The Education Network for Waltham Forest
Supported by Waltham Forest

Reviewing and enhancing practice

Early Years Foundation Stage

Improvement plan

An improvement plan is a plan developed to move a service from its current performance level to a desired, higher level of quality. Key elements of such plans include clearly defined objectives, meaningful engagement of stakeholders and commitment of the management/ leadership team.

Logged-in users can download below Waltham Forest Council's improvement plan template.

Challenging practice to further improve learning, playing and interacting in the EYFS

The target audience for this guidance is primarily Early Years Consultants (EYCs), but it is also relevant to School Improvement Partners (SIPs) and leaders/managers of Early Years settings (including head teachers, Early Years Foundation Stage (EYFS) coordinators and leading practitioners)

The aim of this material is, through the support and challenge role of the EYC and the Early Years workforce, to:

  • further raise the quality of learning and teaching in the EYFS in all settings
  • improve provision
  • develop practitioner understanding of pedagogy. These aims will support EYCs in contributing to achieving the following goals:
  • narrow the gap in outcomes for the most vulnerable children
  • improve outcomes for all children.

Progress Matters: Reviewing and enhancing young children's development

This handbook is part of a package of materials designed to promote the development of good practice among leaders and managers in ensuring that all children make good progress throughout the Early Years Foundation Stage (EYFS). It is intended to be guidance for leaders and managers to reflect on how best to review children's learning and development in line with the principles of the EYFS framework. The intended audience includes head teachers, EYFS coordinators, assessment coordinators, and leaders and managers in all early years' settings.

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Getting it right for every child (GIRFEC)

Getting it right for every child (GIRFEC) and Curriculum for Excellence are central to improving outcomes for children and young people. Both emphasise that promoting, supporting and safeguarding the wellbeing of children is a responsibility for all staff working in a school or nursery.

GIRFEC have developed a wellbeing-focused guide for early year's establishments and schools, aimed at supporting professional dialogue and self-evaluation. By focusing on wellbeing, the guide can help professionals to develop the Getting it right for every child approach in education settings.

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Listening to children's perspectives: improving the quality of provision in early years settings

This strand of the Longitudinal Study of Early Years Professional Status (EYPS) set out to ascertain how Early Years Professionals (EYPs) use and respond to children's perspectives to inform their practice and improve the quality of their provision.

This research report was commissioned before the new UK Government took office on 11 May 2010. As a result the content may not reflect current Government policy and may make reference to the Department for Children, Schools and Families (DCSF) which has now been replaced by the Department for Education (DfE).

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Last updated: 
Friday, 11 November, 2016
Last updated: 11 November 2016 by Barry Fong