Early Years Initial Teacher Training
Assessment of Trainee Early Years Teachers – Grading
Descriptors
Teachers’ Standards (Early Years) 2013
Assessment of Trainee Early Years Teachers – Grading Descriptors
Teachers’ Standards (Early Years) 2013
Assessment of Trainee Early Years Teachers – Examples of Evidence
The examples of evidence for the Teachers’ Standards (Early Years) on the following pages draw upon the national UCET/NASBTT guidance for
all ITT provision and the rubric of the Teacher Standards (Early Years). These descriptors are to be applied at all stages of the programme. They
are developmental as well as summative.
Mentors - This guidance should be used throughout the placement to set formative targets and at the end of the placement to grade the trainee’s
performance and set future targets.
Trainees - This guidance should be used throughout your programme for self -assessment and target setting.
Guidance for using the pen portraits:
In accordance with the requirements of the Teachers’ Standards (Early Years), providers of initial teacher training are required to assess trainee
teachers against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of
EYTS. Therefore a judgement is relative to this stage in a teacher’s professional development.
Each judgement is an overall judgement. In a best fit model, the statements describe features of practice that are characteristic of a trainee
performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked. A trainee graded as
achieving the standards at a Good or Outstanding level should be working within the level of mentor support as expected by the programme. A
student achieving the standards at a minimum level at all points, except final assessment, will be working with a higher level of support.
It is important that each standard is assessed holistically and that mentors/tutors do not assess each individual standards indicator. Trainees
are likely to have evidence of working with babies, toddlers and young children across the Teachers’ Standards (Early Years) however when
assessing the birth to five age requirement you should expect evidence of this in standard 1, 2, 3 and 5 as a minimum.
S1 Set high expectations which inspire, motivate and challenge all children
1.1 Establish a safe and stimulating environment where children feel confident and are able to learn
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions
1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children
Grade 1: Outstanding – meeting
standards at a high level
Grade 2: Good – meeting
standards at a good level
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.
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
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
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.
Grade 3 – requires improvement
– meeting some aspects of the
standards
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
Grade 4 – Inadequate. Failing to
meet the Standards
They are able to provide learning
experiences and activities across
some of the age ranges
Provide learning experiences and
activities across one or more of
the age ranges
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.
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
support in identifying acceptable
behaviour.
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 develop a rapport
with a range of individuals and
groups. As a consequence of this
children are engaged in their
learning.
Develop a rapport with a range of
individuals and groups. As a
consequence of this children are
not engaged in their learning.
They use positive reinforcement to
support children’s behaviour
They consistently demonstrate a high
level of professional behaviour, respect
for children, colleagues, parents and
carers and support the ethos of the
setting/school.
They reliably demonstrate
professional behaviour, respect for
children, colleagues, parents and
carers and support the ethos of the
setting/school.
They are able to demonstrate
professional behaviour, respect
for children, colleagues, parents
and carers and support the ethos
of the setting/school.
Demonstrate professional
behaviour, respect for children,
colleagues, parents and carers and
support the ethos of the
setting/school.
Expectation – for example by the end of the programme a trainee should be able to:
Demonstrate, as a role model, punctuality, appropriate dress, professional attitudes towards others.
Treat children with respect (e.g. know their names, give timely feedback).
Model the use of appropriate language.
Plan and teach sessions which challenge, motivate and inspire.
Keep accurate and timely records.
Establish a safe environment in which children treat each other with respect
Examples of Evidence – Standard 1
Planning documents:
 Examples of planning showing evidence of differentiation, the setting of challenging goals
 Examples of planning indicating the careful selection of resources
 Planning exemplifying a range of appropriate Early Years activities, e.g. visits, Forest School sessions
Reflective Documents:
 Trainee evaluations following their sessions
 Evidence of focussed evaluations on responses by individual children
Observations:
Observation records concerning:
 Health and safety risks communicated to the children
 Evidence of children being aware of purpose of the activity/learning opportunity
 The communication of high expectations
 Professional behaviour and role modelling
 Enthusiasm demonstrated for a range of creative learning opportunities
 Instances when inappropriate behaviour has been challenged
 Where anti-biased and anti-discriminatory practice is evident
 Peer observations or mentor or practitioner observations of practice
Audits:
 Environmental and inclusive audits, ECERS, ITERS
 Action plans and evidence of creating change or developing practice
 Action plans of input to the physical environment e.g. displays, resourced areas
Children’s assessment records:
 Evidence of progress over time for individuals
 Goals and next steps from children’s Early Years Development Journals
Other sources
 A range of risk assessments/checklists
 Observations of practice across the age ranges – babies, toddlers and young children
 Visits to extend the children’s learning
 Evidence of engagement with specialist staff (e.g. SENCO, LSA, EAL teachers)
 Development of resources to support the indicators eg. welcome posters, different languages on signs, visual clues, self-registration
 Comments / verification statements from class teacher/mentor/LSAs/ visiting tutor
 Reflective tasks
S2 Promote good progress and outcomes by children
2.1 Be accountable for children’s progress, attainment and outcomes
2.2 Demonstrate knowledge and understanding of how babies and children learn and develop
2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments
2.4 Lead and model effective strategies to develop and extend children’s learning and thinking including sustained and shared thinking
2.5 Communicate effectively with children from birth to age five, listening and responding sensitively
2.6 Develop children’s confidence, social and communication skills through group learning
2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child’s well-being, learning and
development
Grade 1: Outstanding – meeting
standards at a high level
Grade 2: Good – meeting
standards at a good level
Grade 4 – Inadequate - failing to
meet the Standards
They assume responsibility for the
attainment, progress and outcomes
of the children they teach. Their
short and medium term planning
consistently takes into account the
prior learning of the children.
Grade 3 – requires improvement –
meeting some aspects of the
standards
They understand how practitioners
are accountable for the attainment,
progress and outcomes of children
and have taken some responsibility
for this with guidance from the
practitioners, Early Years
Professional (EYP) or Early Years
Teacher (EYT) and other
professionals
2.1 They assume a high level of
responsibility for the attainment
progress and outcomes of the
children they teach. They
demonstrate confident judgement
based on their knowledge of child
development in planning for child
progression both with individual
sessions and over time and are able
to articulate a clear and well-justified
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
They demonstrate a sound
understanding of child
development and how to develop
child learning over time. They are
They are able to use their
understanding of child
development and can express how
children learn over time.
Use their understanding of child
development and cannot express
how children learn over time.
They do not:
Understand how practitioners are
accountable for the attainment,
progress and outcomes of children
and have not taken some
responsibility for this with guidance
from the practitioners, Early Years
Professional (EYP) or Early Years
Teacher (EYT) and other
professionals.
consistently demonstrate how the
characteristics of effective learning
underpin learning and development
able to take into account the
different ways that children learn
and develop
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
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 can support warm interactions
with children, modelling this to
others and show an understanding
of attachment theory.
Support warm interactions with
children, modelling this to others
and do not show an understanding
of attachment theory.
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 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.
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.
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
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 are able to use active listening
and emotional intelligence to
create positive bonds with children
Use active listening and emotional
intelligence to create positive
bonds with children
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’.
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.
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
circumstances with parents and/or
carers.
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 and discuss
relevant information with parents
and/or carers
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
Devise suitable opportunities for
children to evaluate and improve
their learning. They do not 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.
Work in collaboration with parents
to promote the best outcomes for
children. They are not able to
communicate information about
children’s needs.
Expectation – for example by the end of the programme a trainee should be able to:
Demonstrate, in planning and teaching, knowledge of individuals’ attainment
Identify and plan for all to include high attainers, children with SEN, those for whom English is an additional language
Acquire some knowledge and understanding of the role of the practitioner in promoting good progress and outcomes by children
Provide feedback to children and opportunities for them to reflect on their attainment and how to make progress.
Identify and follow – up issues of under-attainment by children e.g. discuss with EYP, parents and wider professionals
Can demonstrate their knowledge of attachment theory and the benefits this brings.
Shows their excellent communication skills with children of all ages, listening actively using emotional intelligence. Is clear on how to respond to nonverbal/pre-verbal children and to support their developing language.
Demonstrate quality interactions with children using sustained shared thinking.
Work with parents to promote better outcomes for children.
Examples of Evidence - Standard 2
Planning documents
 Evidence of assessment and observational data used to inform subsequent planning
 Evidence of clear introductions and subsequent development of ideas
 Evidence of sequences of sessions incorporating EYFS, parental involvement, next steps.
 Session planning which takes account of wider objectives, e.g. social and personal skills
 Session plans which promote independent and collaborative working
 Session plans that demonstrate the use of open questions to support sustained shared thinking (SST).
Reflective Documents
 Evaluations built on assessment data
 Awareness of social and emotional factors & cultural and linguistic factors
 Reflective observation notes
 Evidence of questioning which builds on answers given and where children are asked to explain their thinking and reflect on their learning
 Policies (annotated with reflections)
 Written reflections e.g. on Key Person approach, how attachment theories underpin settling-in policies and procedures etc.
Observations
 Observations of children, which have been used to plan for next steps in development and learning
 Peer/Mentor/Practitioner observations on key issue e.g. sensitive communication and ‘tuning into’ babies, toddlers and young children or
demonstrate SST
Children’s assessment records
 Evidence of regular, up-to date monitoring and assessment records of children’s progress
 Evidence of contributions to children’s Early Years Development Journals
 Evidence of feedback given to children e.g. transcripts of conversations with child/group of children
Other sources
 Evidence of the incorporation of educational programmes e.g., PALS, ECAT, letters and sounds , ICAN, SEAL or SEAD during circle time
 Case studies, for example child on the role of Key Person or how you build relationships/partnerships with parents
 Reports from SENCO’s
 Evidence of Reflective tasks/Reflective Logs
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
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.
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.
3.2 They successfully identify and
consistently exploit opportunities
to develop children’ skills,
ensuring all children are
supported and appropriately
challenged. They ensure that
children’s experiences are well
They demonstrate effective
strategies that both challenge and
motivate children across all areas
of learning. They plan effective
and relevant activities and
learning experiences based on
Grade 3 – requires improvement –
meeting some aspects of the
standards
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
Grade 4 – Inadequate. Failing to
meet the Standards
They demonstrate an understanding
of the need to promote relevant
opportunities for all children and are
beginning to build this into their
practice. They provide experiences
and opportunities for children from
birth to five and can demonstrate
Demonstrate an understanding of the
need to promote relevant
opportunities for all children and are
not beginning to build this into their
practice.
Provide experiences and
opportunities for children from birth
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
planned and purposeful and
appropriate to individual
children’s needs, interests and
ages.
children’s ages and development
levels.
how they challenge children
appropriately.
to five and cannot demonstrate how
they challenge children appropriately.
3.3 They are astutely aware of
their own development needs in
terms of extending and updating
their subject, curriculum and
pedagogical knowledge in their
early career and have been
proactive in developing these
effectively during their training
using their secure knowledge and
understanding of Key Stages 1 and
2.
They model very high standards of
written and spoken
communication in all professional
activities
They are critically aware of the
need to extend and update their
subject, curriculum and
pedagogical knowledge both
within the EYFS and across Key
Stages 1 and 2.
They are able to respond
appropriately to subject specific
questions which children ask in order
to help children to develop
knowledge, understanding and skills
across areas of learning with EYFS
framework.
They recognise the need to update
their subject and pedagogical
knowledge and have shown the ability
and readiness to do so and are able to
make links to the national curriculum
for Key Stages 1 and 2.
Respond appropriately to subject
specific questions which children ask
in order to help children to develop
knowledge, understanding and skills
across areas of learning with EYFS
framework.
Recognise the need to update their
subject and pedagogical knowledge
and have not shown the ability and
readiness to do so and are not able to
make links to the national curriculum
for Key Stages 1 and 2.
3.4 They can draw on their very
strong understanding of synthetic
systematic phonics and its role in
teaching and assessing reading
and writing to teach literacy very
effectively across the age phases
they are training to teach.
They have a secure knowledge and
understanding of synthetic
systematic phonics and its role in
teaching and assessing reading
and writing in the context of the
age-phases they are training to
teach.
They can demonstrate sufficient
knowledge and understanding of the
principles and practices of teaching
and assessing reading and writing,
including the use of systematic
synthetic phonics, to be able to apply
this effectively across the specific age
phases they are training to teach.
Demonstrate sufficient knowledge
and understanding of the principles
and practices of teaching and
assessing reading and writing,
including the use of systematic
synthetic phonics, to be able to apply
this effectively across the specific age
phases they are training to teach.
3.5 They draw on their very strong
knowledge and understanding of
the principles and practices of
They have a very secure
knowledge and understanding of
the principles and practices of
They know and understand the
principles and practices of teaching
and assessing early mathematics, to
Know and understand the principles
and practices of teaching and
assessing early mathematics, to be
teaching early mathematics and to
select and employ highly effective
teaching strategies across the age
ranges they are training to teach.
teaching early mathematics and
employ effective teaching
strategies across the age ranges
they are training to teach.
be able to apply this effectively across
the specific age phases they are
training to teach.
able to apply this effectively across
the specific age phases they are
training to teach.
Expectation – for example by the end of the programme a trainee should be able to:
Know relevant external assessment specifications (e.g. National Curriculum, EYFS) and demonstrate sufficient knowledge to teach the required content
for the relevant age phase.
Be able to demonstrate competence in presentation of subject e.g. coursework, assignments.
Demonstrate adequate numeracy and literacy skills
Demonstrate willingness and ability to research areas of weakness in knowledge of subject or curriculum
Show a clear understanding of early child development and how this relates to learning in later life.
Demonstrate a clear understanding of maths and phonics applicable to their work with birth to fives.
Examples of Evidence – Standard 3
Planning documents
 Planning which demonstrates a secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage.
 Session plans, schemes of work and resources providing examples of a trainees’ ability to design learning opportunities within both Prime and
Specific Areas and Aspects
 Planning indicating appropriate strategies in the teaching of early mathematics
 Planning to support the development of systematic synthetic phonics in the teaching of early reading
 Planning demonstrating that children’s needs and interests have been taken into account
Reflective Documents
 Evidence of wider reading which has impacted upon practice
 Evidence of links between the EYFS, National Curriculum and the educational continuum (Key Stage 1 experience should support this) e.g. how
early literacy activities, such as, activities found in phase 1 of ‘Letters and Sounds’ can support the development of systematic synthetic phonics
and how this is then developed within schools.
 Reflections on how children’s experiences have been widened and expectations raised
 Reflections on the Statutory and Non-Statutory EYFS guidance
Observations
 Observations of how the skills achieved by children link to next steps and school readiness
 Observations indicating how Prime and Specific areas have been integrated within learning experiences to support children’s development.
Children’s assessment records
 Records of language & literacy learning
 Contributions made to Early Years Development Journals
 Completed Two Year Progress Check
 Early Years Foundation Stage Profile (baseline check when implemented)
Other sources
 Evidence of tasks which demonstrate critical evaluation of aspects of the EYFS and children’s learning as well as deep evaluation of a trainee’s own
work
 Educational visit plans for groups of children that link to the EYFS
 Audits on the EYFS Statutory guidance






Research articles/findings
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
4.1 They are keen observers, both
informally and formally, and are able
to make sense of what they see. By
using their strong observation skills
trainees can assess children’s
development and plan stimulating
activities to support next steps which
meet the child’s interests and needs,
making differentiated and
personalised provision.
They are able to meaningfully
observe and assess children’s
learning and plan activities to
support next steps based on the
child’s interests and needs. They
are able to employ a range of
teaching strategies and resources
to extend learning and
development
4.2 They plan innovative sessions
using well-chosen imaginative and
creative strategies and stimulating
resources that match individuals’
needs and interests using them to
excite the learning experience for each
child
They plan activities that take
account of the needs of groups of
children through the setting of
differentiated learning outcomes,
carefully matching teaching and
learning activities and resources to
support children in achieving these
intended learning outcomes.
Grade 3 – requires improvement –
meeting some aspects of the
standards
They are able to make observations
and link these to their knowledge
of the child and child development.
This allows appropriate planning
for next steps to take place. They
show a willingness to try out a
range of approaches to teaching
and learning.
Grade 4 – Inadequate. Failing to
meet the Standards
They plan individual activities that
are structured to support children
in developing their knowledge,
skills, understanding, interest and
positive attitudes.
.
Plan individual activities that are
structured to support children in
developing their knowledge, skills,
understanding, interest and
positive attitudes.
They do not:
Make observations and link these
to their knowledge of the child and
child development which allows
appropriate planning for next steps
to take place. Show a willingness
to try out a range of approaches to
teaching and learning.
4.3 They are confident at varying the
pace of the learning experiences that
are appropriate for babies, toddlers
and young children and are able to
consistently respond flexibly to what is
happening and have the confidence to
adapt their practice in order to
respond to the individual needs of the
children.
They understand the key role parents
play in supporting children outside of
the setting/school. By deliberately
forming strong relationships with
parents they can encourage and
develop the home learning
partnership.
They are competent at varying the
pace of the learning appropriate
for babies, toddlers and young
children, are able to reliably
respond flexibly to what is
happening and have the sound
knowledge to adapt their practice
in order to respond to the needs of
the children. They know that
parent partnerships are important
in supporting the home learning
environment and engage with
parents appropriately.
They maintain the pace of the
learning appropriate for babies,
toddlers and young children, are
able to respond flexibly to what is
happening and at times have the
awareness to adapt their practice
in order to respond to the needs of
the children.
They can work with parents to
support their children’s learning
and development.
Maintain the pace of the learning
appropriate for babies, toddlers
and young children, respond
flexibly to what is happening and
do not have the awareness to
adapt their practice in order to
respond to the needs of the
children.
Work with parents to support their
children’s learning and
development.
4.4 They can make informed decisions
about the appropriate balance of
child- led and adult-led or adult guided
experiences and activities. They can
accurately judge the impact of their
practice on individual and groups of
children and can use their evaluation
to inform future planning, teaching
and learning. They can proactively
create and sustain an environment in
which the children are usually
engaged. They show initiative in
contributing to planning and
developing and producing effective
learning resources.
They can plan individual and group
activities which are
developmentally appropriate and
can support children’s emerging
confidence and emotional
development by drawing on a
variety of teaching approaches.
They can reliably create and sustain
an environment in which the
children are usually engaged.
They can review and reflect on
their own planning and
implementation of learning
experiences/opportunities and use
their evaluations to meet the needs
of the children more closely so that
they build on and sustain
progression in children’s learning.
They are able to create an
environment in which the children
are usually engaged
Review and reflect on their own
planning and implementation of
learning experiences/opportunities
and do not use their evaluations to
meet the needs of the children
more closely so that they build on
and sustain progression in
children’s learning. Create an
environment in which the children
are usually engaged
4.5 They are highly reflective in
critically evaluating their practice.
They create time to evaluate and
reflect on collective and individual
activities, using evidence from
emerging and established research to
continually provide and deliver high
quality provision and identify any
areas for improvement
They know how to learn from both
successful and less effective lessons
through their systematic evaluation
of the effectiveness of their
practice, including its impact on
children. They are reflective in
critically evaluating their practice.
They make a positive contribution
to the development of planning
and resources in their placement
settings
They are developing reflection in
critically evaluating their practice
They work collaboratively with
more experienced colleagues,
where appropriate to adapt and/or
develop the setting/school’s plans
etc.
Critically evaluate their practice or
work collaboratively with more
experienced colleagues, where
appropriate to adapt and/or
develop the setting/school’s plans
etc.
Expectation – for example by the end of the programme a trainee should be able to:
Plan in detail for all sessions
Indicate on plans, how time will be used, suitable subject content, appropriate subject specific pedagogy, differentiation for individuals as well as groups
of children
Integrate assessment into planning and include evaluation and next steps
Plan activities which form a coherent programme and show how evaluation has informed planning
Build relationships with parents to support their child engagement in home learning.
Demonstrate that their presence is emerging/developing/evident
Be able to follow plans and contribute to planning
Examples of Evidence – Standard 4
Planning documents
 Examples of planning where challenging objectives have been set based on prior evaluations, observations and next steps
 Session plans which demonstrate secure knowledge and understanding of teaching requirements from the EYFS
 Session plans which demonstrate an increasingly varied approach to assessment, differentiation and group work
 Session plans which demonstrate different approaches to teaching, such as, adult-led, child initiated, child-led, spontaneous and group learning
 Evidence of sessions designed to build on children’s interests
 Evidence where the role of parents and carers in supporting children’s continued learning has been taken into account
 Planning which provides for a balanced and flexible provision
 Annotated activity plans
Reflective Documents
 Evaluations of practice based on guidance from others e.g. colleagues’ judgments and subsequent improvements made
 Evidence of the incorporation of educational programmes e.g., PALS, ECAT, letters and sounds , ICAN, SEAL or SEAD during circle time
 Examples of how a love of learning has been promoted which stimulates children’s intellectual curiosity
Observations
 Observation records demonstrating a range of observational techniques;
 Records of observational techniques used to inform and assess the children’s development and learning
 Observation records which demonstrate enthusiasm for a range of creative learning opportunities
Children’s assessment records
 Records demonstrate how observations have informed planning and assessment processes
 Contributions made to children’s Early Years Development Journals
 Examples of appropriate feedback given to children
 Examples of responses to (We Are Learning To and What I’m Looking For)
Other sources
 Evidence of work in partnership with parents e.g. giving and receiving feedback to support children’s development and interests
 Prepared resources and evaluations of their effectiveness
 Observations of practice by class teacher/mentor/link tutor/other practitioner
 Weekly mentor meeting logs
 Notes of parent meetings
 Reflective Log
S5 Adapt education and care to respond to the strengths and needs of all children
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 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 need of all children, including those with SEN and disabilities, and be able to use and evaluate distinctive
approaches to engage and support them
5.4 Support children through a range of 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
Grade 1: Outstanding – meeting
standards at a high level
Grade 2: Good – meeting
standards at a good level
5.1 They use their strong knowledge
and understanding of the concept of
the unique child to work sensitively
with all children and their families.
They are acutely aware that a child’s
learning and development can be
affected by individual circumstances
and key events such as bereavement,
family break up, moving home and
illness. They show ethical practice at
all times and treat all children and
families with equity.
They are able to use their
underpinning knowledge of child
development and the unique child
to ensure all children can achieve
and progress when supported
through their individual
circumstances
5.2 They use emotional intelligence
and relational pedagogy to promote
enhanced children’s well-being. They
are acutely aware of how to support
babies, toddlers and young children.
They are aware of how important
children’s wellbeing is and employ
appropriate strategies to support
this. They are aware of inclusion
Grade 3 – requires improvement –
meeting some aspects of the
standards
They know their children well
enough to recognise their different
needs and strengths and provide a
supportive environment for them.
Grade 4 – Inadequate. Failing to
meet the Standards
They are aware of a range of
factors that are potential barriers
to wellbeing and understand how
to use a range of strategies to
reduce these barriers. They have
Have an awareness of a range of
factors that are potential barriers
to wellbeing and do not understand
how to use a range of strategies to
reduce these barriers.
They do not:
Know their children well enough to
recognise their different needs and
strengths and provide a supportive
environment for them.
They actively promote inclusive
practice and can respond and support
children at a high level, differentiating
and stretching according to their
needs.
and adapt provision accordingly to
engage and support children.
begun to deploy these strategies
working alongside experienced
practitioners as appropriate
5.3 They have an astute understanding
of and actively promote effective
inclusive strategies to ensure holistic
wellbeing, development and learning
of all children. As a result they are able
to identify if a child’s progress in any
area gives a cause for concern and will
discuss with the child’s parents/carers
and agree how to support the child
and consider whether the child has a
SEN or disability that requires
specialist support
They can encourage and support
children’s learning in ways that are
appropriate to their development.
They clearly recognise how to deal
with any potential barriers, such as
a special educational need or
disability, through their application
of well-targeted interventions.
They have a developing
understanding of the needs of all
children and are able to articulate
distinctive practice approaches and
strategies to promote inclusion.
They show awareness of how
young children develop and take
account of this in their practice.
They have some understanding of
the challenges and opportunities of
working in a diverse society.
Have an understanding of the
needs of all children and are not
able to articulate distinctive
practice approaches and strategies
to promote inclusion. Show an
awareness of how young children
develop and take account of this in
their practice. They have limited
understanding of the challenges
and opportunities of working in a
diverse society.
5.4 They are sensitive to children who
may be undergoing a transition and
understand the impact that this can
have on a child’s learning and
development They used their
heightened awareness to reflect on
the wide range of transitions and their
role within this, working with families
and others as appropriate.
They support children and families
through transitions and are aware
of their actions in promoting the
holistic wellbeing of all children.
They employ strategies such as
emotional intelligence and
relational pedagogy to do this.
They are able to articulate the
effects of a range of transitions and
can work with families to minimize
the impact on children.
Show the ability to articulate the
effects of a range of transitions and
have not worked with families
sufficiently to minimize the impact
on children.
5.5 They accurately and decisively
discern their children’s strengths and
needs and are proactive in
differentiating and employing a range
They have a range of effective
strategies that they can apply to
reduce barriers and respond to the
strengths and needs of their
They show an understanding of the
needs of the children they look
after and are able to support them
to fulfil their potential.
Show an understanding of the
needs of the children they look
after and are not able to support
them to fulfil their potential.
of effective strategies to secure
progression them. This is done in
partnership with both parents and
other professionals as needed. They
are proactive when seeking advice
from relevant professionals in relation
to children with individual needs.
children. They can recognise that
specialist support is needed.
Expectation - for example by the end of the programme a trainee should be able to:
Demonstrate in lessons, different approaches to different children, e.g. in questioning, in discussion
Use different tasks for different children within a setting
Give appropriate feedback to individuals according to their strengths and needs
Use different resources to support learning of individuals within a setting
Promote holistic wellbeing for all children and support families equitably
Be aware of the wide range of transitions and how they can promote and help children in these situations
Identify children’ strengths and needs (see Standard 2)
Be able to securely discuss children’s progress with parents and wider professionals accessing support where appropriate
Examples of Evidence – Standard 5
Planning documents
 Examples of planning that Identifies children’s needs including SEN, academically able, EAL, average and spread of prior attainment differentiated
objectives
 Examples of planning that sets challenging learning objectives based on assessment of learning from observations, Education, Health and Care
(EHC) plans and from previous sessions.
 Planning which indicates the use differentiated resources for example those which promote inclusion e.g. cultures/gender
Reflective Documents
 Written evaluations of strategies used and targets for progress and developing learning
 Written reflections concerning the factors that might inhibit children’s development e.g., divorce, bereavement, disability, parental addiction,
abuse and birth of a sibling
 Evidence of response to strategies used to support the above situations
Observations
 Observation records demonstrating engaging and retaining the active participation of children
 Observations of grouping being used to support inclusion
 Observation records of individuals who are struggling being supported
 Observations of situations where the learning of high attaining children is extended and challenged
Children’s assessment records
 Children’s individual learning plans, targets and records of progress
 Evidence of contributions to children’s EHC plans, Early Years Development Journals, IEP’s
Other sources
 Evidence of support for children through both vertical and horizontal transitions/settling in processes/changing rooms/moving to a new setting or
home
 Audits, such as, environmental and inclusive audits, which demonstrate how the environment has been tailored to be more inclusive and meet the
needs of all children
 Evidence of meetings with SENCo’s, Key People and/or other professionals who provide additional support to children and their families.
 Documents/records which support effective communication/relationships with parents e.g. parent meeting notes



Written tasks
Records of discussions with mentor in weekly meeting
Reflective Log
S6 Make accurate and productive use of assessment
6.1 Understand and lead assessment within the framework of the EYFS, including statutory assessment requirements
6.2 Engage effectively with parents/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
Grade 1: Outstanding – meeting
standards at a high level
Grade 2: Good – meeting
standards at a good level
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.
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.
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.
They ensure that parents form part
of the assessment process and will
engage with other professionals as
and when needed.
Grade 3 – requires improvement –
meeting some aspects of the
standards
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).
Grade 4 – Inadequate. Failing to
meet the Standards
They work with children and
families constructively and provide
appropriate feedback to children to
help them to make progress.
Work with children and families
constructively and provide
appropriate feedback to children to
help them to make progress.
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).
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 achieve their goals. This
is down to using regular constructive
feedback and dialogue with both
children and parents.
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
the importance of parents within
the feedback loop. Feedback is also
given to children to help and
support their progress.
With guidance from experienced
practitioners, they monitor
children’s progress and maintain
accurate records setting new
targets for individuals and groups.
Monitor children’s progress and
maintain accurate records setting
new targets for individuals and
groups even with guidance from
experienced practitioners,
Expectation – for example by the end of the programme a trainee should be able to:
Acquire knowledge of assessment criteria for all stages and ages taught e.g. EYFS, NC levels
Apply this knowledge in practice in marking summative assessments
Routinely demonstrate use of formative assessment
Use assessment data to inform planning
Develop children’ understanding of their assessment targets
Work holistically with children, families and other professionals to assess and support children’s learning.
Examples of Evidence – Standard 6
Planning documents
 Examples of planning using WALT and WILF, (We Are Learning To links to the planning’s Objectives and What I’m Looking For links to the
Assessment of these Objectives)
 Evidence within planning where and assessment of prior knowledge has been used to inform the planning of a new topic
 Plans indicating the use of summative assessment e.g. written assessment, use of past Two Year Progress Check and Early Years Foundation Stage
Profile (EYFSP)
 Examples of planning which demonstrates the use of appropriate Assessment for Learning (AfL) strategies e.g. traffic lights, mini-whiteboards,
open and closed questions, peer and self-assessment, concept maps
 Evidence of group tracking mechanisms which have been used to plan the environment to meet the children’s needs and identify next steps
Reflective Documents
 Records of data which have been annotated/critically evaluated and have informed practice
 Evidence of when data has been used to inform assessment discussions with assessment coordinator
 Copies of the statistical information held about a setting and reflections upon how this relates to the national picture
 Examples of Statutory Assessment procedures, e.g. Two Year Progress Check and Early Years Foundation Stage Profile/Baseline Check (when
introduced)
 Documents relating to government initiatives and current agendas e.g. teaching of phonics/Early Maths
 Examples of the assessment cycle – copies of theoretical models
 Written reflections on key assessment issues e.g. How can Early Years Teachers lead and support other practitioners in their knowledge,
understanding and completion of assessment, the two year progress check and the Early Years Foundation Stage Profile? What value is there in
using different assessment to inform practice? How can the children be part of the assessment process? How do the viewpoints of other
stakeholders vary in regards to their experiences and perspectives of the assessment process?
Observations
 Examples of when a range of observational techniques have been used to support the assessment process
 Observations of formative and summative assessment in practice e.g. AfL strategies
 Observations of when question and answer techniques have been used to gauge learning
Children’s assessment records
 Evidence of contributions to statutory assessment records, such as, Two Year Progress Check and Early Years Foundation Stage Profile and how
you can work with parents to achieve this
 Evidence of contributions to the formative assessment process of the children’s Early Years Development Journals
 Records of involvement in ECH, and the formulation of IEPs
Other sources
 Evidence and examples from practice of the different ways and techniques used by settings to assess children
 Copies of a range of assessment criteria
 Session plans – specific reference to assessment
 Records of session observations by class teacher, mentor, link tutor, other practitioners
 Session evaluations
 Records of INSET / staff training
 Records/notes in preparation for/taken at Parent meetings


Log/Notes of meetings held with other professionals
Reflective Logs/Journals
S7 Safeguard and promote the welfare of children and provide a safe learning environment
7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child
7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety
7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse and know how to act to protect
them
Grade 1: Outstanding – meeting
Grade 2: Good – meeting
Grade 3 – requires improvement – Grade 4 – Inadequate. Failing to
standards at a high level
standards at a good level
meeting some aspects of the
meet the Standards
standards
7.1 They rapidly adapt to the different They have an understanding of the They work within the legal
They do not:
circumstances in which they train,
legal requirements of working with framework in respect of health and Work within the legal framework in
working confidently within the
the under 5’s. They employ
safety, safeguarding and the
respect of health and safety,
frameworks established in different
practices which demonstrate this
promotion of children’s health and safeguarding and the promotion of
settings and applying rules and
understanding.
welfare.
children’s health and welfare.
routines consistently and fairly. They
are acutely aware of the legal
requirements when working with the
under 5’s.
7.2 They consistently have high
expectations and understand a range
of strategies that experienced
teachers use to promote a safe
environment and they employ
appropriate practice in order to create
an environment highly supportive of
learning.
Using their understanding of policy
and practice they are able to
ensure that the environments are
safe and support. This will be
adapted depending on the age
range of the children they work
with.
They are aware of the age ranges
they work with and can ensure that
they promote an environment
where children’s health and safety
and welfare are paramount.
Demonstrate an awareness of the
age ranges they work with and
cannot ensure that they promote
an environment where children’s
health and safety and welfare are
paramount.
7.3 They have a strong understanding
of safeguarding and the underlying
policy frameworks. They are clear on
how to recognise when a child may be
in danger and take a lead role being
Using their underpinning
knowledge that have a strong grasp
on child protection issues. They are
aware of how to recognize when a
child is in danger and can follow
They are familiar with the settings
child protection polices and their
responsibility within them. They
take a proactive lead to ensure all
children in the setting are
Demonstrate familiarity with the
settings child protection polices
and their responsibility within
them. They do not take a proactive
lead to ensure all children in the
proactively alert. They follow and may
be the lead for safeguarding within a
setting working with all staff to ensure
children are protected.
the steps to protect the child. They
lead others to provide a consistent
approach to safeguarding.
protected to the best of the
trainee’s ability.
setting are protected to the best of
the trainee’s ability.
Expectation – for example by the end of the programme a trainee should be able to:
Demonstrate they are aware of local and national policy and legal frameworks on safeguarding, health and safety, health and children’s wellbeing.
They can employ exemplary practice to ensure children's wellbeing and health and safety is considered at all times.
They have a strong knowledge of safeguarding and can take a lead role in protecting children.
Examples of Evidence – Standard 7
Reflective Documents
 Copies of Safeguarding/Child Protection policies with annotations
 Reflections upon setting policies and procedures, roles and responsibilities relating to child protection, safeguarding and health and safety and
how these adhere to specific legislation
 Charts indicating an understanding of multi-agency working practice e.g. SENCo, Child Protection Officer, Social Worker, LADO
Observations
 Documentary evidence concerning how the observational, record and reporting process works
Children’s assessment records
 Anonymised records of any concerns or issues and subsequent actions taken
 Documentary information which identifies lines of referral within and beyond the setting
Other sources
 Records of policy and procedures and any reviews and amendments made.
 Records/Certificates of Safeguarding Training attended
 Examples of risk assessments
 Examples of case files where appropriate
 Reflective Logs
 Written reflections concerning ethical issues
 Checklists used to maintain a safe environment




Health and safety audits, e.g. those considering allergies, medication policy/procedure, sun cream/hats, hand washing, environment and resources,
plug guards, accessible drinking water, gates, safe storage, effects of transition, emotional well-being, healthy eating.
Training, quizzes, flow charts, notice boards, posters to support practitioners knowledge and understanding of safeguarding and child protection
Documents relating to Intervention and support mechanisms, such as, CAF
Lecture notes from Safeguarding sessions
S8 Fulfil wider professional responsibilities
8.1 Promote equality of opportunity and anti-discriminatory practice
8.2 Make a positive contribution to the wider life and ethos of the setting
8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals
8.4 Model and implement effective education and care and support and lead other practitioners, including Early Years Educators
8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues
8.6 Reflect on and evaluate the effectiveness of provision and shape and support good practice
8.7 Understand the importance of and contribute to multi agency working
Grade 1: Outstanding – meeting
standards at a high level
Grade 2: Good – meeting
standards at a good level
8.1 They show a strong awareness of
social justice and use this proactively to
understand and promote equity. They
value children and families as
individuals and welcome them to the
setting. They promote their equality of
opportunities policies, champion
children’s rights and challenge
appropriately those who do not do the
same.
They ensure all children and
families are treated fairly and with
equity. They are aware of equality
of opportunity and ensure they and
their colleagues follow this principle
8.2 They are pro-active in seeking out
opportunities to contribute in a
significant way to the wider life and
ethos of the setting/school. They will
use their leadership skills to ensure
collaboration and communication with
the wider community, other settings
and local services.
They are effective in seeking out
opportunities to contribute to the
wider life and ethos of the
setting/school.
Grade 3 – requires improvement
– meeting some aspects of the
standards
They have an understanding of
social justice and promote equality
of opportunity for all.
Grade 4 – Inadequate. Failing to
meet the Standards
They understand and are able to
support the ethos of the
setting/school and show an
inclination to contribute to the
wider life of the setting/school in
appropriate ways.
Understand and are not able to
support the ethos of the
setting/school and do not show an
inclination to contribute to the
wider life of the setting/school in
appropriate ways.
They do not:
Have an understanding of social
justice and do not promote
equality of opportunity for all.
8.3 They build strong professional
relationships and demonstrate that
they are able to work collaboratively
with colleagues on a regular basis.
They are effective in building good
professional relationships with
colleagues and demonstrate that
they can work well collaboratively
when required to do so.
They can build effective
professional relationships with
various colleagues and
demonstrate the skills to work
collaboratively.
Build effective professional
relationships with various
colleagues and do not
demonstrate the skills to work
collaboratively.
8.4 They have a depth and breadth of
knowledge and understanding and the
skill to model best practice. They are
able to reflect on their own and other
practitioner’s practice in order to effect
continuous improvement.
They take responsibility for
developing staff. They seek advice
from relevant professionals in
relation to children with individual
needs.
They communicate with and direct
staff to assist in supporting the
progress and achievement of
individual and groups of children.
Communicate with and direct staff
to assist in supporting the
progress and achievement of
individual and groups of children.
8.5 They deliberately seek out
opportunities to develop their own
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.
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 seek out and are responsive
to advice from more experienced
colleagues.
Seek out and are not responsive to
advice from more experienced
colleagues.
.
.
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.
They can reflect on enhancements
and opportunities in the setting and
can take a lead in action planning
and implementation.
They can evaluate practice and
take a lead role in the
development of the setting/school
to promote children outcomes.
Evaluate practice and do not take
a lead role in the development of
the setting/school to promote
children’s outcomes.
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 aware of the important
role of multi-agency working and
can contribute to a team,
employing practices to support
children outcomes.
They recognise the benefits and
challenges of working in a multiagency team and can contribute
fully in order to support children’s
outcomes
Recognise the benefits and
challenges of working in a multiagency team and do not
contribute fully in order to support
children’s outcomes
Expectation – for example by the end of the programme a trainee should be able to:
Show how they promote equality of opportunity and model this to others
Appropriately challenge practice as and when needed to ensure all children and families are respected.
Engage with the setting to widen and support the ethos
Assisting with extra-curricular activities
Communicate with parents (letters, parents evenings, etc.)
Work effectively with staff
Contribute to feedback on quality improvement and develop action plans to support this.
Establish good working relationships with colleagues
Contribute to a multi-agency team
Examples of Evidence – Standard 8
Planning documents
 Examples of planning where there are opportunities for child-led, child initiated, adult-led, free-flow and spontaneous play
 Examples of collaborative planning undertaken with other practitioners
Reflective Documents
 Written reflections concerning provision, audits and changes made
 Annotated copies of relevant legislation, for example, Equality Act 2010
Observations
 Evidence of working collaboratively with other practitioners e.g. evaluation of joint project
 Peer, mentor or practitioner observations of practice, such as, working with parents or other practitioners, for example, supervision
Children’s assessment records
 Evidence of working with children’s Key Person, parents and other professionals in the completion of the statutory assessment process or Early
Years Development Journals
Other sources
 Documentary evidence which demonstrates taking the lead in: carrying out an audit, such as, environmental and inclusive audits/ ECERS, ITERS /
developing an action plan with colleagues/taking the lead in creating change or developing practice and how anti-bias and anti-discriminatory
practice has been considered or developed
 Documentary evidence which demonstrates taking the lead in: developing aspects of the setting, such as, policies and procedure, aspects of the
environment, resources, events, experiences, outings and trips, activities, paperwork etc.
 Evidence which demonstrates when practice has been modelled/support given/guidance has been offered to other practitioners and teacher
trainees in implementing effective care and education by working alongside them, delivering training, modelling practice
 Evidence of working with other professionals and agencies, such as, SaLT, Health Visitor, Police, Fire Brigade, Social Worker, child minders etc.
 Feedback / verification statements from relevant staff
 Minutes of meetings which show trainee’s contribution
 Action plans
 Details of multi-agency working e.g. as evidenced within an IEP
 Reflective Logs
 Written responses to reflective tasks
PERSONAL AND PROFESSIONAL CONDUCT
An Early Years teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following
statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside the setting, by:
- treating children with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s
professional position;
- having regard for the need to safeguard children’ well-being, in accordance with statutory provisions;
- showing tolerance of and respect for the rights of others;
- not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with
different faiths and beliefs;
- ensuring that personal beliefs are not expressed in ways which exploit children’s’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the setting in which they teach, and maintain high standards of
attendance, punctuality, and appropriate professional dress.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
All trainees to be awarded EYTS will have demonstrated high standards of professional behaviour and that:
 They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues, children and
families. They have regard to the need to safeguard children’s well-being, in accordance with statutory provisions.
 They understand that by law that Early Years settings are required to deliver the EYFS curriculum and they are beginning to develop learners’ wider
understanding of social and cultural diversity.
 They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they
have trained. They adhere to setting policies and practices, including those for attendance and punctuality.
 They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to
provide reasonable adjustments for children with disabilities, as provided for in current equality legislation.