For Schools Inspecting the effectiveness of the early years provision: quality and standards Monitoring and Evaluating EYFS: School: Key Ofsted Judgements Outstanding Good What needs to be in place? Evidence Effectiveness of leadership and management The pursuit of excellence by leaders and managers is shown by an uncompromising, highly successful drive to improve outcomes or maintain the highest levels of outcomes, for all children over a sustained period. Incisive evaluation of the impact of staff’s practice leads to rigorous performance management and supervision. Highly focused professional development improves the quality of teaching. Leaders and managers have an accurate picture of the strengths and weaknesses of the provision as a result of effective The impact of concerted and effective action to improve provision, including the training and development of staff, can be seen in children’s achievement. Leaders ensure that children’s needs are identified and give children the support they need, including through effective partnerships with external agencies and other providers. leaders and senior managers must: Have a clear understanding of the Statutory EYFS framework, including assessment and the EYFS profile Have monitoring processes in place that support a rigorous evaluation of the quality of teaching and learning in EYFS. Ensure that performance management of teachers links directly to good EYFS practice and provision Ensure that professional development is part of the performance management cycle Have a governing body that is confident to challenge practice in EYFS to ensure that this is at ‘good’ Ensure that effective transition arrangements are in place in order
Teachers and their staff plan for all children – individual needs are identified through documentation and parental engagement, team ‘talk’ etc.. and this is reflected in planning through differentiated responses of staff, resources and open-ended continuous provision. Personal development, behaviour and welfare Children are highly motivated and very eager to join in. They consistently demonstrate curiosity, imagination and concentration. They are highly responsive to adults and each other. They do not distract others or become distracted easily themselves. Children are developing a very good understanding of how to keep themselves safe and manage risks. They demonstrate exceptionally positive behaviour and high levels of self-control, cooperation and respect for others. Safeguarding is effective. There are no breaches of statutory welfare requirements.63 Children’s health, safety and well-being are greatly enhanced by the vigilant and Children are motivated and interested in a broad range of activities and are keen learners. They listen carefully to adults and each other. Children’s behaviour is good and shows that they feel safe. They gain an understanding of risk through activities that encourage them to explore their environment. Children are learning to respect and celebrate each other’s differences and to build their understanding of diversity beyond their immediate experience through a range of activities that teach them effectively about people in the wider world. Safeguarding is effective. are no breaches of statutory welfare requirements. Characteristics of learning Principles – unique , positive relationships PSED – managing feelings and behaviours Children are confident and demonstrate high dispositions and positive attitudes to learning. Children demonstrate their enjoyment of learning, including their participation and willingness to make choices and decisions. Children are active and inquisitive learners who are creative and think critically. Children and adults are mutually respectful and value the contributions of ALL Children’s safety is of the highest importance and children are supported to manage their own awareness of this and contribute to the safety and of the class/school as a whole –
consistent implementation of robust policies and procedures. Leaders use highly successful strategies to engage parents and carers, including those from different groups, in children’s learning in school and at home. Child protection policies and procedures are implemented consistently; practice is reviewed regularly and clearly evaluated. indoors and outdoors. Management of ‘risk’ is seen as a positive and enabling element of learning and development Behaviour strategies are consistent across the class/ school and are age/ developmental stage appropriate. Children are helped to understand the consequences of their behaviours, language and actions as part of the positive ethos of the school. Learning behaviours are modelled and practiced by adults to support children to develop these as part of their everyday repertoire of learning. Outcomes for children and learners Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all children, including disabled children, those who have special educational needs, disadvantaged children and the most able, are making substantial and sustained progress. Gaps between the attainment of groups of children and all children nationally, including Children make at typical progress and most children make progress that is better than this from their starting points. This includes disabled children, those who have special educational needs, disadvantaged children and the most able. Children develop the key skills needed to make a positive start to the next stage of their education. Where children’s starting points are below those of other children of their age, assessment shows they are catching up quickly. Any gaps between the attainment of groups, including those for whom the school Systems are in place to identify starting points and age, and the progress that all pupils are making. The developmental phases will provide an appropriate guidance tool. Systems are in place to identify and support accelerated progress of vulnerable groups. The proportions of children meeting and exceeding expected progress from different starting points compares favourably with national figures. Where the proportion making expected progress overall is lower than that found nationally, it is improving over a sustained period.