Early Years Foundation Stage. Quality Review

Transcription

1 Early Years Foundation Stage Quality Review Setting: IA: Date of review:

2 A Unique Child Every child is a competent learner from birth who can be resilient, capable, confident and self assured. 1.1 Child Development Babies and children develop in individual ways and at varying rates. Every area of development - physical, cognitive, linguistic, spiritual, social/emotional, is equally important. 1 All children's individual needs are acknowledged and met in line with their developmental stage, interest and preferences. Routines are directed by the child's needs not the practitioner/setting. All practitioners have an excellent knowledge of the developmental stage for the children in their care and how they learn best. All practitioners interact and respond appropriately with children in all areas of development and actively recognise the different means through which children communicate. 2 Most children's individual needs are acknowledged and met in line with their developmental stage, interest and preferences. Routines are often directed by the child's needs not those of the practitioner/setting. Most practitioners have a good knowledge of the developmental stage for the children in their care and how they learn best. Most practitioners interact and respond appropriately with children in all areas of development and recognise some of the different means through which children communicate. 3 Practitioners recognise the individuality of children, but limited implementation of this is evident in everyday practice therefore many routines are organised for the convenience of the setting. Practitioners have some knowledge of the developmental stage for the children in their care. Some practitioners interact and respond with children and have an awareness of some of the different means through which children communicate. 4 All children are treated the same recognition of their individuality, interests and learning styles is not evident. Structured routines with no flexibility. Practitioners have little or no knowledge of the developmental stage for the children in their care. Little evidence of practitioners interacting and responding with children. Practitioners do not demonstrate any awareness of the different means through which children communicate. 1.2 Inclusive Practice The diversity of individuals and communities is valued and respected. No child or family is discriminated against. 1 The environment is welcoming to all and portrays a warm, friendly, accepting atmosphere where all children and their families are assigned equal status. Practitioners have knowledge of different cultural groups and a desire to extend this - this ensures that practitioners can support children to begin to understand and respect differences. Practitioners identify when additional support may be necessary and effectively implement the processes involved. There is evidence of effective partnership working. 2 The environment is generally welcoming to all and portrays a warm and friendly atmosphere where children and their families are usually assigned equal status. Most practitioners have knowledge of different cultural groups and a desire to extend this - this ensures that most practitioners can support children to begin to understand and respect differences. Practitioners are aware of the need to identify when additional support may be necessary and the process to be followed. There is evidence of partnership working. 3 The environment appears welcoming but lack of awareness at times results in some children and their families being overlooked. Some practitioners have knowledge of different cultural groups and a desire to extend this - some practitioners can support children to begin to understand and respect differences. Some practitioners are aware of the need to identify when additional support may be necessary but may be unsure of the process to be followed. There is some evidence of partnership working. 4 Little or no attempt is made to recognise and value the uniqueness of children and their families. Practitioners have little knowledge of different cultural groups and no desire to extend this consequently, practitioners fail to support children to begin to understand and respect differences. Practitioners have little or no awareness of the need to identify when additional support may be necessary and are unsure of the process to be followed. There is limited evidence of partnership working.

3 1.3 Keeping Safe Young children are vulnerable. They develop resilience when their physical and psychological well-being is protected by adults. 1 Health and safety policies/procedures do not overly restrict children s experiences. All practitioners have excellent knowledge of safeguarding practice and procedures. Risk assessments and other records inform practice. All children are enabled/supported to make choices and therefore given some sense of control over their day. All practitioners are accepting of the fact that children may choose NOT to join in. Children are included in developing rules and boundaries, and involved in assessing risks. Rules are consistent and are referred to in everyday practice. All children feel secure and valued they seek to make things fair for everybody. 2 Health and safety policies/procedures may restrict children s experiences. Most practitioners have a good knowledge of safeguarding practice and procedures. Risk assessments and other records usually inform practice. Children are usually enabled/supported to make choices and therefore given some sense of control over their day. Some practitioners are accepting of the fact that children may choose NOT to join in. Children are sometimes included in discussions about rules, boundaries and risks. Rules are consistent and are referred to in everyday practice. Children feel secure and valued and respond positively to each other. 3 Health and safety policies/procedures restrict children s experiences. Some practitioners have basic knowledge of safeguarding practice and procedures. Risk assessments and other records do not always inform practice. Children have some opportunities for making choices. Most practitioners are not accepting of the fact that children may choose NOT to join in. Practitioners decide on rules, boundaries and risks. Rules are sometimes consistent but are not routinely referred to in everyday practice. Most children feel secure and valued. 4 Health and safety policies/procedures overly restrict children s experiences. Practitioners have little knowledge of safeguarding practice and procedures. Risk assessments and other records are not always in place. Children have little opportunity for making choices. Practitioners do not allow children to choose NOT to join in. Practitioners dictate rules and boundaries. Rules are inconsistent and are not referred to in everyday practice. Negative behaviour management strategies mean that children are labelled e.g. naughty 1.4 Health and Well-being Children s health is an integral part of their emotional, mental, social, environmental and spiritual well-being and is supported by attention to these aspects. 1 All practitioners provide all children with a sense of belonging and being part of a group, whilst fostering each individual child s physical and emotional well-being. Children s health is integral to all aspects of the setting. All practitioners are aware of children s individual needs, but do not allow these to limit children s experiences. The environment indoors and outdoors supports all children s interests, learning styles, and stage of development, providing a balance of active involvement and opportunities to relax. 2 Most practitioners provide children with a sense of belonging and being part of a group, whilst fostering each individual child s physical and emotional well-being. Children s health is considered. Most practitioners are aware of children s individual needs they sometimes allow these to limit children s experiences. The environment indoors and outdoors supports most children s interests, learning styles, and stage of development, usually providing a balance of active involvement and opportunities to relax. 3 Some practitioners have a limited understanding of children s physical and emotional needs and relevant initiatives and recommendations - e.g. healthy eating, listening to and comforting children. Children s health is sometimes considered. Some practitioners are aware of children s individual needs but the care provided is not always consistent with this knowledge. The environment indoors and outdoors does not always support children s interests, learning styles, and stage of development. e.g. variety in provision for physical play, softness/quiet for relaxation. 4 Most practitioners have limited knowledge of children s physical and emotional needs and relevant initiatives and recommendations - e.g. healthy eating, listening to and comforting children. Practitioners consideration for children s health is lacking at times. Most practitioners are not aware of children s individual needs therefore the care provided is not appropriate. The environment indoors and outdoors does not support children s interests, learning styles, and stage of development. e.g. variety in provision for physical play, softness/quiet for relaxation.

4 Positive Relationships Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. 2.1 Respecting Each Other Every interaction is based on caring professional relationships and respectful acknowledgement of the feelings of children and their families. 1 Time is made by all practitioners to actively listen to all parents/carers. Practitioners seek to understand their feelings, ideas and concerns and have the knowledge and confidence to respond appropriately. All practitioners effectively support all children in building trusting relationships by using a range of strategies - modelling how to play, share, take turns; being friendly, modelling and using a variety of opportunities to develop empathy and tolerance, including language related to feelings. Practitioners respect, value and engage with every member of the team. All practitioners strengths, skills, knowledge and ideas are recognised and utilised very effectively in the setting. 2 The majority of practitioners value listening to parents to learn about their feelings, ideas and concerns and respond appropriately to these Most practitioners support children in building trusting relationships by using a range of strategies - modelling how to play, share and take turns; being friendly, modelling and using a variety of opportunities to develop empathy and tolerance, including language related to feelings. Practitioners work well as a team, and behave professionally and respectfully towards each other. Most practitioners strengths, skills, knowledge and ideas are recognised and utilised effectively in the setting. 3 Parents/carers are listened to but at times this may be out of a sense of duty rather than genuine interest and care. On rare occasions there may be a lack of understanding and acknowledgement of their feelings/concerns. All practitioners support children in building relationships but some may use only a limited range of strategies Most practitioners respect and value other members of the team. Some strengths and ideas of practitioners are recognised and utilised within the setting. 4 Practitioners often do not actively seek the views and ideas of parents/carers. They regularly fail to engage effectively and positively with parents/carers. There are missed opportunities regarding supporting children in building trusting relationships. Some practitioners do not behave in a professional manner or struggle to work as a team. Practitioner s strengths, skills and ideas may go unrecognised and therefore untapped within the setting. 2.2 Parents as Partners Parents are children s first + most enduring educators. When parents and practitioners work together in early years settings, the results have a positive impact on children s development and learning. 1 Practitioners greet parents/carers and children personally using their home language and welcome them warmly. Parents are actively encouraged to share cultural backgrounds and to contribute to the learning environment. The setting continually reflects on how to engage all parents. Parents/carers views on their child s care and education are actively and regularly sought and acted upon. All aspects of transition between different environments are effectively and sensitively managed, resulting in very positive experiences for children and adults. Parents/carers are fully involved and are seen as co-educators. Documentation, discussion and review of children s progress is a shared process which happens frequently. The setting takes into account the individual needs and preferences of parents/carers and their voices are very evident in learning journeys. 2 Children and parents are personally welcomed into the setting. Posters/pictures/ words from home languages and other resources reflecting the diversity of the children and families are displayed. The setting uses a variety of methods to engage parents. Parents/carers views on their child s care and education are sought and acted upon. Most aspects of transition between different environments are managed effectively. Parents/carers are supported, consulted and generally kept well informed. Parents are kept well informed of children s progress. The parents voice is evident in learning journeys. 3 Children and parents are welcomed on arrival. The ethnic, cultural and social diversity of some of the families is acknowledged in the setting. Information about the setting and learning experiences are shared with parents. There are some opportunities /strategies in place for hearing parents voices. Some aspects of transition are managed effectively. Regular reviews of children s learning and development with parents. Parents sometimes contribute to learning journeys or other documents. 4 Children and parents are not always welcomed on arrival. The ethnic, cultural and social diversity of the children and families is not acknowledged or represented in the setting. Information is rarely shared with parents. There are very limited opportunities/strategies in place for parents to communicate with practitioners/the setting. Transition arrangements are not managed effectively. Children s learning and development is inconsistently shared with parents.

5 2.3 Supporting Learning Warm, trusting relationships with knowledgeable adults support children s learning more effectively than any amount of resources. 1 All practitioners are actively involved in listening to children with all their senses. They model and extend vocabulary, offer suggestions and verbalise their thinking instinctively. All practitioners are tuned into children - they carefully observe, take their lead and are able to identify opportunities to move children s learning on by sensitive and appropriate intervention. All practitioners show genuine care, empathy and interest in all children. There is consistent support, praise and encouragement the vast majority of children recognise and express their feelings, take risks and embrace challenge. 2 Most practitioners are focused on listening attentively to children and they model effective vocabulary/interactions Most practitioners acknowledge the uniqueness of individual children they observe, follow the interests of the children in their play and generally intervene appropriately to extend and consolidate learning. Practitioners show care, empathy and interest in all children. They regularly offer support, praise and encouragement most children can recognise and express their feelings and are willing to try new and unfamiliar experiences. 3 Practitioners generally listen to children but may not take the time to understand what they are really wanting to communicate. Practitioners can talk about children s interests and needs. They observe children and make an effort to engage with learners although this may at times be lacking in effectiveness. Practitioners generally show care, empathy and interest in children. Some practitioners are co-learners with the children whilst some see themselves as the expert. Some children may not offer to share their ideas, feelings or suggestions and may be wary of new experiences. 4 Practitioners fail to interact effectively with the children - they often talk at children rather than listening to them. Most practitioners do not know individual children very well in terms of their interests, preferences, needs, etc. Some practitioners do not display warmth, empathy and genuine interest in the children. There are missed opportunities to support learning and children lack confidence to try things out. 2.4 Key Person A key person has special responsibilities for working with a small number of children, giving them the reassurance to feel safe and cared for and building relationships with their parents. 1 All key persons develop positive, meaningful relationships with families and key children. They enter into regular purposeful dialogue with parents/carers and take into account their individual needs, preferences and suggestions. All key persons develop close emotional relationships with children in their group - a genuine bond. All key persons offer reassurance and comfort to all children in their group. Children clearly feel safe, secure and thrive in the environment. Time is regularly given for key persons to meet with parents/carers. Parents carers and children are always kept informed of who the key person is. Any changes of key person are managed very sensitively. 2 Key persons generally develop positive, meaningful relationships with families and key children. They speak with parents often to ensure they know individual children well and meet their needs. Key persons generally develop a close relationship with each child in their group. They reassure and comfort children and children feel safe and secure. Time is given for key persons to meet with parents/carers. Parents/carers and children are informed of any changes to the key person. 3 Key persons develop relationships with children and families but at times this may be out of a sense of duty rather than genuine interest and care. Some key persons do not always offer appropriate comfort and reassurance to children. As a consequence some children may not feel safe and secure. Some practitioners do not appear to value the importance of giving time to interact with parents/carers. Parents/carers and children are generally kept informed of any changes to the key person. 4 Relationships between practitioners and parents/carers are strained or practitioners behave in an unprofessional manner towards parents/carers Practitioners do not recognise when children need comfort and reassurance. Key persons may be identified but the key person system is not in place. Enabling Environments The environment plays a key role in supporting and extending children s development and learning.

6 3.1 Observation, Assessment and Planning Babies and young children are individuals first, each with a unique profile of abilities. Schedules and routines should flow with the child s needs. All planning starts with observing children in order to understand and consider their current interests, development and learning. 1 All practitioners use a wide variety of observational methods to gather information on each child in all six areas and their aspects and track these regularly. All observations are linked to development matters and age bands identified. Next steps are appropriate, realistic and achievable - learning opportunities proficiently build on what children can already do and are personalised for the needs and interests of each individual. Experiences reflect the interests, needs, schemas and learning styles of each child. Daily organisation is flexible, spontaneous and responsive to children s needs and wishes. 2 Practitioners use spontaneous and planned observations to gather information on each child in all six areas and track these regularly. Observations are appropriately linked to development matters and age bands identified. Next steps are usually appropriate, realistic and achievable - learning opportunities generally build on what children can already do and are personalised for the needs and interests of each individual. Experiences reflect the interests, needs and preferences of each child. Daily organisation is generally flexible and responsive to children s needs and wishes. 3 Most practitioners carry out observations of children, but these may be of one type and lacking in purpose. Some observations are linked to development matters and age bands identified. Observations do not always inform next steps. Some experiences reflect the interests and needs of each child. Daily organisation generally follows routines. 4 Infrequent observations or none at all, are made on children s learning and development. Observations do not inform next steps Experiences do not reflect the interests and needs of each child. Schedules and routines are inflexible and there is a rigid structure to the day. 3.2 Supporting Every Child The environment supports every child s learning through planned experiences and activities that are challenging but achievable. 1 All practitioners are aware of the preferences, needs, interests, learning styles and language development of each child. Experiences provided within the learning environment are irresistible to children and practitioners support and engage with children sensitively and skilfully. All practitioners actively maintain positive relationships with parents/carers, families and other professionals, enabling them to effectively support each child within an appropriate learning environment. Learning journeys are personalised, valued and used as a tool to celebrate and support each child s development. A variety of voices are consistently evident and the child has full ownership of and constant access to the learning journey. 2 Practitioners are aware of the preferences, needs, interests and language development of each child. Experiences provided within the learning environment are attractive to children and practitioners support and engage with children. Practitioners generally maintain positive relationships with parents/carers, families and other professionals, enabling them to support each child within an appropriate learning environment. Learning journeys are personalised and used as a tool to record each child s development. A variety of voices are regularly evident and the child has ownership of the learning journey. 3 Practitioners are aware of the needs and interests of some of the children, some of the time. Some experiences provided within the learning environment are limited and fail to fully engage children and practitioners. Most practitioners engage with parents/carers, families and other professionals, but do not always respect and value their knowledge or use this to support each child within the learning environment. Learning journeys follow a common format and do not fully reflect the whole picture of the child. Voices are occasionally evident but the child does not have full ownership of the learning journey. 4 Practitioners have little knowledge of the needs and interests of children and little desire to develop this understanding. Most experiences provided within the learning environment are limited and fail to engage children and practitioners. Consistently missed learning opportunities. Practitioners do not respect and value the input and experience of parents/carers, family members and other professionals. No learning journeys evident or very limited documentation. Voices are not evident, the setting has ownership and it has little purpose. 3.3 The Learning Environment A rich and varied environment supports children s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces.

7 Children clearly thrive in the learning environment which provides them with a safe and secure base in which to explore, make meaningful choices, be independent, seek comfort and take risks. The outdoor environment further enhances and extends children s learning. Children have the freedom to be physically active and exuberant whenever they wish and to approach experiences in different ways/ on different scales. All practitioners contribute in a positive way to ensure the atmosphere of the setting is warm, friendly, supportive and inclusive to all. The learning environment is interesting and inviting to children and provides a safe and secure base in which to explore, make some choices, be independent and seek comfort. The outdoor environment enhances and extends children s learning. Children regularly have opportunities to be physically active and to approach experiences in different ways. Most practitioners contribute in a positive way to ensure the atmosphere of the setting is warm, friendly, supportive and inclusive to all. The learning environment offers some experiences that are interesting to children and provides a safe and secure base. Lack of meaningful choices limits children s ability to explore and to be independent. The outdoor environment offers opportunities for children to be physically active and to experience similar opportunities to those available indoors, but is not part of a cohesive learning environment. Some practitioners contribute in a positive way to ensure the atmosphere of the setting is warm, friendly, supportive and inclusive to all. The environment, offering pre-set activities, provides children with little opportunity to make decisions, change or add to their play. The outdoor environment only offers opportunities for children to be physically active. There may be no outdoor experiences offered. Practitioners have little appreciation of the need to ensure the atmosphere of the setting is warm, friendly, supportive and inclusive to all. 3.4 The Wider Context Working in partnership with other settings, other professionals and with individuals and groups in the community supports children s development and progress towards the outcomes of Every Child Matters: being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being. 1 The setting regularly uses and contributes to the local community and environment which effectively supports and enriches curriculum experiences. All practitioners are well informed of other professionals involved in child welfare and development and liaise with them all effectively. Transition is seen as an ongoing process throughout the year. Effective links are established and maintained in all aspects of transition. 2 The setting regularly uses the local community and environment and this supports curriculum experiences. Most practitioners are well informed of other professionals involved in child welfare and development and liaise with them effectively Transition is considered at regular intervals throughout the year. Effective links are established and maintained in all aspects of transition. 3 The setting occasionally uses the local community and environment without fully embedding it into the curriculum. Some practitioners are informed of other professionals involved in child welfare and development and liaise with them when required. Transition is considered but this may happen once per year and may not involve all transition partners. 4 The setting does not use the local community and environment. Practitioners are not aware or informed of other professionals involved in child welfare and development and therefore cannot liaise with them effectively Transition is not considered Learning and Development Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected.

8 4.1 Play and Exploration Children s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children s development. 1 All practitioners value the play of all children, irrespective of interests, noise levels and learning styles. Learning experiences + activities are irresistible to children as they are focused on the individual interests of each child. All practitioners involve themselves enthusiastically and skilfully in play with children - including peer group interaction - challenging, intervening and observing sensitively and instinctively. Children are given time and space to pursue their own fascinations and extend their learning in a free flow environment where they feel comfortable exploring, expressing their feelings and taking risks. 2 Most practitioners demonstrate an awareness of the different learning styles of the children. Adults value play and provide a learning environment that reflects the needs and interests of the children. Activities and experiences are attractive and engaging. Practitioners successfully support children s play including peer group interaction - by offering suggestions, praise, and challenge. Children are usually encouraged to have a go and allowed the time to revisit and consolidate learning. Most practitioners show respect for children s wishes to continue with their play and offer explanations and suggestions when a session must soon end. 3 Key persons can talk about the interests of their children but the provision does not always reflect these interests. Activities and experiences may be offered that result from planning according to a theme chosen by the adults rather than the children. As a result some children are not fully engaged and challenged. Practitioners begin to embrace the play interests of children but tend to be overly prescriptive or intervene too quickly when supporting play activities or peer group interaction. Some practitioners do not always respect and value the wishes of children to continue to be involved with an activity. Children may be called away from an activity of their choice. Children may at times be wary of new experiences 4 Practitioners present and provide learning opportunities in a uniform manner to most groups of children. Some activities are lacking in attractiveness to children or children may not want to participate for fear of doing it wrong. Practitioners do not always value the play of all the children because they do not appreciate their interests themselves. They may be uncomfortable with engaging in play or supporting peer group interaction, and may be unsure how or when to intervene to support and extend learning. Children who are engaged in play activities may be stopped without warning and asked to move onto something else with no explanation. They may show signs of wanting to continue but this is not considered or respected by staff. The purpose of activities at times is to contain rather than to further learning. 4.2 Active Learning Children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods. 1 Children generally display very high levels of well-being and involvement. This is consistently recorded and monitored by practitioners who can talk expertly about what elements/factors have contributed to this.

9 Children continuously have the opportunity to explore the learning environment and freely choose from a range of physically and mentally stimulating/challenging experiences. They show great confidence and independence in accessing resources and tools and investigating with others. All practitioners complete effective personalised learning plans for each individual child based on information gathered from parents, colleagues and observations of the children. These plans contribute to whole group planning which is flexible. 2 Children generally display high levels of well-being and involvement. Practitioners usually record these levels on observations and can discuss any concerns proficiently. Children have the opportunity to become involved in physical and mental challenges of their own free choice at some points during the session. They can access most resources independently and have the confidence to seek further support if necessary. Practitioners plan for children s learning through whole group plans based on information gathered from parents, colleagues and observations of the children. Most plans show evidence of practitioners responding to the differing interests, learning styles and needs of children. 3 Children s levels of well-being and involvement may vary. Practitioners show some awareness of this but little/ineffective action is taken in response. Children are encouraged to take part in physical activities although there may be limited choice/variety. This may be on a more adult led basis than child initiated. There are missed opportunities for children to access resources independently. Plans are in place but not all practitioners are involved in planning for children s learning. As a consequence provision often does not reflect children s interests or next steps. 4 Children display low levels of well-being and involvement. Practitioners show little awareness of the terminology and may talk about what is wrong with the child rather than what could be changed in the setting. Children may spend a large proportion of their time sitting on the carpet or at tables involved in adult led activities. Children cannot access resources independently. Little or no evidence of appropriate planning. No personalisation - the same activity is offered to many groups in the same way and with the same levels of expectation. 4.3 Creativity and Critical Thinking When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions. 1 Several purposeful open-ended experiences are offered that actively involve and challenge children. Learning experiences and activities are irresistible to children and they have the freedom to choose which activities to take part in. Natural resources are preferred. All practitioners ask open questions, model and extend language/vocabulary, offer suggestions, show genuine interest and pose further challenges in an expert manner. Practitioners are co-learners with the children and verbalise their own thinking instinctively. Children are encouraged to consider various ideas, approaches and methods when exploring. 2 Some purposeful open-ended resources are offered and these encourage children s interest and explorations. Children have the choice of which activities to engage in, including natural resources. Most practitioners ask open questions, model and extend language/vocabulary, offer suggestions, show genuine interest and pose further challenges where appropriate. Some practitioners are co-learners with the children. They often verbalise their own thinking and encourage children to offer alternative suggestions and ideas. 3 Purposeful open-ended activities may be scarce and many activities may focus on an end product. Children have little choice as to whether to take part in these latter activities. Practitioners ask questions but these may at times be closed and require one answer. Some effort is made to engage with learners and model vocabulary, offer suggestions and set further challenges. Most practitioners focus on developing learning by demonstrating/explaining in a way that offers only one method/approach. Children may not offer alternative suggestions or may have to do it like the adult. 4 Play activities and experiences are not structured or purposeful. Children s play may be chaotic or repetitive. Practitioners ask questions that are closed and may ask the same questions of all children irrespective of their abilities/interests/ responses. Vocabulary used may be inaccessible to the children or too simple. There are missed opportunities for further challenge and/or support. All practitioners focus on developing learning by demonstrating/ explaining in a way that offers only one method/approach. Adults are seen as the experts and children (and sometimes parents) are the learners. 4.4 Areas of Learning and Development The EYFS is made up of six areas of Learning and Development. All areas of Learning and Development are connected to one another and are equally important. All areas of Learning and Development are underpinned by the Principles of the EYFS.

10 There is an ideal balance of adult-led, adult-supported and child-initiated activities and experiences across one session/day/week All activities and experiences are enhanced and learning maximised by providing additional materials for children to see and experience links in learning. Children can access resources independently from around the learning environment if they wish and are actively encouraged to do so. All practitioners use a wide variety of observational methods to gather information on each child in all six areas and their aspects and track these regularly. They link observations to development matters and identify age bands and next steps. Next steps are appropriate, realistic and achievable. There is a good balance of adult-led, adult-supported and child- initiated activities and experiences across one session/day/week Most activities and experiences are enhanced and learning maximised by providing additional materials for children to see and experience links in learning. Most practitioners use a variety of observational methods to gather information on each child in all six areas and their aspects. They generally link all observations to development matters and identify age bands and at times next steps. Next steps are generally appropriate, realistic and achievable. There is not always an appropriate balance of adult led, adult supported and child initiated activities and experiences across one session/day/week Practitioners provide additional resources alongside some activities/experiences to maximise and enhance learning opportunities but there are missed opportunities at times. Most practitioners carry out observations of children but this may be in one or two formats only. Gaps may be evident at times in observations across the six areas and this may not inform practice. Most observations are linked to development matters and age bands identified. Next steps are occasionally identified but may be unrealistic or unachievable. There is not an equal balance of adult-led, adult-supported and child-initiated activities and experiences across one session/day/ week Practitioners do not provide additional resources alongside activities and children are not encouraged to move/fetch additional resources themselves. Most practitioners are unable to confidently observe and gather information on each child in all six areas of learning. Observations show inconsistency and are not linked or are incorrectly linked to development matters statements. Next steps are not identified or are milestones rather than little steps in learning. Leadership and Management The effectiveness of leadership and management in embedding ambition and driving improvement.

11 1 Practitioners have a shared vision which they all believe in this underpins the whole provision. Leaders/managers are passionate, knowledgeable and inspirational role models who are approachable, available and accountable. Managers/leaders have excellent interpersonal skills which enable them to nurture a cohesive team. They are intuitive, understanding and responsive. They advocate a participatory approach and are self-reflective. Managers/leaders recognise and value the strengths of all team members and empower them to fulfil their potential by supporting, encouraging and challenging when appropriate. Ofsted judgement for leadership is outstanding There is a culture of regular self-evaluation and practitioners contribute to the SEF which is regularly reviewed. The resulting development plan includes practitioners within the setting. Children at risk of low achievement (vulnerable groups) are identified early and receive appropriate provision and regular targeted support. Managers/leaders analyse data effectively and regularly. They use this information to identify needs of specific groups of learners, to help evaluate the effectiveness of provision and to drive further improvements in the setting. 2 There are clearly defined management/leadership structures and roles. Managers/leaders are enthusiastic and eager to develop practice. They are approachable, available and accountable. Managers/leaders strive to develop good communication and working relationships with all staff. Practitioners are kept well informed and are supported to work as a team. Managers/leaders recognise the strengths of most team members and often support their professional development within a regular supervisory cycle. Ofsted judgement for leadership is good. The SEF is completed and is used to inform the setting s development plan. Children at risk of low achievement (vulnerable groups) are identified and occasionally receive additional support. Managers/leaders regularly analyse data and use this information to help evaluate the effectiveness of provision and to hi-light some points for development. 3 There are some management/leadership structures and roles. Managers/leaders may not always entrust team members with responsibilities or may over-delegate. Managers/leaders do not always cascade information to their team effectively. Communication needs developing. Delegation/responsibilities may not be based on practitioners strengths. Continuous professional development is not embedded. Retention and recruitment may pose problems. Ofsted Judgement for Leadership is satisfactory. The SEF is not yet completed although practitioners display some reflective and self-evaluative qualities. They can talk about relevant points for development. Children at risk of low achievement (vulnerable groups) are identified but do not receive targeted support. Managers/leaders occasionally analyse data but may miss some important aspects in need of development 4 Management/leadership structures and roles are ineffective. Routines and structures are not in place for all practitioners to communicate. No evidence of continuous professional development. Ofsted judgement on Leadership is Inadequate. No SEF, no development plan, little or no evidence of reflection and self-evaluation. Children at risk of low achievement (vulnerable groups) are not identified. Managers/leaders do not analyse data.