• EYFS Leader F Appleby
  • Areas for development are noted in the school development plan
  • Phase meetings to moderate work, introduce new resources, detail/introduce procedures
  • Planning, assessment and book scrutiny, learning walks, Professional development meetings, specific CPD
  • Inspire workshops
  • Organise themed days/weeks/assemblies


  • Pupil targets and half termly tracking in place
  • End of term assessments
  • Marking and feedback
  • Group needs and pupil progress inform tasks and next steps
  • Assessment tracking regularly updated and used
  • Issues identified, noted and acted upon
  • Internal and external moderations
  • Statutory assessment


  • New EYFS framework
  • Example of planning format
  • Long-term plans
  • Carefully mapped assessment points across Nursery and Reception ensure a clear understanding of children's expected progress and attainment.
  • Specific groups identified for differentiation and to address additional needs
  • Regular scrutiny


  • Long term overview in place using assessment targets
  • Links to whole school themes and topics where appropriate e.g., Black History week, Catholic History week
  • New phonics programme and guided reading scheme (Little Wandle)
  • Writing - Talk4Writing
  • EYFS Leader to ensure progression throughout phase
  • As a Catholic school, RE is taught as 10% of the timetable, using the Diocesan Scheme "Growing and Learning as the People of God".




  • Specific pupil progress
  • More opportunities for writing at length and writing with real purpose
  • Develop role play, monitor how it develops
  • Develop language skills through small world play
  • Promote speaking and listening outside


  • A good range available to ensure effective teaching of all areas of learning for all children
  • Interactive and practical resources available
  • Resources for both indoor and outdoor learning regularly audited and replaced to help support explore though play.
  • Newly organised and safe storage


  • Engagement and enjoyment a priority
  • Language development, communication skills
  • Demonstrate love for learning
  • Encouraged to engage in deeper thinking through the development of characteristics of effective learning
  • Independence and choice; use of equipment, investigations
  • Learn and develop new skills


  • High expectations of all staff
  • High level of subject knowledge across all areas of learning
  • Consistency through shared expertise, support, training and INSET
  • Creative, engaging, motivating, stimulating
  • Trips and visits