Assessor Training
11TH FEBRUARY 2016
Key Messages from Ofsted

Strengths

The partnership has a clear vision for improving the quality of
practice in early years settings. This focuses on developing
professional and effective early years teachers, capable of
managing change and leading improvements in early years
provision.

Trainees and former trainees model positive values, attitudes, and
appropriate behaviours for the birth to five age range and have
high expectations for the outcomes of children in the early years.

Trainees are conscientious and keen to ensure their practice
impacts on young children’s learning and development.

University assessors and centre-based tutors know their trainees well
and give valuable support both personally and professionally.
Key Messages from Ofsted
Weaknesses
Improve the leadership and management of the early years ITT to:

strengthen quality assurance systems to ensure greater consistency in trainees’ practical
experiences and quality of training

review monitoring and evaluation processes, so that there is greater clarity in the partnership’s
self-evaluation and improvement planning

ensure that there is a more formal approach to setting targets for trainees’ continuing
professional development in their employment context.
Improve the quality of training by ensuring that:

all trainees receive feedback that focuses on the difference their teaching has made to the
learning and progress of children and precise targets to improve their practice

university assessors and mentors apply the grading criteria for the Teachers’ Standards (Early
Years) consistently
Other messages….

The assessment of trainees’ progress towards Teachers’ Standards (Early Years) is not always as
accurate as it should be. Insufficient attention is paid to how the standards interlink and impact
upon one another. As a result, assessment at the end of the training is sometimes over generous.
Addressing the key messages
from Ofsted
Aims

To revisit SMART target setting and introduce the
GROW model

To focus on the grading of standards and how these
link

To identify examples of good practice linked to
grading and ensure consistency of judgments
Looking at the Ofsted key
message;
Target Setting
Targets need to be;
Reflective
of current trainee’s progress
Linked
to grading amplification
Linked
to standards
SMART
Refresh
SMART
•
Specific
•
Measurable
•
Achievable
•
Relevant
•
Timely
The GROW Model
GROW

Goal

Reality

Options

What
Looking at the Ofsted key
message; Early Years Teacher
Standards

The assessment of trainees’ progress towards
Teachers’ Standards (Early Years) is not always as
accurate as it should be. Insufficient attention is
paid to how the standards interlink and impact
upon one another. As a result, assessment at the
end of the training is sometimes over generous.
Activity 1
•
In partners/groups, look at the
printed slips of standards and
consider which ones are closely
linked to others which may have
an impact on grading.
Looking at the Ofsted key
message for; Using the
Grading amplification
Improve the quality of training by
ensuring that:

university assessors and mentors apply
the grading criteria for the Teachers’
Standards (Early Years) consistently
Activity 2
In partners/ group choose one of the pieces of evidence
below (it may be something that one of your trainees has
been working on) and using the grading amplification, discuss
what our expectations for a good grading would be:

Observation of child

Planning

Incident/accident form

Risk assessment

Leaflet for parents about sensory play

Staff meeting minutes
Activity 2.2
Once you have agreed on a good, explain:

Why a higher judgement was not given?

What the trainee needs to do in order to reach a
higher grading

Make it SMART
Where we are now
Work in progress to meet the other actions raised

Partnership team working together to clarify the roles and
responsibilities of leaders and managers

Rebecca and Michelle working with assessors on joint visits to
strengthen quality assurance systems to ensure greater consistency
in trainees’ practical experiences and quality of training

Leaders and managers working together to review monitoring and
evaluation processes, so that there is greater clarity in the
partnership’s self-evaluation and improvement planning

Assessors are revisiting former trainees to ensure that there is a more
formal approach to setting targets for trainees’ continuing professional
development in their employment context.

Working towards the next Ofsted visit in May/June 2016
Further group discussions and
Questions