Observation & Assessment
Observation, Assessment & Planning Policy
To support each child’s individual learning, we have a process of
Each term we follow a pattern of Observation Assessment and Planning. During a child’s first month with us we establish their development starting point (base line assessment). Staff do this by spending quality time with their key children and observing them in the learning environment then using the Birth to 5 Matters guidance to determine which development stage the child is at upon entry. Keyworkers write a ‘long observation report’ where your child’s learning and progress will be detailed and assessed using the Birth To 5 Matters Guidance.
Our tiered learning environment and curriculum should then support children to make progress at their own level as they pick up skills and gain new experiences. Staff will support children and build on their strengths whilst identifying areas to work towards until the next observation period begins. Then children’s development will be assessed again to gain perspective on their progress.
Observation and Assessment happens at key stages through the term in the months of September, December, March and June. Observations and assessments are sent to parents via Tapestry at the end of these months along with the age range their child is currently at what they are working towards.
What happens when children aren’t making expected progress?
If children haven’t made the progress usually expected, then extra support may be given within the nursery day and reasonable adjustments will be made. This may include small group work, short 1-1 time with an adult where ratios allow, or alternate resources matched to the child’s ability. If this has no positive impact, then we may ask to speak with you and invite you to speak with our Special Educational Needs Coordinators (SENCO’s). A support plan or SEND file may be created and shared with you to best support your child.
What happens when children exceed expectations?
If children are making progress beyond that which is expected, then opportunities will be provided to challenge and stretch them at their individual level through small group work, short 1-1 time with an adult or by extending the goals of regular activities.
