1. Leadership Network - EYFS 23/02/16 MSTA

2. Aims To share updates on leadership and management particularly with reference to the OfSTED framework To share good practice in leadership and management both locally and nationally To provide a discussion and support forum for colleagues with a responsibility for leadership and management

3. 1.Effectiveness of leadership and management Key points for early years: Particular focus on the curriculum Ambitious vision –the impact of the culture of a setting Safeguarding – not a graded judgement but inspectors must report whether it is effective or not, if not this will bring the whole judgement of the Inspection down. Emphasis on British values Use and impact of EYPP Evidence- interview with childminder, parents, children, training and impact, how the environment is organised to meet the needs of children, arrangements for safeguarding, how training enables you to identify signs of abuse, how well safe practices are promoted, how well policies are implemented, SEF form and contributions from parents, e safety,

4. Evidence – action/improvement plans, organisation of environment & resources, safeguarding, CPD, parental contributions, performance management, team meeting notes, working with other settings. How have these impacted on children?

5. Leadership and management – Key questions  How are children introduced to school life?  What do initial assessments of children highlight as strengths or weaknesses?  How have baseline assessments been moderated?  How are you meeting the needs of disadvantaged and SEND children?  How well are provision and outcomes monitored and evaluated?  How ambitious are targets?  How well are all staff developed?  How is additional funding used and what has been its impact on narrowing the gap?  How effective are safeguarding procedures?  How broad is the curriculum?  How well do staff engage with parents and inform them about the progress and achievements of their children?  How do you work with outside agencies?  How do you work with children in the early stages of learning English as an additional language? What is the impact of this?  What evidence do you have that observation, assessment and planning by staff ensure good outcomes?  How do children’s attitudes, behaviour and personal development prepare them for their next stage of learning?

6. Prevent duty: From July 2015 all registered EY child care providers' are now subject to a duty under the Counter Terrorism and Security Act 2015 to have “due regard to the needs to prevent people from being drawn into terrorism” this duty is known as the “PREVENT DUTY” Early years providers already focus on children’s personal, social and emotional development. The Early Years Foundation Stage framework supports early years providers to do this in an age appropriate way, through ensuring children learn right from wrong, mix and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes.’

8. Activity……. Activity – British values ? How do children make decisions in your setting? What would you include in rules for the children? How can you demonstrate that you promote diversity through every day activities? And what can children gain from these experiences. How do you record attendance? Evidence of gaps in attendance and why? How is this recorded? If a nursery child was not attending on a regular basis, how do you deal with this?

9. 2. Teaching, learning and assessment Key points for early years: Assessment – emphasis on securing evidence of all kinds of assessment Parents – strong focus on parents as sources of information and partners in children’s learning Teaching - no preferred approach Learning – characteristics of effective learning, whether children are developing in the prime or specific areas.... Evidence –the main evidence comes from observations of the way which children demonstrate the key characteristics of effective learning and how your teaching supports the learning of children

10. Evidence –the main evidence comes from observations of the way in which children demonstrate the key characteristics of effective learning and how your teaching supports the learning of children, whether children are developing in the prime or specific areas...., inspector tracking a child Other evidence – assessment on entry, progress checks of 2 yr olds, assessments, tracking, transition reports, planning for children's next steps.

11. Teaching  How well does teaching engage and motivate the children and promote a sense of achievement?  How accurate is assessment?  How good is the teaching of phonics?  Are the children given opportunities to make choices and to take decisions?  Are they encouraged to be inquisitive, to be creative and to think critically?  What extra stimulus is provided for the most able children?  How is outdoor provision used to develop children’s learning and what impact has it had?  Do children behave well and cooperate well and show respect to others?  Do children know how to behave in ways that are safe?

12. Teaching is………………. Communicating Problem Solving Narrating Using the physical environment Showing Explaining Demonstrating Exploring ideas Facilitating Encouraging Questioning Recalling and providing a narrative for what they (children) are doing

13. It’s all about quality interactions, what does that look like? I----- Following the child’s INTERESTS N----Supporting the child’s current learning NEEDS T----give children TIME to TALK and THINK E----EXPLAINING to children R----RECALLING A----ADD words to what children say C----COMMUNICATING and Modelling language T----TALK to children about what you are doing I---- show an INTEREST in what children are doing O----Use OPEN Ended Questions N----Providing a NARRATIVE of what you are doing S---SHOWING and SETTING challenges

14. 3. Personal development, behaviour and welfare Key points for early years Keeping safe Self-awareness and understanding of how to be a successful learner Social and emotional elements Attendance Behaviour Keeping healthy Personal development Evidence -Main sources of evidence comes from Inspectors direct observations of children's behaviour, and their interactions with practitioner and each other. Evidence –planning for prime areas in particular PSED, assessment of well being, records of accidents, children’s attendance, incidents, discussions with children, parents.

15. Evidence -Main sources of evidence come from Inspectors direct observations of children's behaviour and their interactions with practitioners and each other. Evidence –planning for prime areas in particular PSED, assessment of well-being, records of accidents, children’s attendance, incidents, discussions with children, parents.

16. 4. Outcomes for children Critical focus - the progress of different groups from their starting points Whether children are working at typical level of development for their age Whether children who are disadvantaged or under-performing are catching up quickly Whether children are developing in the prime and specific areas of learning to help them be ready for school.

17. Outcomes for pupils  What are the proportions of children that make typical or better progress from their starting points, including disadvantaged pupils, EAL and SEND pupils?  How does the percentage of children achieving GLD compare with the national? What are the trends?  How quickly are disadvantaged children, or any children who are underachieving, catching up?  Are gaps in attainment closing?

18. Evidence-Direct observations of children’s learning and outcomes, the progress towards ELG in relation to starting points and their individual needs, note that inspectors will 'track' or concentrate on observing a particular child at the setting during inspection. Use of EYPP & progress of those children.

19. Activity………. How will you present clear evidence to the inspector of the progress the children are making?

20. Achieving outstanding for Early Years The quality of teaching is consistently of a very high quality across all aspects of EYFS Staff have high expectations of themselves & of the children. They demonstrate excellent knowledge of how children learn & use this to tailor provision. Assessment of children of all ages is precise & includes everybody involved in the child’s learning. Assessment must inform planning for all groups & show interventions are used in a timely & effective way. Children will be well motivated & eager to join in, displaying characteristics of effective learning. Children must be making rapid progress with any gaps closing rapidly.

21. Achieving outstanding for Early Years Highly successful strategies to engage all parents in children’s learning All practitioners are highly skilled & help children form secure attachments, they provide a strong base for children to develop independence and ability to explore. Children display increasingly high levels of self-control during activities and confidence in social situations. They need to be managing risks and challenges relative to their age. Safety & safeguarding are central to everything you do. Practitioners support children’s growing understanding of how to keep themselves safe. There is a highly stimulating environment – children can access resources independently. Resources both indoor & out promote learning and challenge.

22. Achieving outstanding for Early Years There is an effective key person system to ensure all children are emotionally well prepared for next stages in their learning. Transitions are skilfully supported by adults. Leadership needs to be inspirational. There needs to be highly successful and strongly documented drive to improve, or maintain the highest levels of achievement for all children over a sustained period. All practitioners have an excellent knowledge of the safeguarding & welfare requirements and systems are effective. CPD for staff is carefully planned and both universal & targeted to need. Practitioners constantly seek to improve their knowledge and skills. Impact of practitioners practice evident in pupil progress.

23. SEF bullet points Explain any difference between last inspection grade & areas for development and the current self-assessment grade. What is the impact of teaching, learning & assessment on achievement? How effective are governors in challenging and supporting the EYFS? Performance management. Safe-guarding. How successfully is the school promoting fundamental British values?

24. SEF - Actions Explain what leaders are doing to demonstrate an ambitious vision and high expectations for what learners can achieve. Explain what leaders are doing to secure high standards of care for learners. Explain how leaders monitor, evaluate and support teaching through rigorous performance management. Explain how the curriculum provides breadth, depth and relevance and how it meets the needs of learners.

25. Task What are the priority focus areas for your EYFS? In which areas could you share practice?