Pen Portraits for the Teachers’ Standards (Early Years)
Assessment of Trainee Early Years Teachers – Pen Portraits
The pen portraits for the Teachers’ Standards (Early Years) on the following pages draw upon the national UCET/NASBTT guidance for all ITE
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 High 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.
Trainees to be awarded EYTS demonstrate at least satisfactory practice across a range of different contexts (for example, different ages,
backgrounds, group sizes, and abilities) by the end of their training. Trainees graded as ‘Much of trainee’s practice is good, with examples of
outstanding practice’ show good practice across a range of different contexts (for example, different ages, backgrounds, group sizes, and
abilities) by the end of their training. Trainees graded as ‘Much of trainee’s practice is outstanding and never less than consistently good’ show
consistently good practice that often demonstrate outstanding features across a range of different contexts (for example, different ages,
backgrounds, group sizes, and abilities) by the end of their training.
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 and 5 as a minimum.
Teachers’ Standards
(Early Years)
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with
examples of outstanding practice:
1. Set high expectations
which inspire, motivate and
challenge all children.
They constantly encourage children to
participate and contribute in an atmosphere
highly conducive to learning and promote the
characteristics of an effective learning
environment.
They are reliable in encouraging children to
participate and contribute in an atmosphere
conducive to learning.
* Establish and sustain a safe
and stimulating environment
where children feel confident
and are able to learn and
develop.
* Set goals that stretch and
challenge children of all
backgrounds, abilities and
dispositions.
* Demonstrate and model
the positive values, attitudes
and behaviours expected of
children.
They consistently set high expectations of
children in different training contexts across
age ranges – babies, toddlers and young
children.
They constantly provide stimulating activities
and learning experiences for indoor and
outdoor provision across the age ranges –
babies, toddlers and young children.
They consistently set high expectations of
children in their different training contexts
across age ranges – babies, toddlers and young
children.
They are well respected by learners and
effectively promote children’ resilience,
confidence and independence when tackling
challenging activities. As a result of this most
learners are enthused and motivated to
participate.
There are high levels of mutual respect
between the trainee and children. They are
very effective in promoting learners’
resilience, confidence and independence
when tackling challenging activities.
They generate high levels of enthusiasm,
participation and commitment to learning.
They have introduced innovative
ideas/approaches for the provision of play.
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
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not
yet consistently good:
They are able to encourage children to
participate and contribute in an atmosphere
conducive to learning.
They are able to provide stimulating activities
and learning experiences across the indoor
and outdoor environment.
In the course of differing setting/school
experiences they have shown that they have
set appropriately high expectations, believing
that all children have the potential to make
progress.
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 consistently demonstrate professional
behaviour, respect for children, colleagues,
parents and carers and support the ethos of
the setting/school.
They demonstrate enthusiasm for working
with children and young people and for
teaching and learning.
Examples of Evidence
Planning documents:
 Where appropriate planning includes risk assessment, checklists
 Resources planned to engage and stimulate
 Activities are planned and are relevant to the children
 Planning that demonstrates differentiation for the children’s needs, setting goals and challenging their development and learning
Reflective Documents:
 Activity observations reflecting on learning environment
 Trainee evaluations of group management and behaviour strategies
 Evaluations differentiate between children
Observations:
 Health and safety risks communicated to the children
 Children aware of purpose of the activity/learning opportunity
 Communicate high expectations as appropriate to groups of children and individual children
 Professional behaviour and role modelling
 Demonstrate enthusiasm for a range of creative learning opportunities
 Challenge inappropriate behaviour and comments demonstrating anti-biased and anti-discriminatory practice
 Peer observations or mentor or practitioner observations of your practice
Audits:
 Evidence of carrying out audits, such as, environmental and inclusive audits, ECERS, ITERS with 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
 Set goals and next steps from children’s Early Years Development Journals
Other sources
 Observations of practice across the age ranges – babies, toddlers and young children
 Carryout a visit or visits in the surrounding community 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, such as, welcome posters, different languages on signs, visual clues, self-registration
 Comments / verification statements from form tutor/ class teacher/mentor/LSAs/ professional tutor/ link tutor
 Assignments
 Mentor Meetings
Teachers’ Standards
(Early Years)
2. Promote good progress and
outcomes by children
* Be accountable for children’s
progress, attainment and
outcomes.
* Demonstrate knowledge and
understanding of how babies
and children learn and develop.
* Know and understand
attachment theories, their
significance and how effectively
to promote secure attachments.
* Lead and model effective
strategies to develop and extend
children’s learning and thinking,
including sustained shared
thinking.
* Communicate effectively with
children from birth to age five,
listening and responding
sensitively.
* Develop children’s confidence,
social and communication skills
through group learning.
* Understand the important
influence of parents and/or
carers, working in partnership
with them to support the child's
wellbeing, learning and
development.
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
They assume a high level of responsibility for the
attainment progress and outcomes of the children
they teach.
They assume 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.
They are 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 actively promote engaging and effective
methods that support children in reflecting on
their learning. Engage in sustained shared thinking
with children and high quality interactions.
They are able to set appropriately challenging
tasks, drawing on a sound knowledge of the
children’ prior attainment which has been
obtained through systematic and accurate
assessment.
They systematically create opportunities for
independent and autonomous learning.
As a result, the majority of children make very
good progress from their ‘starting point’.
They are sensitive to all children needs and
consider how to communicate and support all
children, valuing their input and using active
listening skills. They show high levels of
interpersonal skills and emotional intelligence.
They work in collaboration with parents to
promote the best possible outcomes for children.
Parents are seen as equal partners.
They demonstrate a sound understanding of child
development and how to develop child learning over
time.
Their short and medium term planning consistently
takes into account the prior learning of the children.
They are skilled in tuning into children and model
warm and responsive relationship promoting good
attachments.
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 use their knowledge of effective teaching
strategies to encourage independent learning and
they set appropriately challenging tasks which
enable learners to make progress.
As a result, the majority of children make good
progress.
They regularly create opportunities for independent
and autonomous learning.
As a result, the majority of children make very good
progress.
They consider how to communicate and support all
children, valuing their input and using active
listening skills.
They work in collaboration with parents to promote
the best possible outcomes for children.
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
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
other professional.
Their short and medium term planning and
teaching demonstrate some understanding of, and
provision for, child progression taking into account
prior achievement.
They can support warm interactions with children,
modelling this to others.
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 promote quality
interactions.
When planning they devise suitable opportunities
for learners to evaluate and improve their
performance.
They are able to explain how effective teaching
strategies are informed by an understanding of
how children learn and offer a rationale for choices
made in the context of practice.
They plan teaching and learning activities which
encourage independent learning. As a result, all
groups of children make at least satisfactory
progress.
They are able to use active listening and emotional
intelligence to create positive bonds with children
and understand attachment theory.
They work in collaboration with parents to
promote the best outcomes for children.
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 non-verbal/pre-verbal children and to support their
developing language.
Demonstrate quality interactions with children using sustained shared thinking.
Work with parents to promote better outcome for children.
Examples of Evidence
Planning documents

Assessment and observational data used to inform subsequent planning

Planning shows clear introduction and development of ideas

Link learning sequences to scaffold early years’ development journals within sessions and sequence of sessions incorporating EYFS, parental involvement, next steps.

Session planning takes account of wider objectives, e.g. social and personal skills

Session plans promote independent and collaborative working

Lead session plans that demonstrate the use of open questions to support SST
Reflective Documents

Evaluations build on assessment data

Awareness of social and emotional factors & cultural and linguistic factors

Observations notes

Session observations demonstrating clear introduction and development of ideas

Questioning builds on answers given and children are asked to explain their thinking and reflect on their learning

Effective use of plenary activities to reflect on learning

On policies, such as, the Key Person approach and how attachment theories underpin the settling-in policies and procedures
Observations

Observations of children, planning for their next steps in development and learning

Peer observations or mentor or practitioner observations of your practice, such as, sensitive communication and ‘tuning into’ babies, toddlers and young children or demonstrate SST
Children’s assessment records

Monitoring and assessment records of child progress

Assessment is undertaken regularly

Record-keeping is up to date

Contributing to children’s Early Years Development Journals

Feedback given to children, transcript of conversations with child/group of children
Other sources

Consider using an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD

Carry out a case study on a child on the role of Key Person or how you build relationships/partnerships with parents

Reports from SENCO

Assignments

Reflective Log
Teachers’ Standards
(Early Years)
3. Demonstrate good
knowledge of early learning and
EYFS.
* Have a secure knowledge of
early childhood development
and how that leads to successful
learning and development at
school.
* Demonstrate a clear
understanding of how to widen
children’s experience and raise
their expectations.
* Demonstrate a critical
understanding of the EYFS areas
of learning and development
and engage with the educational
continuum of expectations,
curricula and teaching of Key
Stage 1 and 2.
*Demonstrate a clear
understanding of systematic
synthetic phonics in the teaching
of early reading.
Demonstrate a clear
understanding of appropriate
strategies in the teaching of
early mathematics.
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
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 using
their secure knowledge and understanding of Key
Stages 1 and 2.
They have well developed knowledge and
understanding of early child development and use
this effectively to maintain and develop children’
interest.
They demonstrate very well developed
pedagogical subject knowledge, using this to
provide new and challenging experiences for all
children.
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.
They model very high standards of written and
spoken communication in all professional
activities.
They successfully identify and exploit opportunities
to develop learners’ skills, ensuring all children are
supported and appropriately challenged.
In relation to early reading: early years teacher
trainees 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.
In relation to early mathematics: early years
teacher trainees 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.
They make good use of their secure curriculum and
pedagogical subject knowledge to deepen learners’
knowledge and understanding across the EYFS
framework and know this can have a positive
feedback impact on learning at school.
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
They have 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 and are
able to make links to the national curriculum for
Key Stages 1 and 2.
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 learners ask in order to
help learners to develop knowledge,
understanding and skills across areas of learning
with EYFS framework.
They lead and motivate other staff to provide a wide
range of learning experiences for the children in
their setting.
They recognise the need to update their subject
and pedagogical knowledge and have shown the
ability and readiness to do so.
They demonstrate effective strategies that both
challenge and motivate children across all areas of
learning.
They demonstrate an understanding of the need to
promote high standards of communication,
reading and writing for all learners and begin to
build this into their practice.
In relation to early reading: early years teacher
trainees have a very 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.
In relation to early mathematics: early years teacher
trainees have a very secure knowledge and
understanding of the principles and practices of
teaching early mathematics and employ effective
teaching strategies across the age ranges they are
training to teach.
They provide new experiences and opportunities
for children from birth to five and can demonstrate
how they challenge children appropriately.
In relation to early reading : All early years teacher
trainees will 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.
In relation to early mathematics: all early years
teacher trainees will 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.
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
Planning documents

The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage and how this can be used to support children’s learning and
development identifying how the skills achieved link to next steps and school readiness

Session plans, schemes of work and resources provide examples of a trainees’ ability to design opportunities for learners to develop the key aspects of learning and development both Prime
and Specific Areas and Aspects particularly demonstrating appropriate strategies in the teaching of early mathematics and strategies used to support the development of systematic synthetic
phonics in the teaching of early reading

Planning demonstrates taking into account children’s needs and interests
Reflective Documents

Actively seeks ways of improving their practice including through wider reading and application

Make links between the EYFS, National Curriculum and the educational continuum (use Key Stage 1 experience to support this). For example 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.

Reflection on how to raise children’s expectations and widen children’s experiences

Reflection on the Statutory and Non-Statutory EYFS guidance
Observations

The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage and how this can be used to support children’s learning and
development identifying how the skills achieved link to next steps and school readiness

Using Prime and Specific areas of development
Children’s assessment records

Assessment incorporates language & literacy learning

Contributing to children’s Early Years Development Journals

Complete a Two year progress check

Early Years Foundation Stage Profile
Other sources

Assignments and tasks demonstrate critical evaluation of aspects of the EYFS and children’s learning as well as deep evaluation of their own work

Plan an educational visit for a group of children that links to the EYFS

Audit on the EYFS Statutory guidance

Research

Observation of colleagues demonstrating good subject and pedagogical knowledge across the age groups

Children’ work demonstrating secure subject knowledge

Session/practice evaluations

Mentor Meeting logs

Assignments

Reflective Log
Teachers’ Standards
(Early Years)
4. Plan education and care
taking account of the needs
of all children
*Observe and assess
children’s development and
learning, using this to plan
next steps.
*Plan balanced and flexible
activities and educational
programmes that take into
account the stage of
development, circumstances
and interests of children.
*Promote a love of learning
and stimulate children’s
intellectual curiosity in
partnership with parents
and/or carers.
*Use a variety of teaching
approaches to lead group
activities appropriate to the
age range and ability of
children.
*Reflect on the effectiveness
of teaching activities and
educational programmes to
support the continuous
improvement of provision.
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
They are keen observers, 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.
They are able to observe and assess children
learning and plan activities to support next
steps based on the child’s interests and needs.
They are able to make meaningful
observations and link these to their
knowledge of the child and child
development. This allows appropriate
planning for next steps to take place.
They employ a range of teaching strategies
and resources.
They plan innovative sessions using wellchosen imaginative and creative strategies
and that match individuals’ needs and
interests.
They plan lessons that take account of the
needs of groups of learners and individuals,
through the setting of differentiated learning
outcomes, carefully matching teaching and
learning activities and resources to support
learners in achieving these intended learning
outcomes.
They plan individual activities that are
appropriately structured to support children
in developing their knowledge, skills,
understanding, interest and positive
attitudes.
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 have the confidence to
adapt their practice in order to respond to
the needs of the learners.
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 learners.
They can create an environment in which the
learners are usually engaged.
They are highly reflective in critically
evaluating their practice.
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 can accurately judge the impact of their
practice on individual and groups of learners
and can use their evaluation to inform future
planning, teaching and learning.
They show initiative in contributing to
curriculum planning and developing and
producing effective learning resources in their
placements.
They show a willingness to try out a range of
approaches to teaching and learning.
They make a positive contribution to the
development of curriculum and resources in
their placement settings.
They work with parents to support their
children’s learning and development.
They 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’ learning.
They work collaboratively with more
experienced colleagues, where appropriate to
adapt and/or develop the setting/school’s
plans, curriculum frameworks, 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 learners
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
Planning documents

Sets challenging objectives based on prior evaluations, observations and next steps

Session plans show increasingly varied approach to assessment, differentiation and group work

Design sessions that build on children’s interests

Take account of the role of parents and carers in supporting children’s continued learning

Session planning demonstrates secure knowledge and understanding of teaching requirements from the EYFS

Demonstrate how your planning provides for a balanced and flexible provision

Annotation of activity plans / Use planning to demonstrate different approaches to teaching, such as, adult-led, child initiated, child-led, spontaneous and group learning
Reflective Documents

Evaluate practice based on guidance from others

Evaluate sessions consistently with colleagues’ judgments

Reflect upon the use of an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD

Actively seeks ways of improving practice

Demonstrate that evaluation leads to improvements in session planning and classroom practice

How a balanced and flexible activities and education support children’s needs

Demonstrate how you can promote a love of learning and stimulate children’s intellectual curiosity

Demonstrate how Early Years Teachers can lead and support other practitioners in the development of different observational techniques;
Observations

Demonstrate a range of appropriate observational techniques to inform and assess the children’s development and learning

Demonstrate enthusiasm for a range of creative learning opportunities
Children’s assessment records

Demonstrate how observation and planning informs the assessment process

Contributing to children’s Early Years Development Journals

Give appropriate feedback to the children of what they have achieved (We Are Learning To and What I’m Looking For)
Other sources

Demonstrate how you work in partnership with parents in giving and receiving feedback to support children’s development and interests

Consider using an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD

Resources prepared and used as planned

Observations from class teacher, mentor, link tutor

Weekly mentor meeting logs

Notes of parent meetings

Reflective Log
Teachers’ Standards (Early
Years)
5. Adapt education and care
to respond to the strengths
and needs of all children.
*Have a secure understanding
of how a range of factors can
inhibit children’s learning and
development and how best to
address these.
* Demonstrate an awareness
of the physical, emotional,
social, intellectual
development and
communication needs of
babies and children, and know
how to adapt education and
care to support children at
different stages of
development.
*Demonstrate a clear
understanding of the needs of
all children, including those
with special educational needs
and disabilities, and be able to
use and evaluate distinctive
approaches to engage and
support them.
*Support children through a
range of transitions.
*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.
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
They use their strong knowledge and
understanding of child development to
work sensitively with all children. 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 to ensure all
children can achieve, regardless of their
circumstances.
They know their children well enough to
recognise their different needs and strengths
provide a supportive environment for them.
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 actively promote
inclusive practice and can respond and
support children at a high level,
differentiating and stretching according to
their needs.
They are sensitive to children who may be
undergoing a transition. 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 quickly and accurately discern their
children’s’ strengths and needs and are
proactive in differentiating and employing a
range of effective strategies to secure
progression them. This is done in
partnership with both parents and other
professionals as needed.
They have an astute understanding of and
actively promote effective inclusive
strategies to ensure holistic wellbeing,
development and learning of children.
They are aware of how important children’s
wellbeing is and employ appropriate strategies
to support this. They are aware of inclusion and
adapt provision accordingly to engage and
support children.
They are able to articulate a range of
transitions and can work with families to
minimize the impact of children.
They understand the needs of the children they
look after and are able to support them to fulfil
their potential.
They have a range of effective strategies that
they can apply to reduce barriers and respond
to the strengths and needs of their children.
They clearly recognise how to deal with any
potential barriers to development through their
application of well-targeted interventions.
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 begin to deploy these strategies working
alongside experienced practitioners as
appropriate.
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.
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 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.
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
Planning documents
 Identify children’s needs including SEN, academically able, EAL, average and spread of prior attainment differentiated objectives
 Planning sets challenging learning objectives based on assessment of learning from observations, Education, Health and Care (EHC) plans and from previous sessions
 Select, prepare and use differentiated resources
 Select resources, examples, analogies which promote inclusion e.g. cultures/gender
Reflective Documents
 Evaluations of strategies used and targets for progress and developing learning
 Reflect upon the factor that might inhibit children’s development and develop strategies as how to best address them, for example, divorce, bereavement, disability,
parental addiction, abuse and birth of a sibling
Observations
 Engaging and retaining the active participation of children
 Managing children’s groups to support inclusion
 Support individuals who are struggling and need support
 Extend and challenge high attaining children
Children’s assessment records
 References to children’s individual learning plans, targets and records of progress
 Contributing to children’s EHC plans, Early Years Development Journals, IEP,
Other sources
 Demonstrate how you can support children through both vertical and horizontal transitions. You could link vertical transitions to settling in process, changing rooms or
moving to a new setting or home
 Evidence of carrying out audits, such as, environmental and inclusive audits, to demonstrate how you can develop and improve the environment to be more inclusive and
meet the needs of all children
 Demonstrate working with the settings SENCo, Key Person and/or other professionals to provide additional support to children and their families. Demonstrating a clear
understanding of making provision and strategies to meet children’s needs
 Engage in a range of effective communication that builds relationships with parents – parent meetings
 Written assignments
 Discussions with mentor in weekly meeting
 Reflective Log
Teachers’ Standards (Early
Years)
6. Make accurate and
productive use of assessment.
*Understand and lead
assessment within the
framework of the EYFS
framework, including statutory
assessment requirements (see
annex 1).
*Engage effectively with
parents and/or carers and
other professionals in the ongoing assessment and
provision for each child.
*Give regular feedback to
children and parents and/or
carers to help children
progress towards their goals.
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
They can confidently and accurately assess
children’ attainment against statutory
framework (See Annex 1 Teachers’ Standards
Early Years).
They are able to assess children’ attainment
accurately against statutory frameworks (See
Annex 1 Teachers’ Standards Early Years).
They have a secure 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.
They use a range of assessment strategies
very effectively in their day to day practice to
monitor progress and to inform future
planning.
They assess children’s progress regularly and
work with them to accurately target further
improvement and secure progress.
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.
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 employ a range of appropriate formative
assessment strategies effectively and can adapt
their teaching within lessons in light of children’
responses.
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 ensure that parents form part of the
assessment process and will engage with other
professionals as and when needed.
They are aware of the importance of parents
within the feedback loop. Feedback is also
given to children to help and support their
progress.
Their planning is characterised by the use of a
range of formative and summative
assessment strategies, designed to support
children in making progress.
They deploy these strategies effectively in
practice, both to evaluate the impact of
teaching on the progress of children and as a
basis for modifying their teaching and
practice where necessary.
With guidance from experienced
practitioners, they monitor children’s
progress and maintain accurate records
setting new targets for individuals and
groups.
They work with children and families
constructively and provide appropriate
feedback to children to help them to make
progress.
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
Planning documents
 Demonstrate how the assessment process is used within the planning process, for example 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)
 Assess prior knowledge to inform planning of a new topic
 Plans for use of summative assessment e.g. written assessment, use of past Two Year Progress Check and Early Years Foundation Stage Profile (EYFSP)
 Plans to use appropriate Assessment for Learning (AfL) strategies e.g. traffic lights, whiteboards, open and closed questions, peer and self-assessment, concept maps
 Demonstrate group tracking and how this is used to plan the environment to meet the children’s needs and next steps
Reflective Documents
 Data is critically evaluated and informs reflections, use of data/assessment discussions with assessment coordinator
 Awareness of how the school/setting uses statistical information and how this relates to the national picture
 Reflect upon the Statutory Assessment process of Two Year Progress Check and Early Years Foundation Stage Profile and SATS in informing government initiatives and
agendas through the Standards Testing Agency (STA)
 Reflect upon how the on-going cycle of observation, assessment, planning and next steps helps inform practice and support the child
 Reflect upon the layout and structure of the two year progress check, consider how informed and varied observational techniques need to be part of the continual process
to be able to collate into a format for summative assessment.
 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
 Use a range of observational techniques to support the assessment process
 Teach skills & terminology required for formal, formative and summative assessment
 Uses question and answer techniques to gauge learning
Children’s assessment records
 Contributing to children’s Statutory assessment, such as, Two Year Progress Check and Early Years Foundation Stage Profile and how you can work with parents to achieve
this
 Contribute to the formative assessment process of the children’s Early Years Development Journals
 Involvement in ECH, IEPs
Other sources
 Identify the different ways and techniques used by settings to assess children
 Trainee has knowledge and copies of criteria
 Session plans – specific reference to assessment
 Session observations by class teacher, mentor, link tutor
 Session evaluations
 Inset / staff training
 Parent meetings
 Meeting with other professionals
 Reflective Log
Teachers’ Standards (Early
Years)
7. Safeguard and promote
the welfare of children, and
provide a safe learning
environment.
*Know and act upon the
legal requirements and
guidance on health and
safety, safeguarding and
promoting the welfare of the
child.
*Establish and sustain a safe
environment and employ
practices that promote
children’s health and safety.
* Know and understand child
protection policies and
procedures, recognize when
a child is in danger or at risk
of abuse, and know how to
act to protect them.
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
They rapidly adapt to the different
circumstances in which they train, working
confidently within the frameworks
established in different settings and applying
rules and routines consistently and fairly.
They are acutely aware of the legal
requirements when working with the under
5’s.
They have an understanding of the legal
requirements of working with the under 5’s.
They employ practices which demonstrate this
understanding.
They work within the legal framework in
respect of health and safety, safeguarding
and the promotion of children’s health and
welfare.
Using their understanding of policy and practice
they are able to ensure that the environments
and 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.
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.
They have a strong understating 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 proactively alert. They
follow and may be the lead for safeguarding
within a setting working with all staff to
ensure children are protected.
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 damage and can follow the steps to protect
the child. They lead others to provide a
consistent approach to safeguarding.
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
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
Policy reviews and amendments.
Training attended
Examples of risk assessment
Examples of case files where appropriate
Reflective Log
Ethical issues
 Respect for the rights of children, families and colleagues
 Maintenance of confidentiality including management of disclose of abuse
 Recognition of the voice of the child
Planning documents
 That demonstrate evidence of statutory legislation and welfare requirements being addressed
 That demonstrates how health and safety is being checked and monitored
Reflective Documents
 Reflect and review setting policies and procedures relating to child protection, safeguarding and health and safety and how these adhere to specific legislation
 Consultation with colleagues e.g. SENCo, Child Protection Officer, Social Worker, LADO
 Reflection on roles and responsibilities as polices and procedure our owned
Observations
 How the observational, record and reporting process works
Children’s assessment records
 Keep records of any concerns or issues
 Identify lines of referral within and beyond the setting
Other sources
 Maintaining a safe environment through risk assessments, checklist etc.
 Carrying out a health and safety audit, consider 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
 Intervention and support, such as, CAF
 Types and signs of abuse
Teachers’ Standards (Early
Years)
Much of trainee’s practice is outstanding and
never less than consistently good:
Much of trainee’s practice is good, with examples
of outstanding practice:
*Promote equality of
opportunity and antidiscriminatory practice.
They are aware of social justice and use this
understanding to promote equity. They value
children and families as individuals and welcome
them to the setting. They promote their equality of
opportunities policies 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 principal.
*Make a positive contribution to
the wider life and ethos of the
setting.
They are pro-active in seeking out opportunities to
contribute in a significant way to the wider life and
ethos of the setting/school.
*Take a lead in establishing a
culture of cooperative working
between colleagues, parents
and/or carers and other
professionals.
They build strong professional relationships and
demonstrate that they are able to work
collaboratively with colleagues on a regular basis.
8. Full wider professional
responsibilities
*Take responsibility for leading
practice through appropriate
professional development for
self and colleagues.
*Reflect on and evaluate the
effectiveness of provision, and
shape and support good
practice.
*Understand the importance of
and contribute to multi-agency
team working.
They are proactive when seeking advice from
relevant professionals in relation to children with
individual needs.
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 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 are pro-active in communicating in relation to
individual child emergent needs.
They use enhanced reflective practice and engage
others to reflect on the quality and effectiveness of
the provision, this then leads to action planning
and implementation.
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 seeking out opportunities to
contribute to the wider life and ethos of the
setting/school.
They are effective in building good professional
relationships with colleagues and demonstrate that
they can work well collaboratively when required to
do so.
They take responsibility for developing staff. They
seek advice from relevant professionals in relation to
children with individual needs.
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 communicate effectively, both verbally
and in writing, with parents and carers in
relation to children’ achievements and wellbeing.
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.
Trainee’s practice meets the minimum
requirements to be awarded EYTS but is not yet
consistently good:
They understand on social justice and promote
equality of opportunity for all.
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.
They can build effective professional relationships
with various colleagues and demonstrate the skills
to work collaboratively.
They communicate with and direct staff to assist in
supporting the progress and achievement of
individual and groups of children.
They understand when to ask for information and
advice from specialist staff about individual
children with specific needs.
They seek out and are responsive to advice from
more experienced colleagues.
In evaluating their own practice they are able to
identify subsequent or ongoing personal
professional development targets and identify
opportunities to address and meet these targets.
They recognise the importance of communicating
with parents and carers in supporting children’
achievement and monitoring children’ well-being.
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 multi-agency team and can 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
Planning documents
 Plan opportunities for child-led, child initiated, adult-led, free-flow and spontaneous play
 Develop and share resources
 Plan collaboratively to work with other practitioners
Reflective Documents
 Reflection of provision, audits and changes made
 Evaluate and act upon advice and suggestions
 Linked to current and relevant legislation, for example, Equality Act 2010
Observations
 Know the needs of the children in the setting and work with the practitioners collaboratively
 Peer, mentor or practitioner observations of your practice, such as, working with parents or other practitioners, for example, supervision
Children’s assessment records
 Work with children’s Key Person, parents and other professionals in the completion of the statutory assessment process or Early Years Development Journals
Other sources
 Take the lead in carrying out an audit, such as, environmental and inclusive audits, ECERS, ITERS lead in developing an action plan with colleagues and take the lead in
creating change or developing practice and how you have considered or developed anti-bias and anti-discriminatory practice
 Take 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.
 Model practice, support, guide and mentor other practitioners and teacher trainees in implementing effective care and education by working alongside them, delivering
training, modelling practice
 Demonstrate an understanding of the importance of and contribute to working with other professionals and agencies, such as, SaLT, Health Visitor, Police, Fire Brigade,
Social Worker etc.
 Feedback / verification statements from relevant staff
 Minutes of meetings which show trainee’s contribution
 Amendments and applications of policy
 Action plans
 Details of multi-agency working e.g. IEP
 Reflective Log