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Baseline assessment in pre school

Guest

By Guest
in Observation, Assessment and Planning

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Guest

Guest

Posted
Posted

Hi

I'm looking to introduce baseline assessment into my nursery pre-school from September. Does anyone have any good templates/ideas for this. What do other settings do?

AnonyMouse_19782 12 Years

AnonyMouse_19782

Posted
Posted

After two weeks we do a very rough snapshot assessment of children starting at pre-school, using the same grid as we do for all our reports, I've just tweeked and edited ones given to us by County for their transition reports and I feed this information into the Kent tracker as the Starting Point. All areas are noted, but depending upon age when they start, we are really only interested in the prime areas and PSED more than anything else. We describe a child as either entering or developing in any particular area, so they may be "E", entering, against the age range 22-36 months for PSED, Making Relationships. When we get to the next proper assessment period 12 weeks or so later we can see if there has been any movement or not, if they are doing really well and we have plenty of evidence, they could possibly go up to "D" for developing against that age range.

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AnonyMouse_19762 15+ Years

AnonyMouse_19762

Posted
Posted

Hi and welcome to the forum :1b

 

The same as panders for us although I haven't mastered the 'Kent Tracker' - I currently use PRAMS - one of my summer TDL jobs is to research tapestry........

 

Does your LA have a pro forma that you could/should use?

FSFRebecca 3 Years

FSFRebecca

Posted
Posted

Hi and welcome to the forum :1b

 

The same as panders for us although I haven't mastered the 'Kent Tracker' - I currently use PRAMS - one of my summer TDL jobs is to research tapestry........

 

Does your LA have a pro forma that you could/should use?

How far have you got with your exploration of Tapestry?!!

AnonyMouse_19782 12 Years

AnonyMouse_19782

Posted
Posted (edited)

:ph34r: Hmmm.........haven't even started - maybe next week! :lol:

Dear Scott of the Antarctic, or should I say Sunnyday of the FSF! do remember to take enough provisions with you for your foray into Tapestryland. ::1a ::1a :P

Edited by Panders
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AnonyMouse_19762 15+ Years

AnonyMouse_19762

Posted
Posted

Dear Scott of the Antarctic, or should I say Sunnyday of the FSF! do remember to take enough provisions with you for your foray into Tapestryland. ::1a ::1a :P

:o What would you need - gin obviously .........anything else?

AnonyMouse_19782 12 Years

AnonyMouse_19782

Posted
Posted

:o What would you need - gin obviously .........anything else?

Gin - goes without saying, something deliciously scrunchy bit partial to M&S Paprika handmade crisps at the moment and a few cashew nuts, would make me incredibly adventurous and ready to scale the dizzying heights of Tapestryland.

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Guest

Guest

Posted
Posted

Haha

Thanks I love M&S crisps and cashew nuts so I should fit right in.

We started using 'Your learning journals' last year but I have realised that once Ofsted inspectors get used to them it will be really easy to see, at the push of a button, what is not being done for each child as well as what is. I'm trying to put systems in place to show that we are individually planning for each child and measuring outcomes.

  • 4 weeks later...
  • 2 weeks later...
AnonyMouse_13457 15+ Years

AnonyMouse_13457

Posted
Posted

New Starter forum.doc

This is what we use. It is useful for those children who only attend on 1 or 2 sessions a week and those who struggle to settle well and we have struggled to get enough observations in the 3 prime areas to make a judgement on their level of development

We talk about how they are settling and any things that they particularly enjoy or are interested in.

Hope that helps.

korkycat

  • 4 weeks later...
Guest

Guest

Posted
Posted

Hi

I am new to FS1 teaching and i am really struggling with focus observations , as the manager wants long observations with lots of comments. Does anybody have a focus observation example with comments please

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