consistent implementation of Child protection policies and indoors and outdoors. Management of robust policies and procedures are implemented is seen as a positive and enabling ‘risk’ procedures. consistently; practice is element of learning and development reviewed regularly and clearly Leaders use highly successful evaluated. Behaviour strategies are consistent strategies to engage parents across the class/ school and are age/ and carers, including those developmental stage appropriate. from different groups, in children’s learning in school Children are helped to understand the and at home. consequences of their behaviours, language and actions as part of the positive ethos of the school. Learning behaviours are modelled and practiced by adults to support children to develop these as part of their everyday repertoire of learning. Outcomes for Children make consistently Children make at typical Systems are in place to identify starting high rates of progress in progress and most children points and age, and the progress that all children and relation to their starting points make progress that is better pupils are making. The developmental learners and are extremely well than this from their starting phases will provide an appropriate prepared academically, points. This includes disabled guidance tool. socially and emotionally for the children, those who have special next stage of their education. educational needs, Systems are in place to identify and As a result, almost all children, disadvantaged children and the support accelerated progress of including disabled children, most able. Children develop the vulnerable groups. those who have special key skills needed to make a educational needs, positive start to the next stage of The proportions of children meeting and disadvantaged children and their education. exceeding expected progress from the most able, are making different starting points compares Where children’s starting points substantial and sustained favourably with national figures. Where are below those of other children progress. the proportion making expected of their age, assessment shows progress overall is lower than that found they are catching up quickly. nationally, it is improving over a Gaps between the attainment Any gaps between the sustained period. of groups of children and all attainment of groups, including children nationally, including those for whom the school
consistent implementation of robust policies and procedures. Leaders use highly successful strategies to engage parents and carers, including those from different groups, in children’s learning in school and at home. Child protection policies and procedures are implemented consistently; practice is reviewed regularly and clearly evaluated. indoors and outdoors. Management of ‘risk’ is seen as a positive and enabling element of learning and development Behaviour strategies are consistent across the class/ school and are age/ developmental stage appropriate. Children are helped to understand the consequences of their behaviours, language and actions as part of the positive ethos of the school. Learning behaviours are modelled and practiced by adults to support children to develop these as part of their everyday repertoire of learning. Outcomes for children and learners Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all children, including disabled children, those who have special educational needs, disadvantaged children and the most able, are making substantial and sustained progress. Gaps between the attainment of groups of children and all children nationally, including Children make at typical progress and most children make progress that is better than this from their starting points. This includes disabled children, those who have special educational needs, disadvantaged children and the most able. Children develop the key skills needed to make a positive start to the next stage of their education. Where children’s starting points are below those of other children of their age, assessment shows they are catching up quickly. Any gaps between the attainment of groups, including those for whom the school Systems are in place to identify starting points and age, and the progress that all pupils are making. The developmental phases will provide an appropriate guidance tool. Systems are in place to identify and support accelerated progress of vulnerable groups. The proportions of children meeting and exceeding expected progress from different starting points compares favourably with national figures. Where the proportion making expected progress overall is lower than that found nationally, it is improving over a sustained period.
Monitoring%20and%20Evaluating%20EYFS%20CIF%20071015.docx