Characteristics of effective learning

 

We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the EYFS (2012) guidance.

 

1. Playing and exploring – engagement

2. Active learning – motivation, and

3. Creating and thinking critically

 

We aim to provide for these characteristics of effective learning in order to support each child to remain an effective and motivated learner.

 

Assessment

 

We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs of children, 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 assessment by sharing information about what their children like to do at home and how they, as parents, are supporting development.  We do this by sharing an online Learning Journal provided through Tapestry.  

 

We make periodic assessment summaries of children’s achievement based on our ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves on to another setting or starts school.

 

The progress check at age two

 

The EYFS requires that we supply parents and carers with a short written summary of their child’s development in the three prime learning and development areas of the EYFS: personal, social and emotional development; physical development; and communication and language; when a child is aged between 24 – 36 months.  Your child’s key person is responsible for completing the check. They use information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

 

 

Tapestry....an online Learning Journal

 

The nursery keeps an online record of achievement for each child. Staff and parents working together on their child’s Learning Journal is one of the ways in which the key person and parents work in partnership. Your child’s Learning Journal helps us to celebrate together her/his achievements, and to work together to provide your child's needs for her/his progress and well-being.

 

Your child’s key person will work with you to keep this record. To do this you and she/he will collect information about your child’s needs, activities, interests and achievements. You will be notified by e mail when an assessment has been made by your key person and you can add or comment on each assessment online.  This information will enable the key person to identify your child’s next stage of progress. You and your child’s key person will then decide how to move your child on to the next stage.

 

Our way of working with children and parents ensures we are aware of any problems that may emerge. We are then able to offer support including referral to appropriate agencies when necessary, to help families in difficulty.

 

Special needs

 

As part of the settings policy to make sure that its provision meets the needs of each individual child, we take account of any special needs a child may have. The setting works to the requirements of the 1993 Education Act and The Special Educational Needs and Disability Code of Practice (2014).