Grade 1: Outstanding – meeting Grade 2: Good – meeting Grade 3 – requires Grade 4 – Inadequate. Failing to standards at a high level standards at a good level improvement – meeting some meet the Standards aspects of the standards 6.1 They can confidently and They are able to assess children’ They have an understanding of They do not: accurately assess children’s attainment accurately against the statutory assessment Have an understanding of the attainment against statutory statutory frameworks (See Annex requirements for the statutory assessment framework (See Annex 1 Teachers’ 1 Teachers’ Standards Early subject/curriculum in the age requirements for the Standards Early Years). They use a Years). They employ a range of phases they are preparing to subject/curriculum in the age range of assessment strategies very appropriate formative teach and are able to make phases they are preparing to effectively in their day to day assessment strategies effectively broadly accurate assessments teach and are not able to make practice to monitor progress and to and can adapt their teaching against national benchmarks (See broadly accurate assessments inform future planning and have led within lessons in light of children’ Annex 1 Teachers’ Standards against national benchmarks (See other practitioners in this process. responses. Early Years). Annex 1 Teachers’ Standards Early Years). 6.2 They passionately engage and work closely with parents and/or Work with children and families They ensure that parents form other professionals to ensure that constructively and provide part of the assessment process They work with children and they are an intrinsic part of the appropriate feedback to children and will engage with other families constructively and child’s assessment. They to help them to make progress. professionals as and when provide appropriate feedback to communicate very effectively, both needed. children to help them to make verbally and in writing, with parents progress. and carers in relation to children’s achievements and well-being, both when required to do so formally and informally. 6.3 They assess children’s progress Monitor children’s progress and regularly and work with them to They assess children’s progress maintain accurate records setting accurately target further new targets for individuals and regularly and accurately and With guidance from experienced improvement and secure progress. groups even with guidance from discuss assessments with them so practitioners, they monitor By building strong parent that children know how well they experienced practitioners, children’s progress and maintain partnerships they can ensure holistic have done and what they need to accurate records setting new support for children to progress and do to improve. They are aware of
Grade 1: Outstanding – meeting standards at a high level Grade 2: Good – meeting standards at a good level Grade 3 – requires improvement – meeting some aspects of the standards Grade 4 – Inadequate. Failing to meet the Standards 6.1 They can confidently and accurately assess children’s attainment against statutory framework (See Annex 1 Teachers’ Standards Early Years). They use a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning and have led other practitioners in this process. 6.2 They passionately engage and work closely with parents and/or other professionals to ensure that they are an intrinsic part of the child’s assessment. They communicate very effectively, both verbally and in writing, with parents and carers in relation to children’s achievements and well-being, both when required to do so formally and informally. 6.3 They assess children’s progress regularly and work with them to accurately target further improvement and secure progress. By building strong parent partnerships they can ensure holistic support for children to progress and They are able to assess children’ attainment accurately against statutory frameworks (See Annex 1 Teachers’ Standards Early Years). They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of children’ responses. They ensure that parents form part of the assessment process and will engage with other professionals as and when needed. They assess children’s progress regularly and accurately and discuss assessments with them so that children know how well they have done and what they need to do to improve. They are aware of They have an understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks (See Annex 1 Teachers’ Standards Early Years). They work with children and families constructively and provide appropriate feedback to children to help them to make progress. With guidance from experienced practitioners, they monitor children’s progress and maintain accurate records setting new They do not: Have an understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are not able to make broadly accurate assessments against national benchmarks (See Annex 1 Teachers’ Standards Early Years). Work with children and families constructively and provide appropriate feedback to children to help them to make progress. Monitor children’s progress and maintain accurate records setting new targets for individuals and groups even with guidance from experienced practitioners,
EYTS-ITT-2015-Assessment-and-Grading-Criteria.docx