Observation, Assessment and Planning
2,787 topics in this forum
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Is There A Right Or Wrong Way?
by Guest- 13 replies
- 3.1k views
I apologise now before i get started!!! As I read through the many helpful comments on here about the EYFS I start doubting the way I have decided to work......there seems so much paperwork to get done and little time to do it. I think my weekly planning is ok....it works for us, I have no medium and I have long term planning. Key persons groups are set up and each child has a folder waiting for them to start building up their own profile...these will contain photographs, work and comments from parents/staff and show how all this relates to the EYFS. I have noticed that there is quite an emthasis on parent involvement.....so far we have open evenings, parents rota, …
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Holding On To Records
by Guest- 1 follower
- 8 replies
- 1.8k views
I've just joined the site, so please bear with me. My first question stems from a planning discussion we had last week at our preschool. Once children have left to go to school, how long do we need to hang on to any observations we have on them?
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- 5 replies
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Hi, I apologise for asking yet another question but I'm sure someone out there can help me! I have recently read Vicky Hutchin's book "Supporting every child's learning" which suggests that every observation should be assessed and responded to (this also seems to be the suggestion of some of the planning from the EYFS cd). Currently we have 4 children each week which we do a long obs on and respond to. We also do many sticky-note type incidental observations - we try to respond to some of these e.g. if a child or group of children have asked for something/shown an interest in something/needed particular support but I just don't see how we could possibly assess and respo…
Last reply by AnonyMouse_4562, -
Planning For Individual Children
by Guest- 6 replies
- 1.9k views
In my setting we focus planning on a small number of children each week, so that each child has a turn for planning to be based on thier interests and needs. This is good in a lot of ways - but does mean that when children ask for a particular resource or activity when it is not their 'turn' to be the planning focus, or when a particular interest or need is identied for a child who is not having their 'turn', then their individual choice or need or interest is not catered for until sometimes a month or two later. Any opinions on how to overcome this?
Last reply by AnonyMouse_2157, -
- 6 replies
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Hi, Hope you all had a good break - I certainly needed mine! Just wondering if any of you lovely people would describe how you share planning with parents. I am really keen on having a planning board for parents to see what is available for their children during the day/week but am unsure of how much and in what format I need to share so that I don't confuse them. My planning currently consists of a continuous provision plan for indoors and outdoors and a focused activity weekly plan. I only show learning intentions for the focused activities. My concern is that I don't always do a different focused activity everyday (sometimes it takes 2 - 3 days), and sometimes th…
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Letters And Sounds -voice Sounds
by Guest- 0 replies
- 1.2k views
Our children are loving the Letters and Sounds activities - just wondered does anyone have any additional picture cards for the Voice Sounds activity in Phase 1 - got the ones from Sparklebox just hoping for some extras -thanks Diz
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Daily Adult Focus Activity
by Guest Wolfie- 21 replies
- 5.2k views
How many of you still have a daily adult focus activity? If you DO have one, how do you document it? Do you identify specific learning outcomes for the activity? And if so, are these linked to the Development Matters statements or something else? And do you change that activity every day or repeat the same one over a few days? If you DON'T have one, do you have ANY activities for which you identify and document specific learning outcomes, e.g. Letters and Sounds activities? If you use some form of Continuous Provision planning sheets, do you identify specific learning outcomes WITHIN that planning for specific activities, e.g. identifying specific outcomes…
Last reply by AnonyMouse_834, -
My Eyfs Planning
by Guest- 4 replies
- 6.1k views
This is my EYFS planning im a childminder with my mum we have 8 children under the age of 5 (only 2 of them come full time) now 2 of them go to school in the moring and 3 go to pre-school and 2 are under 1 years and 1 is due to start pre-school in jan2009 What we do is we observe 2 children each week and then the week after we do the next step we also so little snap shot obsavtions all the time aswell we plan around the childrens intrests and also do some topic's aswell at the end of each month i write down what each child did that month what there enjoyed doing and what it covered its jsut kind of a little review for parents of what thier child has been…
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- 1 follower
- 14 replies
- 2.9k views
Hi, I would really like to include a lovely introduction to our children's personal files. Does anyone have anything they could share. I was thinking on the lines of .... 'This is Janes special file. We would like to share her wonderful early development with you.... ' that sort of thing but maybe better!! Also what other things do people include IE: photos, special occasions?? Thanks Sunshine
Last reply by Helen, -
- 1 follower
- 8 replies
- 4.2k views
Finally feel as though we are getting somewhere with planning however still feeling a little lost about linking activities to learning! Can you tell me what you think please.... 1. We are planning activities with no learning intention for the children each week/fortnight coming from their interests for example Billy enjoys playing with dinosaurs next week we might plan for him to make junk modelling houses as we notice he rarely goes nearly the creative area, no learning outcome we will just observe him then link to learning depending on what he gets out of the activity. Then say its bonfire night and the children are interested in it so we might plan t…
