Handbook to support observation, assessment and planning in the Early Years Foundation Stage. Joy Roberts Senior lecturer (Early Years) Joy.roberts@chester.ac.uk Riverside Room 112 Ext 1578 Revised August 2012
CONTENTS Introduction and main changes to EYFS (2008) 3 Policy to practice 4 Observation, assessment and planning cycle 5 Levels of planning 6 The learning environment 7 Long Term Planning/Continuous provision 8 Medium Term Planning/Enhanced provision (part1) 9 Medium Term Planning/Enhanced provision (part 2) 10 Short Term Planning /Adult- led learning 12 An example of a weekly timetable in EYFS for adult led learning 13 Child observation sheet 14 Recording assessments of adult- led learning 15 Monitoring observations across the areas of learning and development 16 Areas of learning and development 17 Page 2 of 17
Introduction The reformed EYFS will be effective from September 2012. It takes forward the Government s changes to the 2008 framework as recommended by the 2011Tickell Review. Changes to the EYFS framework (2008) Below are the main changes to the learning and development requirements. From September 2012 all your planning and assessments of children must adhere to the new framework. Please ensure that you draw on the reforms and current documentation when discussing EYFS in your academic work. There are now 7 areas of learning and development instead of 6. Prime areas cover the knowledge and skills which are the foundations for children s school readiness and future progress. These are Personal, social and emotional development Communication and language Physical development. Prime areas are time sensitive in that if they are not securely in place between 3 and 5 years of age, they will be more difficult to acquire and their absence may hold the child back in other areas of learning. Specific areas are less time sensitive. They reflect cultural knowledge and accumulated understanding It is possible to acquire the bodies of knowledge within the 4 specific areas at various stages through life. These are Mathematics Literacy Understanding the world Expressive arts and design The specific learning cannot easily take place without the prime There are now 17 early learning goals instead of 69. Teachers will make judgements against the 17 goals instead of against the 117 scale points. A judgement will be made to determine whether a child is meeting the expected level, exceeding the expected level or is below the expected level (emerging). Child initiated and adult led learning. Practitioners are responsible for on-going judgements about the balance between child initiated and adult led activities. Information for Year 1 teachers. If you are a Year 1 teacher you must be given a copy of the Profile report together with a short commentary on each child s skills and abilities in relation to the three key characteristics of effective learning, Playing and exploring Active learning Creating and thinking critically There is now a progress check at age two. A short written summary must be provided to parents or carers highlighting achievements and areas in which extra support might be needed and describing how the provider will address any issues. Page 3 of 17
Policy to practice The Early Years Foundation Stage (from birth to the end of Reception Year) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. There are four guiding principles that should shape practice in early years settings. These are: every child is a unique child who is constantly learning and can be resilient, capable, confident and self -assured; children learn to be strong and independent through positive relationships; children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between teachers, practitioners parents and/or carers; children develop and learn in different ways and at different rates The Learning and Development Requirements This section sets out the 7 areas of learning and development requirements that all early years providers must by law deliver, the early learning goals which summarise the knowledge, skills and understanding that all children should have gained by the end of Reception Year, and the assessment and reporting requirements. There are 7 areas of learning and development. There are 3 prime areas Communication and language Physical development Personal, social and emotional development There are 4 specific areas Literacy Mathematics Understanding the world Expressive arts and design Play Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play underpins the delivery of all the EYFS as it supports all development and learning for young children. Children learn by leading their own play and taking part in play that is guided by teachers. As children grow older and as their development allows, it is expected that the balance will gradually shift towards more activities led by teachers, to help children prepare for more formal learning, ready for Year 1. Characteristics of effective teaching and learning In planning and guiding children s activities, teachers must reflect on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are: Playing and exploring Active learning Creating and thinking critically Page 4 of 17
Observation, assessment and planning cycle Observation Observation describes the process of watching the children in our care, listening to them and taking note of what we see and hear. When observing children we must be objective and record what we actually see and hear. Effective practitioners pull together the information they gather in their observations to identify aspects of the child s learning and development. Remember observations can be planned or spontaneous; they can be written on a post it or on a more formal observation proforma. This pulling together of information, thinking and discussion forms the basis of our assessment. When we assess we are making a judgement about the child s progress, needs and attainment in one or more areas of Learning and Development We use this judgement to plan the provision and experiences for the child s next steps. Observation therefore is an essential part of the learning and teaching cycle and its importance is emphasised in EYFS. Therefore when you are on your School-Based Training you may be observed by your mentor when you are observing children s learning and interacting with them in child- initiated activities. You may not always be observed leading an adult-led activity. Assessment We assess children s progress and attainment by analysing our observations and deciding what they tell us. From the analysis of observations and discussions with parents we can identify children s requirements, interests and current levels of development and learning. Formative assessment (assessment for learning) can be based on observation, photographs, video, things children have made, drawn and information from parents. It will inform or guide everyday planning. Summative assessment, (assessment of learning) is a summary of formative assessment done over a long period of time. Planning In order to plan meaningful activities you must watch, listen and talk to children, analyse these observations and interactions and then plan activities and experiences based on your knowledge of the children and information from parents. Good planning is the key to making children s learning effective, exciting, varied and progressive. Planning should include all children and all adults in the setting, including parents/carers. Planning should be based on what the children know and can do, and what children are interested in and this information is primarily gathered through observation and discussion. In this booklet you will be introduced to some different terms which are now commonly associated with the different types of planning. There are three levels of planning: Long term, often referred to as Continuous Provision, Medium Term often referred to as Enhanced Provision and Short Term often referred to as Adult- Led learning. The diagram on the next page describes in more detail what each type involves and the roles of the adult within each level of planning. All schools and Early Years settings will have developed their own systems and formats for observing, assessing and planning children s learning and development. The purpose of this booklet is to give you examples of formats to support the observation, assessment and planning process in the Early Years Foundation Stage. How these formats can be used and/or adapted will be discussed in University-based Training and School-Based Training sessions. Page 5 of 17
Levels of planning in the Early Years Foundation Stage Short Term Planning/ Adult- Led activities. Direct teaching of concepts, skills or knowledge Adult s role. Directing focused tasks, leading discussions, shaping ideas, micro teaching Medium Term Planning/Enhanced Provision Addition of stimulating resources, interactive displays, visits out, visitors in Adult s role. Introducing new ideas, Resources, language based on evidence from observations and linked to children s interests Long Term Planning/Continuous Provision High quality indoor and outdoor learning environment arranged in play areas Child initiated play Adult s role. Playing alongside, observing, identifying learning, asking questions, interacting Page 6 of 17
The learning environment. Opportunities for learning and development in EYFS settings could include: Snack/café area Block area Role play Maths area Investigation/science ICT Dough/malleable materials Listening corner Writing/mark making Music area Quiet area Soft play Small world Sand Home corner Creative workshop Dance and performance Construction Water The environment for continuous provision will usually have been set up at the beginning of the academic year. Page 7 of 17
Long Term Planning/Continuous Provision Most settings will have guidance for each area of continuous provision to highlight what children could be doing and learning and what the adult could be providing and saying in each area of learning and development. Water play area Resources Communication and language Literacy Adult role Mathematics Personal, social and emotional development Understanding the world Children s natural play could include Emptying Filling Squirting Splashing Touching and Physical development Expressive arts and design Page 8 of 17
Medium Term Planning /Enhanced Provision (Part 1) In each area of learning and development record the skills and concepts which are to be promoted during a theme or topic TOPIC/THEME PERIOD OF TIME.. Communication and language Personal, social and emotional Physical development Mathematics Literacy Understanding the world Expressive arts and design Page 9 of 17
Medium Term Planning/Enhanced Provision (part 2) Enhanced provision is about introducing new ideas, resources, calendar or seasonal events, providing opportunities for children to follow and develop their interests and gives practitioners opportunities to address any identified needs and extend children s learning. Areas, activities and resources for enhancement. Play area, indoor/outdoor Learning activities Additional resources Page 10 of 17
Play area Learning activities Additional resources Page 11 of 17
Short- Term Planning Adult- led teaching activity Week: Date: Indoors Outdoors Area of provision: Focus Children s names/groups Prior Learning What has happened before? Areas of Learning and Development PSED C &L PD Maths Literacy U the W EA & D 1.Learning Intention(s): by the end of the activity the children should be able to : 2. Individual needs/ barriers to learning: 3. Additions to basic resources: 4.Adult role Key vocabulary Key questions: Introduction Development Plenary 5.Assessment and recording 6.Evaluation next steps for staff and children Page 12 of 17
An example of a weekly timetable in an EYFS setting for adult- led activities Areas of learning and development PSED Description of adult-led activities Monday Tuesday Wednesday Thursday Friday C&LD PD Ma Lit EA & D UtheW Names or initials of staff and children can be added to this proforma Page 13 of 17
Child Observation Sheet Name of child: Date of birth: Day/date/time of observation: Reason for the observation: Context for observation: Observation record: What is the child doing, saying? (Record pictorially and/or in notes) What is the observation telling me? (Analysis) How will this inform my planning for this child? Who will I share this information with? Signature of observer Date Page 14 of 17
Recording assessment in the Early Years Foundation Stage Recording sheet of adult-led group activity This format could be used if children were grouped into sets and the sets worked together on a regular basis eg phonics teaching. Information recorded will support subsequent planning for the group. It could also be used for any adult-led activity. Day: Start time: Date: End time: Intended learning Outline of activity Name of children in group Comment in response to activity How will this inform my planning for the group or for individual children? Who will I share this information with? Signature of observer: Date Page 15 of 17
Monitoring observations across the areas of learning and development If observations are the key to assessments and if it is important to observe children across a range of contexts then this check list may be helpful to monitor who you have observed and where. Week beginning Name of children Context of observation Main focus of observation PSED C&LD PD M Lit UtW EA&D Page 16 of 17
The Early Learning Goals These summarise the knowledge, skills and understanding in each area of learning and development that all young children should have gained by the end of the Reception Year The Prime Areas Personal, social and emotional development 1. Making relationships Children play co-operatively, taking turns with others. They take account of one another s ideas about how to organise their activity. They show sensitivity to others needs and feelings, and form positive relationships with adults and other children. 2. Self-confidence and self-awareness Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do and don t need help; 3. Managing feelings and behaviour Children talk about how they and others show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride. Communication and language 1. Listening and attention Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity; 2. Understanding Children follow instructions involving several ideas or actions. They answer how and why questions about their experiences and in response to stories or events; 3. Speaking Children express themselves effectively, showing awareness of listeners needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. Physical development 1. Moving and handling Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing 2. Health and self-care Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently The Specific Areas Mathematics 1. Numbers Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing; 2. Shape, space and measure Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Literacy 1. Reading Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. 2. Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Understanding the world 1. People and communities Children talk about past and present events in their own lives and in the lives of family members. They know that other children don t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions 2. The world Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes 3. Technology Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Expressive arts and design 1. Exploring and using media and materials Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function 2. Being Imaginative Children use what they have learned about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design technology, art music, dance, role play and stories. Page 17 of 17