age 2 or progress check at 2 and transition and practitioners on their transition forms and transitions but offers opportunities progress and next steps. doesn’t offer to seek their views Parents contribute to the support and to support children’s progress check at age 2. encouragement to learning at home Transition forms, with extend children’s parents/child’s voice are learning at home sent to the next setting. Inconsistent The settings Good procedures Excellent links are procedures to procedures and and activities are in established with a range support and practices to place to support of partners (local schools, prepare children support children at children at points of settings, childminders and at times of times of transition transition. children centres) to transition are not well support the child’s care established and and continuity of learning robust through transitions. No portfolios/ Limited Children’s portfolios Children’s portfolios learning journeys contributions to need to include include information are kept the children’s more information gained from both ‘the portfolios/learning gained from both the child’ and parents journeys from both voice the child’ and/or carers and capture ‘the the of the and parents and/or children’s individual ‘voice child’ and parents carers interests and significant and/or carers moments for development:
age 2 or transition forms progress check at 2 and transitions but doesn’t offer support and encouragement to extend children’s learning at home and transition and offers opportunities to seek their views to support children’s learning at home practitioners on their progress and next steps. Parents contribute to the progress check at age 2. Transition forms, with parents/child’s voice are sent to the next setting. Inconsistent procedures to support and prepare children at times of transition The settings procedures and practices to support children at times of transition are not well established and robust Good procedures and activities are in place to support children at points of transition. Excellent links are established with a range of partners (local schools, settings, childminders and children centres) to support the child’s care and continuity of learning through transitions. No portfolios/ learning journeys are kept Limited contributions to the children’s portfolios/learning journeys from both the ‘voice of the child’ and parents and/or carers Children’s portfolios need to include more information gained from both ‘the voice the child’ and parents and/or carers Children’s portfolios include information gained from both ‘the the child’ and parents and/or carers and capture children’s individual interests and significant moments for development:
IQC_May_17_-_Section_2.docx