Inadequate Requires Good Outstanding Urgent actions Improvement Few actions for Continued development for development Some actions for development development 1 2 3 4 5 6 7 No areas of Most of All areas of learning All of learning are learning planned learning planned are planned for and planned for and covered for indoors and for indoors and covered indoors and indoors and outdoors, outdoors outdoors outdoors based on activities and resources children’s interests are changed frequently to maintain interest and to meet individual children’s interests and age/stage Ineffective The setting needs A good system is in Comprehensive observation and to put in place a place which contains observation, planning systems more effective regular and varied assessment and planning in system for observations which systems are in place, observation are assessed and linked to individual assessment and used to plan for children and groups planning individual needs needs, interests and stages of development and are adjusted to meet the needs of all children. Poor Some evidence Providers has a The Practitioner has an understanding of that the strong knowledge of excellent knowledge of Practitioner child development. child development. All development. understands They clearly children are acquiring Inconsistencies development and demonstrate excellent skills, attitudes of support for all activities are knowledge of how and dispositions that they children to adequate, children children learn. require in order to be ensure they are make some Children are making ready for school making good progress good progress. progress and acquiring the skills for future learning Children not Children not Children not making Children have an making making appropriate progress individual plan, including appropriate appropriate have an individual advice from other progress are not progress are plan, discussed with professionals and parents, identified identified but parents and other specific activities are support is limited professionals advice carried out and tracking sought as necessary includes showing steps in development Practitioners do Practitioners share Practitioners share Parents have excellent not out the the required information with opportunities to progress check at information with parents around the contribute to their child’s parents around the progress check at 2 learning and reflect with
Inadequate Urgent actions for development Requires Improvement Some actions for development Good Few actions for development Outstanding Continued development 1 2 3 4 5 6 7 No areas of learning planned for indoors and outdoors Most of learning planned for indoors and outdoors All areas of learning are planned for and covered indoors and outdoors based on children’s interests All of learning are planned for and covered indoors and outdoors, activities and resources are changed frequently to maintain interest and to meet individual children’s interests and age/stage Ineffective observation and planning systems in The setting needs to put in place a more effective system for observation assessment and planning A good system is in place which contains regular and varied observations which are assessed and used to plan for individual needs Comprehensive observation, assessment and planning systems are in place, linked to individual children and groups needs, interests and stages of development and are adjusted to meet the needs of all children. Poor understanding of development. Inconsistencies of support for all children to ensure they are making good progress and acquiring the skills for future learning Some evidence that the Practitioner understands development and activities are adequate, children make some progress Providers has a strong knowledge of child development. They clearly demonstrate knowledge of how children learn. Children are making good progress. The Practitioner has an excellent knowledge of child development. All children are acquiring excellent skills, attitudes and dispositions that they require in order to be ready for school Children not making appropriate progress are not identified Children not making appropriate progress are identified but support is limited Children not making appropriate progress have an individual plan, discussed with parents and other professionals advice sought as necessary Children have an individual plan, including advice from other professionals and parents, specific activities are carried out and tracking includes showing steps in development Practitioners do not out the progress check at Practitioners share the required information with parents around the Practitioners share information with parents around the progress check at 2 Parents have excellent opportunities to contribute to their child’s learning and reflect with
IQC_May_17_-_Section_2.docx