Developing Establishing Enhancing The setting has a system for tracking the Progress and attainment are monitored to Practitioners focus on teaching and learning, progress of Looked After Children. inform planning and next steps. to achieve high expectations. The Key Person is identified, and any other Practitioners identify specific areas needing The setting promotes personalised learning significant professional involved in working special understanding which may be linked to and a culture where every child does matter. with the Looked After Child. the Looked After development. Child’s Looked After Children are identified and The practitioners are aware of Looked After Intervention programs are in place to narrow supported to achieve their full potential. The Children in their setting and identify them the gap with the impact monitored and key person works with colleagues within the within their groupings. recorded. setting to identify the strengths and child’s interests together with any areas for development or barriers for learning. Looked After Children who attend the setting Carers are contributors to the Looked After are assessed on entry for a baseline. achievements. Child’s It can be demonstrated that Looked After Children routinely receive high quality The designated practitioner monitors The designated practitioner and setting work teaching and where appropriate further attendance and reports overall attendance to with the social worker to support the child’s targeted support from experts is sourced. the leadership team. carer to improve attendance where necessary. The setting is consistent in their approach and endeavor to treat Looked After Children the Where consent has not been given for same as all of their peers in the group but with photographs to be used the quality of discrete flexibility where necessary. assessment is not affected. The setting sets appropriately challenging activities whilst supporting with high quality interactions. The Looked After interests and needs Child’s
Developing Establishing Enhancing The setting has a system for tracking the progress of Looked After Children. The Key Person is identified, and any other significant professional involved in working with the Looked After Child. The practitioners are aware of Looked After Children in their setting and identify them within their groupings. Looked After Children who attend the setting are assessed on entry for a baseline. The designated practitioner monitors attendance and reports overall attendance to the leadership team. Progress and attainment are monitored to inform planning and next steps. Practitioners identify specific areas needing special understanding which may be linked to the Looked After Child’s development. Intervention programs are in place to narrow the gap with the impact monitored and recorded. Carers are contributors to the Looked After Child’s achievements. The designated practitioner and setting work with the social worker to support the child’s carer to improve attendance where necessary. Where consent has not been given for photographs to be used the quality of assessment is not affected. Practitioners focus on teaching and learning, to achieve high expectations. The setting promotes personalised learning and a culture where every child does matter. Looked After Children are identified and supported to achieve their full potential. The key person works with colleagues within the setting to identify the child’s strengths and interests together with any areas for development or barriers for learning. It can be demonstrated that Looked After Children routinely receive high quality teaching and where appropriate further targeted support from experts is sourced. The setting is consistent in their approach and endeavor to treat Looked After Children the same as all of their peers in the group but with discrete flexibility where necessary. The setting sets appropriately challenging activities whilst supporting with high quality interactions. The Looked After Child’s interests and needs