'Aiming for quality' for pre-schools

Aiming for Quality, the accreditation scheme of the Pre-school Learning Alliance, was first launched in 1992. The charity was the first early years organisation to develop a voluntary quality assurance scheme for providers. It was developed to raise quality and to ensure pre-schools operate at the highest level. The scheme demonstrates the charity's commitment to quality in all areas of childcare and early years education.

Aiming for Quality remains a tried and tested scheme with a strong track record and reputation within the sector. A new three-staged version of the scheme, The Accreditation Scheme, launched in October 2004, has been created to offer settings an opportunity to join a scheme which more closely meets their individual level of experience and requirements. The latest scheme offers a staged approach to provide wider accessibility. Settings who may not be ready for the challenge of the present scheme can now be nurtured through the process to a successful conclusion. Both the original scheme and The Accreditation Scheme have been awarded the prestigious Investors in Children kite mark.

Benefits of The Accreditation Scheme

In an increasingly competitive sector, an accredited pre-school is recognised by parents and attracts greater numbers of children. This can improve the viability and sustainability of a setting and the overall standing of pre-school provision in a local area, for example in relation to funding sources. Completion of the accreditation scheme confirms the status of the pre-school and increases recognition from parents and the local community. In addition, the challenge of working in a pre-school with rigorous standards attracts and retains a qualified and motivated workforce. Staff have the opportunity to put into practice the knowledge and skills they have learned on Pre-school Learning Alliance qualification courses and courses of continued professional development.

The Accreditation Scheme - Aiming for Quality:

Builds on the valuable experience of many participants who have successfully completed accreditation with the Alliance
Is a journey towards excellence, ensuring that the highest possible standards of education and care for all children
Puts children and their individual needs first
Ensures settings provide a comprehensive profile of their setting without producing copious amounts of paperwork
Is designed with parents in mind and the important role they play in the care and education of children
Encourages each setting to assess the needs of the local community and review its services to meet those needs
Encourages all staff, parents and volunteers in lifelong learning and personal development

The Accreditation Process
This is a three-stage approach. Each stage successfully completed will be recognised and celebrated.

Stage 1 builds on the National Standards to promote comprehensive information for staff, volunteers and parents and to introduce procedures to ensure the setting meets the needs of all children and their families. Once the paperwork covers the information required the assessor, Accreditation for Stage 1 will be recommended.

Stage 2 builds on Stage 1. When a setting is confident that it meets the standards, it invites the assessor to visit them to observe their practice. When the assessor is satisfied that the setting meets the high standards required and provides a quality service to the children in its care s/he will recommend Accreditation for Stage 2.

Stage 3 once again builds on the other stages to ensure the setting continually reviews its practice. Parents and carers are encouraged to contribute to this assessment of the services provided. It is recognised that the nature of parental involvement will differ from setting to setting, but it is important that parents and carers feel their opinions are valued.

A reflective practice report is completed by the setting and the assessor makes an unannounced visit to be satisfied that the setting is meeting the high standards and procedures required. S/he will recommend Accreditation for Stage 3. At this stage the setting will be able to say they have been accredited by a scheme endorsed by Investors in Children. Standards are monitored after accreditation through unannounced spot checks

An example of the factors required at the different stages is shown below.

Stage 1
1.1 Qualifications
a) Qualifications and experience meet the minimum requirements of the national Standards for Day Care; i.e. 50% of the setting staff hold at least a level 2 qualification in childcare and the leader and deputy hold a level 3 qualification

Stage 2
1.1 Qualifications
a) Qualifications and experience exceed the minimum requirements of the national Standards for Day Care; i.e. additional members of staff are undertaking level 2 or level 3 training

Stage 3
1.1 Qualifications
a) Qualifications and experience exceed the minimum standards for Day Care; i.e. additional staff have achieved level 2 and level 3 qualifications and/or are undertaking level 4 training.

By joining the scheme, settings will improve the review and evaluation of their practice in:

Curriculum planning
Assessment of the children's progress towards the early learning goals
Quality of early years curriculum
Quality of teaching
Involvement of parents
Equality and Diversity
Staff retention
Family Learning

For further information plus copies of the application form, please contact:
Pauline Finch,
Accreditation Manager
E-mail: pauline.finch@pre-school.org.uk
Tel. 020 7833 0991

Or write to:
The Accreditation team,
Pre-school Learning Alliance,
69 Kings Cross Road,
London WC1X 9LL

Or you can contact your local pre-school development worker by calling 023 8033 7067.

All early years and childcare settings can apply for funding to assist them to undertake this scheme. The EYDCP is currently reviewing its application criteria and funding. Enquiries should be directed to Kay Watling 023 8083 2148 kay.watling@southampton.gov.uk