The National Quality Framework for Early Childhood Education
Organising and managing resources effectively requires an agreed written philosophy, supported by clearly communicated policies and procedures to guide and determine practice.
Component 10.1 | Component 10.2 | Component 10.3 | Component 10.4 | Component 10.5 | Component 10.6 | Component 10.7
Component 10.1 - The setting has developed a comprehensive statement or set of statements that clearly describes the vision, values and principles which underpin the nature of the service, and informs all aspects of practice.
Signposts for Reflection
10.1.1What are the essential elements that need to be included in a philosophy statement for your setting?
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Component 10.2 - The setting has a range of clearly documented policies and procedures covering all aspects of practice in the setting. These are developed, and shared appropriately, with all stakeholders.
Signposts for Reflection
10.2.1What documented policies and procedures are in place in your setting??
How do you get the views and input of all relevant stakeholders in the development of policies and procedures? See 4.1
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How do your policies and procedure documents inform practice in your setting?
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Component 10.3 - The management of financial resources within the setting is efficient, effective and ensures the sustainability of the service.
Signposts for Reflection
10.3.1What systems do you have in place to make sure that financial records are accurate and well maintained?
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What processes do you use to review the financial situation of your school?
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How does the school ensure that it has the necessary information and skills to continue to be financially sustainable?
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Component 10.4 - All adults working in the setting are valued, supported and encouraged in their individual roles and responsibilities.
Signposts for Reflection
10.4.1What processes are in place to ensure that all teachers/adults have their rights as employees met and safeguarded?
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How does the school ensure that all teachers/adults working in the setting are fully briefed on their roles and responsibilities?
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How are teachers/adults working in the setting valued and supported sensitively, in a manner designed to motivate and encourage? See 14.1
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What opportunities are provided for teachers/adults to plan for and become involved in education, training and continuing professional development? See 11.4
How does your school acknowledge, value and respond positively to the sharing of new practice approaches or new ideas gained through education and continuing professional development/in-service activities?
How do you develop your setting as a learning environment for students/adults?
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Component 10.5 - A strong ethos of teamwork is evident in the setting.
Signposts for Reflection
10.5.1How is teamwork promoted and encouraged in your school and classroom?
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Component 10.6 - The setting keeps relevant and accurate administration records whilst maintaining appropriate levels of confidentiality.
Signposts for Reflection
10.6.1What types of records are kept in your school and classroom?
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Component 10.7 - The setting has clearly documented, well-developed and functioning management structures and operating processes that support the implementation of the setting's philosophy, in the best interests of children, families and staff.
Signposts for Reflection
10.7.1Is the school's management structure, including the Board of Management, clearly communicated and understood by everyone using the school?
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How does the Board of Management contribute to the effectiveness of the school?
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What skills, experience and competencies are necessary for those in positions of management (e.g. Principal, Deputy Principal, Assistant Principal, Special Duties Teacher, members of the Board of Management) to implement the philosophy and policies of the school? See 11.1
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How do management structures actively promote and support an environment of trust, teamwork and inclusion in the school?
What processes are in place to support medium and long term strategic planning for the development of the school?