Taking care of each child together

The research project

This research focuses on internal quality assurance of care policy in primary schools with regard to phase 0 and 1 of the care continuum. In doing so, we place specific emphasis on the participatory aspect: the extent to which parents, teachers and children are involved as active partners in the care policy. This project investigates how the care policy of a primary school is subject to quality care and how the various partners/involved parties contribute to this. The aim is to come together to an instrument that supports schools in involving parents, students and teachers in drawing up, evaluating and adjusting the care policy.

The M-decree (2014) and the pupil guidance decree (2018) recognize the central role of the care policy that schools must develop in order to meet the needs of all pupils. From the 2018-2019 school year, the Education Inspectorate can investigate pupil guidance as a recognition condition for the school (Education Inspectorate, 2018). In June 2017, the Education Inspectorate (2018) conducted an investigation into the quality of pupil guidance in primary education and in the first stage of secondary education. This shows that consciously focusing on quality assurance for schools is a point of action. By quality assurance, the Education Inspectorate means “starting from and acting on a vision, systematic and cyclical planning, measuring effects…” (Education Inspectorate 2018, p.6). Schools therefore need support for school-wide quality development of teaching-learning practice and broad basic care.

Research method and results

Through a short digital survey, we mapped out how Flemish primary schools are currently doing quality assurance of the care policy. Based on the results, we selected 6 schools with which we will go through a more extensive research process. In those 6 schools, we held in-depth discussions (interviews/focus groups) with the various parties involved: parents, children, teachers, management, care coordinator. In addition, where possible, we also interviewed a CLB employee.

From this data we gained insight into the strengths and challenges from different perspectives, with regard to broad basic care and, by extension, care policy in general. These insights were bundled in a support tool that supports schools in monitoring the quality of broad basic care at school. On the one hand, the support instrument consists of concrete tools that allow schools to map the perspectives of the various actors involved and to include them in the quality assurance of the care policy. On the other hand, the manual that accompanies the support instrument provides inspiration by, among other things, describing good practices and raising critical questions. All materials from the toolbox can be downloaded below.

Source reference

Onderwijsinspectie (2018). Onderzoek Leerlingenbegeleiding: Hoe kwaliteitsvol is de leerlingenbegeleiding in de basisscholen en in de eerste graad secundair onderwijs? Geraadpleegd via: https://www.onderwijsinspectie.be/nl/onderzoek-leerlingenbegeleiding-hoe-kwaliteitsvol-is-de-leerlingenbegeleiding-in-de-basisscholen-en