Middlesex University: Early Years Initial Teacher Training (EYITT) Assessment Guidance 2017/18
Assessment of Trainee Early Years Teachers
The guidance for the assessment of Early Years Teachers on the following pages draws upon the national UCET/NASBTT (2012) guidance for ITE provisionand the rubric of the Teachers’ Standards (Early Years).
Using the Assessment Guidance:
The grading descriptorsfor each Standard describe features of practice that are characteristic of a trainee performing at: Emerging Grade 3, Grade 3, Grade 2 or Grade 1. Although each Standard should be assessed holistically, each individual Standard’s indicator should be considered to ensure that there is sufficient evidence of developmentally appropriate teaching practice with babies, toddlers and young children across the Teachers’ Standards (Early Years).
The grading descriptors should be used by trainees for self assessment and target setting and by mentors and tutors throughout the training period to set formative targets and at the end of the training to grade the trainee’s performance and set future targets.Middlesex University has an aspiration that all trainees will become ‘good’ or ‘outstanding’ Early Years Teachers by the end of their training.
The following summary descriptors illustrate how each grade can be interpreted:
Grade 3 (E) or Grade 3 (E) with some examples from Grade 3: The trainee is not yet meeting the minimum requirements.
Grade 3 with some examples from Grade 2: The trainee’s practice is above the minimum requirements but is not yet consistently good.
Grade 2 with some examples from Grade 1: Much of the trainee’s practice is good, with examples of outstanding practice.
Grade 1 with some examples from Grade 2: Much of the trainee’s practice is outstanding and never less than consistently good.
Standard 1 / Set high expectations which inspire, motivate and challenge all children.Emerging Grade 3 (E) / Grade 3 / Grade 2 / Grade 1
1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop. / I recognise what a safe and stimulating environment looks like and contribute to creating an environment where children are engaged and stimulated. / I have a warm, friendly and calm disposition. I am able to create an atmosphere which is conducive to learning in which children are encouraged to participate safely. I use calming gestures and physical proximity when necessary and appropriate. / I am reliable in encouraging children to participate safely in an atmosphere conducive to learning. I am playful, show liveliness and have fun with children, supporting positive emotions and respond well to children’s feelings and moods. / I consistently encourage children to participate safely having established and sustained an atmosphere highly conducive to learning. Promoting the characteristics of an effective learning environment, I am responsive to children’s feelings and moods and ensure that the physical and emotional environment supports their learning and development.
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. / With advice and support, I contribute to setting goals which stretch and challenge individual children. / I provide activities and open-ended resources to encourage exploration both indoors and outdoors by setting appropriately high expectationsfor children that I work with because I understand that all children have the potential to make progress. / I consistently set high expectations for children by encouraging them to use their imagination and creativity to explore and experiment indoors and outdoors. I acknowledge individual needs and give additional support when needed. / I consistently set high expectations and scaffold children’s learning, constantly providing stimulating activities and learning experiences for indoor and outdoor environments. I introduce new and innovative ideas for the provision of learning through play.
1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children. / I display a positive work ethic, upholding the agreed code of conduct outlined by Middlesex University. / I have developed a good rapport with a range of individuals and groups and demonstrate professional behaviour and respect for children, colleagues and parents/carers. I am familiar with the setting behaviour management policies and procedures. / I amwell respected by children and can effectively promote their resilience, confidence and independence. I model exploration, excitement and wonder for children to watch and then engage with, showing empathy and understanding when children do not follow rules or get upset. I follow agreed procedures when conflict arises. / There are high levels of mutual respect between children and myself. I am able to highlight successes and difficulties without being judgemental and give feedback to encourage positive learning dispositions. I follow agreed procedures when conflict arises and model engagement with children through problem solving and finding solutions together.
Expectation – for example by the end of the programme a trainee should be able to:
Demonstrate, as a role model, punctuality, appropriate dress, professional attitudes towards others.
Treat children with respect (e.g. know their names, give timely feedback).
Model the use of appropriate language.
Plan and teach sessions which challenge, motivate and inspire.
Keep accurate and timely records.
Establish a safe environment in which children treat each other with respect
Examples of Evidence
Planning documents:
- Where appropriate planning includes risk assessment, checklists
- Resources planned to engage and stimulate
- Activities are planned and are relevant to the children
- Planning that demonstrates differentiation for the children’s needs, setting goals and challenging their development and learning
- Activity observations reflecting on learning environment
- Trainee evaluations of group management and behaviour strategies
- Evaluations differentiate between children
- Health and safety risks communicated to the children
- Children aware of purpose of the activity/learning opportunity
- Communicate high expectations as appropriate to groups of children and individual children
- Professional behaviour and role modelling
- Demonstrate enthusiasm for a range of creative learning opportunities
- Challenge inappropriate behaviour and comments demonstrating anti-biased and anti-discriminatory practice
- Peer observations or mentor or practitioner observations of your practice
- Evidence of carrying out audits, such as, environmental and inclusive audits, ECERS, ITERS with action plans and evidence of creating change or developing practice
- Action plans of input to the physical environment e.g. displays, resourced areas
- Evidence of progress over time for individuals
- Set goals and next steps from children’s Early Years Development Journals
- Observations of practice across the age ranges – babies, toddlers and young children
- Carryout a visit or visits in the surrounding community to extend the children’s learning
- Evidence of engagement with specialist staff (e.g. SENCo, LSA, EAL teachers)
- Development of resources to support the indicators, such as, welcome posters, different languages on signs, visual clues, self-registration
- Comments / verification statements from form tutor/ class teacher/mentor/LSAs/ professional tutor/ link tutor
- Assignments
- Mentor Meetings
Standard 2 / Promote good progress and outcomes by children.
Emerging Grade 3 (E) / Grade 3 / Grade 2 / Grade 1
2.1 Be accountable for children’s progress, attainment and outcomes. / I am beginning to understand the accountability of teachers for the attainment, progress and outcomes of children. I participate in aspects of this alongside more experienced professionals. / I set up resources and run adult-guided sessions that support children’s critical thinking. As a result, I take some responsibility for enhancing children’s progress, attainment and outcomes and understand the accountability of my role. / I take responsibility for the progress attainment and outcomes of children. My planning shows evidence of learning intentions that lead to activities and questions designed to support and extend thinking and problem solving. / I hold a high level of responsibility for the progress, attainment and outcomes of children. I take a lead in planning which shows progression and provides children with the opportunities to develop concepts previously explored e.g. through schemas and interests.
2.2. Demonstrate knowledge and understanding of how babies and children learn and develop. / I havesome knowledge and understanding of the development of babies, toddlers and young children, which I use to inform my planning and teaching strategies. / I demonstrate my increasing knowledge and understanding of child development through my planning and teaching practice. I take account of the prior achievements of babies, toddlers and young children to support their progression. / I use mygood understanding of child development andthe accurate use of assessment tools to inform my planning.The teaching strategies I use promote the learning and developmental needs of the babies, toddlers and young children that I teach. / My sound knowledge and understanding of child development is underpinned by empirical and theoretical research. This is demonstrated throughmy confident assessment judgments and planning and the highly appropriate teaching strategies I use to support the learning and development of babies, toddlers and young children.
2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments. / I understand the principles behind attachment theory and I am aware of my role as an early years teacher in supporting positive relationships. / I use my understanding of attachment theory and the role of the key person to support positive relationships within the early years setting. I use the setting’s procedures to gain information from home to help create good attachments in the setting. / My skill attuning into children and promoting good attachment relationshipsis informed by my good understanding of attachment theories. I model warm responsive relationships and use strategies to involve parents and/or carers in the process. / Secure theoretical grounding in attachment theories underpins my positive relationships with children and Iembrace the role of the key person, actively supporting others to understand this role. I involve parents and/or carers in promoting secure attachments.
2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking (SST). / I have enquired about what sustained shared thinking means and what it may look like in practice, which includes embracing the principles of unhurried play. / I support children to reflect on their learning by tuning into their experience and using interactions and conversations to identify their emerging learning needs. Iunderstand how SST supports children’s learning and thinking and model this practice. / Imodel how to encourage and extend children’s thinking and problem solving through shared conversations and exploration. I use a range of strategiesand resources to extend their play and learning and I use my good knowledge and understanding of SST to lead and support the practice of others. / I model and actively promote children’s higher-order thinking, attempting to see the world through their eyes. I use a range of strategies to develop metacognition, deciding on and using resources that encourage thinking, exploration and problem solving. I confidently share my knowledge and understanding of SST with others.
2.5 Communicate effectively with children from birth to age five, listening and responding sensitively. / With support and advice, I am becoming aware of what good communication with babies, toddlers and young children looks like and the immense importance and significance of such skills. / I position myself at the children’s level especially when talking or listening and show empathy with babies, toddlers and young children helping them to deal with feelings. My body language shows that I want to communicate and I am able to respond to both verbal and non-verbal cues. I use communication as a means of enhancement and it is not restricted to managing behaviour and routines. / I encourage children to express what they feel and/or need by positioning myself well, using spaces and resources to enhance communication and listening. Commentaries for babies or rephrasing and/or repeating for older children are some of the strategies used to check that children have been heard and understood. Where children are reticent or unable to talk and/or have English as an additional language (EAL),I use alternative methods of communication. / I am sensitive to the needs of babies, toddlers and young children and use differentiated approaches to communicate with and support them. I value the input from children, using active listening skills, emotional intelligence and high levels of interpersonal skills to direct my response. When children are reticent, I may play alongside them, taking cues from them, following their lead and wait to be invited to communicate. I ensure that relevant pauses are given to allow children to think and communicate in their own time.
2.6 Develop children’s confidence, social and communication skills through group learning. / Active engagement with more experienced colleagues helps to inform myunderstanding of how children confidence, social and communication skills can be promoted through group learning experiences. / I understand the setting’s expectations and boundaries relating to expected behaviours which I model so that children are clear about the respect needed for each other in promoting social skills. I encourage children to play alongside each other, supporting children to help one another and share. / I have developed plans which show learning intentions that are designed to support social interaction through group learning. This includes encouraging collaborative activities and play where appropriate. I redirect inappropriate behaviour by stating what children should do rather than what they should not doand encourage childrento seekadult support when sharing or play between thembreaks down. / I plan appropriately challenging opportunities for group learning drawing on my sound knowledge of children’s development and prior attainment. I follow agreed processes when conflict arises and engage children in problem solving and finding solutions to disputes together. I support children to recognise and respond to the feelings of others and model effective communication skills to support interactions and group learning.
2.7 Understand the important influence of parents and/or carers, working in partnership with them to support children’s well-being, learning and development. / I have a developing understanding of the significance that parents and/or carers have on their children’s leaning and how this can beused to inform and sustain positive partnerships. / I understand the importance of working collaboratively with parents. I always show courtesy to parents and/or carers and am able to exchange information about children’s home-life and experience in the setting. / I recognise that parents and/or carers are equal partners and share what children have been doing in the setting with them. I implement strategies to encourage open communication and work collaboratively with parents and/or carers, to promote the best possible outcomes for children. / My practice shows that I value the potential impact that home-life has on the setting and vice-versa. Idevelop strong partnerships with parents and/or carers and ensure that time is made available for effective communication with all parties. I work collaboratively to promote the best possible outcomes for children.
Expectation – for example by the end of the programme a trainee should be able to:
Demonstrate, in planning and teaching, knowledge of individuals’ attainment
Identify and plan for all including children that exceed expectations, those with SEN and those for whom English is an additional language
Acquire some knowledge and understanding of the role of the practitioner in promoting good progress and outcomes by children
Provide feedback to children and opportunities for them to reflect on their attainment and how to make progress.
Identify and follow – up issues of under-attainment by children e.g. discuss with EYP, parents and wider professionals
Can demonstrate their knowledge of attachment theory and the benefits this brings.
Shows their excellent communication skills with children of all ages, listening actively using emotional intelligence. Is clear on how to respond to non-verbal/pre-verbal children and to support their developing language.
Demonstrate quality interactions with children using sustained shared thinking.
Work with parents to promote better outcome for children.
Examples of Evidence
Planning documents
- Assessment and observational data used to inform subsequent planning
- Planning shows clear introduction and development of ideas
- Link learning sequences to scaffold early years’ development journals within sessions and sequence of sessions incorporating EYFS, parental involvement, next steps.
- Session planning takes account of wider objectives, e.g. social and personal skills
- Session plans promote independent and collaborative working
- Lead session plans that demonstrate the use of open questions to support SST
- Evaluations build on assessment data
- Awareness of social and emotional factors & cultural and linguistic factors
- Observations/notes
- Session observations demonstrating clear introduction and development of ideas
- Questioning builds on answers given and children are asked to explain their thinking and reflect on their learning
- Effective use of plenary activities to reflect on learning
- On policies, such as, the Key Person approach and how attachment theories underpin the settling-in policies and procedures
- Observations of children, planning for their next steps in development and learning
- Peer observations or mentor or practitioner observations of your practice, such as, sensitive communication and ‘tuning into’ babies, toddlers and young children or demonstrate SST
- Monitoring and assessment records of child progress
- Assessment is undertaken regularly
- Record-keeping is up to date
- Contributing to children’s Early Years Development Journals
- Feedback given to children, transcript of conversations with child/group of children