1. Planning
Sam Emsley

2. Why do we need to plan?
Children are all different and progress and develop at different rates. The Early Years Foundation Stage framework provides guidance about what children should be able to achieve be a certain age.
However, these are not set in stone because every child is unique and may have developmental delays due to special educational needs, disability or emotional stressors that affect development.

3. Planning aims to: Support all children
Ensure each child has access to a full, relevant curriculum.
Encourage children to join in.
Meet children’s individual learning and development needs
Build on existing skills and knowledge and reach their full potential

4. Planning has got to be:
fun, interesting, challenging, explorative, sensory, problem solving
based on what children can do, need to do next and like doing.
FLEXIBLE – embrace snow, rain, mud, bugs, unplanned experiences – do not be rigid.

5. Planning in relation to current frameworks
The EYFS gives practitioners information for planning for children from birth to Reception year.
There are no set rules, however planning MUST be useful to teaching and learning in the setting and the child MUST be at the centre of ALL planning.
Observations MUST inform planning.

6. EYFS 7 areas of learning
Children should mostly develop 3 prime areas first. These are:
Communication and language
Physical development
Personal, social and emotional development
These prime areas are most essential for children’s healthy development and future learning.

7. Continued:
As children grow, they will be able to develop skills in the prime areas complimented by specific areas. These are:
Literacy
Mathematics
Understanding the world
Expressive arts and design

8. Key Elements of Effective Practice (KEEP)

9. KEEP – the observation and assessment cycle
The cycle is continuous.
Close observation & assessment identifies appropriate changes to practice to meet specific needs of children and the group.
EYP’s plan an activity or experience for a child based on their observations for their next steps. The activity is carried out and observed to see if the plan was successful in helping the child to achieve.