Presentation on theme: "Early Years Foundation Stage: Observation, Assessment and Planning"— Presentation transcript:
1Early Years Foundation Stage: Observation, Assessment and Planning
2Timetable Observation- 50 minutes Record keeping- 30 minutes Break – 15 minutesDemonstrating progress- 20 minutesPlanning- 45 minutesSummary &issues to take forward -10 minutes
3An overview of observational assessment in the context of the EYFS A Unique ChildBabies and young children are individuals first, with unique profiles of abilities. Schedules and routines flow with the child’s needs. All planning starts with observing children in order to understand and consider their current interests, development and learning.Positive RelationshipsAdults 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.
4An overview of observational assessment in the context of the EYFS Enabling EnvironmentsWhen you are planning, remember that children learn from even things not planned for – such as a fall of snow.Learning and DevelopmentThis 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.
5A 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 children’s development and learning must be based on skills, knowledge, understanding and behaviour that are demonstrated consistently and independently.
6A description of the eight principles for early childhood observational assessment: Effective assessment takes equal account of all aspects of the child’s 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 child’s development.Children must be fully involved in their own assessment.
7Assessment must have a purpose… to intervene, support and extend learningto inform planning for next stepsto evaluate the effect of provisionAssessment for it’s own sake has no intrinsic value.There really isn’t any point in collating huge amounts of observations only to store them away and not do anything with them.
8Ongoing 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.‘Observing helps you to get to know the children better’‘It makes the job more interesting as you work out what to do next from what you’ve seen’‘It helps you to develop your relationships with children’‘It helps when you are talking with parents about their child’It helps you to pick up on a child’s strenghts and to higlight any concerns you may have about a child’s development’It helps you to review what you are doing is right for the children’
9What it looks like… Systematic observations Reflective interactions,which help us to understand each child’ achievement, interests and learning stylesA broad picture of children’s development and learning rather than narrow aspectsObservations made in a variety of contexts
10Good observations are made when practitioners have… A sound knowledge of child development and how of children learnA sound knowledge of the curriculum and what the next steps in learning might be for individual children.
11Practitioners should both plan observations and be ready to capture the spontaneous but important moments.Observations are made when children are involved in…Child initiatedAdult initiatedAdult led activitiesChildren are learning and changing all the time. We should be ready at any time within the daily routine to notice children displaying aspects of development which are significant to remember and to note.Observations need to take place both indoors and in the outdoor learning environment,as many children achieve at their highest level outside.
12Observations Incidental /anecdotal When the practitioner notices something significant he or she is not involved in.ParticipantWhen the practitioner is involved in play with children and in adult led activities.Focused/narrativeWhen the practitioner stands back to observe children in independent, child initiated, play based activities.
13Observation opportunities are more likely to occur when… Practitioners organise resources and their time so they can capture the planned and spontaneousStaff especially the key person are deployed to carry out good quality observationsStaff realise every interaction with children is an opportunity to learn more about themEveryday experiences and activities will provide an almost complete picture of the child’s learning,but Particular planning is needed to capture important aspects of learning that might not arise every day. Other opportunities may occur that are unplanned but nevertheless should not be missed
14The reception class is looking carefully at cars and this provides a good insight into children’s understanding of how things work. The practitioners note and reflect on what they have seen and heard.
16Are we drowning under a sea of post it notes? It might seem like it sometimes, however only a few of the many observations that you make moment by moment as you work with children are ever written down – many are mental notes.
17Assumptions and Inferences One of the keys to being a good observer of children is the ability to remain objective and not to make assumptions about what might be happening.e.g. If I was to ask 3 people what they think is happening here I might get 3 different answers. When really all we can say is ‘here is a child standing at the wall resting her head on her hands.’We will have a more accurate picture when we know the context of the child’s behaviour and what may have led to it.
18Objective anecdotes/incidental observations Focus on what the child did and saidBe factualBe specificBe brief
19Format for anecdotal/incidental Date each anecdoteIdentify when, where and whoDescribe what he child did and said, use quotes to document the child’s languageWhen applicable state the outcome
21Before the observation begins Decide what you want to find outIdentify the child/ areaIdentify the focus
22During 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 child’s actionsWrite down an objective description of what the child actually does and say
23During the observation… Include the contextInclude time markersDevelop your own shorthand
24After the observation… Link what you saw and heard to the focusIf you can, share the observation with your teamIdentify the significant learning taking place and cross reference to other areasDecide on support strategies and next steps
25Judgements of children’s development and learning must be based on skills, knowledge , understanding and behaviour that are demonstrated consistently and independentlyAssessments cannot be reliable or accurate if they are based on one off instances or information gleaned solely from adult led activities.
26Observe children in adult directed and child initiated activities Consider a range of evidence displayed in different contexts and across areas of learningObserve children in adult directed and child initiated activitiesThe assessment made is the best description of the child’s achievementThe judgement made should represent your assessment of the child’s typical attainment, in the sense that while a child’s behaviour may vary from day to day and from context to context
27Effective assessment takes equal account of all aspects of the child’s 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.An holistic approach to assessment is necessary in order to reflect accuratley the nature of children’s development
28Accurate 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 processPractitionersUnderstand all interactions with children influence their development and learning.Respect the range of perspectives that adults in different roles will gain about children.
29Assessments must actively engage parents in developing an accurate picture of the child’s developmentEngage in a two way flow of information between family and setting, in order to meet the child’s needs and plan next steps together.This works well when we acknowledge parents to be the prime and first educators of children, who have a wealth of knowledge and information about their child which you can tap into.for the benefit of the child.
30Parent’s InvolvementSupport parents in describing their child’s attainmentTalk with parents and involve them in reviews of their children's achievements, including those demonstrated at home.An important point to remember when sharing anecdotes with parents is to keep it positive, sharing what the child can do rather than what he can’t. Thus raising the self esteem of parents rather than demoralising them
31Children 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……….
32Adults and children are involved in conversations about learning, when they are involved in an activity. . .
33...and when they review outcomes together There is no need for formal written success criteriaBecause of the ways in which young children learn and the nature of effective pedagogy in the early years, assessment for learning in the Foundation stage looks different from assessment for learning with other age groups -” Given the open ended and play based nature of many of the learning experiences that children encounter within the FS, it may not always be appropriate to share learning objectives with children before they begin activities.”
34Children 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.There is no need for formal written success criteria
37Record KeepingIt involves noting the most important elements of practitioners’, children’s 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
38Record-keeping must be meaningful and have a purpose. The task of keeping records must be manageable and sustainable.Records must capture the range of children’s attainment, achievement and progress.Record-keeping must be meaningful and have a purpose. ‘Records are about gettingto know the child and what the child needs.’ They should be shared and used to support thegrowth and development of the child. They must be understandable to partners in the child’sdevelopment including parents and other practitioners.The task of keeping records must be manageable and sustainable. Practitionersshould be realistic about the amount of information they collect and the systems they create.These need to be manageable as part of day-to-day practice.These need to be useful for planning next stepsThese need to be selective, record only what is significantRecords must capture the range of children’s attainment, achievement andprogress. They will show the starting points and development points across the areas ofLearning.They will identify gaps in information needed about the child.
39My Journey through the Early Years Foundation Stage Using ICTMy Journey through the Early Years Foundation StageHyperlinkUsing ICT to record the ‘child’s voice’If practitioners used this method of recording the information in the records need to be referenced to the FSPFurther examples can be found on the standards site – foundation stage – case studiesName: AR
40Records should be shared with the child. Records will reflect the individuality of every child and the diversity of their backgrounds.All significant participants in children’s development and learning should contribute to the information-gathering.Records should be shared with the child.Records will reflect the individuality of every child and the diversity of theirbackgrounds. Children have different capacities, interests and competencies and it isnecessary to reflect this diversity in the type of records kept. Greater detail will be evident forone child in a particular aspect that is not necessary for another.All significant participants in children’s development and learning should contributeto the information-gathering. This will involve a wide range of people, including parentsand children.Records should be shared with the child. This is a statutory requirement of the FSP andwill continue to be so for the EYFSP.
41Children and practitioners recording together HyperlinkAn example of children being involved in summative assessment, recording their own learning.Children and practitioners recording togetherLink outcomes with the areas of learning
42Learning Journey using ICT All information from observations process will feed into the record keeping documentation.Learning Journey using ICTInvolving parents in the observation, assessment and record keeping processNarratives incidental, photographsCameras, mobile phone cameras could be used to record significant moments, events.
43Parents contributing to the record keeping process Sharing their child’s 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.
45Four 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.
46Four principles for demonstrating progress: Children’s 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 children’s development requires practitioners and managers to be able to understand a range of information in order to draw conclusions about children’s progress and the effectiveness of their provision.
47This is demonstrated when practitioners adopt these strategies: Identify and record a child’s 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 child’s learning and development primarily through observational assessment.Baseline needs to be completed on entry and entered into each child’s record
48Review 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 child’s 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.
49Assessment, 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
50Information 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.E profile lists and print outs supports individual learning journeys, supports practitioners in planning a differentiated curriculum
51KUW 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.KUWEffectiveness of provisionOn entry data to reception from school nursery class shows low KUW scores.
52Review and record changes in children’s attainment from starting points that capture the breadth of children’s involvement.E profile provides graphs to show individual child progress, implications for year 1.
53Developmental progress tracking sheet Name P.S.E.Development - Birth to 11monthsDevelopmental MattersDisposition and AttitudesDevelop an understanding and awareness of themselvesLearn that they have influence on and are influenced by others.Learn that experiences can be sharedEvidenceAnecdotal/incidentalDevelopmental progress tracking sheet to be used for children 0-36 months. Separate record sheet for each area of learning and broad stage of development.Developmental progress tracking sheetHighlight developmental matters when achieved using observations, photographs as evidence.
54How 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.
55Remember….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.
56Four 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 children’s learning and development.
57Four principles for planning: Planning should be firmly based on observation of what has gone before and maps out how each child’s learning and development will or might progressPlanning should be sufficiently flexible to keep a focus on children’s individual needs and interests- children also learn from things which have not been planned for.
58Planning pro formas and guidance Suggestions only- but they cover all requirements for good practiceDifferent pro formas for 0-36 and 36+ to reflect different needs of childrenEach plan has accompanying guidancePlans will be sent by to all schools and settings after they have attended training.
590-36 months Short term continuous curriculum (resources/ environment) Weekly Key person planWeekly Outdoor learning planDaily routine- no pro forma but guidance
6036-60+ months Long term ( annual overview) Medium term (termly) one for each area of learning and developmentShort term plansweekly adult directed plan (for each area)continuous curriculum (adult initiated and child initiated)outdoor weeklynarrative observation weeklyDaily routine- no pro forma but guidance
61Completed planning are NOT EXAMPLERS Not to be used in practicePlanning pro formas are suggested formatsPlanning formats:Must identify outdoor learningMust plan for CI & AI activitiesMust plan for focussed observationMust track children’s progressPlanning can be annotated and may be changed to respond to children’s interests.
62Please take time to look at the planning pro formas and examples. Questions and queries on post its
63We will e mail: Copy of the presentation Planning pro formas Developmental Record sheets
64Future training October 3rd - 1-4 pm Everything you need to know about the FSPOctober 17th 9-12 amMonitoring and Evaluating EYFSOctober 31st pmDeveloping CLL Area of Learning and DevelopmentNovember 1st 1-4 pmCreating an Outdoor ClassroomNovember 7th pmDeveloping PSE Area of learning and Development