The National Quality Framework for Early Childhood Education

Infant Classes

Standard 10: Organisation

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


What are the essential elements that need to be included in a philosophy statement for your setting?

Think about (e.g.)

  • The view of children and child development that informs and guides your practice See 7.1
  • The core values that adults working with children should be guided by See 11.2
  • How you define and describe the service that you provide for children and their families
  • Your perspectives on the role of parents and families in infant classes See 3.2 / 3.3
  • The outcomes of participation in your class for children and their families

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


What 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

Think about (e.g.)

  • Asking for input on the writing/preparation of your policy and procedures
  • The stakeholders involved
  • Gathering and translating these views into the policy documents
  • Getting agreement on the content


How do your policies and procedure documents inform practice in your setting?

Think about (e.g.)

  • Familiarity with these documents by all teachers/adults in the setting
  • Their use as the basis for routines and everyday practice in the setting
  • Regular review to ensure they continue to be relevant to practice See 8.4

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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


What systems do you have in place to make sure that financial records are accurate and well maintained?

Think about (e.g.)

  • Book-keeping, income and expenditure, invoices and receipts
  • Salaries, payslips, P60's
  • Taxation, revenue returns
  • Audited accounts


What processes do you use to review the financial situation of your school?

Think about (e.g.)

  • Preparation of budgets
  • Weekly, quarterly, annual reconciliation of expenses to budget
  • Processes to review or amend budgets


How does the school ensure that it has the necessary information and skills to continue to be financially sustainable?

Think about (e.g.)

  • The financial management skills of the operator/manager
  • Accessing professional advice and support (e.g., accountant, auditor)
  • Opportunities for accessing funding, grant aid, subsidies, fundraising, sponsorship

Component 10.4 - All adults working in the setting are valued, supported and encouraged in their individual roles and responsibilities.

Signposts for Reflection


What processes are in place to ensure that all teachers/adults have their rights as employees met and safeguarded?

Think about (e.g.)

  • Employer and employee registration, contracts of employment, working hours, holidays, salaries, PAYE, PRSI, PRSA
  • Recruitment processes (e.g., job descriptions, interview procedures, etc.)
  • Disciplinary/grievance procedures, review


How does the school ensure that all teachers/adults working in the setting are fully briefed on their roles and responsibilities?

Think about (e.g.)

  • Job descriptions, skills analysis
  • Induction processes for new personnel
  • Daily/weekly rotas and assignments
  • Students' participation and supervision processes
  • The role and supervision of volunteers (e.g., parents)
  • Communications strategies (e.g., team meetings, newsletter, notice board, etc.)


How are teachers/adults working in the setting valued and supported sensitively, in a manner designed to motivate and encourage? See 14.1

Think about (e.g.)

  • Decision-making processes/consultation being inclusive of the views of all involved See 4.1
  • Opportunities to share ideas, views and information on, e.g., staff needs
  • Regular opportunities to give and receive feedback on how staff/adults are progressing in their role
  • Systems and processes to make sure all adults can access appropriate support for their role


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?

Think about (e.g.)

  • Promoting action research
  • Providing a model of good practice
  • Induction and supervision of students
  • Mentoring
  • Coaching
  • Communicating with training providers

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Component 10.5 - A strong ethos of teamwork is evident in the setting.

Signposts for Reflection


How is teamwork promoted and encouraged in your school and classroom?

Think about (e.g.)

  • Creating and supporting a culture of teamwork
  • Opportunities to participate in team activities
  • Sharing information in support of teamwork
  • How adult/adult interactions reflect mutual support and trust of each other See 5.5
  • Ensuring rights to confidentiality are respected amongst all adults in the school See 12.3
  • Holding structured team meetings regularly with agenda and record-keeping

Component 10.6 - The setting keeps relevant and accurate administration records whilst maintaining appropriate levels of confidentiality.

See 12.3

Signposts for Reflection


What types of records are kept in your school and classroom?

Think about (e.g.)

  • Children, staff, attendance, accidents/incidents, medication, administration, parental permission for outings and photography, cleaning routines, fire drills, etc.
  • Ensuring confidentiality of records, which are sensitive or refer to personal details of children, families and staff
  • Storage of records
  • Access to records See 15.1
  • Sharing of records See 12.2
  • Accuracy of records
  • Responsibility for record-keeping
  • Regular review of records

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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


Is the school's management structure, including the Board of Management, clearly communicated and understood by everyone using the school?

Think about (e.g.)

  • Information for new parents
  • Induction for teachers/adults in the school
  • Middle management structures


How does the Board of Management contribute to the effectiveness of the school?

Think about (e.g.)

  • Its composition/constitution
  • Regularity of meetings
  • Meetings are conducted democratically
  • Recording of meetings


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

Think about (e.g.)

  • Selection criteria/processes
  • Support/training for the role
  • Review of role


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?

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