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Early Years Foundation Stage: Observation, Assessment and Planning

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Describe what he child did and said, use quotes to document the child's language ... October 31st 9-3.30 pm. Developing CLL Area of Learning and Development ... – PowerPoint PPT presentation

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Title: Early Years Foundation Stage: Observation, Assessment and Planning


1
Early Years Foundation Stage Observation,
Assessment and Planning
2
Timetable
  • Observation- 50 minutes
  • Record keeping- 30 minutes
  • Break 15 minutes
  • Demonstrating progress- 20 minutes
  • Planning- 45 minutes
  • Summary issues to take forward -10 minutes

3
An overview of observational assessment in the
context of the EYFS
  • A Unique Child
  • Babies and young children are individuals first,
    with unique profiles of abilities. Schedules and
    routines flow with the childs needs. All
    planning starts with observing children in order
    to understand and consider their current
    interests, development and learning.
  • Positive Relationships
  • Adults bring their own perspectives to an
    observation. Family circumstances and cultural
    contexts need to be considered in making
    assessments, particularly in Personal, Social and
    Emotional Development.

4
An overview of observational assessment in the
context of the EYFS
  • Enabling Environments
  • When you are planning, remember that children
    learn from even things not planned for such as
    a fall of snow.
  • Learning and Development
  • This covers all themes of EYFS If children do
    not communicate freely with adults you may need
    to think outside the box rather than make
    assumptions.

5
A description of the eight principles for early
childhood observational assessment
  • Assessment must have a purpose.
  • Ongoing observation of children participating in
    everyday activities is the most reliable way of
    building up an accurate picture of what children
    know, understand, feel, are interested in and can
    do.
  • Practitioners should both plan observations and
    be ready to capture the spontaneous but important
    moments.
  • Judgements of childrens development and learning
    must be based on skills, knowledge, understanding
    and behaviour that are demonstrated consistently
    and independently.

6
A description of the eight principles for early
childhood observational assessment
  • Effective assessment takes equal account of all
    aspects of the childs development and learning.
  • Accurate assessments are reliant upon taking
    account of contributions from a range of
    perspectives.
  • Assessments must actively engage parents in
    developing an accurate picture of the childs
    development.
  • Children must be fully involved in their own
    assessment.

7
Assessment must have a purpose
  • to intervene, support and extend learning
  • to inform planning for next steps
  • to evaluate the effect of provision

8
  • Ongoing observation of children participating in
    everyday activities is the most reliable way of
    building up an accurate picture of what children
    know, understand, feel, are interested in and can
    do.

9
What it looks like
  • Systematic observations
  • Reflective interactions,which help us to
    understand each child achievement, interests and
    learning styles
  • A broad picture of childrens development and
    learning rather than narrow aspects
  • Observations made in a variety of contexts

10
Good observations are made when practitioners
have
  • A sound knowledge of child development and how of
    children learn
  • A sound knowledge of the curriculum and what the
    next steps in learning might be for individual
    children.

11
Practitioners should both plan observations and
be ready to capture the spontaneous but important
moments.
  • Observations are made when children are involved
    in
  • Child initiated
  • Adult initiated
  • Adult led activities

12
Observations
  • Incidental /anecdotal
  • When the practitioner notices something
    significant he or she is not involved in.
  • Participant
  • When the practitioner is involved in play with
    children and in adult led activities.
  • Focused/narrative
  • When the practitioner stands back to observe
    children in independent, child initiated, play
    based activities.

13
Observation opportunities are more likely to
occur when
  • Practitioners organise resources and their time
    so they can capture the planned and spontaneous
  • Staff especially the key person are deployed to
    carry out good quality observations
  • Staff realise every interaction with children is
    an opportunity to learn more about them

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17
Assumptions and Inferences
18
Objective anecdotes/incidental observations
  • Focus on what the child did and said
  • Be factual
  • Be specific
  • Be brief

19
Format for anecdotal/incidental
  • Date each anecdote
  • Identify when, where and who
  • Describe what he child did and said, use quotes
    to document the childs language
  • When applicable state the outcome

20
Guidelines for Narrative/Focused Observations
21
Before the observation begins
  • Decide what you want to find out
  • Identify the child/ area
  • Identify the focus

22
During the observation
  • Find a spot close enough to the child so that you
    can hear, but far enough away so that you are not
    intruding on the childs actions
  • Write down an objective description of what the
    child actually does and say

23
During the observation
  • Include the context
  • Include time markers
  • Develop your own shorthand

24
After the observation
  • Link what you saw and heard to the focus
  • If you can, share the observation with your team
  • Identify the significant learning taking place
    and cross reference to other areas
  • Decide on support strategies and next steps

25
Judgements of childrens development and learning
must be based on skills, knowledge ,
understanding and behaviour that are demonstrated
consistently and independently
26
  • Consider a range of evidence displayed in
    different contexts and across areas of learning
  • Observe children in adult directed and child
    initiated activities
  • The assessment made is the best description of
    the childs achievement

27
Effective assessment takes equal account of all
aspects of the childs development and learning
  • Tuning in to different skills children are
    developing e.g linguistic, physical creative etc.
  • Reflecting on all the dimensions revealed by the
    normal activities in the setting.

28
Accurate assessments are reliant upon taking
account of contributions from a range of
perspectives.
  • All adults who interact with the child,in the
    setting will contribute to the process

29
Assessments must actively engage parents in
developing an accurate picture of the childs
development
  • Engage in a two way flow of information between
    family and setting, in order to meet the childs
    needs and plan next steps together.

30
Parents Involvement
  • Support parents in describing their childs
    attainment
  • Talk with parents and involve them in reviews of
    their children's achievements, including those
    demonstrated at home.

31
Children must be fully involved in their own
assessment
  • Children are able to take ownership of their
    learning, when
  • they are encouraged to ask questions, make
    comments and share their own judgements about
    their development.
  • This is demonstrated when.

32
Adults and children are involved in
conversations about learning, when they are
involved in an activity. . .
33
...and when they review outcomes together
34
  • Children ask their own questions, talk about
    their thoughts and how they want to tackle a
    problem.
  • Adults ask probing, yet open- ended questions
    that encourage children to consider quality and
    processes of work and what to do next.

35
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36
Record Keeping
37
Record Keeping It involves noting the most
important elements of practitioners, childrens
and parents growing knowledge of what children
know, understand, are interested in, feel and can
do. This is a continuous process, the record
keeping documentation needs to be regularly
updated. Developmental progress tracking sheet,
nursery profile and eProfile
38
  • Record-keeping must be meaningful and have a
    purpose.
  • The task of keeping records must be manageable
    and sustainable.
  • Records must capture the range of childrens
    attainment, achievement and progress.

39
Using ICT
My Journey through the Early Years Foundation
Stage
Name AR
40
  • Records will reflect the individuality of every
    child and the diversity of their backgrounds.
  • All significant participants in childrens
    development and learning should contribute to the
    information-gathering.
  • Records should be shared with the child.

41
Children and practitioners recording
together Link outcomes with the areas of learning
42
All information from observations process will
feed into the record keeping documentation.
Learning Journey using ICT
43
Parents contributing to the record keeping
process Sharing their childs experiences from
home.
Sheets available to parents. Examples of
completed sheets could be displayed.
What I would like to share.
You may consider developing a record of
milestones that the children have achieved while
they are in the setting to give to parents.
44
Demonstrating Progress
45
Four principles for demonstrating progress
  • Effective practitioners will be able to identify
    how individuals and groups of children in their
    setting have developed and progressed in their
    learning.
  • Effective approaches to assessment will generate
    information or data that can be used for a range
    of purposes.

46
Four principles for demonstrating progress
  • Childrens progress must be identified and
    analysed through a range of appropriate evidence,
    the majority of this will be drawn from
    observation of child-initiated activity.
  • The complexity of young childrens development
    requires practitioners and managers to be able to
    understand a range of information in order to
    draw conclusions about childrens progress and
    the effectiveness of their provision.

47
  • This is demonstrated when practitioners adopt
    these strategies
  • Identify and record a childs starting points in
    the areas of Learning and Development, provided
    by observations and information shared by parents
    and other settings at times of transfer, or
    settings that also currently support the child.
  • Continue to build up individual pictures of each
    childs learning and development primarily
    through observational assessment.

48
  • Review records regularly with the interested
    parties, including parents, to examine whether
    each child and group of children has made
    desirable progress.
  • Summarise records at times of transfer to
    describe attainment and to support appropriate
    planning for a childs needs in the next setting.
  • Use the developmental progress tracking
    sheet,nursery profile summative sheet and
    eProfile to identify progress made during the
    year and to compare the rates of progress made in
    each area of learning and development.

49
  • Assessment, record-keeping and demonstrating
    progress in EYFS are not about assessing,
    recording and creating data sets designed to
    depress or enhance outcomes for ends such as
    improving added value. Creating the Picture
    pg.25

50
  • Information and data can be used to
  • Reflect on assessments in order to support
    individual learning journeys.
  • Analyse their assessments to identify the needs
    of specific groups of learners.

51
  • Nursery profile, E profile data- use to track
    entry and exit.
  • Need to collate a range of evidence from
    observations and numerical data to demonstrate
    progress.
  • Reflect on their assessment data to evaluate the
    effectiveness of their setting.

KUW
52
Review and record changes in childrens
attainment from starting points that capture the
breadth of childrens involvement.
53
Developmental progress tracking sheet Highlight
developmental matters when achieved using
observations, photographs as evidence.
54
  • How do we ensure that individual children make
    desirable progress?
  • Practitioners need a knowledge of child
    development and the areas of learning in the
    EYFS.
  • Practitioners need to be able to use resources,
    environment and themselves to appropriately
    support the child.
  • Practitioners need to be able to identify why
    some children are not making desirable progress.

55
Remember.
  • Avoid tick lists and one-off tests as reliable
    demonstrations of progress.These do not create a
    well rounded picture of a child's attainment.
  • Judgements should be based on observation led
    evidence.

56
Four principles for planning
  • Planning puts the principles of EYFS into
    practice and ensures that children are given a
    full range of experiences across all six areas of
    learning and development.
  • Planning provides an opportunity to clarify
    thinking for all practitioners within the team
    and to come to common understandings about a
    philosophy and approach to childrens learning
    and development.

57
Four principles for planning
  • Planning should be firmly based on observation of
    what has gone before and maps out how each
    childs learning and development will or might
    progress
  • Planning should be sufficiently flexible to keep
    a focus on childrens individual needs and
    interests- children also learn from things which
    have not been planned for.

58
Planning pro formas and guidance
  • Suggestions only- but they cover all requirements
    for good practice
  • Different pro formas for 0-36 and 36 to reflect
    different needs of children
  • Each plan has accompanying guidance
  • Plans will be sent by email to all schools and
    settings after they have attended training.

59
0-36 months
  • Short term continuous curriculum (resources/
    environment)
  • Weekly Key person plan
  • Weekly Outdoor learning plan
  • Daily routine- no pro forma but guidance

60
36-60 months
  • Long term ( annual overview)
  • Medium term (termly) one for each area of
    learning and development
  • Short term plans
  • weekly adult directed plan (for each area)
  • continuous curriculum (adult initiated and
    child initiated)
  • outdoor weekly
  • narrative observation weekly
  • Daily routine- no pro forma but guidance

61
  • Completed planning are NOT EXAMPLERS
  • Not to be used in practice
  • Planning pro formas are suggested formats
  • Planning formats
  • Must identify outdoor learning
  • Must plan for CI AI activities
  • Must plan for focussed observation
  • Must track childrens progress
  • Planning can be annotated and may be changed to
    respond to childrens interests.

62
Please take time to look at the planning pro
formas and examples. Questions and queries on
post its
63
  • We will e mail
  • Copy of the presentation
  • Planning pro formas
  • Developmental Record sheets

64
  • Future training
  • October 3rd - 1-4 pm
  • Everything you need to know about the FSP
  • October 17th 9-12 am
  • Monitoring and Evaluating EYFS
  • October 31st 9-3.30 pm
  • Developing CLL Area of Learning and Development
  • November 1st 1-4 pm
  • Creating an Outdoor Classroom
  • November 7th 9-3.30 pm
  • Developing PSE Area of learning and
    Development
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