Children are familiar with the routines and regular events of the school day and transition smoothly from one to another.

Children communicate their needs for comfort and assistance. They establish and maintain respectful, trusting relationships with other children and adults. They openly express their feelings and ideas in their interactions and respond to ideas and suggestions from others. They initiate interactions and join in play with peers and adults. They behave in ways that are safe for themselves and others, and demonstrate an awareness of the needs and rights of others.

Children cooperate and work collaboratively with others, and feel recognized and respected for who they are. They are open to new challenges and discoveries. They take considered risks in their decision making, cope with the unexpected and approach new situations with confidence. They recognize their individual achievements and the achievements of others.

Children share aspects of their culture with other children and teachers. They explore different identities and points of view through a variety of ways (for example dramatic play).

Children take part in interactive morning assemblies, role plays, presentations etc. They assume roles such as helper of the day, student of the week, group leader, prefect, monitor during co and extracurricular events, etc.

Children cooperate with and show concern for others. They negotiate roles and responsibilities in play and group experiences and invite other children to join in their play. They engage in and understand how to contribute to projects or group play and demonstrate a sense of belonging in the early years setting.

They express their understanding of the world in which they live, contribute to fair decision making and state opinions on matters that affect them.

Children explore the diversity of culture, heritage, background and tradition and this presents opportunities for new understandings. They understand that the world comprises many cultures with different values and morals. They show tolerance and care for the children from diverse ehtnic groups in their classroom and school.

A positive tone in the school supports the learning of all children. Teachers promote children’s self-esteem and self-regulation.

School leaders and teachers promptly address issues relating to children’s physical and emotional well-being.

Levels of attendance are encouraging. Parents understand the importance of punctuality and the link between attendance and learning. Systems in place identify patterns of absence.

Systems to promote positive behaviour are in place and being used effectively. Children, teachers and parents understand behaviour management systems and processes. Children are aware of their rights and responsibilities in class. They can manage their behaviour and display a happy countenance.

Children cooperate and appreciate each other’s opinion while working in groups. Initiatives are taken by teachers to ensure that children/groups are not marginalised or isolated.

Children are prepared well for their transition from early years to primary levels.

Children have access to adult care and supervision and know who to contact if they feel unsafe. They are confident, happy and enjoy moments of solitude. They demonstrate spatial awareness and move around and through their environments confidently and safely. They recognize the contribution they make to shared projects and experiences.

Children show an increasing awareness of healthy lifestyles and good nutrition. They show independence in personal hygiene and care for themselves.

Children use play to investigate and explore ideas. They initiate and contribute to play experiences emerging from their own ideas and participate in a variety of rich and meaningful inquiry based experiences.

Children create and use representation to organize, record and communicate mathematical ideas and concepts. They are often involved in activities that promote experimentation, exploration, problem solving and inquiry.

Children learn collaboratively and develop an ability to mirror, repeat and practice the actions of others. They make connections between experiences, concepts and processes, and try out strategies that are effective to solve problems.

Children use their senses to explore natural and built environments. They explore the purpose and function of a range of tools, media, sounds and graphics. They manipulate resources to investigate, take apart, assemble, invent and construct. They use Information and Communication Technologies (ICT) to investigate and solve problems.

Children engage in enjoyable interactions, verbally and non-verbally. They convey and construct messages with purpose and confidence. They contribute their ideas and experiences in play, small and large group discussions. They are independent communicators who initiate standard English and home language conversations.

Children listen and respond to sounds and patterns in speech, stories and rhymes. They use multimedia texts and respond with gestures, actions, comments and or questions. They sing and chant rhymes, jingles and songs and take on roles of literacy and numeracy users in their play.

They begin to understand the sounds of language, letter-sound relationships, concepts about print and the ways that texts are structured. They actively use and share the enjoyment of language and texts in a range of ways. They infer, predict what is coming next in the story and retell stories to their peers.

Children engage in play to create roles, scripts and ideas. They share the stories and symbols of their own culture and re-enact well-known stories. They use creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning.

They experiment with ways of expressing ideas and meaning using a range of media and begin to use images and approximations of letters and words to convey meaning.

Children identify uses of technologies in everyday life and use real or imaginary technologies as props in their play. They use information and communication technologies to access images and information, explore diverse perspectives and make sense of their world. They use ICT as a tool for designing, drawing, editing, reflecting and composing.

Teachers use a variety of strategies as per the learning needs of the children. They provide sufficient and effective opportunities for all children to engage in purposeful learning and use differentiated strategies to help all children learn.

Teachers regularly review and reflect on their practices to enhance learning outcomes, modify and improve practices to meet the learning needs of all children.

Teachers design learning activities that are clearly linked with the attainment targets and are based on children’s prior knowledge. They describe the purpose of activities in child-friendly terms, and establish clear criteria for successful completion of each activity. They explain the guidelines for the use of learning areas during each activity, if required. They display examples that show high quality work that meets the criteria. Children can refer to these as they engage in the related activity.

The learning activities help children learn and progress, gain hands-on experiences that encourage exploration and experimentation, and provide the right balance of challenge for all ability groups. The learning activities are varied, providing opportunities for children to work with others in a variety of ways. Teachers encourage children to discuss what they have found out, and to speculate on future findings. They practice new vocabulary and reflect upon the understanding they have acquired.

A variety of resources is used creatively to enrich learning. Teachers effectively use educational technology to support children’s learning. They model the proper use of materials in both whole-group and small-group demonstrations.

Teachers are skilled in their use of questioning and arousing children’s curiosity, inspiring them to find out more. Their questions are focused and often individualized for particular children. They give time for reflection; they adjust the pace of learning as a result of children’s response.

Teachers demonstrate energy and enthusiasm and provide an enjoyable experience for learners.

Teaching takes into account and caters to the expectations of the SNC.

Teaching practices are aligned with the vision and principles of the curriculum and are appropriate for the content to be taught.

Teachers use information gathered from observations of children to decide on the approach that will motivate and challenge them appropriately.

Learning activities are thoughtfully planned to incorporate content that is interesting and relevant to children’s context.

Teachers respond positively to children’s attempts to initiate interactions and conversations. They singularly address each child’s unique learning requirements and take time to interact and converse with each one in positive ways.

Teachers organize learning environments in ways that promote small group interactions and play experiences. Children have time and space to focus on and develop their own interests.

Teachers provide time and opportunities for children to develop spoken language through sustained conversations between children and adults, both one to one and in small groups.

Teachers give opportunities for children to share and enjoy a wide range of fiction and non-fiction books,rhymes, music, songs, poetry and stories.

Teachers link language with physical movement in actions, songs and rhymes, role-play and practical experiences such as cooking and gardening. They allow children to see adults reading and writing and encourage children to experiment with writing for themselves through making marks, personal writing symbols and conventional script.

Children communicate in their mother tongue. Teachers model the language (English and Urdu) well for children to acquire and practice. They promote the use of subject-specific vocabulary.

Teachers provide a range of activities which focus on mathematical learning to be elicited, for example, exploring shape, size and pattern during block play. They develop children’s understanding of mathematical concepts through stories, songs, games and imaginative play.

Teachers ensure that math resources are readily available during lessons and outdoor play. They use mathematical terms during play and daily routines.

Teachers provide sufficient opportunities for children to discover things about shape, distance and measure, through physical activity.

Teachers frequently use open-ended questioning to prompt children’s thinking skills and encourage them to tell each other what they have found out, to speculate on future findings and describe their experiences.

Teachers plan hands-on activities that encourage exploration, experimentation, problem solving, observation, prediction, critical thinking, decision making and discussion, for children to gain a better understanding of the environment and their surroundings and promotes knowledge of the world. Teachers support children in using technology for enhanced learning.

Parents are invited to take part in class and school activities.

Teachers introduce vocabulary to children alongside the actions for games. They focus on developing children’s fine and gross motor skills through varied learning activities. Physical development and activity remains an area of focus by the teachers. Children are often involved in physical games, indoor and outdoor, supported through appropriate equipment.

Teachers give sufficient time for children to use a range of equipment to use in physical activities, practise new and existing skills and learn from their mistakes.

Teachers document children’s acquisition of fine and gross motor skills. They pay close attention to how children respond physically in different situations, for example, writing activity, games, etc. They also encourage learning activities that promote the use of five senses, and observe how children respond during these activities.

Teachers use mealtimes to promote children’s social skills and, as they enjoy food together, they highlight the importance of etiquettes and making healthy choices. They often reinforce the significance of hygiene.

Teachers provide children with security and comfort that enables them to be creative and imaginative without the fear of being judged. Children are encouraged to learn new things and be adventurous. They are provided with sufficient opportunities to practice new skills in singing and arts.

The environment reflects a variety of cultures to stimulate new ideas and ways of thinking. Teachers provide materials, tools and equipment that enable children to express their ideas through a range of media.

Teachers give equal importance to arts on the timetable. There are ample opportunities for children to use their imagination through stories, role plays, dance, music, design and other art activities.

Children are taught how to manage their learning material and behaviour. They understand the school and classroom routines. Teachers effectively manage children's behaviour. They use strategies that focus on learning more than behaviour, and these elicit and sustain children’s cooperation and engagement. Children know how to access materials and equipment and what to do when they have finished using them or how to store a completed product.They understand how to use and maintain learning areas and organize them for the next group of children. They know how to work without disturbing others and how to transition from one area to another.

Teachers create rules that are easy to follow and keep them to a minimum. They provide visual supports that cue children into the desired behaviour.

Teacher Aides or Teaching Assistants skillfully support the teacher in managing the class.

The daily schedule is used as a guide and there is a degree of flexibility exercised according to the needs of children. Daily routines/visual timetables are placed in the classroom. Teachers give advance notice before the next activity.

Teachers ensure they are ready before the activity, think through each transition and build these into their daily plan. They link transition signals to specific activities. They use attention getters such as songs, rhymes, games, puppets, fingerplay, etc., to signal change.

Teachers value the culture and well-being of all children. Praise and motivation are observed as essential elements in creating a supportive environment. Teachers’ interactions with children ensure they are always active participants in the learning process.

Children feel emotionally safe and supported to learn. They are well-settled in their classrooms and feel confident in sharing their opinion and ideas.

Teachers demonstrate respect for children and acknowledge their efforts. Children treat each other and their teachers with respect.

Teachers prepare the classroom in a way that promotes learning. The classroom layout, seating arrangement, equipment and furniture suits the teaching methodologies employed. There is suitable space for group activities. Storage space is safe, located at point of use, child accessible, and aesthetically pleasing. The lighting is sufficient.

Children help plan the layout of the environment and contribute to keeping it tidy.

The furniture and dividers in the classroom are arranged so that the teacher has a full view of the room and it does not disrupt class routines. Noisy and quiet areas are distinct.

The activities are sufficiently open-ended to allow for creativity. The resources are of high quality and are ample for the number of children using them. There are theme-based suitable resources to engage children in contextual learning.

A variety of readily available materials (poems, charts, big books, and other print materials) is also available for children to use. There are designated places for children to store their works in progress and their finished products.

The indoor environment is ‘homely’ enough for children to feel comfortable as well as being appropriate for learning activities. There are designated places for activity, rest and eating etc. There are resources which are high quality, age appropriate, well maintained, washed regularly, clean and accessible to children.

Teachers regularly document children’s achievements through digital photography or anecdotal observations.

There are displays of photos, mark making and artwork, displays of models and artefacts. The displays are changed frequently to keep them relevant and interesting. Children are allowed to help create and maintain displays themselves.

The outdoor environment allows for sufficient opportunities for children to learn and practice new skills. A variety of resources and equipment are available including sand and water table, free standing easels, book tub on wheels, props, science discovery tools and woodworking materials.

Teachers share their expectations for learning with children during lessons. They encourage children to understand the learning expectations shared by them and take responsibility for achieving them.

Teachers demonstrate their belief that all children can achieve regardless of their social background, gender or ability and encourage them to achieve their potential.

Assessments are linked with lesson objectives and are age-appropriate. Observation records reflect the individual learning of children. Assessment information is ongoing, valid, reliable and generated from different sources.

Assessment data is effectively analysed and used to inform lesson planning.

Assessment and feedback, both verbal and written, ensures that children know how well they are doing and what they need to do to improve.

Teachers empower children to understand more about their learning. Examples are effectively used to illustrate what the desired learning outcome should look like. Children are given the opportunity to talk to the teacher one on one about their ongoing learning.

Teachers analyse observations of children to help plan ‘what next’ for individuals and groups. They review the environment and resources after each session.

Parents have regular opportunities to add to records and portfolios. Teachers involve them in the ongoing observation and assessment process.

The school provides focused, timely, accurate and meaningful information to parents on their child’s progress and learning.

School leaders have clear and high expectations for children’s learning and development in all six domains, and for teachers as professionals.

Expectations, vision, and values are clearly articulated in the school documentation and shared with all stakeholders (as appropriate). Beaconhouse initiatives are supported and tailored to the school’s particular context.

Staff and children are aware and take pride in meeting the high expectations placed on them. The staff actively works towards the school’s vision and goals.

The school leadership takes several initiatives to promote a positive image of the school, underpinned by high quality of education.

School leadership demonstrates a clear focus on academics in the school. They take initiatives to discuss educational issues that are focused on improving outcomes for children and encourage others to do so. They ensure that learning is monitored and that classroom activities are engaging and age appropriate.

The School Improvement Plan is focused on improving outcomes for children. Implementation of the SIP is monitored and evaluated.

School leadership demonstrates sound knowledge of curriculum and effective teaching practices to enhance learning outcomes for children. This is reflective in the teaching and learning practices in the school.

Teacher observation is regular and is focused on the ongoing improvement of teaching and learning. Processes are in place to identify, support and address issues relating to underperforming teachers. The appraisal system is effectively used to identify areas for ongoing development.

The analysis of achievement data is used by school leaders and teachers to improve teaching and to identify areas for development.

The school leaders ensure that the teaching staff understand the expectations of SNC. Regular and timely support is extended to the teachers in implementing SNC curriculum.

School leaders participate with teachers in formal and informal professional learning. They frequently model and/or coach teaching staff on effective teaching and assessment practices to facilitate implementation of best practices resulting in enhanced learning outcomes for children.

Teachers are supported in the delivery of curriculum through frequent meetings (coordination) and guidance from the school leadership.

Professional learning and development is designed to meet identified individual training needs and school-wide areas for development. Effective and well-targeted professional development is focused on student learning.

New teachers are adequately supported through a planned induction programme.

Leaders establish effective professional learning communities that focus on the improvement of outcomes for children.

Teachers are informed about possibilities for updating their knowledge and skills and encouraged to develop their practice, including the courses available on PRISM.

Teachers are extended opportunities to gain expertise in the use of technology for effective delivery of the curriculum.

School leaders ensure that professional learning and development activities are followed up to ensure better transfer of knowledge and skills to the classroom.

The teaching staff is provided with opportunities to discuss and share effective practices within the school and cluster/s, thus promoting a learning culture. The teachers are often engaged in evaluating their teaching practices for improvement.

School leaders are engaged in opportunities to network and grow professionally.

Shared leadership supports and enhances the quality of various aspects of the school, including teaching and learning and leadership capacity. The sharing of effective practices (inter and intra cluster) is cascaded successfully, enhancing the pace of improvement within the school. The overall effectiveness of the school is therefore improved. School leaders not only promote, but directly participate with, teachers in formal and informal professional learning.

Policies and responsibilities are clear and understood by all stakeholders. The school has clear systems in place to support students and the teaching staff.

School leaders ensure the suitability and qualification of all adults who have unsupervised access to children who are in their care. Staff supervision is effective. Children have access to appropriate adult care and supervision.

School leaders monitor provision and outcomes for children through regular quality checks and self review and identify targets for further improvement.

The rota for staff duties is circulated and works well in practice. Effective communication processes are evident. Rules and policies of the school are being followed.

Day-to-day organisation (including timetabling) is effective and difficulties are dealt with in a timely and fair manner.

Student attendance systems are efficiently implemented. Absenteeism is followed up when necessary and any emerging absence patterns are identified and analysed.

School leaders establish clear management responsibilities in relation to child protection including designated staff responsible. They monitor and evaluate the effectiveness of policies and practices, including complaints procedures.

Resources are well organised, accessible and used appropriately. Human and material resources are allocated to meet school priorities and goals.

Various opportunities are provided for children to develop leadership skills, including a range of co and extra curricular activities.

Teachers and other members of staff are provided with opportunities and supported to develop leadership capacity.

The provision of leadership opportunities to both children and staff is carried out in a fair and transparent manner.

Professional development and support is provided, where possible, to develop the leadership capacity of existing and aspiring leaders.

Various opportunities are provided for students to develop leadership skills, including a range of co and extra curricular activities.

Teachers and other members of staff are provided with opportunities and supported to develop leadership capacity.

The provision of leadership opportunities to both students and staff is carried out in a fair and transparent manner.

Professional development and support is provided, where possible, to develop the leadership capacity of existing and aspiring leaders.

School leaders ensure that self-review is promoted, well-understood and practiced as an inclusive process. Self-review is integrated in school routines to monitor and improve school effectiveness.

Self-review processes are used to investigate the effectiveness of the curriculum in improving children’s engagement and achievement.

Processes are in place to ensure that learning programmes have appropriate sequences and coherent progression over year levels.

Systems are in place to gather, collate, and analyse children’s attainment and other pertinent school information. Information obtained through the analysis is effectively used to understand the levels of achievement and improve outcomes for children.

The school leaders regularly involve the stakeholders in reviewing aspects of the school's provision, particularly in relevance to teaching and learning, in order to identify shortcomings and take necessary steps to address these.

School data is analyzed to understand strengths and areas for development. Self-review findings support the decision-making process. The analysis of student achievement and other pertinent school data is used to plan school improvement. Self-review is followed by action in order to help improve teaching and learning.

Stakeholder feedback is included in the self-review and therefore reflects in the school improvement planning. Stakeholders are kept informed about the school’s goals and their role in achieving them. They are aware and support the school’s goals.

The school’s goals are driven by rigorous and robust self-review. The SIP targets are aligned with the self-review findings, and focused on children’s learning outcomes.

The school leadership monitors the implementation of the SIP. Necessary modifications are made to ensure the SIP targets are met. The evaluation of SIP’s success is used to chalk out the subsequent year’s goals and planning.

Any change that is deemed necessary is managed sensitively and aligned with the goals of the school. The impact of change is preempted and followed up. Change management is supported by clear communication.

Children, staff, parents and visitors have no difficulty in accessing the school facilities. The school environment is checked regularly and hazards are addressed.

The school infrastructure, equipment and processes comply with the BSS Health and Safety policy. The school effectively and regularly monitors and reviews its safety and security procedures, checks safety and security equipment and takes action to address any shortcomings.

The school ensures that premises, furniture and learning equipment are clean and well maintained, and that all equipment is maintained to a safe and acceptable standard.

The premises are kept safe and secure so that children cannot leave alone at dismissal time or gain unsupervised access. Systems are in place to effectively monitor children within and outside the classrooms.

All staff is informed of school health and safety rules, policies and procedures, including reporting and documenting procedures for accidents, potential hazards, children’s illness or health concerns, and suspected child abuse and/or neglect.

The school has clear procedures in place to extend first aid and/or medical assistance in case of emergency. Procedures are in place and are followed for effective operation of the Crises Responses Team (CRT).

The school has effective systems in place to ensure all involved follow the COVID SOPs as outlined in the BSS COVID SOM.

The staff regularly check the indoor and outdoor spaces for health and safety hazards and teach children safe behaviour including what to do in an emergency. Children and staff are given exposure/training to develop awareness about security measures, for example through fire/evacuation/lockdown drills.

Procedures are in place to ensure that play equipment is not treated with toxic material, is free of sharp points, splinters, protruding nails or bolts, hazardous paint that contains lead, or any other poisonous material, choking parts, pen wiring and uncovered electrical switches where children have access.

School leaders ensure that field trips are well-managed and that a thorough risk assessment is conducted prior to the trip.

The school grounds are safe and well-maintained. Outdoor space is easily accessible and available for all children, and safety rules are posted and explained by teachers. Space is large enough to accommodate the number of children and equipment. Children are easily supervised from any position and the ratio of adults to children is adequate for easy supervision.

A variety of age-appropriate equipment and materials are provided with a safe fall surface to cushion impact. Sufficient equipment is available so that children do not have to wait unreasonable lengths of time in line. A storage shed is available to store materials and equipment when not in use.