Early Years Teacher Status Trainee Performance Criteria EYTS Performance Criteria 2015/16 Standards Much of practice is Much of practice is good, practice meets the Teachers’ trainee’s trainee’s Trainee’s (Early Years) outstanding and never less than with examples of outstanding practice minimum requirements to be consistently good awarded EYTS but is not yet consistently good 1. Set high expectations which inspire, motivate and challenge all children. They constantly encourage children to They are reliable in encouraging They encourage children to participate 1.1 Establish and sustain a safe and stimulating environment where participate in, and contribute to, an children to participate in, and contribute in, and contribute to, an atmosphere that children feel confident and are able atmosphere that promotes learning and to, an atmosphere that promotes learning promotes learning and development. to learn and develop. development. and development. They also involve colleagues in identifying strategies for With support from colleagues, they are creating a respectful and just Their practice promotes the able to provide stimulating activities and environment. characteristics of an effective learning learning experiences across the indoor environment and they have introduced and outdoor environment. innovative ideas/approaches for the They demonstrate autonomy in provision of play. providing stimulating activities and learning experiences for indoor and outdoor provision across the age ranges They demonstrate independence and babies, toddlers and young children. initiative in providing stimulating – activities and learning experiences for indoor and outdoor provision across the age ranges babies, toddlers and young – children. 1.2 Set goals that stretch and They use a range of sources of evidence They are able to independently set high In the course of different setting/school challenge children of all (e.g. observations, shared information expectations of children in their experiences they have shown that they
Early Years Teacher Status Trainee Performance Criteria EYTS Performance Criteria 2015/16 Teachers’ Standards (Early Years) Much of trainee’s practice is outstanding and never less than consistently good Much of trainee’s practice is good, with examples of outstanding practice Trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently good 1. Set high expectations which inspire, motivate and challenge all children. 1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop. They constantly encourage children to participate in, and contribute to, an atmosphere that promotes learning and development. Their practice promotes the characteristics of an effective learning environment and they have introduced innovative ideas/approaches for the provision of play. They demonstrate independence and initiative in providing stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children. They are reliable in encouraging children to participate in, and contribute to, an atmosphere that promotes learning and development. They also involve colleagues in identifying strategies for creating a respectful and just environment. They demonstrate autonomy in providing stimulating activities and learning experiences for indoor and outdoor provision across the age ranges – babies, toddlers and young children. They encourage children to participate in, and contribute to, an atmosphere that promotes learning and development. With support from colleagues, they are able to provide stimulating activities and learning experiences across the indoor and outdoor environment. 1.2 Set goals that stretch and challenge children of all They use a range of sources of evidence (e.g. observations, shared information They are able to independently set high expectations of children in their In the course of different setting/school experiences they have shown that they
EYTS%20Leadership%20Handbook%20July%202016%20FINAL%20A%2013_7_16.docx