that green means ‘green for great’ in their work. Next Steps: continue to work on the above. Begin to involve Quality of Teaching , Through the RWI Review Spring Children consistently Literacy and maths more able children Learning and programme begin Term being encouraged to planning identifies key in the assessment Assessment to involve the articulate their questions to be asked process . Age children in their July 2017 understanding of what during teaching inputs appropriate SDP focus 2016-17 own assessment they have done well and to help children strategies what they need to do articulate their thinking Use Guided next ( Links to Marking and understanding. sessions to Policy ) promote this skill , Next Steps: build in particularly the AA more opportunity for children children to reflect on their wok and identify their next steps. Ensure clear Quality of Teaching , Differentiation is Review Spring Percentage of children Careful thought goes differentiation Learning and explicit at the Term exceeding in the Specific into the planning stage across the ability Assessment planning stage Areas ( RD WR MA) at the across the above three groups and make July 2017 end of EYFS has increased key areas to help to sure this is Outcomes Incorporate GW ( SDP Focus 2016-2017) ensure that HA children evidenced in the sessions to ensure are being sufficiently children’s work / (Appraisal Objective next steps are challenged and reach books ( Appraisal 2016-17) SDP 2016-17 targeted their potential. focus / SDP focus 2016-17) Books reveal increased There is evidence of this opportunities for AA and in the children’s good rates of progress as learning journeys. a result of targeted planning and effective Next Steps:Continue teaching with the above and seek opportunities to speak to other colleagues, e.g. the Year 1 Teacher for
that green means ‘green for great’ in their work. Next Steps: continue to work on the above. Begin to involve more able children in the assessment process . Age appropriate strategies Quality of Teaching , Learning and Assessment SDP focus 2016-17 Through the RWI programme begin to involve the children in their own assessment Use Guided sessions to promote this skill , particularly the AA children Review Spring Term July 2017 Children consistently being encouraged to articulate their understanding of what they have done well and what they need to do next ( Links to Marking Policy ) Literacy and maths planning identifies key questions to be asked during teaching inputs to help children articulate their thinking and understanding. Next Steps: build in more opportunity for children to reflect on their wok and identify their next steps. Ensure clear differentiation across the ability groups and make sure this is evidenced in the children’s work / books ( Appraisal focus / SDP focus 2016-17) Quality of Teaching , Learning and Assessment Outcomes (Appraisal Objective 2016-17) SDP 2016-17 Differentiation is explicit at the planning stage Incorporate GW sessions to ensure next steps are targeted Review Spring Term July 2017 Percentage of children exceeding in the Specific Areas ( RD WR MA) at the end of EYFS has increased ( SDP Focus 2016-2017) Books reveal increased opportunities for AA and good rates of progress as a result of targeted planning and effective teaching Careful thought goes into the planning stage across the above three key areas to help to ensure that HA children are being sufficiently challenged and reach their potential. There is evidence of this in the children’s learning journeys. Next Steps:Continue with the above and seek opportunities to speak to other colleagues, e.g. the Year 1 Teacher for
Quality-of-Provision-in-the-Early-Years-2updated.docx