1.1 They constantly encourage children to participate and contribute in an atmosphere highly conducive to learning and promote the characteristics of an effective learning environment using space and resources imaginatively. They have introduced innovative ideas/approaches for the provision of play. 1.2 They consistently set high expectations of children in different contexts across all age ranges – they clearly understand children’s abilities and actively support their development at an appropriate level. They regularly make adjustments to practice and provision in order to provide individualised support 1.3 There are high levels of mutual respect between the trainee and children. They are very effective in promoting children’ resilience, confidence and independence when tackling challenging activities. They are a positive role model, recognising that children may need They are reliable in creating and sustaining a safe and supportive environment that stimulates an interest in learning and develops children’s confidence and independence They are capable of ensuring that the space and the resources are used imaginatively They reliably set high expectations of children in their different contexts across all age ranges. They are able to review each child’s progress and make differentiated provision believing that all children have the potential to make progress. They are well respected by children and effectively promote children’ resilience, confidence and independence when tackling challenging activities. As a result of this most children are enthused and motivated to participate. They are able to encourage children to participate and contribute in an atmosphere conducive to learning. They can show that at times they are capable of sustaining a safe and stimulating environment They are able to provide learning experiences and activities across some of the age ranges They are able to develop a rapport with a range of individuals and groups. As a consequence of this children are engaged in their learning. They do not: Encourage children to participate and contribute in an atmosphere conducive to learning. They can show that at times they are capable of sustaining a safe and stimulating environment. Provide learning experiences and activities across one or more of the age ranges Develop a rapport with a range of individuals and groups. As a consequence of this children are not engaged in their learning.
sessions and over time and are able to articulate a clear and rationale as to how they are building on prior achievement. 2.2 They demonstrate a high level of understanding of child development and they recognise that children are active learners from birth. They consistently demonstrate how the characteristics of effective learning underpin learning and development 2.3 They are highly skilled in tuning into children and model warm and responsive relationship promoting good attachments. They have a strong understanding of the benefits of positive attachments based on a theoretical grounding. They show high levels of interpersonal skills and emotional intelligence 2.4 They actively promote engaging and effective methods that support children in reflecting on their learning. They engage in sustained shared thinking and high quality interactions with children They demonstrate a sound understanding of child development and how to develop child learning over time. They are able to take into account the different ways that children learn and develop They are skilled in tuning into children and model warm and responsive relationship promoting good attachments. They show a good understanding of attachment theory. They regularly provide children with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. Teacher (EYT) and other professionals They are able to use their understanding of child development and can express how children learn over time. They can support warm interactions with children, modelling this to others and show an understanding of attachment theory. They support children in reflecting on their learning and identifying their progress and emerging learning needs. They engage in sustained shared thinking with children and can promote quality interactions. Early Years Teacher (EYT) and other professionals. Use their understanding of child development and cannot express how children learn over time. Support warm interactions with children, modelling this to others and do not show an understanding of attachment theory. Support children in reflecting on their learning and identifying their progress and emerging learning needs. They do not engage in sustained shared thinking with children and cannot promote quality interactions.
2.5 They are highly skilled at communicating sensitively with babies and children in a way that is appropriate for their developmental stage and understanding. They consistently demonstrate excellent active listening skills and provide a high quality language rich environment. They consistently show an understanding of the need to promote high standards of communication for all children and this is an intrinsic part of their practice. 2.6 They systematically create opportunities for independent and autonomous learning through individual and group learning to give opportunities for children to be responsible, exercise self-control and make decisions. As a result, the majority of children make very good progress from their ‘starting point’. 2.7 They work in collaboration with parents to promote the best possible outcomes for children. Parents are seen as equal partners. They are highly skilled at discussing children’s learning and development and any concerns about children’s needs and They consider how to communicate and support all children, valuing their input and using active listening skills. They demonstrate effective communication skills across all of the age ranges They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable children to make progress. As a result, the majority of children make good progress. They work in collaboration with parents to promote the best possible outcomes for children. They are able to communicate well any information about children’s levels of development They are able to use active listening and emotional intelligence to create positive bonds with children When planning they devise suitable opportunities for children to evaluate and improve their learning. They plan teaching and learning activities where children make satisfactory progress They can work in collaboration with parents to promote the best outcomes for children. They are able to communicate information about children’s needs. Use active listening and emotional intelligence to create positive bonds with children Devise suitable opportunities for children to evaluate and improve their learning. They do not plan teaching and learning activities where children make satisfactory progress Work in collaboration with parents to promote the best outcomes for children. They are not able to communicate information about children’s needs.
S3 Demonstrate good knowledge of early learning and EYFS 3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school 3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations 3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of KS 1 and 2 3.4 Demonstrate a clear understanding of systematic phonics in the teaching of early reading 3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics Grade 1: Outstanding – meeting standards at a high level Grade 2: Good – meeting standards at a good level Grade 3 – requires improvement – meeting some aspects of the standards Grade 4 – Inadequate. Failing to meet the Standards 3.1 They draw on their in-depth subject and early childhood development knowledge to plan confidently for progression and to stimulate and capture children’ interest across the EYFS. They demonstrate very well developed pedagogical subject knowledge, using this to provide and plan new and challenging experiences for all children and they know how this can have a positive feedback impact on learning at school. 3.2 They successfully identify and consistently exploit opportunities to develop They have well developed knowledge and understanding of early child development and use this effectively to maintain and develop children’ interest. They make good use of their secure curriculum and pedagogical subject knowledge to deepen children’ knowledge and understanding across the EYFS framework and know this can have an impact on learning at school. They demonstrate effective strategies that both challenge and motivate children across all areas of learning. They plan They have a sufficiently secure subject knowledge and understanding of early child development and the EYFS framework. They know how learning progresses within and across the age ranges they are training to teach, in terms of the development of key concepts They demonstrate an understanding of the need to promote relevant opportunities for all children and They do not: Have a sufficiently secure subject knowledge and understanding of early child development and the EYFS framework. know how learning progresses within and across the age ranges they are training to teach, in terms of the development of key concepts Demonstrate an understanding of the need to promote relevant opportunities for all children and
3.5 They draw on their very strong knowledge and understanding of the principles and practices of teaching early mathematics and to select and employ highly effective teaching strategies across the age ranges they are training to teach. the principles and practices of teaching early mathematics and employ effective teaching strategies across the age ranges they are training to teach. the specific age phases they are training to teach. They know and understand the principles and practices of teaching and assessing early mathematics, to be able to apply this effectively across the specific age phases they are training to teach. specific age phases they are training to teach. Know and understand the principles and practices of teaching and assessing early mathematics, to be able to apply this effectively across the specific age phases they are training to teach.
Observation notes made whilst watching colleagues demonstrate good subject and pedagogical knowledge across the age groups Children’ work demonstrating secure subject knowledge Session/practice evaluations Mentor Meeting logs Reflective Logs S4 Plan education and care taking into account of the needs of all children 4.1 Observe and assess children’s development and learning, using this to plan next steps 4.2 Plan balanced and flexible activities and educational programmes that can take into account the stage of development, circumstances and interests of children 4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers 4.4 Use a variety of teaching approaches to lead group activities to the age range and ability of children 4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision
Grade 1: Outstanding – meeting standards at a high level Grade 2: Good – meeting standards at a good level Grade 3 – requires improvement – meeting some aspects of the standards Grade 4 – Inadequate. Failing to meet the Standards 6.1 They can confidently and accurately assess children’s attainment against statutory framework (See Annex 1 Teachers’ Standards Early Years). They use a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning and have led other practitioners in this process. 6.2 They passionately engage and work closely with parents and/or other professionals to ensure that they are an intrinsic part of the child’s assessment. They communicate very effectively, both verbally and in writing, with parents and carers in relation to children’s achievements and well-being, both when required to do so formally and informally. 6.3 They assess children’s progress regularly and work with them to accurately target further improvement and secure progress. By building strong parent partnerships they can ensure holistic support for children to progress and They are able to assess children’ attainment accurately against statutory frameworks (See Annex 1 Teachers’ Standards Early Years). They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of children’ responses. They ensure that parents form part of the assessment process and will engage with other professionals as and when needed. They assess children’s progress regularly and accurately and discuss assessments with them so that children know how well they have done and what they need to do to improve. They are aware of They have an understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks (See Annex 1 Teachers’ Standards Early Years). They work with children and families constructively and provide appropriate feedback to children to help them to make progress. With guidance from experienced practitioners, they monitor children’s progress and maintain accurate records setting new They do not: Have an understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are not able to make broadly accurate assessments against national benchmarks (See Annex 1 Teachers’ Standards Early Years). Work with children and families constructively and provide appropriate feedback to children to help them to make progress. Monitor children’s progress and maintain accurate records setting new targets for individuals and groups even with guidance from experienced practitioners,
professional learning and respond positively to all the feedback they receive. This is then cascaded to the team; they take a proactive stance in providing feedback to staff about changes and developments in the sector. 8.6 They are highly effective in reflecting and evaluating on the quality of provision. They proactively and consistently propose changes to effect .high quality continuous provision by influencing and impacting on practice, plans and policies which leads to action planning and implementation. 8.7 They use their holistic awareness of children and families and are able to take a lead role when working in a multi-agency team. They are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own practice further. This is cascaded to other staff in the setting/school where appropriate. They can reflect on enhancements and opportunities in the setting and can take a lead in action planning and implementation. They are aware of the important role of multi-agency working and can contribute to a team, employing practices to support children outcomes. They seek out and are responsive to advice from more experienced colleagues. . They can evaluate practice and take a lead role in the development of the setting/school to promote children outcomes. They recognise the benefits and challenges of working in a team and can contribute fully in order to support children’s outcomes Seek out and are not responsive to advice from more experienced colleagues. . Evaluate practice and do not take a lead role in the development of the setting/school to promote children’s outcomes. Recognise the benefits and challenges of working in a team and do not contribute fully in order to support children’s outcomes