Standard Beginning AT Developing AT Good AT Outstanding AT 2.1 Be With advice shows some Able to evaluate and communicate Maintains and communicates well Systematic, in-depth evaluation of accountable for understanding of how to monitor the impact of teaching on learning detailed and informed evaluation of the impact of teaching takes into attainment, progress and outcomes for groups of children, the impact of teaching which account and informs the contributions children’s children’s attainment, outcomes. including those with special highlights the attainment and of others acting in support and educational needs and/or disabilities. progress of the children in most enables children to make progress in progress and outcomes. lessons. all areas of learning. Demonstrates developing ability to Aware of / policy Follows / policy and Fully understands and is able to setting’s school’s setting’s school’s evaluate the impact of teaching on and practice and is broadly in line practice. model setting / school-level policy learning outcomes for some groups with this. and practice and guide other of children, including those with professional colleagues. special educational needs and/or disabilities, according to setting/school context. Is developing awareness of Provides extensive, varied examples setting/school policy and practice. of how sustained progression for all groups of learners has been secured. 2.2 Demonstrate Developing a knowledge and Has a developing a knowledge and Has good knowledge and Has detailed knowledge and knowledge and understanding of how babies and understanding of how babies and understanding of how babies and understanding of how babies and children learn and how to deal with children learn and how to deal with children learn and a clear recognition children learn and how to overcome understanding of how babies barriers to learning. barriers to learning. of how to deal with barriers to potential barriers to learning. and children learning. learn and Plans are differentiated/ develop. personalised. Demonstrates developing knowledge Able to use targeted interventions to Able to use well targeted Consistently able to use well-targeted and understanding of how babies facilitate learning for all groups. Able interventions to facilitate learning for interventions to secure learning for all and children learn and how this to adapt teaching to respond to the all groups. and groups. Systematically and Checks babies’ impacts on teaching strengths and needs of all babies and understanding and effectively children’s checks learners’ children. routinely adapts teaching to respond understanding, anticipating and to the strengths and needs of all enacting where intervention is babies and children. needed.
Standard Beginning AT Developing AT Good AT Outstanding AT 2.1 Be accountable for children’s attainment, progress and outcomes. With advice shows some understanding of how to monitor children’s attainment, progress and outcomes. Able to evaluate and communicate the impact of teaching on learning outcomes for groups of children, including those with special educational needs and/or disabilities. Maintains and communicates well detailed and informed evaluation of the impact of teaching which highlights the attainment and progress of the children in most lessons. Systematic, in-depth evaluation of the impact of teaching takes into account and informs the contributions of others acting in support and enables children to make progress in all areas of learning. Demonstrates developing ability to evaluate the impact of teaching on learning outcomes for some groups of children, including those with special educational needs and/or disabilities, according to setting/school context. Aware of setting’s / school’s policy and practice and is broadly in line with this. Follows setting’s / school’s policy and practice. Fully understands and is able to model setting / school-level policy and practice and guide other professional colleagues. Is developing awareness of setting/school policy and practice. Provides extensive, varied examples of how sustained progression for all groups of learners has been secured. 2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. Developing a knowledge and understanding of how babies and children learn and how to deal with barriers to learning. Demonstrates developing knowledge and understanding of how babies and children learn and how this impacts on teaching Has a developing a knowledge and understanding of how babies and children learn and how to deal with barriers to learning. Has good knowledge and understanding of how babies and children learn and a clear recognition of how to deal with barriers to learning. Has detailed knowledge and understanding of how babies and children learn and how to overcome potential barriers to learning. Able to use targeted interventions to facilitate learning for all groups. Able to adapt teaching to respond to the strengths and needs of all babies and children. Able to use well targeted interventions to facilitate learning for all groups. Checks babies’ and children’s understanding and routinely adapts teaching to respond to the strengths and needs of all babies and children. Plans are differentiated/ personalised. Consistently able to use well-targeted interventions to secure learning for all groups. Systematically and effectively checks learners’ understanding, anticipating and enacting where intervention is needed.
EYTS-PJF-2016-18.docx