Trainee: Set high expectations which inspire, motivate and challenge all children. Establishes and sustains a safe and stimulating environment where children feel confident and are able to learn and develop Creates a safe, stimulating and purposeful contexts for learning in which children’s contributions are valued and extended and in which their thinking is challenged. This includes indoor, outdoor and beyond the setting learning and is of a consistently high standard. All children are supported and secure and are eager to learn. Creates safe, stimulating and purposeful environments which act as a catalyst to children’s learning. This includes indoor and outdoor learning. Many children are stimulated and eager to learn. Establishes and sustains a safe and stimulating environment children feel confident and are able to learn and develop. Is not demonstrating the ability to establish and sustain a safe and stimulating environment. Any breaches of the statutory requirements for learning and development do not have a significant impact on children’s learning and development. Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. Intuitively sets goals that stretch and challenge children of all backgrounds, abilities and dispositions in a range of contexts. Flexibly responds to children’s learning and development to enable progress. Confidently sets goals that stretch and challenge children of all backgrounds, abilities and dispositions. Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. Not yet setting goals that stretch and challenge children of all backgrounds, abilities and dispositions. Demonstrates and models the positive values, attitudes and behaviours expected of children. Develops effective strategies for ensuring appropriate positive values, attitudes and behaviours expected of children are consistently modelled by practitioners within the place of training. Demonstrates and models the positive values, attitudes and behaviours expected of children appropriate to their age and stage. Demonstrates and models the positive values, attitudes and behaviours expected of children. Demonstrates an inconsistent ability to demonstrate and model the positive values, attitudes and behaviours expected of children.
Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Requires improvement (3): -meeting the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Inadequate (4): Trainees fail to meet the minimum Standard 6 Trainee: Make accurate and productive use of assessment. Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements. Has excellent contribution to the setting statutory assessment process including the use of record keeping and assessments to inform planning and feedback to stakeholders. Has made a significant contribution to the settings statutory assessment process is evidenced by way of record keeping process and data input in the school assessment system. Understands and leads assessment within the framework of the EYFS framework, including statutory assessment requirements. Is developing an understanding of assessment within the framework of the EYFS framework, including statutory assessment requirements. Engage effectively with parents and/or carers and other professionals in the ongoing assessment and provision for each child. Has made diagnostic assessments and used these as a vehicle for setting targets and monitoring progress which can be fed back to other stakeholders demonstrating a secure understanding of a child’s developmental needs. Uses assessment to inform discussions regarding developmental targets for individual children with parents and /or carers and other professionals. Engages effectively with parents and/or carers and other professionals in the ongoing assessment and provision for each child. Is unable to demonstrate effective engagement with parents and/or carers and other professionals in the assessment and provision for each child. Give regular feedback to children and parents and/or carers to help children progress towards goals. Sets in place a secure system for collaborative working with parents which involves both parents and children being actively involved in feedback, target setting and monitoring. Develops a consistent approach to target setting and feedback which can be used to develop secure partnerships with parents and carers. Gives regular feedback to children and parents and/or carers to help children progress towards their goals. Unable to give effective feedback to children and parents and/or carers to help children progress towards their goals.