Early Years Initial Teacher Training Assessment of Trainee ... · achieving the standards at a Good or Outstanding level should be working within the level of mentor support as Meeting

1 Grading Criteria 2017

Early Years Initial Teacher Training

Assessment of Trainee Early Years Teachers – Grading

Descriptors 2017

Teachers’ Standards (Early Years) 2013


Assessment of Trainee Early Years Teachers – Grading Descriptors Teachers’ Standards (Early Years) 2013

Assessment of Trainee Early Years Teachers – Examples of Evidence The examples of evidence for the Teachers’ Standards (Early Years) on the following pages draw upon the national UCET/NASBTT guidance for all ITT provision and the rubric of the Teacher Standards (Early Years). These descriptors are to be applied at all stages of the programme. They are developmental as well as summative. Mentors - This guidance should be used throughout the placement to set formative targets and at the end of the placement to grade the trainee’s performance and set future targets. Trainees - This guidance should be used throughout your programme for self -assessment and target setting. Guidance for using the pen portraits: In accordance with the requirements of the Teachers’ Standards (Early Years), providers of initial teacher training are required to assess trainee teachers against the standards in a way that is consistent with what could reasonably be Meeting Expecations of a trainee teacher prior to the award of EYTS. Therefore a judgement is relative to this stage in a teacher’s professional development. Each judgement is an overall judgement. In a best fit model, the statements describe features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked. A trainee graded as achieving the standards at a Good or Outstanding level should be working within the level of mentor support as Meeting Expecations by the programme. A student achieving the standards at a minimum level at all points, except final assessment, will be working with a higher level of support. Trainees to be awarded EYTS demonstrate at least satisfactory practice across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training. Trainees graded as Good show good practice across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training. Trainees graded as Outstanding show consistently good practice that often demonstrate outstanding features across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.


It is important that each standard is assessed holistically and that mentors/tutors do not assess each individual standards indicator. Trainees are likely to have evidence of working with babies, toddlers and young children across the Teachers’ Standards (Early Years) however when assessing the birth to five age requirement you should expect evidence of this in standard 1, 2, 3 and 5 as a minimum.


S1 Set high expectations which inspire, motivate and challenge all children

1.1 Establish a safe and stimulating environment where children feel confident and are able to learn

1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions

1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children

Grade 1: Outstanding – meeting standards

at a high level

Grade 2: Good – meeting standards at

a good level

Grade 3 – Meeting Expectations –

meeting the standards

Grade 4 – Inadequate. Failing to meet

the Standards

1.1 I consistently encourage children to

participate safely having established and

sustained an atmosphere highly conducive

to learning. I promote the characteristics of

an effective learning environment using

space and resources imaginatively. I am

always very responsive to children’s feelings

and moods and ensure that the physical

environment supports their learning and

development

1.2 I consistently set high expectations of all

children in different contexts across all age

ranges – scaffolding their learning,

constantly providing stimulating activities

and learning experiences for indoor and

outdoor environments. I regularly make

adjustments to practice and provision in

order to provide individualised support and

challenge

I am reliable in creating and sustaining a

safe and supportive environment that

stimulates an interest in learning and

develops children’s confidence and

independence. I support positive

emotions and respond well to children’s

feelings and moods

I am capable of ensuring that the space

and the resources are used

imaginatively

I reliably set high expectations of

children in their different contexts

across all age ranges. I am able to

review each child’s progress and make

differentiated provision giving

additional support when needed

I am well respected by children and

I am able to encourage children to

participate and contribute in an

atmosphere conducive to learning. I

can show that I am capable of

sustaining a safe and stimulating

environment

I provide learning experiences and

activities across most of the age

ranges believing that all children have

the potential to make progress.

At times I fail to recognise what a safe

and stimulating environment looks

like and do not always create a safe

and stimulating environment

conducive to learning

I fail to provide learning experiences

and activities across all of the age

ranges and need support and advice to

contribute to setting goals and

challenges


1.3 I have developed an excellent rapport

with the children and there are high levels of

mutual respect between us. I am very

effective in promoting children’ resilience,

confidence and independence when they are

tackling challenging activities.

I am a positive role model, highlighting

successes and difficulties without being

judgemental – giving constructive feedback

to encourage positive behaviour. I follow

agreed procedures when conflict arises and

engage the children in problem solving and

finding solutions together

I consistently demonstrate a high level of

professional behaviour, respect for children,

colleagues, parents and carers and support

the ethos of the setting/school.

effectively promote children’ resilience,

confidence and independence when

tackling challenging activities. I model

positive values and attitudes and follow

agreed procedures when conflict arises.

I demonstrate professional behaviour,

respect for children, colleagues, parents

and carers and support the ethos of the

setting/school.

I am able to develop a rapport with a

range of individuals and groups. As a

consequence of this most children are

engaged in their learning.

I am able to demonstrate professional

behaviour, respect for children,

colleagues, parents and carers and

support the ethos of the

setting/school.

At times I fail to develop a rapport

with a range of individuals and groups.

As a consequence of this children are

not engaged in their learning. At times

I fail to display professional behaviour,

respect for children, colleagues,

parents and carers and support the

ethos of the setting/school.

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 – standard 1 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 Reflective Documents:

Activity observations reflecting on learning environment

Trainee evaluations of group management and behaviour strategies

Evaluations differentiate between children

Observations:

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 Audits:

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 Children’s assessment records:

Evidence of progress over time for individuals

Set goals and next steps from children’s Early Years Development Journals Other sources

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

Assignment


S2 Promote good progress and outcomes by children

2.1 Be accountable for children’s progress, attainment and outcomes

2.2 Demonstrate knowledge and understanding of how babies and children learn and develop

2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments

2.4 Lead and model effective strategies to develop and extend children’s learning and thinking including sustained and shared thinking

2.5 Communicate effectively with children from birth to age five, listening and responding sensitively

2.6 Develop children’s confidence, social and communication skills through group learning

2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child’s well-being, learning

and development

Grade 1: Outstanding – meeting

standards at a high level


a good level

Grade 3 – Meeting Expecations –


Grade 4 – Inadequate - failing to meet

the Standards

2.1 I have a high level of responsibility for the attainment progress and outcomes of the children that I teach. I demonstrate confident judgement based on my knowledge of child development in planning for progression. I take a lead in providing children with opportunities to develop their learning following their interests and schemas 2.2 I use my sound and robust knowledge and understanding of child development (underpinned by theoretical research) to demonstrate confident assessment judgements. I consistently demonstrate how the characteristics of effective learning underpin learning and development using highly appropriate teaching strategies 2.3 I am highly skilled in tuning into children and I model warm and responsive relationship promoting good attachments. I have a strong understanding of the benefits of positive attachments based on a

I assume responsibility for the attainment, progress and outcomes of the children that I teach. I use accurate assessment to inform short and medium term planning, taking into account the prior learning and developmental needs of all children I demonstrate a good understanding of child development in my accurate use of assessment which in turn informs my planning. The teaching strategies that I use take into account the different ways that children learn and develop I am skilled in tuning into children and I promote warm and responsive relationship and good attachments. I have a good understanding of attachment theory.

I demonstrate my increasing knowledge and understanding of child development through my planning and teaching practice and I have taken some responsibility for accountability with guidance from the practitioners, Early Years Professional (EYP) or Early Years Teacher (EYT) and other professionals I am able to use my increasing understanding of child development to impact on my teaching practice and I can express how children learn over time. I can support warm interactions with children, modelling this to others and show an understanding of attachment theory.

I fail to take accountability for the attainment and progress of children, relying on more experienced professionals who work alongside me I fail to take into account the developmental needs of children and plan inappropriate activities that do not support their learning and development I find it difficult to have positive interactions with children and do not show an understanding of attachment theory.


theoretical grounding. I display high levels of interpersonal skills and emotional intelligence 2.4 I model and actively promote children’s higher-order thinking. I use a range of strategies to develop sustained shared thinking and high quality interactions with children and I confidently share this good practice with others 2.5 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 and consistently use active listening skills and emotional intelligence to provide a high quality language rich environment. I demonstrate a high level of interpersonal skills, taking my cues from the children, following their lead and allow them sufficient space to think and communicate in their own time. I can support EAL children using alternative methods of communication 2.6 I plan challenging and stimulating opportunities for group learning drawing on my sound knowledge of children’s development and prior attainment. I create opportunities for children to be responsible, to be empathetic, to exercise self-control and to make decisions within a group dynamic 2.7 I work in collaboration with parents to promote the best possible outcomes for children. I develop strong partnerships with parents and ensure that they are seen as equal partners. I regularly discuss children’s learning and development and any concerns about

I provide children with the opportunity to extend their thinking and problem solving skills using a range of strategies to extend their learning. I have a good knowledge and understanding of SST I encourage children to communicate by positioning myself well, using spaces and resources to enhance communication and listening. I use strategies such as rephrasing with babies and repeating with older children to check that they have been understood. I am able to support EAL children using alternative methods of communication I use my knowledge of effective teaching strategies to support social interaction through group learning – encouraging collaborative activities to promote social and emotional development

I recognise that parents and/or carers are

important partners in their children’s

learning and I am able to communicate any

information about children’s levels of

I support children to reflecting on their learning and identify their progress and emerging learning needs. I understand how SST supports children’s thinking and learning and model this I use active listening skills – positioning myself at the children’s level and using positive body language – to enhance communication. I am able to respond to verbal and non-verbal cues.

I plan suitable group opportunities for

children to develop their confidence and

improve their social and communication

skills

I understand the importance of working

collaboratively with parents. I exchange

information about children’s home life and

experience in the setting

I fail to recognise the significance of sustained shared thinking with children and of quality interactions. I fail to be aware of what good communication is with babies, toddlers and children

I have failed to plan group learning

experiences

I have no awareness that parents and/or

carers have a significant impact on their

children’s learning


children’s needs and circumstances with parents and/or carers.

development and discuss relevant

information with parents and/or carers

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 to include high attainers, children with SEN, 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 outcomes for children.

Examples of Evidence - standard 2 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 sustained shared thinking (SST). Reflective Documents

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


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

Children’s assessment records

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

Other sources

Consider using an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD

Carry out a case study on a child on the role of Key Person or how you build relationships/partnerships with parents

Reports from SENCO

Assignments Reflective Log


S3 Demonstrate good knowledge of early learning and EYFS

3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school

3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations

3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of

expectations, curricula and teaching of KS 1 and 2

3.4 Demonstrate a clear understanding of systematic phonics in the teaching of early reading

3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics

Grade 1: Outstanding – meeting

standards at a high level


a good level

Grade 3 – Meeting Expecations – meeting

the standards

Grade 4 – Inadequate. Failing to meet the

Standards

3.1 draw on my in-depth knowledge of early childhood development to plan confidently for progression and to stimulate and capture children’ interest across the EYFS framework. I am able to demonstrate a very well developed knowledge of early years pedagogy using this to provide and plan new and challenging experiences for all children, leading and motivating other staff 3.2 I consistently identify and exploit opportunities to develop children’ skills, ensuring all children are supported and appropriately challenged. I draw on my well-developed pedagogical knowledge to ensure that children’s experiences are well planned and purposeful and appropriate to individual children’s needs, interests and ages. 3.3 I have a secure and robust knowledge and understanding of the EYFS areas of learning and development and the KS1 and 2 curricula. I successfully identify opportunities and effective strategies to

I have a well-developed knowledge and understanding of early child development and use this effectively to maintain and develop children’ interest. I provide a range of learning experiences to support and extend children’s progress and development and have a positive impact on children’s learning I effectively demonstrate strategies that both challenge and motivate children across all areas of learning. I plan effective and relevant activities and learning experiences based on children’s ages and development levels. I can demonstrate effective strategies to challenge and motivate children across the EYFS areas of learning and development. I can critically reflect on my teaching practice and recognise how to support

I have a sufficient and secure subject knowledge and understanding of early child development and the EYFS framework. I know how learning progresses within and across the age ranges that I am training to teach, I take some responsibility for promoting relevant opportunities for children from birth to five and I am beginning to build this into my practice. I can demonstrate how activities appeal to the interests of children and challenge them appropriately I can apply my knowledge and understanding of the EYFS areas of learning and development to my teaching practice. I understand the links to KS1 and 2 curricular. I recognise the need to update my subject and pedagogical knowledge

I do not have a basic knowledge of early childhood development and of how the EYFS framework promotes children’s learning and development I am unable to demonstrate how to develop strategies to widen children’s interests I need to take advice from more experienced professionals about using the EYFS areas of learning and development and the links to KS1 and 2 curricular


develop children’s learning and progression. I am astutely aware of my own development needs in terms of extending and updating my curriculum and pedagogical knowledge and I regularly review my teaching skills and practice. 3.4 I draw on my very strong understanding of early literacy development and the role of synthetic systematic phonics in the teaching and assessing of early reading and writing to teach literacy effectively across the EYFS. 3.5 I draw on my very strong knowledge and understanding of the principles and practices of teaching and assessing early mathematics. I am able to select and employ highly effective teaching strategies to promote children’s mathematical learning and development across the EYFS

children’s learning and development in KS1 and 2. I am aware of the need to extend and update my subject, curriculum and pedagogical knowledge both within the EYFS and across Key Stages 1 and 2. My secure knowledge and understanding of early literacy development underpins my good practice in teaching and assessing early reading and writing using synthetic systematic phonics I have a secure knowledge and understanding of the principles and practices of teaching and assessing early mathematics across the EYFS. I employ effective teaching strategies to promote children’s mathematical learning and development.

of the national curriculum for Key Stages 1 and 2. I am able to demonstrate sufficient knowledge and understanding of the principles and practices of early literacy development and systematic synthetic phonics in the teaching of early reading I know and understand the principles and practices of teaching and assessing early mathematics and I can apply this across the specific age phases that I am training to teach.

I fail to understand the underlying principles of the development of early literacy and systematic synthetic phonics I fail to understand the underlying principles of early mathematical development to promote learning


Expectation – for example by the end of the programme a trainee should be able to: Know relevant external assessment specifications (e.g. National Curriculum, EYFS) and demonstrate sufficient knowledge to teach the required content for the relevant age phase. Be able to demonstrate competence in presentation of subject e.g. coursework, assignments. Demonstrate adequate numeracy and literacy skills Demonstrate willingness and ability to research areas of weakness in knowledge of subject or curriculum Show a clear understanding of early child development and how this relates to learning in later life. Demonstrate a clear understanding of maths and phonics applicable to their work with birth to fives.


Examples of Evidence – standard 3 Planning documents

The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage and how this can be used to support children’s learning and development identifying how the skills achieved link to next steps and school readiness

Session plans, schemes of work and resources provide examples of a trainees’ ability to design opportunities for children to develop the key aspects of learning and development both Prime and Specific Areas and Aspects particularly demonstrating appropriate strategies in the teaching of early mathematics and strategies used to support the development of systematic synthetic phonics in the teaching of early reading

Planning demonstrates taking into account children’s needs and interests Reflective Documents

Actively seeks ways of improving their practice including through wider reading and application

Make links between the EYFS, National Curriculum and the educational continuum (use Key Stage 1 experience to support this). For example how early literacy activities, such as, activities found in phase 1 of ‘Letters and Sounds’ can support the development of systematic synthetic phonics and how this is then developed within schools.

Reflection on how to raise children’s expectations and widen children’s experiences

Reflection on the Statutory and Non-Statutory EYFS guidance Observations

The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles of the Early Years Foundation Stage and how this can be used to support children’s learning and development identifying how the skills achieved link to next steps and school readiness

Using Prime and Specific areas of development


Assessment incorporates language & literacy learning


Complete a Two year progress check

Early Years Foundation Stage Profile (baseline check when implemented)

Other sources

Assignments and tasks demonstrate critical evaluation of aspects of the EYFS and children’s learning as well as deep evaluation of their own work

Plan an educational visit for a group of children that links to the EYFS

Audit on the EYFS Statutory guidance

Research

Observation of colleagues demonstrating good subject and pedagogical knowledge across the age groups

Children’ work demonstrating secure subject knowledge

Session/practice evaluations

Mentor Meeting logs

Assignments Reflective Log


S4 Plan education and care taking into account of the needs of all children

4.1 Observe and assess children’s development and learning, using this to plan next steps

4.2 Plan balanced and flexible activities and educational programmes that can take into account the stage of development, circumstances and

interests of children

4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers

4.4 Use a variety of teaching approaches to lead group activities to the age range and ability of children

4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision


at a high level


a good level




the Standards

4.1 I use my strong observation skills, both informally and formally, to assess children’s development and plan stimulating activities to support next steps. I make use of a range of observational tools to inform assessment of children’s needs providing differentiated needs and personalised provision. 4.2 I plan innovative sessions using well-chosen imaginative and creative strategies and stimulating resources that match children’s individual needs and interests. I ensure that both resources and learning environments are appropriately paced and excite the learning experience for each child 4.3 I am confident at varying the pace of the learning experiences that are appropriate for babies, toddlers and young children and I am able to consistently respond flexibly to what is happening and

I am able to meaningfully observe and assess children’s learning and plan activities to support next steps based on the child’s interests and needs. I am able to employ a range of teaching strategies and resources to extend learning and development I plan activities that take account of the needs of groups of children through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support children in achieving these intended learning outcomes. I am competent at varying the pace of the learning appropriate for babies, toddlers and young children and am able to respond flexibly to what is happening and have the sound

I am able to make observations and link these to my knowledge of the child and their development. I plan for next steps to take place and can show a willingness to try out a range of approaches to teaching and learning. I plan individual activities that are structured to support children in developing their knowledge, skills, understanding, interest and positive attitudes. . I maintain the pace of the learning appropriate for babies, toddlers and young children and am able to respond flexibly to what is happening and at

I fail to demonstrate any observation skills to assess children’s development and learning I fail to have an awareness of planned activities to support children’s learning I have failed to develop an understanding of what teaching looks like in early years and I fail to see the value of a good partnership with


have the confidence to adapt my practice in order to respond to the individual needs of the children. i understand the key role parents play in supporting children outside of the setting/school and deliberately form strong relationships with them they to encourage and develop the home learning partnership. 4.4 I can make informed decisions about the appropriate balance of child- led and adult-led or adult guided experiences and activities. I can accurately judge the impact of my practice on individual and groups of children and can use my evaluation to inform future planning for teaching and learning. I can proactively create and sustain an environment in which the children are usually engaged. I consistently show initiative in contributing to planning, developing and producing effective learning resources. 4.5 I am highly reflective in critically evaluating my practice. I create time to evaluate and reflect on collective and individual activities, using evidence from emerging and established research to continually provide and deliver high quality provision and identify any areas for improvement

knowledge to adapt my practice in order to respond to the needs of the children. I know that parent partnerships are important in supporting the home learning environment and engage with parents appropriately. I can plan individual and group activities which are developmentally appropriate and can support children’s emerging confidence and emotional development by drawing on a variety of teaching approaches and my well-developed knowledge and understanding of early child development I can reliably create and sustain an environment in which the children are usually engaged. I know how to learn from both successful and less effective lessons through the evaluation of the effectiveness of my practice, including its impact on children. I am reflective in critically evaluating my practice. I make a positive contribution to the development of planning and resources in their placement settings

times have the awareness to adapt their practice in order to respond to the needs of the children. I can work with parents to support their children’s learning and development. I can review and reflect on my own planning and implementation of learning experiences/opportunities and use my evaluations to meet the needs of the children more closely so that they build on and sustain progression in children’s learning. I am able to create an environment in which the children are usually engaged I am developing the ability to reflect and critically evaluate my practice I work collaboratively with more experienced colleagues to help develop provision

parents I have failed to plan for group learning

I am unable to reflect and critically

evaluate my practice on my own. I need

more experienced colleagues to help

me to develop my provision


Expectation – for example by the end of the programme a trainee should be able to: Plan in detail for all sessions Indicate on plans, how time will be used, suitable subject content, appropriate subject specific pedagogy, differentiation for individuals as well as groups of children Integrate assessment into planning and include evaluation and next steps Plan activities which form a coherent programme and show how evaluation has informed planning Build relationships with parents to support their child engagement in home learning. Demonstrate that their presence is emerging/developing/evident Be able to follow plans and contribute to planning


Sets challenging objectives based on prior evaluations, observations and next steps

Session plans show increasingly varied approach to assessment, differentiation and group work

Design sessions that build on children’s interests

Take account of the role of parents and carers in supporting children’s continued learning

Session planning demonstrates secure knowledge and understanding of teaching requirements from the EYFS

Demonstrate how your planning provides for a balanced and flexible provision

Annotation of activity plans / Use planning to demonstrate different approaches to teaching, such as, adult-led, child initiated, child-led, spontaneous and group learning Reflective Documents

Evaluate practice based on guidance from others

Evaluate sessions consistently with colleagues’ judgments

Reflect upon the use of an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD

Actively seeks ways of improving practice

Demonstrate that evaluation leads to improvements in session planning and classroom practice

How a balanced and flexible activities and education support children’s needs

Demonstrate how you can promote a love of learning and stimulate children’s intellectual curiosity

Demonstrate how Early Years Teachers can lead and support other practitioners in the development of different observational techniques;

Observations

Demonstrate a range of appropriate observational techniques to inform and assess the children’s development and learning

Demonstrate enthusiasm for a range of creative learning opportunities


Demonstrate how observation and planning informs the assessment process


Give appropriate feedback to the children of what they have achieved (We Are Learning To and What I’m Looking For)

Other sources

Demonstrate how you work in partnership with parents in giving and receiving feedback to support children’s development and interests


Consider using an educational programme during circle time, such as, PALS or ECAT or letters and sounds or ICAN or SEAL or SEAD

Resources prepared and used as planned

Observations from class teacher, mentor, link tutor

Weekly mentor meeting logs

Notes of parent meetings

Reflective Log


S5 Adapt education and care to respond to the strengths and needs of all children

5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these

5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication of babies and children, and

know how to adapt education and care to support children at different stages of development

5.3 Demonstrate a clear understanding of the need of all children, including those with SEN and disabilities, and be able to use and evaluate

distinctive approaches to engage and support them

5.4 Support children through a range of transitions

5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and

other professionals


at a high level


a good level

Grade 3 – Meeting Expectations –



the Standards

5.1 I use my strong knowledge and understanding of the concept of the unique child to work sensitively with all children and their families. I am acutely aware that a child’s learning and development can be affected by individual circumstances and key events such as bereavement, family break up, moving home and illness. I have a good knowledge of local services and support structures available and organise referrals when necessary. I demonstrate ethical practice at all times and treat all children and families with equity. 5.2 I use emotional intelligence and relational pedagogy to promote and enhance children’s well-being. I am acutely aware of how to support babies, toddlers and young children and I actively promote

I am able to use my underpinning knowledge of child development and the unique child to ensure all children can achieve and progress when supported through their individual circumstances. I can employ strategies of professional support services available for families I am confident in distinguishing whether babies, toddlers and young children exceed, meet or are emerging towards their typical milestones of learning and development. I am aware

I know the children well enough to recognise their different needs and strengths and provide a supportive environment for them. I am aware of potential barriers to a child’s well being I acknowledge that babies, toddlers and young children learn and develop in individual ways .I am able to support their learning with the help of experienced practitioners as appropriate

I have failed to understand how a range of factors are potential barriers to learning I have failed to gain an awareness of a range of factors that are potential barriers to wellbeing and do not understand how to use a range of strategies to reduce these barriers.


inclusive practice and can respond and support children at a high level, meeting their physical, emotional, social and intellectual and communication needs. 5.3 I have an astute understanding of and actively promote effective inclusive strategies to ensure holistic wellbeing, development and learning of all children. As a result I am able to identify if a child’s progress in any area gives a cause for concern and will discuss with the child’s parents/carers and agree how to support the child and consider whether the child has a SEN or disability that requires specialist support 5.4 I am sensitive to children who may be undergoing a transition and understand the impact that this can have on a child’s learning and development I use my emotional intelligence and theoretical knowledge to put in place appropriate support strategies. I have a strong understanding of a wide range of transitions that children may experience throughout their early years and I work closely with families and other professionals as appropriate. 5.5 I am able to accurately and decisively discern children’s strengths and needs and I am proactive in differentiating and employing a range of effective strategies to secure progression for them. I am confident working in partnership with both

of how important children’s wellbeing is and employ appropriate strategies to support this. I am aware of inclusion and adapt provision accordingly to engage and support children. I am able to encourage and support children’s learning in ways that are appropriate to their development. I can clearly recognise how to deal with any potential barriers, such as a special educational need or disability, through their application of well-targeted interventions. I understand the challenges and opportunities of working in a diverse society I support children and families through transitions and are aware of my role in supporting and promoting the holistic wellbeing of all children and their families. I employ strategies such as emotional intelligence and relational pedagogy to do this. I have a range of effective strategies that I use to reduce barriers and respond to the strengths and needs of children. I can identify when specialist support is needed and work in

I have a developing understanding of the needs of all children and am able to articulate distinctive practice approaches and strategies to promote inclusion. I can show awareness of how young children develop and take account of this in my practice. They have some understanding of the challenges and opportunities of working in a diverse society. I am able to articulate the effects of a range of transitions and can work with families to minimize the impact on children. I can show an understanding of the needs of all of the children that I look after and am able to support them to fulfil their potential.

I fail to have an understanding of the needs of all children and am not able to articulate distinctive practice approaches and strategies to promote inclusion. I have limited understanding of the challenges and opportunities of working in a diverse society. I fail to show the ability to articulate the effects of a range of transitions and have not worked with families sufficiently to minimize the impact on children. I fail to how an understanding of the needs of the children that I look after and am not able to support them to fulfil their potential.


parents and other professionals as needed. I am proactive in seeking advice from relevant professionals in relation to children with individual needs as I am familiar with current legislation and local guidance

partnership with families and other professionals to secure the best outcome for the individual child


Expectation - for example by the end of the programme a trainee should be able to: Demonstrate in lessons, different approaches to different children, e.g. in questioning, in discussion Use different tasks for different children within a setting Give appropriate feedback to individuals according to their strengths and needs Use different resources to support learning of individuals within a setting Promote holistic wellbeing for all children and support families equitably Be aware of the wide range of transitions and how they can promote and help children in these situations Identify children’ strengths and needs (see Standard 2) Be able to securely discuss children’s progress with parents and wider professionals accessing support where appropriate



Identify children’s needs including SEN, academically able, EAL, average and spread of prior attainment differentiated objectives

Planning sets challenging learning objectives based on assessment of learning from observations, Education, Health and Care (EHC) plans and from previous sessions

Select, prepare and use differentiated resources

Select resources, examples, analogies which promote inclusion e.g. cultures/gender

Reflective Documents

Evaluations of strategies used and targets for progress and developing learning

Reflect upon the factor that might inhibit children’s development and develop strategies as how to best address them, for example, divorce, bereavement, disability, parental addiction, abuse and birth of a sibling

Observations

Engaging and retaining the active participation of children

Managing children’s groups to support inclusion

Support individuals who are struggling and need support

Extend and challenge high attaining children


References to children’s individual learning plans, targets and records of progress

Contributing to children’s EHC plans, Early Years Development Journals, IEP,

Other sources

Demonstrate how you can support children through both vertical and horizontal transitions. You could link vertical transitions to settling in process, changing rooms or moving to a new setting or home

Evidence of carrying out audits, such as, environmental and inclusive audits, to demonstrate how you can develop and improve the environment to be more inclusive and meet the needs of all children

Demonstrate working with the settings SENCo, Key Person and/or other professionals to provide additional support to children and their families. Demonstrating a clear understanding of making provision and strategies to meet children’s needs

Engage in a range of effective communication that builds relationships with parents – parent meetings

Written assignments

Discussions with mentor in weekly meeting

Reflective Log


S6 Make accurate and productive use of assessment

6.1 Understand and lead assessment within the framework of the EYFS, including statutory assessment requirements

6.2 Engage effectively with parents/carers and other professionals in the on –going assessment and provision for each child

6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals


at a high level


a good level




the Standards

6.1 I confidently and accurately assess children’s attainment against statutory framework (See Annex 1 Teachers’ Standards Early Years). I use a range of formative and summative assessment strategies very effectively in my day to day practice to monitor progress and to inform future planning and have led other practitioners in this process. 6.2 I assess children’s progress holistically, integrating information from my own assessment with those of colleagues and other professionals, actively engaging and working closely with parents to ensure that they are an intrinsic part of the child’s assessment. I communicate very effectively, both verbally and in writing, with parents and carers in relation to children’s achievements and well-being, both when required to do so formally and informally. 6.3 I assess children’s progress regularly and work closely with them to encourage them to take an active part in evaluating their own progress and achieve their goals.

I am able to assess children’ attainment accurately against statutory frameworks (See Annex 1 Teachers’ Standards Early Years). I support staff to employ a range of appropriate formative assessment strategies effectively and to adapt teaching in light of children’s outcomes. I assess children’s progress regularly in consultation with parents/carers, colleagues and other professionals to contribute to the assessment process so that shared decisions can be made to support children’s development and well-being I assess children’s progress regularly and accurately and discuss their assessments with them so that children know how well they have done and what they need to do to improve. I am

I have an understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks (See Annex 1 Teachers’ Standards Early Years). I work with children and families constructively and provide appropriate feedback to children to help them to make progress. With guidance from experienced practitioners I monitor children’s progress and maintain accurate records, setting new targets for

I do not have an understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are not able to make broadly accurate assessments against national benchmarks (See Annex 1 Teachers’ Standards Early Years). I fail to work with children and families constructively or to provide appropriate feedback to children to help them to make progress. I fail to monitor children’s progress and maintain accurate records and do not set new targets for individuals and groups even with guidance from


I provide regular constructive feedback and engage in open dialogue with children and also build strong parent partnerships to ensure holistic support for children.

aware of the importance of parent partnership to agree goals and next steps

individuals and groups.

experienced practitioners.

Expectation – for example by the end of the programme a trainee should be able to: Acquire knowledge of assessment criteria for all stages and ages taught e.g. EYFS, NC levels Apply this knowledge in practice in marking summative assessments Routinely demonstrate use of formative assessment Use assessment data to inform planning Develop children’ understanding of their assessment targets Work holistically with children, families and other professionals to assess and support children’s learning.


Demonstrate how the assessment process is used within the planning process, for example WALT and WILF, (We Are Learning To links to the planning’s Objectives and What I’m Looking For links to the Assessment of these Objectives)

Assess prior knowledge to inform planning of a new topic

Plans for use of summative assessment e.g. written assessment, use of past Two Year Progress Check and Early Years Foundation Stage Profile (EYFSP)

Plans to use appropriate Assessment for Learning (AfL) strategies e.g. traffic lights, whiteboards, open and closed questions, peer and self-assessment, concept maps

Demonstrate group tracking and how this is used to plan the environment to meet the children’s needs and next steps Reflective Documents

Data is critically evaluated and informs reflections, use of data/assessment discussions with assessment coordinator

Awareness of how the school/setting uses statistical information and how this relates to the national picture

Reflect upon the Statutory Assessment process of Two Year Progress Check and Early Years Foundation Stage Profile/Baseline Check (when introduced) and SATS in informing government initiatives and agendas through the Standards Testing Agency (STA)

Reflect upon how the on-going cycle of observation, assessment, planning and next steps helps inform practice and support the child

Reflect upon the layout and structure of the two year progress check, consider how informed and varied observational techniques need to be part of the continual

process to be able to collate into a format for summative assessment.

How can Early Years Teachers lead and support other practitioners in their knowledge, understanding and completion of assessment, the two year progress check

and the Early Years Foundation Stage Profile? What value is there in using different assessment to inform practice? How can the children be part of the


assessment process? How do the viewpoints of other stakeholders vary in regards to their experiences and perspectives of the assessment process?

Observations

Use a range of observational techniques to support the assessment process

Teach skills & terminology required for formal, formative and summative assessment

Uses question and answer techniques to gauge learning Children’s assessment records

Contributing to children’s Statutory assessment, such as, Two Year Progress Check and Early Years Foundation Stage Profile and how you can work with parents to achieve this

Contribute to the formative assessment process of the children’s Early Years Development Journals

Involvement in ECH, IEPs Other sources

Identify the different ways and techniques used by settings to assess children

Trainee has knowledge and copies of criteria

Session plans – specific reference to assessment

Session observations by class teacher, mentor, link tutor

Session evaluations

Inset / staff training

Parent meetings

Meeting with other professionals

Reflective Log

S7 Safeguard and promote the welfare of children and provide a safe learning environment

7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child


7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety

7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse and know how to act

to protect them


at a high level


a good level




the Standards

7.1 I am acutely aware of the legal requirements and guidance for health and safety, safeguarding and promoting the welfare of children from birth to 5. I rapidly adapt to the different circumstances in which I train and work confidently within the frameworks established in different settings. I regularly update my knowledge and understanding and take responsibility for sharing this with colleagues to review and update policies, procedures and practice 7.2 Using my secure and robust understanding of health and safety practices, I take responsibility for ensuring that the environment stays safe and highly supportive of learning. I consistently have high expectations and employ a range of strategies to empower children to take some responsibility for their own health and safety. I regularly review and update setting policy and practices 7.3 I have a strong understanding of child protection policies and keep up to date with underlying frameworks and local guidance. I know how to recognise the different types of abuse that children may experience and take a lead role in ensuring

I have a good understanding of the legal requirements and guidance for health and safety, safeguarding and promoting the welfare of children from birth to 5. I use practices that demonstrate this and work with colleagues to review and update policies and procedures Using my good understanding of policy and practice I ensure that the environments are safe and promote children’s health and safety. I review and update setting policies and procedures with colleagues and adapt practice depending on the age range of the children that I work with. I have a good knowledge and understanding of protection issues. I can confidently implement the policies and procedures in place. I am aware of how to recognize when a child is in danger or at risk of abuse and can take

I work within the legal framework in respect of health and safety, safeguarding and the promotion of children’s health and welfare. I am aware of the age ranges that I work with and can ensure that I promote an environment where children’s health and safety and welfare are paramount. I am familiar with the child protection policies and procedures in my setting and understand my responsibilities in implementing them. I take a proactive approach to ensure all children in the setting are protected appropriately

I do not work within the legal framework in respect of health and safety, safeguarding and the promotion of children’s health and welfare. I do not demonstrate an awareness of the age ranges that I work with and cannot ensure that I promote an environment where children’s health and safety and welfare are paramount. I do not demonstrate familiarity with the settings child protection polices and my responsibility within them. I do not take a proactive lead to ensure all children in the setting are protected to the best of my ability.


that children are protected from harm. I confidently share my knowledge and understanding of child protection policy and practices and take a lead in reviewing and updating policies and practices.

a proactive lead in reporting concerns and protecting children from harm.

Expectation – for example by the end of the programme a trainee should be able to: Demonstrate they are aware of local and national policy and legal frameworks on safeguarding, health and safety, health and children’s wellbeing. They can employ exemplary practice to ensure children's wellbeing and health and safety is considered at all times. They have a strong knowledge of safeguarding and can take a lead role in protecting children.

Examples of Evidence – standard 7 Policy reviews and amendments. Training attended Examples of risk assessment Examples of case files where appropriate Reflective Log Ethical issues

Respect for the rights of children, families and colleagues

Maintenance of confidentiality including management of disclose of abuse

Recognition of the voice of the child

Planning documents

That demonstrate evidence of statutory legislation and welfare requirements being addressed

That demonstrates how health and safety is being checked and monitored

Reflective Documents

Reflect and review setting policies and procedures relating to child protection, safeguarding and health and safety and how these adhere to specific legislation

Consultation with colleagues e.g. SENCo, Child Protection Officer, Social Worker, LADO

Reflection on roles and responsibilities as polices and procedure our owned Observations

How the observational, record and reporting process works Children’s assessment records

Keep records of any concerns or issues


Identify lines of referral within and beyond the setting Other sources

Maintaining a safe environment through risk assessments, checklist etc.

Carrying out a health and safety audit, consider allergies, medication policy/procedure, sun cream/hats, hand washing, environment and resources, plug guards, accessible drinking water, gates, safe storage, effects of transition, emotional well-being, healthy eating.

Training, quizzes, flow charts, notice boards, posters to support practitioners knowledge and understanding of safeguarding and child protection

Intervention and support, such as, CAF

Types and signs of abuse

S8 Fulfil wider professional responsibilities

8.1 Promote equality of opportunity and anti-discriminatory practice

8.2 Make a positive contribution to the wider life and ethos of the setting

8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals

8.4 Model and implement effective education and care and support and lead other practitioners, including Early Years Educators

8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues

8.6 Reflect on and evaluate the effectiveness of provision and shape and support good practice

8.7 Understand the importance of and contribute to multi agency working


at a high level


a good level




the Standards


8.1 I show a strong awareness of social justice and use this proactively to understand and promote equity. I value children and families as individuals and welcome them to the setting. I promote equality of opportunities policies, champion children’s rights and challenge appropriately those who do not do the same. I regularly update my knowledge and understanding of relevant legislation and guidance and take a lead in establishing this in the setting. 8.2 I am pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the setting/school. I use my skills and expertise and leadership skills to ensure collaboration and communication with the wider community, other settings and local services. 8.3 I build strong professional relationships with colleagues, parents and carers and I have demonstrated that I am able to work collaboratively and successfully with colleagues on a regular basis. 8.4 I have a depth and breadth of knowledge and understanding of effective education and care to inspire and motivate others and I demonstrate the skill to model best practice. I am able to reflect on my own and other practitioner’s practice in order to support effective continuous improvement. 8.5 I am astute in assessing my own professional development needs. I deliberately seek out opportunities to develop my own professional learning and respond positively to all the feedback that I receive. I take a proactive stance in providing feedback to staff about changes and developments in the sector and I help them to

I ensure that all children and families are treated fairly and with equity and I am aware of the impact of prejudice on children’s wellbeing and development so I actively promote children’s rights and equality of opportunity. I have a good understanding of relevant legislation which I use to influence policies and practice I am effective in seeking out opportunities to contribute to the wider life and ethos of the setting/school, engaging with the wider community I am effective in building good professional relationships with colleagues and I have demonstrated that I can work well collaboratively when required to do so. I have a good knowledge and understanding of education and care practices and I can support and lead other practitioners in this I am pro-active in terms of my own professional learning. I value the feedback that I receive from more experienced colleagues and use it to develop my own practice and professional development.

I have an understanding of social justice and promote equality of opportunity for all children I understand and support the ethos of the setting/school and have shown an inclination to contribute to the wider life of the setting/school. I can build effective professional relationships with various colleagues and demonstrate the skills to work collaboratively. I use my understanding of effective education and care practices to model good practice In developing my own practice II seek out and respond to advice from more experienced colleagues. I can identify my own training needs. .

I do not have an understanding of social justice and have not promoted equality of opportunity for all. I do not understand and are not able to support the ethos of the setting/school and do not show an inclination to contribute to the wider life of the setting/school in appropriate ways. I have failed to build effective professional relationships with various colleagues and do not demonstrate the skills to work collaboratively. I fail to model and implement effective education and care. I do not seek out and am not responsive to advice from more experienced colleagues. .


identify their own professional development needs. 8.6 I am highly effective in reflecting and evaluating on the quality of provision. I proactively and consistently propose changes to effect high quality continuous provision by influencing and impacting on practice, plans and policies which leads to action planning and implementation. 8.7 I have a strong understanding of the importance of multi-agency team working to promote children’s outcomes. I use my holistic awareness of children and families to take a lead role when working in a multi-agency team. I am aware of and prepared for both the benefits and challenges of working in a multi-agency team.

I can reflect on enhancements and opportunities in the setting and can take a lead in action planning and implementation. I can evaluate the impact of practice on children’s outcomes and shape and support good practice I have a good understanding of the important role of multi-agency working and can contribute to a team, employing practices to support children outcomes.

I can evaluate my practice and take a role in the development of the setting/school’s ability to promote children’s outcomes.

I recognise the benefits and challenges of

working in a multi-agency team and can

contribute when needed in order to

support children’s outcomes

I do not evaluate my practice and do not take a lead role in the development of the setting/school to promote children’s outcomes.

I fail to recognise the benefits and

challenges of working in a multi-agency

team and do not contribute fully in order

to support children’s outcomes

Expectation – for example by the end of the programme a trainee should be able to: Show how they promote equality of opportunity and model this to others Appropriately challenge practice as and when needed to ensure all children and families are respected. Engage with the setting to widen and support the ethos Assisting with extra-curricular activities Communicate with parents (letters, parents evenings, etc.) Work effectively with staff Contribute to feedback on quality improvement and develop action plans to support this. Establish good working relationships with colleagues Contribute to a multi-agency team



Plan opportunities for child-led, child initiated, adult-led, free-flow and spontaneous play

Develop and share resources

Plan collaboratively to work with other practitioners Reflective Documents

Reflection of provision, audits and changes made

Evaluate and act upon advice and suggestions

Linked to current and relevant legislation, for example, Equality Act 2010 Observations

Know the needs of the children in the setting and work with the practitioners collaboratively

Peer, mentor or practitioner observations of your practice, such as, working with parents or other practitioners, for example, supervision Children’s assessment records

Work with children’s Key Person, parents and other professionals in the completion of the statutory assessment process or Early Years Development Journals Other sources

Take the lead in carrying out an audit, such as, environmental and inclusive audits, ECERS, ITERS lead in developing an action plan with colleagues and take the lead in creating change or developing practice and how you have considered or developed anti-bias and anti-discriminatory practice

Take the lead in developing aspects of the setting, such as, policies and procedure, aspects of the environment, resources, events, experiences, outings and trips, activities, paperwork etc.

Model practice, support, guide and mentor other practitioners and teacher trainees in implementing effective care and education by working alongside them, delivering training, modelling practice

Demonstrate an understanding of the importance of and contribute to working with other professionals and agencies, such as, SaLT, Health Visitor, Police, Fire Brigade, Social Worker etc.

Feedback / verification statements from relevant staff

Minutes of meetings which show trainee’s contribution

Amendments and applications of policy

Action plans

Details of multi-agency working e.g. IEP

Reflective Log



PERSONAL AND PROFESSIONAL CONDUCT

An Early Years teacher is Meeting Expecations to demonstrate consistently high standards of personal and professional

conduct. The following statements define the behaviour and attitudes which set the required standard for conduct

throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside the setting, by:

- treating children with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position; - having regard for the need to safeguard children’ well-being, in accordance with statutory provisions; - showing tolerance of and respect for the rights of others; - not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs; - ensuring that personal beliefs are not expressed in ways which exploit childrens’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the setting in which they teach, and maintain high standards of attendance, punctuality, and appropriate professional dress.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.


All trainees to be awarded EYTS will have demonstrated high standards of professional behaviour and that: They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues, children and families. They have

regard to the need to safeguard childrens’ well-being, in accordance with statutory provisions.

They understand that by law that early years settings are required to deliver the EYFS curriculum and they are beginning to develop learners’ wider understanding of

social and cultural diversity.

They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained.

They adhere to setting policies and practices, including those for attendance and punctuality.

They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable

adjustments for children with disabilities, as provided for in current equality legislation.