Formative assessment is like a continuous webcam of development and interests. You will not notice everything and this week some aspects will catch your attention more than others. But your observation and related assessment are part of the continuing flow. In the EYFS the usual aim of a summative assessment is to help adults to gain an understanding of a child unfamiliar to them.
A summative assessment is also a time of focused communication with parents and perhaps children themselves. Some kind of summative assessment is beneficial when a child is about to leave their current provision. The only required summative assessment in the EYFS is the Profile, which is completed in most cases by the reception class team and is the same as the Foundation Stage Profile, except for EYFS changes to the wording of early learning goals.
Summative assessment does not have to include a numerical component quantitative ; it can be exclusively descriptive qualitative. Local authorities have to submit the totalled figures to Government and now have improvement targets as part of their Early Years Outcomes Duty. The crucial point is that any other way of recording information — formative or summative — is a matter of choice.
A good practitioner never stop being alert to what individual children are doing. Loofing, listening and noting what has caught their interest, the way they have chosen to solve this practical problem or how enthused they are, perhaps with friends, to find out lots more about what happens if you ….
Many alert observations will be a mental note. Children should be able to contribute easily to this process — by words, their choices for what they want put in a folder and the photos they want taken. Staff become familiar with individual girls and boys through the key person system in group settings. This is how they make some sense about how today links up for this child with yesterday and last week. The team can make informed guesses about how today might link forward to possibilities tomorrow and next week.
In this way, observation and ongoing assessments provide the information and making sense that feeds into flexible forward planning. In order to plan EYFS Next Steps effectively for each individual child, Evolution Childcare Nursery practitioners need to observe the children in their care so that they are aware of their abilities and interests and plan next steps.
They need to know what the child has enjoyed and achieved previously. Our Practitioners ensure their individual learning plans for each child have space for parental input and have readily available our next steps sheets. Fellow practitioners should also be involved alongside the key worker. Children themselves can also be involved in the planning, asking them about what they enjoy and how they feel about different activities and challenges.
Practitioners may at times scribe for the children and sometimes for parents if they have EAL English as an additional language or basic skills. Planning involves challenging the child to take the next step, so practitioner are fully aware of child development. A child needs to feel satisfaction in having achieved a task before moving them onto something more challenging.
It is also important to remember that children enjoy revisiting an activity and learn by repetition. When planning, our Nursery practitioners have a clear understanding of the characteristics of effective learning and how these thread through all the seven areas of learning — this enables key next steps to be planned effectively.
Our practitioners are fully aware that each child is unique and will have different methods of learning. The detailed knowledge of each child helps practitioners to develop suitable activities to support their learning. Children make critical links with reading while learning the sounds, patterns and meanings of words in the context of chatting, singing and playing. The strategies that they use in acquiring language skills are also replayed and adapted when it comes to learning how to read and write.
Evolution Childcare have their own bespoke Rhyme time bags that are available to all parents to share at home with their children in the comfort of their own homes where children will feel most comfortable and secure to try new sounds in a fun and exciting way.
The Early Years Foundation Stage is a mandatory framework for all early years providers and came into effect from 1 September EYFS welfare requirements sets out the safeguarding and welfare standards for all settings to work to as well as a set of seven learning and development areas with assessment criteria.
The framework is mandatory for all early years providers from 1 September Each month the children will learn about a topic such as transport or the community, and the practitioner will plan a range of experiences to meet this topic. When doing this the practitioner will ensure that the experiences meet all areas of the EYFS and touch upon the development matters. This is to ensure that every child is involved, and supported in each area of their development.
It is also important to have a balance of child led and adult initiated activities to allow children to grow and develop healthily. Having this balance allows children to express their thoughts, feelings, and ideas while being supported in developing their learning further and achieving their personal milestones. The practitioner should take this into account when planning learning experiences, allowing children to make choices to participate or enjoy free play.
It is practitioners responsibility to use their skills and knowledge to enhance the learning environment, creating further learning opportunities for children. I found your article interesting and would like to cite you in my forthcoming dissertation. The early years foundation stage is based on four important principles that should shape practice in early years settings in Barking and Dagenham.
Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self assured. Children learn and develop in different ways and at different rates. The framework covers the education and care of all children in early years settings, including children with special educational needs and disabilities. Within this theme are seven areas of learning and these must shape the educational programme in early years settings.
Within the learning and development principle of early years foundation stage, there are seven areas of learning, which shape the educational programme in early years settings. These 7 areas are split between prime and specific areas of learning. In the first 3 years children develop at a faster rate than at any other time in their lives. Children who experience high quality childcare are well placed to achieve higher outcomes at school and develop the skills necessary for life-long learning.
Hence our early years and childcare team works closely with childminders, pre-schools and nurseries to give the best possible start to all children.
Each nursery and pre-school is supported by an advisory teacher with the added support of a foundation stage teacher. The role of the teacher is to assist with the delivery of quality education within the setting. For each ELG, practitioners will judge whether a child is meeting the level of development expected at the end of the Reception Year expected , exceeding this level exceeding , or not yet reaching this level emerging.
Home About Us Contact Us. Observing what children can do Observation is referred to in several places in the revised Early Years Foundation Stage. Planning is different from school to school and from setting to setting because each one is different from the next for all sorts of reasons. However, some settings and schools will plan certain things in a similar way — these might be events that are planned every year such as a visit to a farm were the children will be able to see and feed the lambs and perhaps help the farmer to feed the goats.
Or it may be that the setting or school has links with an orchestra that visits them regularly to work with a nursery or reception class, helping them to find out about several instruments and to listen to and join in some music-making or drama.
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