Early Years Foundation Stage is judged to be Good because: Aspect & Judgement Evidence Sources Commentary (and links to SDP if applicable) Future Actions to move to Outstanding Leadership and Ofsted report Management Curriculum leaflets, (Expectation, vision and Newsletters aspiration, Governors, Transition meeting CPD, M&E, minutes and Safeguarding – EYFS specific, curriculum information leaflets design, EYPPG and Risk assessments for additional funding, learning environment Transition etc.) Quality of Teaching, Planning Learning and Website Assessment Exemplification folders (Curriculum Learning Journeys– implementation, use of documenting the Learning Journals/ iPads, use of additional children's progress adults etc.) Outcomes for Pupils Continuous (Including use of assessment– SIMS Outdoor provision, Data and percentage Baseline figures/ comparisons of all attainment on entry groups in F1 and F2 and progress from starting points etc.) Personal Development, Open afternoons, Behaviour and Welfare Learner Reviews, Open (Children’s readiness phonic and Maths for KS1, impact of sessions, partnerships with Intervention groups parents, other providers and external agencies, attendance, behaviour, characteristics for learning etc.)
Early Years Foundation Stage is judged to be Good because: Aspect & Judgement Evidence Sources Commentary (and links to SDP if applicable) Future Actions to move to Outstanding Leadership and Management (Expectation, vision and aspiration, Governors, CPD, M&E, Safeguarding – EYFS specific, curriculum design, EYPPG and additional funding, Transition etc.) Ofsted report Curriculum leaflets, Newsletters Transition meeting minutes and information leaflets Risk assessments for learning environment Quality of Teaching, Learning and Assessment (Curriculum implementation, use of Learning Journals/ iPads, use of additional adults etc.) Planning Website Exemplification folders Learning Journeys– documenting the children's progress Outcomes for Pupils (Including use of Outdoor provision, Baseline figures/ attainment on entry and progress from starting points etc.) Continuous assessment– SIMS Data and percentage comparisons of all groups in F1 and F2 Personal Development, Behaviour and Welfare (Children’s readiness for KS1, impact of partnerships with parents, other providers and external agencies, attendance, behaviour, characteristics for learning etc.) Open afternoons, Learner Reviews, Open phonic and Maths sessions, Intervention groups
Summary-SEF-June-2018-Model-Document-Landscape-Version.docx