Quality of A highly stimulating The curriculum provides a broad Teaching is matched to individual environment and exceptional range of interesting and observed needs using the – teaching, organisation of the curriculum demanding experiences that development matters guidance/ EY learning and provides rich, varied and meet children’s needs and help outcomes if used to support and match assessment imaginative experiences. them make progress towards learning experiences and activities, to the early learning goals. provide high expectations and realistic Teaching is consistently of a challenge for ALL children. very high quality, inspirational The quality of teaching is good. and worthy of dissemination to Adults working in the EYFS are skilful at others; it is highly responsive All adults have high supporting and modelling being a to children’s needs. expectations of children based learner. on accurate assessment of Assessment is accurate and children’s skills, knowledge and Planning reflects the interests and based on high quality understanding when they join developmental needs of the children. observations. It includes all the school. Practitioners use those involved in the child’s regular and precise Adults talk with children and support learning and development. assessments of children’s them in extending their speaking and Provision across all areas of learning and development to listening skills. learning is planned plan activities that are suitably meticulously. It is based on challenging for all children. Priority focus is given to the Prime Areas rigorous and sharply focused and the Specific for Literacy and assessments of children’s Parents and carers contribute to Mathematics. achievement so that every initial assessments of children’s child undertakes highly starting points and are kept well Observations are made predominately challenging activities. informed about their children’s during child initiated play and learning progress. Effective adults sensitively engage with Parents are encouraged to children to partner learning in support their children’s learning focussed and active playful learning and development at home. experiences and provision. The language of learning is promoted through engagement with other children and adults. Children are offered strategies to be able to demonstrate what they know, can do and understand
Quality of teaching, learning and assessment A highly stimulating environment and exceptional organisation of the curriculum provides rich, varied and imaginative experiences. Teaching is consistently of a very high quality, inspirational and worthy of dissemination to others; it is highly responsive to children’s needs. Assessment is accurate and based on high quality observations. It includes all those involved in the child’s learning and development. Provision across all areas of learning is planned meticulously. It is based on rigorous and sharply focused assessments of children’s achievement so that every child undertakes highly challenging activities. The curriculum provides a broad range of interesting and demanding experiences that meet children’s needs and help them make progress towards the early learning goals. The quality of teaching is good. All adults have high expectations of children based on accurate assessment of children’s skills, knowledge and understanding when they join the school. Practitioners use regular and precise assessments of children’s learning and development to plan activities that are suitably challenging for all children. Parents and carers contribute to initial assessments of children’s starting points and are kept well informed about their children’s progress. Parents are encouraged to support their children’s learning and development at home. Teaching is matched to individual observed needs – using the development matters guidance/ EY outcomes if used to support and match learning experiences and activities, to provide high expectations and realistic challenge for ALL children. Adults working in the EYFS are skilful at supporting and modelling being a learner. Planning reflects the interests and developmental needs of the children. Adults talk with children and support them in extending their speaking and listening skills. Priority focus is given to the Prime Areas and the Specific for Literacy and Mathematics. Observations are made predominately during child initiated play and learning Effective adults sensitively engage with children to partner learning in focussed and active playful learning experiences and provision. The language of learning is promoted through engagement with other children and adults. Children are offered strategies to be able to demonstrate what they know, can do and understand