PROGRAMME DATE OF PAT MEETING FILE SCRUTINY: PJF SBL File Comments about AT files in these areas Teacher Standards (Early Years) LP1-LP4 used appropriately continuum in section 3 of the PJF is being reviewed. Progress against the Teacher Evidence for the Teacher Standards Standards (Early Years) at review (Early Years) signposted within points (including initial/starting Section 4 (e.g. labelling of evidence in point) is clearly demonstrated in planning etc.). terms of evidence and justifications (section 3). Weekly review, observation and Evidence of range of subjects/ ages target setting processes are evident taught, as well as teaching in other and supportive of progress. rooms/classes/key stages. Weekly activity plans support target Use of LO1 (activity / lesson setting and indicate percentage of observation proforma) to observe a teaching time and directed time. range of practitioners. Subject knowledge Audits are Child profiles are being completed/ completed, and have been logged updated on S3 continuum log standards’ and experience log. Other findings: Other findings: Progress against Standards (Early Years) Teachers’ Beginning Developing Good Outstanding PART 1 Standards (Early Years) Teachers’ S1 Set high expectations which inspire, motivate and challenge all children S2 Promote good progress and outcomes by children S3 Demonstrate good knowledge of early learning and EYFS S4 Plan education and care taking account of the needs of all children S5 Adapt education and care to respond to the strengths and needs of all children S6 Make accurate and productive use of assessment S7 Safeguard and promote the welfare of children, and provide a safe learning environment S8 Fulfil wider professional responsibilities Professional Conduct Review of progress with PAT Subject Knowledge Review of Standards (Early Years) continuum – Teachers’ AT reflection on areas of strength.
PROGRAMME DATE OF PAT MEETING FILE SCRUTINY: PJF SBL File Comments about AT files in these areas Teacher Standards (Early Years) continuum in section 3 of the PJF is being reviewed. LP1-LP4 used appropriately Progress against the Teacher Standards (Early Years) at review points (including initial/starting point) is clearly demonstrated in terms of evidence and justifications (section 3). Evidence for the Teacher Standards (Early Years) signposted within Section 4 (e.g. labelling of evidence in planning etc.). Weekly review, observation and target setting processes are evident and supportive of progress. Evidence of range of subjects/ ages taught, as well as teaching in other rooms/classes/key stages. Weekly activity plans support target setting and indicate percentage of teaching time and directed time. Use of LO1 (activity / lesson observation proforma) to observe a range of practitioners. Subject knowledge Audits are completed, and have been logged on S3 standards’ continuum log and experience log. Child profiles are being completed/ updated Other findings: Other findings: Progress against Teachers’ Standards (Early Years) Beginning Developing Good Outstanding PART 1 Teachers’ Standards (Early Years) S1 Set high expectations which inspire, motivate and challenge all children S2 Promote good progress and outcomes by children S3 Demonstrate good knowledge of early learning and EYFS S4 Plan education and care taking account of the needs of all children S5 Adapt education and care to respond to the strengths and needs of all children S6 Make accurate and productive use of assessment S7 Safeguard and promote the welfare of children, and provide a safe learning environment S8 Fulfil wider professional responsibilities Professional Conduct Review of progress with PAT Subject Knowledge – Review of Teachers’ Standards (Early Years) continuum AT reflection on areas of strength.
EYTS-PJF-2016-18.docx