We regularly observe and assess the children’s learning which enables us to plan appropriate learning activities that stretch children’s learning and ensure progress. Each child has an on-line Tapestry Learning Journey which is a record of their progress and includes observations and photographs of the child playing and learning. Parents and carers are given a log in and are invited to contribute to their child’s Learning Journey with things they have been doing at home. This helps us to get a better understanding of their child’s learning and development and to plan activities to support and extend it.
We assess children using the sequence of learning statements from curriculum plans. Children’s progress is monitored closely from the moment they start, and their journey is tracked throughout the year allowing appropriate support and challenge to be in place.
We complete a PIC profile and WellComm assessments which are programmes and tools to provide necessary support to children who are identified as needing additional intervention in speech, language, play, communication and social interaction.
We complete termly focus child observations of the children. These involve observing the focus children carefully and in-depth while they play and interact to find out more about their interests and how they are progressing. We take photos, make notes and record these observations on Tapestry allowing us to share these with the child’s parents. They also inform our assessments and our next steps in our planning and teaching. As part of this process we also involve the parents by gathering information about their child. We value the knowledge and understanding the parents have of their child, and along with our observations it allows us to work together so we can plan activities to meet their child’s needs. This helps us plan for their future learning and development.
Parents and carers are invited to termly Parents’ Consultation Meetings to talk about their child’s progress with their Key Person and also have opportunities to talk to their child's Key Person each day.
A report is created for each child at the end of the year, with a summary of their progress in each area of learning. Parents and carers receive a copy of this report, and another copy is sent to the child’s primary school.