The evaluation was commissioned to thoroughly examine the Better Start QDS by assessing its impact and effectiveness from the perspective of all stakeholders, and its adaptability and sustainability over time. The aim was to offer an overarching. evaluation of the initiative, highlighting its strengths, challenges, and potential learning opportunities.
The primary objectives were to determine whether the QDS contributes to improved quality of practice and outcomes in ELC settings, and to capture lessons learned from the current model of service delivery.
The project began in November 2021, having been paused due to the Covid19 pandemic. In responding to the impact of the pandemic on Early Learning and Care services, CES engaged with partners at DCEDIY, MIE and the Better Start service to redesign the evaluation within the new public health context.
CES and MIE designed a mixed-methods, multi-stakeholder evaluation to meet the agreed objectives. The evaluation included both primary and secondary data analysis and utilised quantitative and qualitative research methods. Data collection involved four main phases:
The evaluation findings indicate that the Better Start QDS has a positive impact on the quality of practice in ELC settings.
Key strengths include its strengths-based mentoring model, which leverages relationships and national frameworks to drive quality improvements. Early Years Specialists were found to play a crucial role in this process, providing mentoring and modelling of best practices.
Both ELC settings and Better Start staff expressed high levels of satisfaction with the QDS. The collaborative and supportive approach of the QDS has been particularly praised for motivating sustained change within ELC settings.
The evaluation also identified areas for improvement, such as the need for better outcome measurement tools to fully capture the changes brought about by the QDS.
It identified a need for enhanced interagency communication to clarify the QDS's purpose, benefits, and scope and to strengthen coordination and collaboration with other agencies within the ELC sector. Recommendations included the need to ‘embed or further develop targeted interventions specifically designed to enhance leadership within ELC settings’ and to ‘enhance interagency working relationships’
The evaluation recommended further examination of some areas, including the impact of the QDS on children and families, follow up studies on the sustainability of outcomes in the longer term, and consideration of the impact of wider challenges in the sector on the effectiveness of the QDS.
By addressing the identified challenges and implementing the recommended changes, DCEDIY and the QDS have an opportunity to further enhance its impact on quality and inclusion in ELC settings across Ireland.
The final evaluation report was launched by the Department in October 2024 and can be found here.
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