Our Approach to Learning, Development & Assessment

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Learning through play.

In our setting, our ethos is 'Learning Through Play'.

Play helps young children to learn and develop, through doing and talking, which research has shown to be the means by which young children learn to think.  Our setting uses the practice guidance in the Early Years Foundation Stage to plan and provide a range of play activities which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity.

 

Every child is an individual and learns and develops in his or her unique way. 

With this at the forefront of our planning and teaching, key persons and all staff deliver a curriculum to suit each child's individual needs.

Activities and resources can be adapted to suit individual children and staff have the knowledge and ability to differentiate teaching to suit individual needs. This is done in 1:1 teaching and in small group activities. When the whole class comes together appropriate support is planned for individual children, ensuring inclusion and the opportunity for all children to have access to all learning experiences.

 

We work closely with parents, carers and childminders to ensure a strong partnership which supports children's learning. 

We share our planning and encourage all our families and carers to engage with us in progressing their children's learning and development.

Collin Bear is an excellent home/pre-school link and he takes turns in going home with the children for exciting adventures!

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Assessment.

We assess how young children are learning and developing by observing them frequently. We use information that we gain from those observations to document their progress and where this may be leading them. We believe that parents know their children best and we ask them to contribute to the assessments by sharing information about what their children like to do at home and how they as parents are supporting their development.

Children regularly take part in assessing and planning the activities and resources they have explored and played with.

In pre-school each area of learning and development is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for all our children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. We encourage our children to learn by leading their own play, and by taking part in play which is guided by the adults on session. The staff team make judgements about the balance between activities led by children, and activities led or guided by adults. We observe each child’s emerging needs and interests, guiding their development through warm, positive interaction. As children grow older, and as their individual development allows, key persons and staff will assess how to increase the balance of activities led by adults, to help children prepare for more formal learning in their reception classes.

We make periodic assessment summaries of children’s achievements based on our on-going development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as at times of transition, such as when a child moves into a different group or when they go on to school.

 

When your child is 2

At some point, after children turn 2 years old, the key person working with your child will give you a written summary of how your child is progressing against the 3 prime areas of learning:

• communication and language;

• physical development; and

• personal, social and emotional development.

This is called the progress check at age 2.

This summary will highlight areas where your child is progressing well and anywhere they might need some extra help or support – and how parents/carers and other family members can work with the key person to help them in their learning and development. 

Parents can share this information with other professionals if they wish to do so.

 

When your child is 5

Assessment at the end of the EYFS – the Early Years Foundation Stage Profile (EYFSP)

"In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution."