Assessment
We make regular assessments of children’s learning, and we use this information to ensure that future planning ref
lects identified needs. Assessment in the EYFS stage of learning is ongoing and is an integral part of the learning and development process.
The staff make systematic observations and assessments of each child’s achievements, interests and learning styles. The observations and assessments are used to identify learning priorities and plan the next stages in the learning experiences for the child. The observations are then matched to the early learning goals and are recorded as part of the learning profiles made for our pupils.
Our practitioners continually plan “in the moment”. Each time they interact with a child, they are observing, assessing, planning for, and responding to, that individual child.
We work in this way because ... high level involvement occurs in child initiated activity. When children show high levels of involvement, that is when there is progress and development occurring – when the brain is at its most active. High level involvement occurs most often when children are able to pursue their own interests in an enabling environment, supported by skilful staff. Planning in the moment helps to make this possible.
The weekly organisation is as follows: Each week 3 children are selected who will be the “focus children” for the following week. These children are given a form to take home for their parents to complete – asking about current interests of the child, any special events in the family and any questions the parents may have. Therefore, we have a holistic picture of where the child is and the next steps the child needs to achieve.
During the week any adult who has a productive interaction with a focus child types up the event on the learning which is recorded using the online assessment system called Eexat. This integrated system for assessing also tracks and documents children's learning with parent involvement built in. Therefore, all observations and evidence is documented in this way and we do not record a child’s learning journey in books (other than story scribing books).
During the children’s first half-term, the teacher assesses the ability of each child using a school designed baseline assessment. The results are analysed and we then use them to identify patterns of attainment within the cohort of children. Targets are set for each child to work towards. We use this information to modify the teaching programme for individual children and groups of children. We share the initial assessment information with parents at the parental consultation meeting.
Parents receive an annual report that offers brief comments on each child’s progress in each area of learning. It highlights the child’s strengths and development needs and gives details of the child’s general progress. We complete these in June and send them to parents in early July each year.