Observation, Assessment and Planning
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Hi all! Just wondering how much time everyone spends on planning? At the moment, our key workers complete tracking and use this to identify next steps and activities and experiences across all 7 areas for each child for the next term. These are mainly completed during the sessions (Ie no non contact time) We have team meetings to discuss these together and decide which activities etc to provide each week, including: indoor and outdoor focus, writing, small world, maths, sand/water, messy and natural play, table activities like games and jigsaws, plus group times: maths, stories, letters and sounds, singing, circle time.... And here's the problem, we get 1/2 an hour every…
Last reply by AnonyMouse_22029, -
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Hi Have posted this on the tapestry forum as well as that is the one i use most! Currently I am the Room Supervisor for our Pre-School Room and have worked with this age group for many years, but next month I am being transferred to our baby room to become the Room Supervisor. Apart from odd days in there and interaction in our outside area etc, I have not worked full time with babies (although i have massive support from everyone at the setting). I wondered if anyone would share their planning sheets for babies please? I will be working with two other practitioners, who have not got any qualifications in early years, but are willing to undertake them. Both…
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Hi, Over the past 3 years I have included small group finger gym sessions twice a week using ideas from the 'Finger Gym' book as well as other ideas especially those needing more gross motor development. The children a put in differentiated groups for this. However, I'm not quite sure whether to continue with these activities apart from for the children who need the extra support as we have so many opportunities for children to develop their fine-motor skills available anyway - do they really need extra specific games? Wondering whether to do dough disco with those that need extra support? What do other settings do? Thanks! Gree Hippo x
Last reply by AnonyMouse_25678, -
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Seems a long time we have been doing Phase 1 phonics games, Noisy Neighbour, Grandma's footsteps etc. and the children do enjoy them, but wondering - what's your setting's favourite game to play and perhaps has anyone any new ideas in this area?
Last reply by AnonyMouse_13453, -
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I have been identifying schemas in a group of children at pre-school this morning and am trying to find ways of extending their learning outside. They are all use predominantly physical play and trajectory is the main schema. I want to plan some engaging activities for them but am at a bit of a loss as what to try. I thought about some possible throwing games and perhaps some element of racing as they seem to like chasing games. I would love some ideas if any of you have some? thanks in advance.
Last reply by AnonyMouse_13453, -
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Hi I'm just hoping someone can help me with objective led planning. working in a preschool I have children coming and going all the time. I am trying to use OLP and wondered how you apply it. Do you have one objective every so many weeks, do you have 2/3 objectives a term? I'm just finding it tricky to get to grips with it all. I've read the books, blogs but thought asking others often helps Thanks
Last reply by AnonyMouse_43, -
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I'm hoping someone can help! I usually input my termly assessments straight into SIMs (SCOMIS) but I want to try to make the most of the tracking on Tapestry. Is there a simple way to import the Tapestry assessments into SIMs or the other way round? I have to input them into SIMs because that's the system our school uses and I would rather only input them once! Thanks!
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Hi All, A while ago I saw a quote on a facebook page with a child playing as the background and the quote was along the lines of not interrupting learning to go and do something at a table, does anyone know what it was? Have googled everything I can think of but it hasn't come up... Thanks! X
Last reply by AnonyMouse_7120, -
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As a setting we have introduced electronic journals, I would think they all work fairly similar, Keyperson uploads photo/observation linked to curriculum, parents can access what we enter and also add their own photo's comments. My question is what do other settings do about termly reports/parents afternoons. We have always either provided a report laying out next steps and achievements, parents admitted to not always bothering to read them! We have tried parents afternoon when a parent had a specific time to meet with their child's key person talk about progress and look through their books, many a time I paid staff to be there and parents didn't turn up! If we have a …
Last reply by AnonyMouse_19782, -
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Hi Everyone, Just wandering if anyone knows how to access the updated version of EYFS Development Matters. I have tried searching online but it keeps coming up with the 2012 version. Are there many changes? Thank you
Last reply by AnonyMouse_11362,
