condition, no generally in good Wide selection of books, inc Materials represent diversity. music, maths or condition. multicultural. Children are Activities needing practitioner role play allowed to mix resources. input are offered. Practitioner experiences, Resources are non teaches children about maths/ multicultural toys stereotypical. Provider nature/science. Sand and water show negative sings, talks about maths offered daily with different stereotypes, and nature/science. resources. Provider talks to outdoor area not children about their play, used regularly. extending their learning. Children have very outdoor outdoor experiences Planned daily outdoor activities infrequent outdoor experiences available include a range of activities cover all areas of learning experiences but are of limited value and quality Children are not Children can create Space set aside accessible More than one area set up with given opportunity spaces for privacy most of the day activities, children can play to play alone or alone away from adult Limited More opportunities play and adult The practitioner is led by the opportunities for needed for led learning are appropriate and knows when child- initiated child-initiated play play and to the children’s needs play and adult led learning are and learning learning appropriate and changes plans in response Inappropriate TV/IT use appropriate TV/IT is educational TV/IT only used to support – material seen by for the age of the music, exercise children’s current interests and – children on TV/IT, children e.g. 30 mins childminder is actively to encourage active involvement unrestricted for toddlers, and involved with children in the access to internet. alternative activity use of TV/IT. TV on constantly. available Little or no talking Moderate amount of Practitioner talks to children Wide range of exact words, to children. Loud talking, neutral tone of frequently, responding to different topics discussed, inc noise interferes voice, content of talk attempts to communicate, feelings. Complexity adjusted to with listening. generally positive. personalising talk that is match child. Extending language Some response to meaningful to children. and thinking, asking questions. Limited vocabulary children’s Descriptive words used. Using sign/symbols. used. Talking only communication used to control behaviour. Practitioner is not Practitioner is usually Practitioner uses positive Practitioner is sensitive to all responsive to responsive and interaction and children children’s needs, asks about children and involved with children. respect. Responds their feelings, encourages interactions are Some physical sympathetically to children mutual support between children unpleasant affection shown. who are upset. and adults Areas for development:
condition, no music, maths or role play experiences, multicultural toys show negative stereotypes, outdoor area not used regularly. generally in good condition. Wide selection of books, inc multicultural. Children are allowed to mix resources. Resources are non stereotypical. Provider sings, talks about maths and nature/science. Materials represent diversity. Activities needing practitioner input are offered. Practitioner teaches children about maths/ nature/science. Sand and water offered daily with different resources. Provider talks to children about their play, extending their learning. Children have very infrequent outdoor experiences outdoor experiences available but are of limited value and quality outdoor experiences include a range of activities Planned daily outdoor activities cover all areas of learning Children are not given opportunity to play alone or away from adult Children can create spaces for privacy Space set aside accessible most of the day More than one area set up with activities, children can play alone Limited opportunities for child-initiated play and learning More opportunities needed for play and learning play and adult led learning are appropriate to the children’s needs The practitioner is led by the and knows when child- initiated play and adult led learning are appropriate and changes plans in response Inappropriate material seen by children on TV/IT, unrestricted access to internet. TV on constantly. TV/IT use appropriate for the age of the children e.g. 30 mins for toddlers, and alternative activity available TV/IT is educational – music, exercise – childminder is actively involved with children in the use of TV/IT. TV/IT only used to support children’s current interests and to encourage active involvement Little or no talking to children. Loud noise interferes with listening. Limited vocabulary used. Talking only used to control behaviour. Moderate amount of talking, neutral tone of voice, content of talk generally positive. Some response to children’s communication Practitioner talks to children frequently, responding to attempts to communicate, personalising talk that is meaningful to children. Descriptive words used. Wide range of exact words, different topics discussed, inc feelings. Complexity adjusted to match child. Extending language and thinking, asking questions. Using sign/symbols. Practitioner is not responsive to children and interactions are unpleasant Practitioner is usually responsive and involved with children. Some physical affection shown. Practitioner uses positive interaction and children respect. Responds sympathetically to children who are upset. Practitioner is sensitive to all children’s needs, asks about their feelings, encourages mutual support between children and adults Areas for development: