Denise Kingston – författare

The SSTEW Scale helps all those working with children aged two to six to achieve their full potential and enjoy the benefits and pleasure of delivering high quality early education and care.

The Quality Rating Scale (QRS) is a tool to uplift process quality in Early Childhood Education and Care and it is known to be predictive of child development. Using it to support quality improvement in a setting or class will result in enhancing children’s learning and development.

Designed to measure and promote practice that supports children and adults engaging in sustained shared thinking (SST) and emotional well-being (EW), it facilitates the development of strong relationships, effective communication, self-regulation and concept development. It looks at the quality of interactions that occur between the adults and the children and between the children themselves. It also considers the responsiveness of the adults to the children and how they intentionally support children’s play, learning and development.

It can be used by practitioners at all levels, helping them to take a systematic approach to self-assessment so that they can build on what they do well and improve where they need to. It is also an essential resource for measurement by researchers and those engaged in auditing settings.

This new edition includes updated information about the evidence-base for SSTEW and children’s development and learning as well as new examples of practice and supplementary information accompanying the indicators. In addition, there is a stronger focus on formative assessment and new additions to the assessment section.

Online or face to face training can be set up via the authors’ dedicated website https://birthtosevenmatters.co.uk/

The SSTEW Scale helps all those working with children aged two to six to achieve their full potential and enjoy the benefits and pleasure of delivering high quality early education and care.

The Quality Rating Scale (QRS) is a tool to uplift process quality in Early Childhood Education and Care and it is known to be predictive of child development. Using it to support quality improvement in a setting or class will result in enhancing children’s learning and development.

Designed to measure and promote practice that supports children and adults engaging in sustained shared thinking (SST) and emotional well-being (EW), it facilitates the development of strong relationships, effective communication, self-regulation and concept development. It looks at the quality of interactions that occur between the adults and the children and between the children themselves. It also considers the responsiveness of the adults to the children and how they intentionally support children’s play, learning and development.

It can be used by practitioners at all levels, helping them to take a systematic approach to self-assessment so that they can build on what they do well and improve where they need to. It is also an essential resource for measurement by researchers and those engaged in auditing settings.

This new edition includes updated information about the evidence-base for SSTEW and children’s development and learning as well as new examples of practice and supplementary information accompanying the indicators. In addition, there is a stronger focus on formative assessment and new additions to the assessment section.

Online or face to face training can be set up via the authors’ dedicated website https://birthtosevenmatters.co.uk/

With an increasing spotlight on early childhood education and care (ECEC), it''s crucial that leaders and teachers in ECEC can evidence their intentions and show how they support the learning of both children and staff, through the promotion of excellent practice, improved child learning, and family support. The Pedagogical Leadership in the Early Years (PLEY) Quality Rating Scale will help leaders working in centres with children aged birth to six to achieve their full potential and enjoy the benefits and pleasure of delivering high quality early education and care, as well as acting as a scaffold to improve their understanding of high quality leadership for learning.

The Quality Rating Scale (QRS) is a unique tool to uplift process quality in Early Childhood Education and Care. It is designed to support systematic quality improvement processes in a centre or class and enhance children’s learning and development. It supports leaders to be self-reflective, lead and manage themselves, change process in their centres, promote intentional and relational learning, pedagogy and curriculum development with staff, and forge diverse partnerships. It democratises assessment, as educators use it for self-assessment, and will be an invaluable classroom tool for all early years leaders of classrooms and centre managers.

With an increasing spotlight on early childhood education and care (ECEC), it''s crucial that leaders and teachers in ECEC can evidence their intentions and show how they support the learning of both children and staff, through the promotion of excellent practice, improved child learning, and family support. The Pedagogical Leadership in the Early Years (PLEY) Quality Rating Scale will help leaders working in centres with children aged birth to six to achieve their full potential and enjoy the benefits and pleasure of delivering high quality early education and care, as well as acting as a scaffold to improve their understanding of high quality leadership for learning.

The Quality Rating Scale (QRS) is a unique tool to uplift process quality in Early Childhood Education and Care. It is designed to support systematic quality improvement processes in a centre or class and enhance children’s learning and development. It supports leaders to be self-reflective, lead and manage themselves, change process in their centres, promote intentional and relational learning, pedagogy and curriculum development with staff, and forge diverse partnerships. It democratises assessment, as educators use it for self-assessment, and will be an invaluable classroom tool for all early years leaders of classrooms and centre managers.