Inadequate Urgent actions for development Requires Improvement Some actions for development Good Few actions for development Outstanding Continued development 1 2 3 4 5 6 7 No areas of learning planned for indoors and outdoors Most of learning planned for indoors and outdoors All areas of learning are planned for and covered indoors and outdoors based on children’s interests All of learning are planned for and covered indoors and outdoors, activities and resources are changed frequently to maintain interest and to meet individual children’s interests and age/stage Ineffective observation and planning systems in The setting needs to put in place a more effective system for observation assessment and planning A good system is in place which contains regular and varied observations which are assessed and used to plan for individual needs Comprehensive observation, assessment and planning systems are in place, linked to individual children and groups needs, interests and stages of development and are adjusted to meet the needs of all children. Poor understanding of development. Inconsistencies of support for all children to ensure they are making good progress and acquiring the skills for future learning Some evidence that the Practitioner understands development and activities are adequate, children make some progress Providers has a strong knowledge of child development. They clearly demonstrate knowledge of how children learn. Children are making good progress. The Practitioner has an excellent knowledge of child development. All children are acquiring excellent skills, attitudes and dispositions that they require in order to be ready for school Children not making appropriate progress are not identified Children not making appropriate progress are identified but support is limited Children not making appropriate progress have an individual plan, discussed with parents and other professionals advice sought as necessary Children have an individual plan, including advice from other professionals and parents, specific activities are carried out and tracking includes showing steps in development Practitioners do not out the progress check at Practitioners share the required information with parents around the Practitioners share information with parents around the progress check at 2 Parents have excellent opportunities to contribute to their child’s learning and reflect with
age 2 or transition forms progress check at 2 and transitions but doesn’t offer support and encouragement to extend children’s learning at home and transition and offers opportunities to seek their views to support children’s learning at home practitioners on their progress and next steps. Parents contribute to the progress check at age 2. Transition forms, with parents/child’s voice are sent to the next setting. Inconsistent procedures to support and prepare children at times of transition The settings procedures and practices to support children at times of transition are not well established and robust Good procedures and activities are in place to support children at points of transition. Excellent links are established with a range of partners (local schools, settings, childminders and children centres) to support the child’s care and continuity of learning through transitions. No portfolios/ learning journeys are kept Limited contributions to the children’s portfolios/learning journeys from both the ‘voice of the child’ and parents and/or carers Children’s portfolios need to include more information gained from both ‘the voice the child’ and parents and/or carers Children’s portfolios include information gained from both ‘the the child’ and parents and/or carers and capture children’s individual interests and significant moments for development: