of an excellent Centre. Using self-evaluation tools will aid the change process and maximise the Centre’s potential.
The key sources of evidence will come from the stakeholders and partners, STEEP and SWOT analysis, staff observations, data gathered on the frequency of use of the outdoor area and local visits and stakeholders views. Planned learning experience and the evaluation of these experiences.
Consultation and information sessions will be arranged for stakeholders and partner agencies. These sessions will inform interested parties of the importance of Outdoor Learning and the governments stance on the providing opportunities to learn outside and access local green spaces. These sessions will incorporate a PowerPoint presentation (Appendix 5), which will put forward ideas for the development of the outdoor space to stimulate group discussion.
The aim of the initial information/consultation session will be to form a Garden development committee that will be instrumental in preforming the work needed to develop the outdoor space.
Relate above points to SSSC and C@C
Leadership
Maintaining the cycle of quality is manageable when the Lead Practitioner understands the challenges of leading in a time of change. HMIE (2007) states that effective leaders help everyone make an impact on the quality of learning, teaching and achievement.
The SMART action plan was rolled out and the consultation/ information session was well attended. As Lead Practitioner I assumed the role of chairperson and secretary I was comfortable and effective in sharing the vision for the ELCC Centre outdoor space as this is an area where I have some experience of developing and I also have a keen interest in the outdoor. After discussion and formulation of a committee these roles and others were distributed among the team (Appendix*). HMIE (2007) states that sharing a task reduces the strain on individuals and can help to improve the quality of the process and the outcomes achieved.
By spreading and sharing responsibilities in this manner (Distributive leadership) I was able to concentrate on other areas of the project, also the committee reported feeling involved and empowered. Leading Together; an analysis of leadership activity and development needs in Scotland’s Social services (2011), found that staff need delegated authority and an organisational culture that supports/trusts frontline staff to be confident and proactive.
Targets/dates were set for future meetings and outdoor development days these involved partner agencies, children, parents/carers and staff. Responsibility for tasks was distributed between the team and where skills, ability or resources were lacking solutions were sought or a member of the team with the ability or connections was assigned the task of finding the solution or resource. The regular team meetings enabled the Lead Practitioner to maintain the focus of the group to prioritise the agenda.
HMI (n.d.) identified from school inspections and other research 10 key characteristics of effective leadership. As Lead Practitioner I endeavoured to weave these characteristics throughout my performance as a leader remaining purposeful, focused, committed, responsive, and effective in my communications.
Team
Forming the team proved challenging as the team consisted of staff, stakeholders and partner agencies. Tuckman and Jensen (1977) identified five stages of group development; Forming, the group was relatively straightforward, invitations were sent out inviting interested parties also to the aforementioned consultation and information sessions as Lead Practitioner I chaired. Storming, at first members voiced differing views and aims, power struggles were evident between some of the larger personalities, as the Lead Practitioner the group had to be focused on it’s goals. Norming, the group settled into a co-operative team. As Lead Practitioner I facilitated open discussions decisions were made and priorities for learning were established. Performing, the team now have a shared vision and more autonym over the project. The fifth stage, Adjourning has not at this point been reached.
Managing a team through a change project was difficult. As Lead Practitioner it was essential to know the roles staff and stakeholders played within the team this enable strengths to be developed and weaknesses managed. Development and training needs had to be identified for staff and stakeholders. Funding had to be sourced and possibility of access for non-staff to access training events had to be resolved. This drew on the ability of the Lead Practitioner to effectively communicate and negotiate terms for inclusion.
Belbin (1993) identified nine team roles and he categorized those roles into three groups: Action Oriented, People Oriented, and Thought Oriented, (Appendix *). The team that evolved during our project supported this theory. At first the group was unbalanced with team workers adopting similar roles through discussion about task and roles the team realised that different approaches could be used in different situations.
Most of the parents at first demonstrated Team Worker traits but after reorganization demonstrated specialized skills in specific areas in regard to planting and maintain plant growth and practical construction principles. Their position with-in the team changed from that of a Team Worker to Specialist. This was evident with most of the roles within the team, with member adopting roles to suit the situation. A ranger from Clyde Muirshiel Country Park joined the team to provide support when building a willow structure during the exercise the dynamics of the whole team changed. Individual members adopted different roles to meet the demands of the task.
The National Care Standards, (2005) standard 7, a caring environment states that parents will be encouraged to be involved in the life of the Centre and that their view and opinions will be valued and respected. This project has certainly fulfilled the standards criteria through effective team development.
As Lead Practitioner it was also essential to maintain channels of communication.
Change Management
Maintaining the cycle of quality is manageable when the Lead Practitioner understands the challenges of leading in a time of change. HMIE (2007) states that effective leaders help everyone make an impact on the quality of learning, teaching and achievement.
As Lead Practitioner the change management of the group presented no major issues. Research into change management had been carried out in class and I found it beneficial to dip in and out of different theories using which best meet the ELCC Centre and teams needs. Kotter and Cohn (2002) developed an 8 step model for Change management. I found certain steps with-in this model very useful, building a sense of urgency was particularly useful as the project was Outside and the majority of the work could be completed during dryer months. Vision was created during the information session but I found after time that I felt pressured to complete a step and move onto the next, using the model as a type of check-list.
Balogun (et. al. 1998) identified the ‘Context of Change’ and spoke about the “The change kaleidoscope”. This model helps leaders to design a ‘Context Sensitive’ approach to change. The kaleidoscope has three rings:
The outer ring relates to the wider strategic change context. The middle ring relates to specific contextual factors that need to be considered when formulating a change plan. The inner circle gives a menu of choices and interventions (‘design choices’) available.
As Lead Practitioner this model enabled to adapt my leadership skills to suit different situations and when dealing with different groups of people.