Early Years Teaching for EYFS: Parental Engagement: Performance Data: EYFS is an outstanding setting School’s vision is clearly Provision Have outstanding knowledge of Proactively seek to engage with Systematically collect and articulated and shared so early years pedagogy based on parents at the earliest analyse insightful on entry Rigorously monitoring and that it is owned, understood up to date theory and practice opportunity and value their data to identify starting and evaluation of the achievement and and is embodied in the day and can inspire others to contribution to their child’s assess progress over time attainment of different groups of to day workings of EYFS. develop their skills through learning, development and Ensure that all practitioners pupils and planned interventions insightful feedback, mentoring progress maintaining an collect and analyse insightful which closed gaps to ensure that – and coaching dialogue formative progress data no pupils are disadvantaged High expectations for T& L in Provide a wide range of useful through observation and the early years which are information and guidance to dialogue understood by all staff parents including workshops, Moderate judgements across Clear understanding of high drop-ins, leaflets and the internet the setting and with similar quality child initiated and adult Ensure that parents are very well settings to ensure quality and led activities and monitor their informed about the provision consistency effectiveness on a regular basis and pay particular attention to Systematically collect and parents that find it hard to analyze summative pupil engage through formal processes progress data to enable the early identification of underachievement and next steps for all learners Planning for the EYFS: Inclusion: Ensure that well thought out Provides a range of memorable Supports pupils with disabilities, and resourced interventions experiences and rich special needs and learning are put in place to promptly opportunities for high quality difficulties enabling them to be address weaknesses and learning that motivate, engage fully integrated into all aspects monitor their effectiveness and stimulate all pupils of learning Set very challenging targets Pupil to achieve high levels of Celebrate diversity, create and for improvement at all levels, development in communication, promote positive strategies for monitor progress towards reading, writing and developing good relationships these targets and take mathematics and apply these Regularly review the EYFS remedial action where effectively in all their learning safeguarding and welfare required to ensure that they provision and ensure they meet are achieved the highest possible standards
Early Years Provision School’s vision is clearly articulated and shared so that it is owned, understood and is embodied in the day to day workings of EYFS. Teaching for EYFS: Have outstanding knowledge of early years pedagogy based on up to date theory and practice and can inspire others to develop their skills through insightful feedback, mentoring and coaching High expectations for T& L in the early years which are understood by all staff Clear understanding of high quality child initiated and adult led activities and monitor their effectiveness on a regular basis Parental Engagement: Proactively seek to engage with parents at the earliest opportunity and value their contribution to their child’s learning, development and progress – maintaining an dialogue Provide a wide range of useful information and guidance to parents including workshops, drop-ins, leaflets and the internet Ensure that parents are very well informed about the provision and pay particular attention to parents that find it hard to engage through formal processes Performance Data: Systematically collect and analyse insightful on entry data to identify starting and assess progress over time Ensure that all practitioners collect and analyse insightful formative progress data through observation and dialogue Moderate judgements across the setting and with similar settings to ensure quality and consistency Systematically collect and analyze summative pupil progress data to enable the early identification of underachievement and next steps for all learners EYFS is an outstanding setting Rigorously monitoring and evaluation of the achievement and attainment of different groups of pupils and planned interventions which closed gaps to ensure that no pupils are disadvantaged Planning for the EYFS: Provides a range of memorable experiences and rich opportunities for high quality learning that motivate, engage and stimulate all pupils Pupil to achieve high levels of development in communication, reading, writing and mathematics and apply these effectively in all their learning Inclusion: Supports pupils with disabilities, special needs and learning difficulties enabling them to be fully integrated into all aspects of learning Celebrate diversity, create and promote positive strategies for developing good relationships Regularly review the EYFS safeguarding and welfare provision and ensure they meet the highest possible standards Ensure that well thought out and resourced interventions are put in place to promptly address weaknesses and monitor their effectiveness Set very challenging targets for improvement at all levels, monitor progress towards these targets and take remedial action where required to ensure that they are achieved
St-Joseph-Strategic-3-year-2017-to-2020.docx