Outstanding (1): Good (2): Requires improvement (3): Inadequate (4): -meeting the Standard: Much of the quality of Much of the quality of Trainees fail to meet the trainees’ teaching over time is trainees’ teaching over time The quality of trainees’ minimum outstanding and never less is good; some is outstanding. teaching over time requires than consistently good. improvement as it is not yet good. Standard 6 Trainee: Understand and lead Has excellent contribution to the Has made a significant Understands and leads assessment Is developing an understanding assessment within the setting statutory assessment process contribution to the settings of assessment within the within the framework of the EYFS Make framework of the EYFS including the use of record keeping statutory assessment process is framework of the EYFS framework, including statutory framework, including and assessments to inform planning evidenced by way of record framework, including statutory accurate assessment requirements. statutory assessment and feedback to stakeholders. keeping process and data input in assessment requirements. and requirements. the school assessment system. Engage effectively with Has made diagnostic assessments Uses assessment to inform Engages effectively with parents Is unable to demonstrate productive parents and/or carers and and used these as a vehicle for discussions regarding and/or carers and other effective engagement with use of other professionals in the setting targets and monitoring developmental targets for professionals in the ongoing parents and/or carers and ongoing assessment and progress which can be fed back to individual children with parents assessment and provision for each other professionals in the assessment. provision for each child. other stakeholders demonstrating a and /or carers and other child. assessment and provision secure understanding of a child’s professionals. for each child. developmental needs. Give regular feedback to Sets in place a secure system for Develops a consistent approach to Gives regular feedback to children Unable to give effective children and parents and/or collaborative working with parents target setting and feedback which feedback to children and and parents and/or carers to help carers to help children which involves both parents and can be used to develop secure parents and/or carers to help children progress towards their progress towards goals. children being actively involved in partnerships with parents and children progress towards their goals. feedback, target setting and carers. goals. monitoring.
Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Requires improvement (3): -meeting the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Inadequate (4): Trainees fail to meet the minimum Standard 6 Trainee: Make accurate and productive use of assessment. Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements. Has excellent contribution to the setting statutory assessment process including the use of record keeping and assessments to inform planning and feedback to stakeholders. Has made a significant contribution to the settings statutory assessment process is evidenced by way of record keeping process and data input in the school assessment system. Understands and leads assessment within the framework of the EYFS framework, including statutory assessment requirements. Is developing an understanding of assessment within the framework of the EYFS framework, including statutory assessment requirements. Engage effectively with parents and/or carers and other professionals in the ongoing assessment and provision for each child. Has made diagnostic assessments and used these as a vehicle for setting targets and monitoring progress which can be fed back to other stakeholders demonstrating a secure understanding of a child’s developmental needs. Uses assessment to inform discussions regarding developmental targets for individual children with parents and /or carers and other professionals. Engages effectively with parents and/or carers and other professionals in the ongoing assessment and provision for each child. Is unable to demonstrate effective engagement with parents and/or carers and other professionals in the assessment and provision for each child. Give regular feedback to children and parents and/or carers to help children progress towards goals. Sets in place a secure system for collaborative working with parents which involves both parents and children being actively involved in feedback, target setting and monitoring. Develops a consistent approach to target setting and feedback which can be used to develop secure partnerships with parents and carers. Gives regular feedback to children and parents and/or carers to help children progress towards their goals. Unable to give effective feedback to children and parents and/or carers to help children progress towards their goals.
Assessment-Toolkit-for-Early-Years-Teacher-Status.docx