Quality of Education

Grade Descriptors

The provider meets all the criteria for a good quality of education securely and consistently. The quality of education at this setting is exceptional. In addition, the following apply:

  • The provider’s curriculum intent and implementation are embedded securely and consistently across the provision. It is evident from what practitioners do that they have a firm and common understanding of the provider’s curriculum intent and what it means for their practice. Across all parts of the provision, practitioners’ interactions with children are of a high quality and contribute well to delivering the curriculum intent.

  • Children’s experiences over time are consistently and coherently arranged to build cumulatively sufficient knowledge and skills for their future learning.

  • The impact of the curriculum on what children know, can remember and do is highly effective. Children demonstrate this through being deeply engaged in their work and play and sustaining high levels of concentration. Children, including those children from disadvantaged backgrounds, do well. Children with SEND achieve the best possible outcomes.

  • Children consistently use new vocabulary that enables them to communicate effectively. They speak with increasing confidence and fluency, which means that they secure strong foundations for future learning, especially in preparation for them to become fluent readers.


  • Leaders adopt or construct a curriculum that is ambitious and designed to give children, particularly the most disadvantaged, the knowledge and cultural capital they need to succeed in life.

  • The provider’s curriculum is coherently planned and sequenced. It builds on what children know and can do, towards cumulatively sufficient knowledge and skills for their future learning.

  • The provider has the same ambitions for almost all children. For children with particular needs, such as those with high levels of SEND, their curriculum is still ambitious and meets their needs.


  • Children benefit from meaningful learning across the EYFS curriculum.

  • Practitioners understand the areas of learning they teach and the way in which young children learn. Leaders provide effective support, including for staff with less experience and knowledge of teaching.

  • Practitioners present information clearly to children, promoting appropriate discussion about the subject matter being taught. They communicate well to check children’s understanding, identify misconceptions and provide clear explanations to improve their learning. In so doing, they respond and adapt their teaching as necessary.

  • Practitioners ensure that their own speaking, listening and reading of English enables children to hear and develop their own language and vocabulary well. They read to children in a way that excites and engages them, introducing new ideas, concepts and vocabulary.

  • Over the EYFS, teaching is designed to help children remember long-term what they have been taught and to integrate new knowledge into larger concepts.

  • Practitioners and leaders use assessment well to check what children know and can do to inform teaching. This includes planning suitably challenging activities and responding to specific needs. Leaders understand the limitations of assessment and avoid unnecessary burdens for staff or children.

  • Practitioners and leaders create an environment that supports the intent of an ambitious and coherently planned and sequenced curriculum. The available resources meet the children’s needs and promote their focus on learning.

  • Practitioners share information with parents about their child’s progress in relation to the EYFS. They help parents to support and extend their child’s learning at home, including how to encourage a love of reading.


  • Children develop detailed knowledge and skills across the 7 areas of learning and use these in an age-appropriate way. Children develop their vocabulary and understanding of language across the EYFS curriculum.

  • Children are ready for the next stage of education, especially school, where applicable. They have the knowledge and skills they need to benefit from what school has to offer when it is time to move on.

  • Children enjoy, listen attentively and respond with comprehension to familiar stories, rhymes and songs that are appropriate to their age and stage of development.

  • Children understand securely the early mathematical concepts appropriate to their age and stage that will enable them to move on to the next stage of learning.

  • Children articulate what they know, understand and can do in an age-appropriate way, holding thoughtful conversations with adults and their friends.

  • From birth onwards, children are physically active in their play, developing their physiological, cardiovascular and motor skills. They show good control and coordination in both large and small movements appropriate for their stage of development.

Communicating our Curriculum Intent

Our 3i's Document

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Ensuring the Quality of Education

How do we ensure the Quality of our Teaching?

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Quality of Teaching & staff Performance Calendar

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The Peer Observation Form

A peer observation is completed by a curriculum lead or a Senior member of the staff team. Feedback on the observation is given immediately and actions/targets identified. Both the observer and the person doing the observing sign off the form.

Room Observation Form

A room observation is conducted to assess the team strengths and weaknesses. Feedback is given to the room leader who cascades the actions. Both the manager and room leader sign off the form.

Coaching Summary

The manager and curriculum lead enter the data from both the peer observations and the room observations into the coaching. This then highlights weaknesses in the skill of the team. Managers use this to create actions for improvement for individual or whole rooms.

Staff Supervision Form

Remeber, staff supervisions should be preceded by the staff member completing 2 quizzes, which you feedback their results during the Supervision. (A Safeguarding quiz and a QoE quiz). The Supervision should be linked to the most recent Peer Ob & the actions from the supervision recorded on the Supervision Outcomes form.

Supervision Outcomes

The manager records the key actions for eac team members supervision and this is discussed with the Directors prior to the managers

Manager Supervision

The managers supervisions are the final stage of each supervision cycle. The supervision cycle should take place Quarterly.

'Adult-Led Activity' Observation Form

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Partnership with Parents

Partnership with Providers