Nursery School Annual Appraisal: Quality Assurance & Improvement Cycle

This report provides an in-depth analysis of the annual appraisal process within a nursery school, focusing on quality assurance and improvement cycles. It begins by defining professionalism and dual professionalism in the context of education and training, emphasizing the importance of teacher skills and competencies. The report then examines the quality assurance cycle within the nursery school, explaining the function of self-assessment and self-evaluation in maintaining and improving standards. It identifies a learning program within the nursery school and evaluates it, taking into account quality maintenance and identifying areas for improvement. Key areas for improvement include policy changes and regular work scrutiny, as well as alternative teaching methods to enhance knowledge embedding. The report concludes by highlighting the need for adjusting homework assignments to align with nursery school standards and learner well-being.

Annual appraisal nursery school

TABLE OF CONTENTS
TASK 1......................................................................................................................................3
A.............................................................................................................................................3
TASK 4......................................................................................................................................4
A.............................................................................................................................................4
B.............................................................................................................................................5
REFERENCES...........................................................................................................................7

TASK 1
A.
Concept of professionalism and dual professionalism in education and training
Professionalism accounts for the concept pertaining to both education and training.
The main objective of professionalism is to support the teachers and the trainers in regard to
improving and developing their skills and competencies which will result into improving
their own personal standing with a greater quality and recognition of the education and
training system (Markowitsch and Grollmann, 2019). The professional standards are having a
huge impact over providing knowledge and understanding to the students, parents,
administrator, staffs etc. The first step in becoming a professional is through attaining a
degree within education along with meeting with the licensing standards. In regard to the
nursery school, the professionalism involves respecting each and every student with the due
care along with giving proper acknowledgement of the background and other differences in
values and beliefs. In addition to this, it involves demonstrating the genuine interest
pertaining to the children and the families the teacher is or the professional is working and
interacting with.
The dual professionalism accounts for the deep knowledge, understanding and
gaining expertise in a specific field within teaching and the learning processes. For example,
the specialist teacher is accredited in respect to teaching and assessing the learner with the
certain disability with a specific or particular qualification in that field which helps in gaining
knowledge n how to teach learners with disabilities (Radkevych and et.al., 2021). Another
important example of this is that the teachers and assessors are required to have specific
qualification which is needed to meet with ethe stablished criteria or guidelines established
by official Board for providing education to the students like the British board of Dyslexia.
The terms professional refers to the anyone who earns living through the way of
performing an activity which needs a specific level of education and training. In addition to
this, the professional is having a specific experience as well in the field of specialization
which makes them specialized in that area of study. Professionals are those who carries out
the work and behave in a such a manner which results into making others think they are
highly competent, reliable, respectful. The professionals are not just credit to themselves but
also to others. In simple terms a professional is someone who exercises practice in a specific
area of study. For instance, professional who plays football in NFL, giving lectures in high
school or university.

In terms of skills and capacity, the professional is good in terms of soft skills which
involves effective communication, engaging and interacting, effective in finding solution to
the problems. In addition to this, a professional requires to have a positive mind set which
helps them in learning while working. They show the leadership and managerial skills which
is important for effectively meeting up the professional requirements. Professionals are
always looking for the ways which helps in building their capacity involving providing
support and technical assistance as per the situation. They stimulate more interaction with the
students or the subordinates.
TASK 4
A.
Analyse the quality assurance and improvement cycle within nursery school and
explaining the function of self-assessment and self-evaluation and the quality cycle
The nursery school is mainly accountable for the learners, society and the
stakeholders which also includes the awarding body pertaining to the quality and the
standards of education provided to the learners. The nursery school is required to timely carry
out the assessment process and regular monitoring which will help in determining how
effective the nursery school is in meeting with its targets in regard to be achieving quality and
raising standards. As a teacher, it is my responsibility to make sure that my performances are
meeting the required standard quality by the way of quality improvement (Kholif, A. M., and
et.al., 2018). In order to achieve quality improvement, I am required to get involved into the
sharing the best practices which will result into breaking the isolation of the classroom and
creates a sense of satisfaction. Quality assurance refers to the ways through which the
mistakes and defects within the products and services can be prevented. In regard to the
nursery school, it involves determining the ways in which the students get standard and best
in quality services. This is mainly carried out within the nursery school in the form of self-
assessment, observation or through the way of mentoring. These forms help in effectively
analyzing different quality aspects along with the areas which requires attention.
Self-assessment and self- evaluation are considered an important part for improving
the achievement along with the quality in teaching and delivering learnings. Both the terms
represent the change through the way of challenging the teacher for recognizing the meaning
of the term excellence within teaching in addition to enhancing their ability of teaching. Self-
assessment can be referred to as the compulsory obligation which is also a self-regulating
tool. It results into making it possible for the teachers to determining the strengths and

weaknesses within the practices. The responsibility for improving the quality and the set
standards for the nursery school lies down with the person who uses quality cycle, which is
used for carrying out the self-assessment and evaluation (Assemi and et.al., 2019). The self-
assessment involves evaluation of all the crucial aspects like the roles and responsibilities,
determining the gaps, providing clear targets and actions for further improvement. The
quality cycle in nursery education is very important as it involves the pre-planned steps of the
activities to be performed by the group with the only aim of improvising the quality and
standards. The quality cycle initiates with the planning step which involves the goals or
purpose of formulating the plan of action. This step is followed by do step which incorporates
the components of the plan. The third step is the study/check step in which the results are
monitored in order to test the validity of the plan and measuring the sign of success or the
problem areas requiring improvement. The last step is Act, which integrates the learnings
which is generated through the entire process and is further used for making significant
adjustment to the objectives or the target set. These steps are continuous in nature for the
continuous improvement.
B.
Identifying a learning programme in nursery school and make an evaluation taking
account of the quality maintenance of nursey school and also evaluating and identifying
areas for improvement
Pertaining to the nursery school, the syllabus of the school plays an important element. It
determines the learning process which is being followed by the school. The syllabus of the

school is being evaluated through the way of formal and informal feedback. Which results
into allowing the learners to reflect their learnings along with the perception of the parents
which helps in determining the areas in which students and delivery can be improved. In
addition to this, it also provides the opportunity for the self-assessment of the skills and
capabilities of the learner from one module to another which assist in adjusting to the various
styles of delivery (Jingura and Kamusoko, 2019). Along with this, feedback on learning can
be used for which helps in commenting about what went good and what can be improvised
through the way of emphasizing the key interest of the students and is mainly syllabus
specific. The feedback received is further tied to the wider course of design and is also put
into the formative assessment structures which helps in ensuring that the course syllabus is
well structured which is help in effectively meeting up with the student’s requirements. This
syllabus is designed in such a way, that is able to cover up all the essential topic which the
nursery school students are required to know and understand at that level. This helps in
building the mind of the students and highlight their area of interest or what makes them
active.
I as a teacher can make use of this the evaluation report or data in respect to making
improvement in the areas identified. Based upon the evaluation, the key areas for addition
improvement identified are making changes to the policy and the regular work scrutiny which
will help in attaining the desired goals in a better way (Jeon, Lim and Jung, 2020). In
addition, it has helped in identifying the fall short of the deep knowledge and understanding
pertaining to the subjects I teach and thus, plan my future lessons based other alternative
methods and approaches which will helps in making maximum use of lesson time for
embedding knowledge to the learner. Another area of improvement which was identified as
an outcome from the feedback received that I am setting difficult and high homework which
is not in line with the set standards for the nursery school and is also not good for the health
of the learners as well due to the content and assessment level which I usually use. Therefore,
these are the key areas of improvement which are required to be accounted for pertaining to
making effective changes to the teaching style and practices used in regard to the nursery
school.

REFERENCES
Books and Journals
Kholif, A. M., and et.al., 2018. Implementation of model for improvement (PDCA‐cycle) in
dairy laboratories. Journal of Food Safety. 38(3). p.e12451.
Assemi, M., and et.al., 2019. Quality assurance and improvement practices of experiential
education programs in schools of pharmacy. American journal of pharmaceutical
education. 83(3).
Jingura, R. M. and Kamusoko, R., 2019. A competency framework for internal quality
assurance in higher education. International Journal of Management in
Education. 13(2). pp.119-132.
Jeon, J. W., Lim, S. A. and Jung, Y., 2020. Text Mining Analysis of the Online Counseling
Contents of Nursery School Teachers. Korean Journal of Childcare and
Education. 16(6). pp.253-272.
Markowitsch, J. and Grollmann, P., 2019. The changing role of vocational education and
training in Europe: Concepts and Models. In Pedagogical concerns and market
demands in VET. Proceedings of the 3rd crossing boundaries in VET conference
vocational education and training network–VETNET (pp. 390-396).
Radkevych, V., and et.al., 2021, March. Modern technologies in the development of
professional competence in teachers from professional (vocational) education
schools. In Journal of Physics: Conference Series (Vol. 1840, No. 1, p. 012041).
IOP Publishing.