Observation, Assessment and Planning
2,787 topics in this forum
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Hello :1b I am just looking for some opinions on how settings find using Tapestry? At the moment my setting use paper based learning journeys and we are finding it very time consuming. From September we are looking to use Tapestry but would like some thoughts and advice from anyone willing to help. Thank you!! Rise & Shine
Last reply by AnonyMouse_13453, -
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Apologies now if this turns into a long post but I just need all your lovely advice. I have been a nursery teacher for 18 years. However, For the last 16 years I have been living and working abroad. I worked in independent schools teaching nursery classes of 3 to 4 year olds. This is where all my experience lies. As we were abroad and there was no government funding the children all came to school full time, 5 days a week. So I had a class of twenty two who all came to school every day all day from 8am till 2pm. Planning was good as they were the same children all the time. I used child led planning and next steps and felt like I knew all of them extremely well. …
Last reply by AnonyMouse_4562, -
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Hello was hoping to get some advice on organising wrap around in a Playgroup/Nursery setting. I currently run two sessions, one in the morning and then one in the afternoon with a 45minute gap in the middle for tidying up and staff lunches. A couple of our parents who receive the 15 free funded hours across the morning have asked if they could pay to stay for lunch and the afternoon session. Is there any other settings that do this? Do you have separate planning for those certain children? My morning and afternoon planning is pretty similar and it would mean this child doing the same thing twice. Don't know if this makes sense to anyone ....hopefully it does…
Last reply by AnonyMouse_56750, -
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I am looking for some video's I could use for staff training on Observation and Assessment and also what teaching looks like in the EYFS. Does anyone know where I could find some?
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Hi I'm after some inspiration for the above, feeling a bit stagnant. Thanks ?
Last reply by AnonyMouse_39602, -
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We have a new maths area with an open shelving unit and lots of lovely open ended resources for the children to explore - weighing scales, compare bears, sorting 'things', number cards etc. The children are absolutely loving spending time in this area and we have got some great observations and language out of it so far. I've also got some boys in my key group who are going to school in September who are reluctant mark makers and I thought that this would be the perfect area to exploit and get the two things together. However....I'm having a block as to how to do this! Apart from the obvious clipboards and pencils, how else could I get mark making into the area?…
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Hello, I am an NQT who has been in a Nursery class since sept, i have struggled with the organisation of the planning and assessing and how to plan for each child to show progression. I make weekly observations on all the children and next steps on some, Im not sure show what to plan and how to organise it. In my first term i planned for the next steps so all children would be involved, but was told im not doing enough topic work. and also was concerned it was not individual enough. I now plan topic activities weekly and try and include what children need to learn from them, I do put out opportunities for children if and when i can for example talk to children about their…
Last reply by AnonyMouse_53226, -
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Has anyone got any ideas for keeping two year olds occupied at the end of the afternoon? I am tearing my hair out at the moment because so far nothing seems to work, as soon as we tidy up for home time they go wild. Today four of them were jumping up and down on the mini sofas we have in the book corner and just grinned at me when I tried to stop them. We have tried play dough, puzzles, crayons, threading, music, singing but if one jumps up that is it the rest follow suit and then all hell breaks loose (or that is how it feels). Any suggestions would be much appreciated.
Last reply by AnonyMouse_39998, -
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I'm working with a setting that has children from 2 years up to 4 years. Some of these 4 year olds attend the school nursery in the afternoon so attend the pre school in the morning, the staff then take them to nursery after the session so these children are half a term off reception. Then there are some who have just turned two so very young and obviously have very different needs to the 4 year olds. I have suggested the following -provide activities and resources to work from 2 up offering enhancements for the 4 year olds. - using OLP to cater for the needs of the 3/4 year olds - tweak free flow so the outdoor area is more accessible I'm a bit stuck! Any oth…
Last reply by AnonyMouse_22106, -
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we have a boy who just turned 3 at our setting, he is reading and writing at home...he reads level 2 reading scheme books which we have at our setting ...he is working with mum on writing and can also do maths work to reception level. We would like some guidance as to what exactly we are allowed to do with him at the preschool. Mum is aware of his " talents" and wants to contine to teach him at home and wants assurance that we will contine this at preschool. We have had chats with mum and underlined the importance of the play based ethos.....that the balance of all areas of development is important....that social skills and psed are just as important as the more academic …
Last reply by AnonyMouse_15046,
