Standards:

1. The setting understands and promotes the Characteristics of Effective Learning.
2. The setting provides an enabling environment that promotes learning and development indoors and outdoors.
3. There are effective systems to monitor children’s progress and development.
4. All areas of learning and development effectively support children’s individual needs and interests.
Learning and Development Supporting Information
Suggested Evidence / Suggested Guidance
Policies
Peer observations
Supervision records
Photographs
Learning journeys
Training certificates / notes of internal training
Staff meeting minutes
Planning
Observation and assessment
Daily diaries
Displays
Timetable / routines
Equal Opportunities policy and procedures
Positive images reflected in the environment
Admissions forms
East Sussex Individual Child monitoring tool
Numbers and writing displayed in the environment
Equipment audit / EYFS Development Matters 2012 – Characteristics of Effective Learning
DCSF. (2009) Learning, Playing and Interacting in the Early Years Foundation Stage. Nottingham: DCSF Publications
Stewart, N. (2011) How Children Learn: the characteristics of effective early learning. London: BAECE
Lindon, J (2001) Understanding Children’s Play
Magraw, Lewis, Beswick & Hayes (2008) Again, Again -Understanding Schema’s in Young Children
Fisher, J (2002) Starting from the child
Nutbrown, C (2011) Threads of Thinking
Drake, J (2005) Planning Children’s Play in the Early Years
Social & Emotional Aspects of Development (SEAD) 2008
Letters and Sounds Phase 1 (2007)
Bruce, T (2011) Cultivating Creativity in Babies, Toddlers and Young Children
Questions / Think About… / Evidence / Self-Assessment
1 / How do you ensure children are engagedin their play and exploration? / Modelling
Sensitive interaction
Process over product
Open-ended, stimulating resources
Individual interests
Time
Flexibility of routines and space
Observations, assessments and planning / Date:
Highly effective
Effective
Emerging
Insufficient
2 / How do you know children are motivatedand active learners? / Tuning into and responding to children’s motivations
Providing challenging and stimulating experiences
Children’s independence
Space and time for meaningful engagement
Observations, assessments and planning / Date:
Highly effective
Effective
Emerging
Insufficient
3 / What methods do you use toencourage children to develop their thinking? / Sustained shared thinking
Supporting language of learning and problem solving
Modelling being a thinker
Opportunities for children to link ideas and experiences
Opportunities to identify and solve problems
Observations, assessments and planning / Date:
Highly effective
Effective
Emerging
Insufficient
Questions / Think About… / Evidence / Self-Assessment
1 / Consider how routines compliment children’s needs? / Flexibility – adult deployment
How the space is organised
Time – periods of solitude, relaxation and reflection or to be spontaneous
Visual timetables
Children being able to revisit activities
Freeflow / Date:
Highly effective
Effective
Emerging
Insufficient
2 / How do you ensure that the environment provides resources which are stimulating, open-ended and follow children’s interests? / Multi sensory resources
Materials which stimulate curiosity, wonder and puzzlement
Enhancements to continuous provision which support open-ended play
How areas are organised - movement, accessibility, independence
Suitable clothing
Flexibility / Date:
Highly effective
Effective
Emerging
Insufficient
3 / In what way does the environment sustain children’s involvement? / Whether the environment is welcoming, uncluttered
Interaction between parents, children and practitioners
Do children feel safe, secure, confident, able to take risks
Age appropriate resources including furniture
Children being able to self-select, use and put away resources independently
Time – allowing children to become deeply involved in their play and remain focused
How areas are organised –calm and orderly or energetic and loudly expressive
Whether practitioners are intrude or discourage play / Date:
Highly effective
Effective
Emerging
Insufficient
4 / What strategies do practitioners use to develop children’s own ideas? / Time – for children to reflect and to develop own ideas
Model being a thinker/self talk
Sustained shared thinking
Problem solving
Mind mapping / Date:
Highly effective
Effective
Emerging
Insufficient
Questions / Think About… / Evidence / Self-Assessment
1 / How does the setting know their children? / Information obtained from home, other settings and professionals
Child’s voice
Children’s interests
Wellbeing and Involvement
Key persons assessment during settling in
Observations:
  • In depth and spontaneous
  • variety of methods used
  • optimum times
Sharing observations with parents, carers, other settings and professionals / Date:
Highly effective
Effective
Emerging
Insufficient
2 / In what way are observations used to inform children’s progress? / Development Matters as a guide to assessment
Characteristics of Effective Learning
East Sussex individual child monitoring form
Summative and formative assessments
Best-fit judgements
2 year old progress check
Cohorts of children
Next steps
How gaps in learning are indentified
Sharing observations with parents, carers, other settings and professionals
Learning journeys / Date:
Highly effective
Effective
Emerging
Insufficient
Questions / Think About… / Evidence / Self-Assessment
1 / How does your setting plan? / Information gained from assessments, parent’s, carers, others settings and professionals
Child’s voice and interests
All children’s needs i.e. EAL, SEN
Flexibility of routines and resources
Key persons involvement
Knowledge of child development
Balance of adult led and child initiated
Responses to spontaneous activity initiated by children
Positive Relationships – what adults could do
Deployment of staff / Date:
Highly effective
Effective
Emerging
Insufficient
2 / Consider how does your setting ensures the Prime and Specific areas of learning are embedded? / Characteristics of Effective Learning
Continuous Provision/Enabling Environment
Challenges to extend learning and development
Exciting and stimulating resources
Open ended resources
Indoor and outdoor
Independence
Time
Routines
Flexibility / Date:
Highly effective
Effective
Emerging
Insufficient
3 / What provision is in place for 0-3 years? / Personal, social and emotional development
Communication and language
Physical
Room layout
0-2 years audit in OAPE toolkit
Age appropriate resources / Date:
Highly effective
Effective
Emerging
Insufficient
4 / Are the Prime areas of learning supported within your setting? / Room layout
Building relationships
Independence
Respect
Emotions
Confidence
Self Awareness
Story telling – story sacks, puppets, role play and props
Listening skills
Singing
Places for talk
Makaton
Visual symbols
EAL, SEN
Modelling being a listener and speaking
Risk taking
Fine and gross motor skills
Body awareness / Date:
Highly effective
Effective
Emerging
Insufficient
5 / Are the Specific areas of learning supported within your setting? / Print in the environment
Attractive book area i.e. forward facing books, non fiction and fiction
Dual language books
Letters and sounds - blending, segmenting
Home language
A range of mark making materials and resources
Numbers in the environment
Everyday routines to promote counting
Number rhymes
Number language
Shape, space and measure
Celebrating the local community – cultural, religious, events and experiences
Visiting local areas of interest i.e. park, beach, zoo, woods, fire station
ICT in the everyday context
Opportunities for exploration
Messy play
Sensory experiences
Role play
Creativity
Use of imagination / Date:
Highly effective
Effective
Emerging
Insufficient