Observation, Assessment and Planning
2,787 topics in this forum
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Hi everyone, I was just wondering if any one has any activity ideas for health and self-care 30-50 months statement Observes the effects of activity on their bodies. or any good books that give you activity ideas on the eyfs Thankyou so much
Last reply by AnonyMouse_43044, -
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Hi All, Has anyone got a template for the continuos provision which they use ? Do you put it up next to the planning in each room ? Thanks
Last reply by AnonyMouse_1326, -
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Hi everyone, I've been told that i need to add Success Criteria and a Plenary to my teacher led activities in my Nursery Planning each day, the same as the rest of the school do. It goes against what I was taught when I trained in Early Years, but I have to do as told to do. Does anyone else do this and if so how please? :huh:
Last reply by AnonyMouse_55063, -
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Hello I have an assessment on equality and diversity and part of it is doing an activity involving equality and diversity. Wondering if anyone had any group actives for preschool age group? Trying to think of something different and get the children thinking whilst having fun. Thank you
Last reply by AnonyMouse_55063, -
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Hello, I just wondered if anyone uses Nursery Narrative?? We have been advised by a few people that we should use it but wondered what are people's thoughts on it? Thank you
Last reply by AnonyMouse_5970, -
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Afternoon, Our setting have been using Tapestry for a term now. All the staff have really welcomed this new way of working and we love it. However, I am approving observations and I have noticed that some staff will write one or two sentences as an observation and others will write a longer narrative and include lots of different activities. For example, A member of staff will write in one observation about their key child making snips in paper then move onto to talking about the child dressing and undressing the dolls. She is accurately assessing these but my question is should she be separating the two activities in two observations or is it ok as a single o…
Last reply by AnonyMouse_39602, -
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We introduced Tapestry to our setting last September. The staff are finding the information created in 'next steps' and 'next obs' very overwhelming. There seems to be a lot of information and many of the suggestions seem to be for areas already observed. Does anyone have any suggestions about what we might be doing wrong or how we can tweak the settings to give us more accurate next steps?
Last reply by AnonyMouse_9288, -
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I'm sure this has been discussed but if I do a search for baseline or assessment I get a ridiculous amount of hits, so, I starting a new thread. If anyone can signpost me to previous threads, that would be helpful! I'm studying my EYTS at Uni and we have been discussing entry level baselines and how we know starting points. Currently we do the traditional All About Me, but that doesn't tell us anything in relation to Development Matters/curriculum. I introduced a 4 week observation that focused on how the child had settled in, separation from carer, activities they enjoyed etc. We then had our Ofsted in November and one of the areas they picked up on were insecur…
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I have had a search in the forums and read about continuous planning and child led planning. I really like the sound of it but really don't know how to get started. How to move away from the plans in Janurary and how or what to record Can anyone share there experiences please ?
Last reply by AnonyMouse_7120, -
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Hi I just wondered how you ensure children are accessing objective if not in therir area of interest. So if a child rarley paints and when does is at a very low level. How can you support them if you can't pull them away from there play to paint at easel? Hope that make sense?
Last reply by AnonyMouse_2821,
