The HMIE perspective

Kate Cherry, HM Assistant Chief Inspector at HMIE, provides a progress report on Curriculum for Excellence within Early Years settings.

In HMIE inspections over the last year, inspectors have had discussions with staff in all centres and nursery classes about how they are engaging with Curriculum for Excellence. We have highlighted good practice and positive progress being made with the curriculum. Our new inspection models have given us more opportunity for professional dialogue with all staff. Staff have found this a very helpful part of the new inspection process and have readily shared their ideas and sought information about developing their curriculum.

We have been encouraged by the work being done in many centres. The existing willingness of staff in the Early Years sector to embrace change has encouraged them to take a new step on the road of continually improving children's learning experiences. Developments such as outdoor learning, children taking decisions in their learning, and staff liaising with colleagues across sectors on the Early Level have been most encouraging.

In the HMIE report on inspection and review 2005–2008, we said: 'Curriculum for Excellence embodies a new way of working. It recognises that sustained and meaningful improvement should, to a significant extent, be shaped and owned by those who will put it into practice.'

Building confidence

In the Early Years, we need to build confidence on the firm foundations already in place with the 3–5 Curriculum Framework. Staff now need to look much more closely at the Curriculum for Excellence Principles and Practice Papers and engage with the Experiences and Outcomes now published. As the Curriculum for Excellence itself puts it: 'The title 'Experiences and Outcomes' recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning.'

Over the inspection programme for 2009 and 2010, HMIE will be looking for clear signs that Curriculum for Excellence is being taken forward. From August 2009, we will still be looking at examples of good practice and, from January 2010, we will expect to see a more coherent curriculum strategy having an impact on each school or centre.

In particular, we will look for an understanding by teachers and other educational staff of what Curriculum for Excellence is about and how they will approach the change. Curriculum for Excellence should be reflected in selfevaluation and improvement plan priorities.

Liaison and transition

In pre-school and early primary settings, it will be important to ensure children's experiences are planned across the Early Level stage from age 3 to 6. This will mean even better liaison and transition within and across the sectors. Staff will be using the experiences and outcomes to improve teaching, learning and achievement for children. The existing good practice in the Early Years of delivering the curriculum in an active and integrated way offers an exciting chance for learning and teaching to become even more innovative and creative.