PROGRAMME DATE OF PAT MEETING FILE SCRUTINY: PJF SBL File Comments about AT files in these areas Teacher Standards (Early Years) continuum in section 3 of the PJF is being reviewed. LP1-LP4 used appropriately Progress against the Teacher Standards (Early Years) at review points (including initial/starting point) is clearly demonstrated in terms of evidence and justifications (section 3). Evidence for the Teacher Standards (Early Years) signposted within Section 4 (e.g. labelling of evidence in planning etc.). Weekly review, observation and target setting processes are evident and supportive of progress. Evidence of range of subjects/ ages taught, as well as teaching in other rooms/classes/key stages. Weekly activity plans support target setting and indicate percentage of teaching time and directed time. Use of LO1 (activity / lesson observation proforma) to observe a range of practitioners. Subject knowledge Audits are completed, and have been logged on S3 standards’ continuum log and experience log. Child profiles are being completed/ updated Other findings: Other findings: Progress against Teachers’ Standards (Early Years) Beginning Developing Good Outstanding PART 1 Teachers’ Standards (Early Years) S1 Set high expectations which inspire, motivate and challenge all children S2 Promote good progress and outcomes by children S3 Demonstrate good knowledge of early learning and EYFS S4 Plan education and care taking account of the needs of all children S5 Adapt education and care to respond to the strengths and needs of all children S6 Make accurate and productive use of assessment S7 Safeguard and promote the welfare of children, and provide a safe learning environment S8 Fulfil wider professional responsibilities Professional Conduct Review of progress with PAT Subject Knowledge – Review of Teachers’ Standards (Early Years) continuum AT reflection on areas of strength.
Standard Beginning AT Developing AT Good AT Outstanding AT 2.1 Be accountable for children’s attainment, progress and outcomes. With advice shows some understanding of how to monitor children’s attainment, progress and outcomes. Able to evaluate and communicate the impact of teaching on learning outcomes for groups of children, including those with special educational needs and/or disabilities. Maintains and communicates well detailed and informed evaluation of the impact of teaching which highlights the attainment and progress of the children in most lessons. Systematic, in-depth evaluation of the impact of teaching takes into account and informs the contributions of others acting in support and enables children to make progress in all areas of learning. Demonstrates developing ability to evaluate the impact of teaching on learning outcomes for some groups of children, including those with special educational needs and/or disabilities, according to setting/school context. Aware of setting’s / school’s policy and practice and is broadly in line with this. Follows setting’s / school’s policy and practice. Fully understands and is able to model setting / school-level policy and practice and guide other professional colleagues. Is developing awareness of setting/school policy and practice. Provides extensive, varied examples of how sustained progression for all groups of learners has been secured. 2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. Developing a knowledge and understanding of how babies and children learn and how to deal with barriers to learning. Demonstrates developing knowledge and understanding of how babies and children learn and how this impacts on teaching Has a developing a knowledge and understanding of how babies and children learn and how to deal with barriers to learning. Has good knowledge and understanding of how babies and children learn and a clear recognition of how to deal with barriers to learning. Has detailed knowledge and understanding of how babies and children learn and how to overcome potential barriers to learning. Able to use targeted interventions to facilitate learning for all groups. Able to adapt teaching to respond to the strengths and needs of all babies and children. Able to use well targeted interventions to facilitate learning for all groups. Checks babies’ and children’s understanding and routinely adapts teaching to respond to the strengths and needs of all babies and children. Plans are differentiated/ personalised. Consistently able to use well-targeted interventions to secure learning for all groups. Systematically and effectively checks learners’ understanding, anticipating and enacting where intervention is needed.
and how best to address these. 5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development. Knows that raising children’s achievement must acknowledge physical, social and intellectual development of children, and is developing awareness of how to adapt teaching to support children’s education at different stages of development Demonstrates awareness of how physical, social and intellectual development can influence children’s educational outcomes. Demonstrates a sound awareness of how physical, social and intellectual development can influence children’s educational outcomes. Demonstrates an excellent awareness of how physical, social and intellectual development can influence pupil outcomes 5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them. Shows some understanding of the diverse needs of children. Is beginning to differentiate some teaching and personalises some provision to meet individual needs of all children, including those with special educational needs and disabilities, and is beginning to evaluate approaches. Demonstrates understanding of the diverse needs of children. Is able to adjust teaching, and evaluate it, to meet the different needs of all children, including those with special educational needs. Demonstrates sound understanding of the diverse needs of most learners. Is able to adapt teaching effectively, and evaluate it to meet the different needs of most learners, including those with special educational needs. Demonstrates an excellent understanding of the diverse needs of all learners. Is able to adapt teaching effectively and evaluate it to meet the diverse needs of all learners. 5.4 Support children through a range of transitions. Developing understanding and knowledge of how to support early childhood transitions. Able to apply knowledge and understanding of how to support early childhood transitions. Increasingly able to apply a range of strategies to support early childhood transitions. Consistently and effectively applies a range of strategies to support early childhood transitions.
5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals. With advice and support, demonstrates a developing ability to recognise when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals. Demonstrates they are able to recognise when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals. Increasingly able to recognise when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals. Consistently and effectively recognises when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals. *AT EACH REVIEW POINT THE EXPECTATION IS THAT ASSOCIATE TEACHERS WILL SELF ASSESS AGAINST THE EYTS STANDARDS AND SELECT (AND COLLATE AT FINAL) BEST EVIDENCE TO SUPPORT CURRENT LEVELS OF ATTAINMENT* Standard / sub standard Brief description of evidence, and justification of how it illustrates having met current level of performance. Mentor signature Date/Review Point: S5: Adapt education and care to respond to the strengths and needs of all children
Key aspects of Associate Teachers’ performance: Self-Monitoring Against the EYTS Standards: S5 S6: Make accurate and productive use of assessment Aspects of Associate Teachers’ performance: Self-Monitoring Against the EYTS Standards How well does the Associate Teacher: Know the assessment requirements and arrangements appropriate for the phase? Make effective use of the setting’s/school’s: monitoring, assessment and recording policy? Know how to prepare children for assessment activity? Evidence for this standard may be demonstrated by: Planning documentation Clear classroom routines identified Assessment data is used to inform planning Planning of high order and diagnostic questions Linking learning sequences Activity/lesson planning takes account of wider objectives linked to social and personal skills
Has developing knowledge of the statutory assessment requirements. Demonstrates knowledge and understanding of the statutory assessment requirements and, with guidance, can make appropriate and accurate assessments. Carries out assessment effectively, and demonstrates a good understanding of statutory assessment requirements and makes appropriate and accurate assessments. Assessment carried out effectively, and demonstrates an excellent knowledge of statutory assessment. 6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child. With advice and support, demonstrates a developing knowledge and ability to engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child. Demonstrates they are able to engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child. Increasingly able to engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child. Consistently and effectively able to engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child. 6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals. Demonstrates a developing ability to give regular feedback and guidance for progress in a manner which encourages parents and/or carers to help children progress towards their goals. Demonstrates they are able to give regular feedback and guidance for progress in a manner which encourages parents and/or carers to help children progress towards their goals. Increasingly able to give regular feedback and guidance for progress in a manner which encourages parents and/or carers to help children progress towards their goals. Consistently and effectively able to give regular feedback and guidance for progress in a manner which encourages parents and/or carers to help children progress towards their goals. *AT EACH REVIEW POINT THE EXPECTATION IS THAT ASSOCIATE TEACHERS WILL SELF ASSESS AGAINST THE EYTS STANDARDS AND SELECT (AND COLLATE AT FINAL) BEST EVIDENCE TO SUPPORT CURRENT LEVELS OF ATTAINMENT* Standard / sub standard Brief description of evidence, and justification of how it illustrates having met current level of performance. Mentor signature Date/Review Point: S6: Make accurate and productive use of assessment
S7: Safeguard and promote the welfare of children, and provide a safe learning environment Aspects of Associate Teachers’ performance: Self-Monitoring Against the EYTS Standards How well does the Associate Teacher: Make use of the relevant setting/school behaviour policy and be able to employ a range of effective strategies to secure appropriate learning behaviour, self-control and independence so that all learners can make progress? Ensure that children know the boundaries of acceptable behaviour and understand the consequences of their actions? Minimise the impact of negative behaviour of some children on teaching and the learning of others? Establish and maintain effective relationships in the classroom between teacher and child, other adult to child and child to child? Understand the link between learners’ behaviour and their involvement and engagement with learning? Evidence for this standard may be demonstrated by: Planning documentation Room organisation clear routines identified Planning showing the effective use of additional support Planning showing consideration of clear behaviour support strategies Reflective Documents Evaluations identify future learning targets Awareness of social and emotional factors and cultural and linguistic factors that influence pupil performance Activity/lesson observations from Mentors and tutors High expectations and effective and appropriate behaviour management strategies observed Variety of styles, variation of tone and language appropriate to audience Effective relationships with children being developed Setting/school policies for behaviour used appropriately Child assessment records Records of sanctions and disruptive children maintained, as appropriate to the setting
S8: Fulfil Wider Professional Responsibilities Standards Beginning AT Developing AT Good AT Outstanding AT 8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues. Is beginning to take responsibility for improving professional practice through appropriate professional development, and takes and acts on advice to advance their own professional development and that of others. Engages with own professional development and takes responsibility for improving/advancing the professional practice of others. Proactive with their own learning and professional development and in leading the improvement /advancement of the professional practice of others. Proactive with their own learning and professional development in order to improve professional practice. Acts upon feedback from colleagues. Is beginning to understand their role in leading the professional development of colleagues. Shows willingness to take advice and feedback from colleagues and engage in discussion about improvements and areas for development. Takes responsibility for leading the professional development of colleagues. Shows willingness to take advice and act upon feedback from colleagues and engage in discussion about improvements and areas for development. Is proactive in leading the professional development of colleagues. Is open to Coaching and Mentoring and respect the advice and guidance offered by colleagues. Clear evidence of effective leadership of the professional development of colleagues. 8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice. Is beginning to reflect on and evaluate the effectiveness of provision, and shape and support good practice. Recognises and takes opportunities to reflect on and evaluate the effectiveness of provision, and shape and support good practice. Is increasingly able to reflect on and evaluate the effectiveness of provision, and shape and support good practice. Consistently and effectively reflects on and evaluates the effectiveness of provision, and shape and support good practice. 8.7 Understand the importance of and contribute to multi-agency team working. With guidance and support is able to understand the importance of and contribute to multi-agency team working. Demonstrates ability to understand the importance of and to make a contribution to multi-agency team working. Demonstrates a good understanding of the importance of and is able to make a positive contribution to team working. Clear evidence of effective understanding of the importance of and has made a positive and effective contribution to team working.
LO1: FS1 / FS2 Observation Sheet (Adult-led or Child-initiated) Name of child / children: Child-initiated / interest: Or Key person / teacher: Date: Adult focus (LO supported by a link to phases of development) Observation Next Steps Characteristics of effective learning What learning did the children show through their actions or communication? (Provide evidence of what you observed) What enabled the children to experience new learning? (Resources, sensitive intervention by yourself, organisation, previous input etc.) What needs to be provided to take this learning forward? (adult support, planning, resources, organisation etc.) How successful were you in supporting the children’s learning? (Did you differentiate the support according to individual needs? If you were to observe a similar child initiated activity how might you improve the way in which you provide support?) How did you support and/or extend this learning? (eg did you listen and respond / follow children’s suggestions / model your thinking to encourage their thinking / did you ask open questions that enabled children to show their thinking?) Playing and exploring Active learning Creative and thinking critically Prime areas Specific areas Personal, social and emotional development Literacy Reading Making relationships Writing Mathematics Self-confidence and self- awareness Numbers Managing feelings and behaviour Shape, space and measures Communication and language Understanding the world Listening and attention People and communities Understanding The world Speaking Technology Physical development Expressive arts and design Moving and handling Exploring and using media and materials Health and self care Being imaginative Overarching Principles: 1: Unique Child 2: Positive Relationships 3: Enabling Environments 4: Learning and Development