Early Years Teacher Status
Professional Tutor/Mentor Observation Grading Support Grid
(EYITT Teacher Standards)
2015/16
1. Set high expectations which inspire, motivate and challenge all children
MEETING THE STANDARDS AT
AN OUTSTANDING LEVEL
MEETING THE STANDARDS AT A
GOOD LEVEL
REQUIRES IMPROVEMENT
TOWARDS THE STANDARDS
FAILING TO MEET THE
STANDARDS-INADEQUATE
Trainee demonstrates robust evidence
in both practice and provision of
establishing and sustaining a safe and
stimulating environment where
children feel confident and able to
learn and develop.
Good evidence of establishing and
sustaining a safe and stimulating
environment where children feel
confident and are able to learn and
develop.
Some evidence of establishing and
sustaining a safe and stimulating
environment where children feel
confident and are able to learn and
develop.
No evidence of establishing and
sustaining a safe and stimulating
environment where children feel
confident and are able to learn and
develop.
Trainee demonstrates robust evidence
in both practice and provision of goals
set that challenge children of all
backgrounds, abilities and dispositions.
Good evidence of goals set that
challenge children of all backgrounds,
abilities and dispositions.
Some evidence of goals set that
challenge children of all backgrounds,
abilities and dispositions.
No goals set that challenge children of
all backgrounds, abilities and
dispositions.
Trainee clearly demonstrates and
models the positive values, attitudes
and behaviours expected of children, in
a consistent manner.
Good demonstration and modelling of
the positive values, attitudes and
behaviours expected of children.
Some demonstration and modelling of
the positive values, attitudes and
behaviours expected of children.
No demonstration and modelling of the
positive values, attitudes and
behaviours expected of children.
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
2. Promote good progress and outcomes by children
MEETING THE STANDARDS AT
AN OUTSTANDING LEVEL
MEETING THE STANDARDS AT A
GOOD LEVEL
REQUIRES IMPROVEMENT
TOWARDS THE STANDARDS
FAILING TO MEET THE
STANDARDS-INADEQUATE
Outstanding accountability for
children’s progress, attainment and
outcomes demonstrated in practice
and provision and through robust
evidence.
Trainee demonstrates outstanding
knowledge and understanding of how
babies and children learn and develop.
Trainee demonstrates outstanding
knowledge and understanding of
attachment theories, their significance
and how to effectively promote secure
attachments.
Outstanding leadership and modelling
of effective strategies to develop and
extend children’s learning and thinking,
including sustained shared thinking.
Consistently effective communication
with children from birth to age five,
including active listening and sensitive
response.
Outstanding promotion of the
development of children’s confidence,
social and communication skills
through group learning.
Outstanding knowledge and
understanding of the important
influence of parents/carers and the
development of close working
partnerships to support the child’s wellbeing, learning and development.
Good accountability for children’s
progress, attainment and outcomes.
Some accountability for children’s
progress, attainment and outcomes
No accountability for children’s
progress, attainment and outcomes
Trainee demonstrates good knowledge
and understanding of how babies and
children learn and develop.
Trainee demonstrates good knowledge
and understanding of attachment
theories, their significance and how to
effectively promote secure
attachments.
Good leadership and modelling of
effective strategies to develop and
extend children’s learning and thinking,
including sustained shared thinking
Effective communication with children
from birth to age five, including active
listening and sensitive response.
Some knowledge and understanding of
how babies and children learn and
develop.
Some knowledge and understanding of
attachment theories, their significance
and how to effectively promote secure
attachments.
No knowledge and understanding of
how babies and children learn and
develop.
No knowledge and understanding of
attachment theories, their significance
and how to effectively promote secure
attachments.
Some leading and modelling of
effective strategies to develop and
extend children’s learning and thinking,
including sustained shared thinking
Some effective communication with
children from birth to age five,
including active listening and sensitive
response.
Some promotion of the development of
children’s confidence, social and
communication skills through group
learning.
Some knowledge and understanding of
the important influence of
parents/carers and the development of
close working partnerships to support
the child’s well- being, learning and
development.
No leading and modelling of effective
strategies to develop and extend
children’s learning and thinking,
including sustained shared thinking
No effective communication with
children from birth to age five,
including active listening and sensitive
response.
No promotion of the development of
children’s confidence, social and
communication skills through group
learning.
No knowledge and understanding of
the important influence of
parents/carers and the development of
close working partnerships to support
the child’s well- being, learning and
development.
Good promotion of the development of
children’s confidence, social and
communication skills through group
learning.
Good knowledge and understanding of
the important influence of
parents/carers and the development of
close working partnerships to support
the child’s well- being, learning and
development.
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
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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
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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
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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
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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
3. Demonstrate good knowledge of early learning and EYFS Curriculum
MEETING THE STANDARDS AT
AN OUTSTANDING LEVEL
MEETING THE STANDARDS AT A
GOOD LEVEL
REQUIRES IMPROVEMENT
TOWARDS THE STANDARDS
FAILING TO MEET THE
STANDARDS-INADEQUATE
Outstanding depth of knowledge of
early childhood development and how
that leads to successful learning and
development at school.
Good knowledge of early childhood
development and how that leads to
successful learning and development at
school.
Some knowledge of early childhood
development and how that leads to
successful learning and development at
school.
No knowledge of early childhood
development and how that leads to
successful learning and development at
school.
Outstanding/Robust understanding of
how to widen children’s experience and
raise their expectations.
Good understanding of how to widen
children’s experience and raise their
expectations
Some understanding of how to widen
children’s experience and raise their
expectations
No understanding of how to widen
children’s experience and raise their
expectations
Robust, critical understanding of the
EYFS areas of learning and
development and confident
engagement with the educational
continuum of expectations, curricula
and teaching of Key Stage 1 and 2.
Good understanding of the EYFS areas
of learning and development and
engagement with the educational
continuum of expectations, curricula
and teaching of Key Stage 1 and 2.
Some understanding of the EYFS areas
of learning and development and
engagement with the educational
continuum of expectations, curricula
and teaching of Key Stage 1 and 2.
No understanding of the EYFS areas of
learning and development and
engagement with the educational
continuum of expectations, curricula
and teaching of Key Stage 1 and 2.
Robust and confident understanding of
systematic synthetic phonics in the
teaching of early reading.
Good understanding of systematic
synthetic phonics in the teaching of
early reading.
Some understanding of systematic
synthetic phonics in the teaching of
early reading.
No understanding of systematic
synthetic phonics in the teaching of
early reading.
Robust and confident understanding of
appropriate strategies in the teaching
of early mathematics.
Good understanding of appropriate
strategies in the teaching of early
mathematics.
Some understanding of appropriate
strategies in the teaching of early
mathematics.
No understanding of appropriate
strategies in the teaching of early
mathematics.
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
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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
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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
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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
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Records of language & literacy learning
Contributions made to Early Years Development Journals
Completed Two Year Progress Check
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Early Years Foundation Stage Profile (baseline check when implemented)
Other sources
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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
4. Plan education and care taking account of the needs of all children
MEETING THE STANDARDS AT
AN OUTSTANDING LEVEL
MEETING THE STANDARDS AT A
GOOD LEVEL
REQUIRES IMPROVEMENT
TOWARDS THE STANDARDS
FAILING TO MEET THE
STANDARDS-INADEQUATE
Outstanding observation and
assessment of children’s learning and
development and effective use of this
to plan next steps.
Good observation and assessment of
children’s learning and development
and effective use of this to plan next
steps.
Some observation and assessment of
children’s learning and development
and effective use of this to plan next
steps.
No observation and assessment of
children’s learning and development
and use of this to plan next steps.
Outstanding planning of balanced and
flexible activities and educational
programmes that take into account the
stage of development, circumstances
and interest of children.
Good planning of balanced and flexible
activities and educational programmes
that take into account the stage of
development, circumstances and
interest of children.
Some planning of balanced and
flexible activities and educational
programmes that take into account
the stage of development,
circumstances and interest of children.
No planning of balanced and flexible
activities and educational programmes
that take into account the stage of
development, circumstances and
interest of children.
Outstanding promotion of a love of
learning and stimulation of children’s
intellectual curiosity in partnership with
parents/carers.
Good promotion of a love of learning
and stimulation of children’s intellectual
curiosity in partnership with
parents/carers.
Some promotion of a love of learning
and stimulation of children’s
intellectual curiosity in partnership
with parents/carers
No promotion of a love of learning and
stimulation of children’s intellectual
curiosity in partnership with
parents/carers
Outstanding use of an effective range
of teaching approaches to lead group
activities appropriate to the age range
and ability of children.
Good use of an effective range of
teaching approaches to lead group
activities appropriate to the age range
and ability of children.
Some use of different teaching
approaches to lead group activities
appropriate to the age range and
ability of children.
No use of different teaching
approaches to lead group activities
appropriate to the age range and
ability of children.
Outstanding reflection on the
effectiveness of teaching activities and
educational programmes to support
the continuous improvement of
provision.
Good reflection on the effectiveness of
teaching activities and educational
programmes to support the continuous
improvement of provision.
Some reflection on the effectiveness
of teaching activities and educational
programmes to support the
continuous improvement of provision.
No reflection on the effectiveness of
teaching activities and educational
programmes to support the continuous
improvement of provision.
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
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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
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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
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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
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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
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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
5. Adapt education and care to respond to the strengths and needs of all children
MEETING THE STANDARDS AT
AN OUTSTANDING LEVEL
MEETING THE STANDARDS AT A
GOOD LEVEL
REQUIRES IMPROVEMENT
TOWARDS THE STANDARDS
FAILING TO MEET THE
STANDARDS-INADEQUATE
Trainee demonstrates a robust
understanding of how a range of
factors can inhibit children’s learning
and development and how best to
address these.
Trainee demonstrates a good
understanding of how a range of
factors can inhibit children’s learning
and development and how best to
address these.
Trainee demonstrates some
understanding of how a range of
factors can inhibit children’s learning
and development and how best to
address these.
No understanding of how a range of
factors can inhibit children’s learning
and development and how best to
address these.
Trainee demonstrates a robust
understanding of the physical,
emotional, social, intellectual
development and communication
needs of babies and children, and
knows how to adapt care and
education to support children at
differing stages of development.
Trainee demonstrates a robust
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.
Trainee provides outstanding, robust
evidence of supporting children
through a range of transitions.
Outstanding knowledge of when a child
is in need of additional support and
how this can be accessed, working in
partnership with parents/carers and
other professionals.
Trainee demonstrates a good
understanding of the physical,
emotional, social, intellectual
development and communication
needs of babies and children, and
knows how to adapt care and
education to support children at
differing stages of development.
Trainee demonstrates a good
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.
Trainee provides good evidence of
supporting children through a range of
transitions.
Good knowledge of when a child is in
need of additional support and how
this can be accessed, working in
partnership with parents/carers and
other professionals.
Trainee demonstrates some awareness
of the physical, emotional, social,
intellectual development and
communication needs of babies and
children, and knows how to adapt care
and education to support children at
differing stages of development.
No awareness of the physical,
emotional, social, intellectual
development and communication
needs of babies and children, and
knows how to adapt care and
education to support children at
differing stages of development.
Trainee demonstrates some
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.
Trainee provides some evidence of
supporting children through a range of
transitions.
Some knowledge of when a child is in
need of additional support and how
this can be accessed, working in
partnership with parents/carers and
other professionals.
No 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.
No evidence of supporting children
through a range of transitions.
No knowledge of when a child is in
need of additional support and how
this can be accessed, working in
partnership with parents/carers and
other professionals
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
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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
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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
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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
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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
6. Make active and productive use of assessment
MEETING THE STANDARDS AT
AN OUTSTANDING LEVEL
MEETING THE STANDARDS AT A
GOOD LEVEL
REQUIRES IMPROVEMENT
TOWARDS THE STANDARDS
FAILING TO MEET THE
STANDARDS-INADEQUATE
Trainee demonstrates a robust and
confident understanding of
undertaking and leading assessment
within the EYFS framework, including
statutory requirements.
Trainee demonstrates a good
understanding of undertaking and
leading assessment within the EYFS
framework, including statutory
requirements.
Trainee demonstrates some
understanding of undertaking and
leading assessment within the EYFS
framework, including statutory
requirements.
No understanding of undertaking and
leading assessment within the EYFS
framework, including statutory
requirements.
Trainee provides robust evidence of
engaging effectively with
parents/carers and other professionals
in the on-going assessment and
provision for each child.
Good evidence of engaging effectively
with parents/carers and other
professionals in the on-going
assessment and provision for each
child.
Some evidence of engaging effectively
with parents/carers and other
professionals in the on-going
assessment and provision for each
child.
No evidence of engaging effectively
with parents/carers and other
professionals in the on-going
assessment and provision for each
child.
Trainee provides robust evidence of
giving regular feedback to children and
parents/carers to help children
progress towards their goals.
Trainee provides good evidence of
giving regular feedback to children and
parents/carers to help children
progress towards their goals.
Trainee provides some evidence of
giving regular feedback to children and
parents/carers to help children
progress towards their goals
No evidence of giving regular feedback
to children and parents/carers to help
children progress towards their goals
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
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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
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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
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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
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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
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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
7. Safeguard and promote the welfare of children, and provide a safe learning environment
MEETING THE STANDARDS AT
AN OUTSTANDING LEVEL
MEETING THE STANDARDS AT A
GOOD LEVEL
REQUIRES IMPROVEMENT
TOWARDS THE STANDARDS
FAILING TO MEET THE
STANDARDS-INADEQUATE
Outstanding knowledge and evidence
of acting upon the legal requirements
and guidance on health and safety,
safeguarding and promoting the
welfare of the child.
Good knowledge and evidence of
acting upon the legal requirements and
guidance on health and safety,
safeguarding and promoting the
welfare of the child.
Some knowledge and evidence of
acting upon the legal requirements and
guidance on health and safety,
safeguarding and promoting the
welfare of the child.
No knowledge or evidence of acting
upon the legal requirements and
guidance on health and safety,
safeguarding and promoting the
welfare of the child.
Outstanding and robust evidence of
establishing and sustaining a safe
environment and employing practices
that, promote children’s health and
safety.
Good evidence of establishing and
sustaining a safe environment and
employing practices that, promote
children’s health and safety.
Some evidence of establishing and
sustaining a safe environment and
employing practices that, promote
children’s health and safety.
No evidence of establishing and
sustaining a safe environment and
employing practices that, promote
children’s health and safety.
Outstanding knowledge and
understanding of child protection
policies and procedures, recognising
when a child is in danger or at risk of
abuse and knowing how to act to
protect them.
Good knowledge and understanding of
child protection policies and
procedures, recognising when a child is
in danger or at risk of abuse and
knowing how to act to protect them.
Some knowledge and understanding of
child protection policies and
procedures, recognising when a child is
in danger or at risk of abuse and
knowing how to act to protect them.
No knowledge and understanding of
child protection policies and
procedures, recognising when a child is
in danger or at risk of abuse and
knowing how to act to protect them.
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
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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
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Documentary evidence concerning how the observational, record and reporting process works
Children’s assessment records
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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
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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
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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
8. Fulfil Wider Responsibilities
MEETING THE STANDARDS AT
AN OUTSTANDING LEVEL
MEETING THE STANDARDS AT A
GOOD LEVEL
REQUIRES IMPROVEMENT
TOWARDS THE STANDARDS
FAILING TO MEET THE
STANDARDS-INADEQUATE
Outstanding promotion of equality of
opportunity and anti-discriminatory
practice.
Good promotion of equality of
opportunity and anti-discriminatory
practice.
Some evidence of promotion of
equality of opportunity and antidiscriminatory practice.
No promotion of equality of
opportunity and anti-discriminatory
practice.
Outstanding/robust evidence of making
a positive contribution to the wider life
and ethos of the setting.
Good evidence of making a positive
contribution to the wider life and ethos
of the setting.
Some evidence of making a positive
contribution to the wider life and ethos
of the setting.
No evidence of making a positive
contribution to the wider life and ethos
of the setting.
Outstanding/robust evidence of taking
a lead in establishing a culture of
cooperative working between
colleagues, parents/carers and other
professionals.
Good evidence of taking a lead in
establishing a culture of cooperative
working between colleagues,
parents/carers and other professionals.
Some evidence of taking a lead in
establishing a culture of cooperative
working between colleagues,
parents/carers and other professionals
No evidence of taking a lead in
establishing a culture of cooperative
working between colleagues,
parents/carers and other professionals
Outstanding/robust evidence of trainee
taking responsibility for leading
practice through appropriate
professional development for both
themselves and colleagues.
Good evidence of trainee taking
responsibility for leading practice
through appropriate professional
development for both themselves and
colleagues.
Some evidence of trainee taking
responsibility for leading practice
through appropriate professional
development for both themselves and
colleagues.
No evidence of trainee taking
responsibility for leading practice
through appropriate professional
development for both themselves and
colleagues.
Outstanding/robust evidence of
reflecting upon and evaluating the
effectiveness of provision and
shaping/supporting good practice.
Good evidence of reflecting upon and
evaluating the effectiveness of
provision and shaping/supporting good
practice.
Some evidence of reflecting upon and
evaluating the effectiveness of
provision and shaping/supporting good
practice.
No evidence of reflecting upon and
evaluating the effectiveness of
provision and shaping/supporting good
practice.
Robust/deep level of understanding of
the importance of and contribution to
multi agency team working.
Good level of understanding of the
importance of and contribution to
multi agency team working.
Some understanding of the importance
of and contribution to multi agency
team working.
No understanding of the importance of
and contribution to multi agency team
working.
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
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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
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Written reflections concerning provision, audits and changes made
Annotated copies of relevant legislation, for example, Equality Act 2010
Observations
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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
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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
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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