Faculty of Education and Children’s Services Record of PAT Meeting/Review Progress against the Standards for EYTS and Academic Learning ASSOCIATE TEACHER PAT TUTOR 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
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.
*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: S3: Demonstrate good knowledge of early learning and EYFS
S8: Fulfil Wider Professional Responsibilities Aspects of Associate Teachers’ performance: Self-Monitoring Against the EYTS Standards How well does the Associate Teacher: Involve themselves in the wider role of the setting/school; for example, through partnership with children/families. PSHCE, assemblies, out of school learning, extracurricular activity, staff meetings and CPD activity? Seek support and communicate effectively with other colleagues? Recognise the value, expertise and benefits to learning of co-operative working? Plan for, brief and deploy effectively other adults in and out of the ‘classroom’? Review their professional learning and practice on a regular basis and identify strategies to improve? Seek out guidance and support from Mentors and other colleagues and use the feedback to improve practice? Promote equality of opportunity and diversity in teaching and learning? Demonstrate sensitivity to home background, ethnicity, culture and religion when communicating with parents and carers? Acknowledge the contribution that parents and carers can make to the children’s learning and wellbeing despite home circumstances or experiences of education? Evidence for this standard may be demonstrated by: Planning documentation Participation in jointly planned activities Development and sharing of resources Reflective Documents Effective use off feedback from Mentors/tutors Identification of professional development (CPD) needs Evaluate and act upon advice and suggestions Activity/lesson observations from Mentors and tutors Participation in wider setting/school activities Consultations with parents, pastoral staff, SENCO, other teachers to support and plan for children Team teaching Understands and implements whole setting/school policies e.g. dress code, communication with parents, assessment and recording procedures – as appropriate to the setting Child assessment records Parents consultation and general communication with parents in line with school policy and procedures Additional evidence Assignments and audits 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.
Using the Child Profiles for SBL and UBL assessment Associate Teachers are to complete a minimum of two child profiles per placement and are encouraged to draw upon quantitative and qualitative data in the Child Profiles as evidence towards Teachers’ Standards (Early Years) and to support critical reflection in academic assignments, where appropriate. The Child Profiles should enable Associate Teachers to demonstrate their proficiency in relation to the Teachers’ Standards (Early Years) identified below: 5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development 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. 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. 6b) make use of formative and summative assessment to secure children’s progress Presentation of Child Profiles Aside from the cover sheet, there is no set presentation format for the Child Profiles. They should provide evidence of Associate Teachers’ impact on each child’s learning from the very beginning of SBL. Where work samples are included, they should be annotated in an analytical way, with direct reference made to the child’s attainment and/ or targets. The evidence in the Child Profiles should enable Associate Teachers to provide a very detailed verbal or written report at the end of SBL which highlights the child’s strengths and weaknesses, progress towards targets and areas for development. Associate Teachers should be able to identify factors which have had an impact on the child’s learning and reflect on the impact of their teaching. Child Profiles – examples of possible content Records of child tracking Details of qualitative and quantitative targets (and assessment made in relation to these) Observations Examples of summative and formative assessment that has been completed (e.g. using APP) Work samples (annotated to demonstrate relevance)
1 1 2 2 3 3 Personalised learning, differentiation and inclusion: Identify strategies for individuals/groups Teaching approaches, strategies and organisation: ( including key concepts, questions, vocabulary) Resources: other than those standard to the teaching space PSHCEE/SMSC/Functional Skills ( not all need to be addressed in every lesson) : Literacy, ICT, Numeracy, EAL and other cross-curricular opportunities taken up LP2: ACTIVITY/LESSON PLAN – Working Plan Time (approx) Learning Objectives (number) Learner Activity: What are the learners doing? What is strategy for learning? What is the differentiation for the activity (enable/extend)? Teacher Activity: Including class management, organisation, teaching points and questions – a separate script may be used (indicate when here). Learning outcomes addressed: Assessment opportunities: Assessment of learning; How will evidence be recorded?
Weekly FS1 / FS2 Planning for Continuous Provision Area of Provision Eg: water, sand, role play AREA OF Characteristics of Effective Learning (CEL) Need / interest identified & Evidence /Theme (What) Opportunities for Assessment (AfL) Resources needed to provide for this need / interest 1: Child 2: 3: 4: and