guaranteed to make your life easier! · 2020-02-25 · guaranteed to make your life easier! all you...

GUARANTEED to make your life easier!All you need to know about EYFS observations and assessments

We owe it to the children in our care to give them the best possible start in life and to guide them to be the best version of themselves.

Although the responsibility of children’s growth and development at an early age lies with their parents, with many parents working long hours, children can spend more time in a childcare setting than at home - which is why working in partnership with parents to observe and futureproof their development is vital. Children have a fundamental right, as stated by the United Nations Convention on the Rights of the Child, to a provision which enables them “to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender.”

Underpinning and cementing this ethical right to an education is the Early Years Foundation Stage (EYFS) - a comprehensive set of legal standards and requirements introduced in September 2008 (revised September 2012, 2014 and 2017) by the UK government that must be followed by and adhered to by providers of care for children up to the age of five.

THE 7 AREAS OF LEARNING

Prime areas of learning

Communication and Language

Physical Development

Personal, Social and Emotional Development

Specific areas of learning

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

To find out how to save time and make EYFS tracking easier, click here.

AN INTRODUCTION TO THE EYFS

https://www.parenta.com/eyfs/

WHAT IS IT?

An observation in the context of EYFS is looking and listening to children to find out:

• at what rate they are developing

• whether they are on course with what is expected of that age

• what they enjoy doing

• what they are learning through their play and experiences

WHY DO IT?

• The Statutory Framework for the EYFS requires practitioners to observe children in order to “understand their level of achievement, interests and learning styles.” The observations should then be used to inform and shape future learning and development.

• They are essential for a better understanding of the strengths and areas for development of each individual child and they can then guide practitioners’ activity programmes to not only facilitate learning but to further support the child.

• Observations of children are vital because each child has a unique set of abilities and talents and observations in different situations capture these first-hand.

• The Leuven Scale for wellbeing and involvement specifies the levels of engagement and emotion displayed by the children within a setting. It is a useful tool for practitioners in observations and summative assessments when used alongside a learning and development tracker and the characteristics of effective learning.

• The starting point is always with the child. Observing what children choose to do, what their interests are and who and what resources they enjoy playing with, provides us with reliable information about children as individuals. We can then use this information to plan effectively with the child in mind.

WORK WITH PARENTS

The importance of the partnership between parents and practitioner must not be underestimated - sharing knowledge with each other to enable them to decide whether the child’s development is at the expected stage, whether the resources to hand ( like toys and equipment) are suitable; and to focus them on the future provision to support the child’s development.

We know that when parents and practitioners work together, it has a positive impact on children’s development and learning - there is scope for both parties to learn from each other.

Working together to really understand and meet a child’s individual needs begins with mutual respect in the different roles that each partner plays. It is a process that involves sharing information and skills and building relationships based on this mutual respect and trust.

Open two-way communication is vital to make sure that knowledge and expertise is shared between partners. Central to all partnerships is the child who remains the priority.

OBSERVATIONS

CHILD

PRACTITIONER

PARENT

Top tips for purposeful observation and assessment in your early years setting

GATHER INFORMATION

OBSERVE

COLLABORATEFOCUS

The best way to accurately discover what level a child’s development is at when they start at your setting is through the parents - as they are the experts on their child. Ask parents to bring in their child’s child health book (commonly referred to as the red book) as this will give you information about health visitor developmental checks and any concerns. It’s important not to raise parents’ anxiety but to explain why this information is useful and how you will use it to ensure you meet their child’s needs. Some parents may choose not to show you the book but most parents will be happy to share it.

The development of play is very closely linked to the development of a child’s understanding of language, which is why it’s so important to play alongside children. For example, a typically developing 18 – 24 month old should be able to recognise and play with miniature toys. Before they reach this stage of development, they might try to stack doll’s house furniture or cars or line them up as they don’t realise what they represent. 36 months is when play becomes more imaginative and children will enjoy dressing up and becoming different characters. At 48 months, children will enjoy playing with others and their play is a delight to observe as it becomes more complex. If a child is already a talker, it could be interesting to write down their spontaneous speech. This will provide you with evidence of their developing vocabulary, how they engage with the resources on offer and each other.

Different aspects of a child’s development are noticed by different practitioners at different times, so it can be beneficial for a team to meet regularly to discuss each child’s progress. If you’re a childminder, meeting up with other childminders to share the information you gather is an effective way to develop your practice - but remember the importance of confidentiality.

It’s vital to know why and what you’re observing. What will the information tell you about this child that you don’t already know? Think about the best time to observe the child to find out the information you need. For example, it wouldn’t be appropriate to observe a child during story time if you’ve got concerns about their fine motor skills. If possible, focus on observing the child without any distractions. Once you have the information, how will you use it to benefit the child and how will you share it with parents so everyone is working together?

ASSESSMENTSThere are two main types of assessment in the EYFS:

This information is added to a record of children’s achievement which is related to the Early Years Foundation Stage Profile (EYFSP). This Profile provides a summary of the children’s attainment at the end of the EYFS. It is based on the on-going observation and assessment in the three prime and four specific areas of learning, and the three learning characteristics.

ON-GOING ASSESSMENT

This is what practitioners do on a daily basis, using the information from observations to help them make decisions about what the child has learned (or can do already) so as to help the child progress with their learning.

This is sometimes called ‘formative’ assessment because it informs the next steps planned with the child and the parent.

SUMMATIVE ASSESSMENT

This takes place twice in the EYFS. Firstly, when a child is between 24 and 36 months.

Outcomes of this assessment are recorded and parents and practitioners use the information gained to identify a child’s strengths and their learning needs.

The second occurrence takes place towards the end of the Early Years Foundation Stage when children are in the final term of the reception class.

This ‘sums up’ all the different information from on-going assessments that have been made about the child.

CHILD

STARTObservationLook, listen and note. Describing

AssessmentAnalysing observations and deciding what they tell us about children

PlanningWhat next? Experiences and opportunities, learning, environment, resources, routines, practitioners’ role

Literacy MathematicsUnderstanding

the WorldExpressive Arts

and Design

Specific areas of learning




Prime areas of learning

ActiveLearning

Creating and Thinking

Critically

Playing and Exploring

Characteristics of effective learning

CREATING AND THINKING

CRITICALLY: letting the children develop their own ideas,

make links between these ideas and develop strategies for doing things

ACTIVE LEARNING: allowing the children to

concentrate and keep on trying if

they encounter difficulties, and enjoy

achievements

PLANNING NEXT STEPS

The three characteristics of effective teaching and learning identified by the EYFS are:When planning activities for the children’s next steps, it’s vital to take into account the needs of each individual child. Without accurate observations and assessments, it would be impossible to ensure that the planned activities within the setting, and the methods used by the practitioners were meeting the needs of each child.

Using Characteristics of Effective Learning (CoEL) in planning and guiding children’s activities, ensures that practitioners look at the ‘bigger picture’ and explore the variety of different ways that children learn. This can then be reflected in their practice. A child’s individual learning characteristics will determine the way they respond to both the teaching and learning taking place in the environment.

The emphasis of the CoEL is on how children learn rather than what they learn. Underpinning the CoEL is the understanding that during these early important years, children form opinions about learning - based on their own experiences - that will last a lifetime. Children who receive the right sort of help and encouragement during these informative years are more likely to be effective learners throughout their lives. Children who do not receive this sort of support and interaction are less likely to have a positive attitude towards learning later in life.

PLAYING AND

EXPLORING: giving the children

the space to investigate and experience things



Unique Child

Comm

unication

and Language

Math

ematic

s



Expr

essi

ve A

rts

and

Des

ign

Personal, Social and

Emotional Development

Literacy

Active Learning

Crea

ting

and

thin

king

crit

ical

ly

Playing and Exploring

ReadingWriting

Speaking

Understanding

Listening &

attention

Number

s

Shape,

space

and

mea

sure

People and communities

The world

Technology

Moving and

handling

Health and self-care

Expl

orin

g an

d us

ing

med

ia

and

mat

eria

lsBe

ing

imag

inat

ive

Making relationships

Self-confidence and

self-awareness

Managing

feelings and

behaviour

Each unique child communicates through the CoEL, which move through all areas of learning. These are:

Playing and Exploring• Investigate & discover• Play with what they know• Being willing to ‘have a go’

Active Learning• Concentration• Keep on trying• Enjoy achievements

Creating and Thinking Critically• Develop own ideas• Make links between these

ideas• Develop strategies for doing

things

The Characteristics of Effective Learning (CoEL) are intertwined with the Prime and Specific areas of learning and development

Specific areas include essential skills and knowledge for children to participate successfully in society.

Literacy

Mathematics


Expressive Arts and Design

Prime areas are fundamental, work together, and move through to support development in other areas.




The EYFS Profile

A completed EYFS profile consists of 20 items of information: The attainment of each child is assessed in relation to each of the 17 Early Learning Goals descriptors, (ELGs) together with a short narrative describing the child’s ways of learning expressed in terms of the three characteristics of learning.

For each ELG, practitioners will judge whether a child is meeting the level of development expected at the end of the Reception Year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging).

The primary purpose of the EYFS Profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS:

• To inform parents about their child’s development against the ELGs and the characteristics of their learning.

• To support a smooth transition to Key Stage 1 by informing the professional dialogue between EYFS and Key Stage 1 teachers.

• To help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children.

In addition, the Department of Education considers that a secondary purpose of the assessment is to provide an accurate national data set relating to levels of child development at the end of the EYFS which can be used to monitor changes in levels of children’s development and their readiness for the next phase of their education both nationally and locally.

Characteristics of Effective Learning

Expressive Arts & Design

PhysicalDevelopment

Personal, Social &

Emotional Literacy

Communication & Language

Mathematics


• Listening and attention

• Space, shape and measure

• People and communities

• The world

• Technology

• Health and self-care

• Being imaginative

• Managing feelings & behaviour

• Writing

• Making relationships

• Self-confidence & self-awareness

• Reading

• Speaking

• Understanding

• Numbers• Moving and

handling

• Exploring and using media and materials

ACTIVE L

EARNIN

GPLAYING & EXPLORING

CREA

TIN

G &

TH

INKI

NG

CRI

TICA

LLY

Early Learning Goals (ELGs)



Here are a few examples of how you can help a child’s development

BIRTH -11 MONTHS

COMMUNICATION AND LANGUAGE

Listening and attention• Play games like “peek-a-boo”

• Sing nursery rhymes

Understanding• Describe what you’re doing out loud while doing it, for

example, tidying up

Speaking• Engage in baby talk, mimic the sounds the child is making

PHYSICAL DEVELOPMENT

Moving and handling• Let the baby lay on their back or tummy so they can kick

their legs about

• Cover the baby’s legs with a light blanket or sheet so they can kick it off

• Put the child’s favourite toys near them so they can reach out to touch it

Health and self-care• Pat or rub the baby’s back or gently stroke their face as

you talk to them

PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT

Making relationships• Make movements with your mouth and eyes and let the

child copy you

Self-confidence and self-awareness• Give the child one of their favourite toys to play with when

you are changing them

Managing feelings and behaviour• Tickle the child’s feet and hands

• When the child is tired or hungry speak to them and let them see your face

LITERACY

Reading• Cuddle up and read and share cloth or board books with

the child

MATHEMATICS

Numbers• Sing songs to the child while holding their hands to help

them clap in time

Shape, space and measure• Surround the child with their favourite toys so they can find

out what they can do with their feet, hands and body

EXPRESSIVE ARTS AND DESIGN

Exploring and using media and materials• Let the baby play with lots of different things to find out

what they can do with them

Being imaginative• Speak to the child, they need to hear different words so

they can learn to use them

UNDERSTANDING THE WORLD

People and communities• It’s important that the child plays with different people in

your setting so that they develop relationships

The world• Give the child toys that make different noises

• Let the child look in mirrors


8 - 20MONTHS


Listening and attention

• Share stories with the child

• Sing songs to the child while changing their nappy

Understanding

• Use signs, actions and gestures to support your own words or when you sing songs

Speaking

• Tell the child the names of things when they pick them up


Moving and handling• Encourage the child to push items along like a doll’s

buggy or toy car

• Encourage crawling and shuffling by placing toys a small distance away from the child

• Use board books and let the child lift up the flaps, share their excitement as they see what is behind the flap

• Play with dough so the child can squeeze it with their hands

Health and self-care• Let the child use their fingers to try and feed themselves

• Give the child a spoon to try and eat with


Making relationships• Share photos of people with the child, telling them their

names

Self-confidence and self-awareness• Let the child look at themself in the mirror, point out their

arms, legs, nose etc to them

Managing feelings and behaviour• Let the child have their favourite toy or comfort blanket

when they are feeling sad

LITERACY

Reading• Let the child hold the book while you read it

• Describe and point to what is happening in the pictures

Writing• Role model drawing and making marks in gloop or sand

with your finger

MATHEMATICS

Numbers• Put together a collection of different items and let the child

dig through it and explore everything

• Sing number rhymes to the child

Shape, space and measure• Give the child balls or toys that will roll


Exploring and using media and materials• Use puppets during story time

• Encourage messy play so that the child can find out what marks and shapes they can make with their hands

Being imaginative• Make sure the child has lots of different toys available to

play with so they can find out what each one does


People and communities• Encourage the child to play with different people in your

setting so that they develop relationships with different people

The world• Hide one of the child’s toys and ask them if they can find it

Technology

• Give the child different objects to play with: paper, spoons, pots, pans


16 - 26 MONTHS



• When reading to the child, make the sounds of the animals or vehicles in the story

• Talk to the child about the different sounds that are heard in different places: outside and inside

Understanding

• Encourage playing ‘shop’ & ask the child if they can find certain things, eg. “can you find the bananas?”

Speaking

• Let the child make choices about what they are going to eat by showing them their options


Moving and handling• When playing with dough, give the child rolling pins and

cutters to make shapes with

• When playing outside, give the child a bucket so they can put things they find interesting in there

• When playing ‘shop’, give the child a bag so they can put items in it and carry it round

Health and self-care• Let the child wash their own hands and face

• Let the child try and put their own shoes on


Making relationships• Play copying games with the child. Make a noise with a

toy and see if they can copy what you did

Self-confidence and self-awareness• Use dolls or teddies to show the child how to pretend to

look after a baby or use cars to show how to pretend to drive somewhere

• Describe to the child what the things you are using are called and what you are doing with them

Managing feelings and behaviour• Let the child help you carry out tasks like telling everyone

it is lunchtime and making sure everyone has their foodLITERACY

Reading• When reading stories, let the child tell you things and

point to the pictures

Writing• Encourage mark making with thick pencils/crayons

MATHEMATICS

Numbers• Count with the child as you do things, eg. when putting

toys away “one car, two cars, three cars”

Shape, space and measure• Let the child play with puzzles

• Play with water - let the child see what “full” and “empty” look like


Exploring and using media and materials• Lay a big piece of paper on the floor and let the child play

with paint to see what marks they can make with their hands and feet

• Give the child ribbons to hold as they dance to music

Being imaginative• Give the child real objects eg. an old mobile phone so that

they can pretend to use them


People and communities• Let the child tell you about people that are special to them

The world• Encourage playing outside and let the child jump in

puddles and run around

• Let the child make mud pies by mixing mud and water together

Technology

• Let the child use a camera to take photos of things


22 - 36 MONTHS



• When reading to the child, use puppets or toys to bring the book to life

Understanding

• When you are doing something, describe to the child what you are doing and why so they know how to do it, eg. “I am putting the toys in the box so that nobody trips over”

Speaking

• When playing with the child introduce new words to describe what they are doing


Moving and handling• Let the child try and dress their teddy or doll with different

clothes that have different types of fastenings, eg. zips, Velcro, buttons

• Play ball games with the child

Health and self-care• Let the child help make lunch, eg. cutting up the fruit


Making relationships• Make a den that the children can play in

Self-confidence and self-awareness• Encourage the child to make things. Make a box of craft

items available so they can choose what they want to use from the box when making a picture

Managing feelings and behaviour• Talk to the child about the order that they need to do

things in, eg. washing their hands and getting ready for lunch

LITERACY

Reading• Let the child use toys to help them describe stories to you

• When reading a story they know well, stop at certain points and let the child tell you the missing word

Writing• Draw and paint with the child and describe to them what

you are doing

MATHEMATICS

Numbers• Play games that require a score being kept

• Sing counting rhymes like “10 green bottles”

Shape, space and measure• Ask the child to sort items together, eg. “can you put all of

the blue bricks together?”


Exploring and using media and materials• Let the child make different sounds with different items,

eg. spoons, pots, plastic bowls

• Make a box of craft items available so they can choose what to use from the box when making a picture

Being imaginative• Let the child play dress up so they can pretend to be

somebody else like a doctor, nurse or builder


People and communities• Introduce food from different cultures

The world• Encourage the child to use toys to make up stories about

going to the shops or going on holiday

Technology

• Let the child press buttons on things like remote control cars or torches to see what happens


30 - 50 MONTHS



• Play listening games like “Simon Says...”

Understanding

• Ask the child to help tidy up, while doing this give simple instructions like “put the cars in the red box”

• When carrying out simple tasks like getting ready to play outside, ask questions like “what do we need to put on our feet?” so that the child can find the item

Speaking

• Talk to the child about things they did yesterday


Moving and handling• Make an obstacle course where the child has to run

around items, crawl underneath blankets and through cardboard boxes

• Let the child practice using children’s scissors on food, paper or dough

Health and self-care• Make sure the child washes their hands when they have

been to the bathroom or are going to eat


Making relationships• Encourage the child to build things with other children

using cardboard boxes

Self-confidence and self-awareness• Let the child help you match items of the same colour

together

Managing feelings and behaviour• Help the child to understand it’s OK to have different

emotions eg. angry, upset, worried etc but we need to learn how to respond when we feel like this

• Explain to the child why they can’t do things like play outside the gate/fence

LITERACY

Reading• Encourage the child to read the labels on items when

playing ‘shop’

• Read a recipe or instructions to the child when making something

Writing• Help the child make a card to take home and encourage

them to write their name themselves

MATHEMATICS

Numbers• Put numbers on a skittles game and ask the child what

number was on the skittle that they knocked down

• Make/use a car garage with numbers on the slots, put numbers on the cars and ask the child to put the cars in the right slots

Shape, space and measure• Encourage the child to build using wooden blocks or

cardboard boxes

• Ask the child to point out items that are all the same like “circles” or “spheres”


Exploring and using media and materials• Let the child mix different paints together to make their

own colours

Being imaginative• Help the child use toys to make up their own story

• Provide items like boxes and material that allow the child to pretend play, making a cape or a spaceship and imagine they are going on an adventure


People and communities• Arrange a visit to different places like a local farm or the

library

The world• Let the child play in all weathers

• Plant seeds with the child in the garden

Technology

• Let the child press buttons on things like remote control cars or torches to see what happens


40 - 60 MONTHS



• Set up a treasure hunt where the child needs to listen to instructions to help them find the next clue

Understanding

• During story time, ask the child why they think something happened and what they think might happen next

Speaking

• When reading a story, ask the child how they think it might end

• Play “I spy” with the child

• Use different expressions and voices when telling stories


Moving and handling• Ask the child to thread plastic bottle tops with holes on to

string

• Play games that involve hand-eye coordination eg. throwing balls into boxes or basketball

Health and self-care• Make faces out of fruits and vegetables to encourage the

child to try different foods

• Talk to the child about road safety and how they can stay safe when they are crossing the road at a zebra or pelican crossing


Making relationships• When playing outside, ask the child what there is to play

with or what plants they see growing

Self-confidence and self-awareness• Let the child tell you how you can help them with

something they are making

Managing feelings and behaviour• Turn any problems or conflicts that arise into problems to

solve and talk to the child about theirs and other people’s feelings

LITERACY

Reading• Play games that encourage children to hear and guess

the sounds that make up words, eg. C-A-T

• Encourage children to enjoy a range of different books, eg. stories, rhymes, non-fiction, picture dictionaries etc.

Writing• Encourage the child to make up and write a price list for

the play ‘shop’

• Help the child make up number plates for the toy cars

MATHEMATICS

Numbers• Play number snap or bingo

• Play number songs where the child has to count backwards like “Five Little Ducks”

Shape, space and measure• Let the child make patterns with lids or buttons

• Let the child give you instructions for an obstacle course like “Go through the tunnel”


Exploring and using media and materials• Act out stories with the child like “Going on a Bear Hunt”

• Give the child boxes, string, scissors, tape and glue so they can make a model like a car or a boat

Being imaginative• Let the child tell you a story about what they are doing

while they’re dressed up playing pretend


People and communities• Have a party for all of the dolls and teddies and ask the

child to help you find all the things you need for the party

The world• Let the child help you water the plants

• Help the child draw a road for the toy cars

Technology

• Let the child listen to a song or story on CD, radio or website

Moving online will save you hours of time! Guaranteed!

Footsteps 2 gives them the flexibility and freedom they need to carry out observations on their electronic devices, meaning the required information is instantly uploaded; and resulting in them being able to enjoy precious time with the children in their care. This is a far cry from having to sift through piles of paper to find a report for an Ofsted inspection, some parent feedback or a file for planning the next steps in the learning path of each child.

With over 20 years’ experience helping early years professionals, Parenta has worked in partnership with thousands of settings, providing solutions to the many constraints they have. Customers tell us about how much time they save and how much their lives have improved since switching to our online EYFS tracker from paper based observations and assessments.

It’s no secret that lack of time can cause anxiety and irritation with nursery managers and staff. Anything that can be done to save time - without compromising on accuracy - is going to be a huge benefit. The constant struggle to reduce unnecessary workload to free you up to allow more time with the children is always going to be paramount. Recording and storing every child’s learning journey on paper is a demanding task that is time consuming.

Switching to an online EYFS tracking software would, without doubt, allow you to spend more time with the children whilst carrying out the necessary observations, assessments and planning discussed earlier.

Another major reason for moving to online EYFS software, is when it’s time for an Ofsted visit, the progression of one or more children can be easily shown at the touch of a button – something that would never happen if completing by hand. Critical stages of development across the CoEL and Leuven Scales as part of an observation - as well as quick cohort tracking - open up a whole new world when using software.

When it comes to communicating and sharing observations, assessments and planning next steps with parents and carers, having online reporting that you trust from a security point of view is only going to lead to better relationships and partnerships, greater word of mouth and hopefully more business for you.

A genuine concern from practitioners when considering an online EYFS tracker, is that they are worried about the security of their data. For obvious reasons, they want to feel confident that the information stored is backed up, safe and secure in line with GDPR compliance. They want to be able to use digital photography to record observations – and know that they have full control over the images. The team at Parenta has developed facial recognition tagging and blurring technology for its EYFS tracking software – Footsteps 2.

Put simply, this means that children not tagged in a photo are automatically blurred out. In effect, all children can be tagged, but when observations are sent out to parents, only the relevant faces will show, which supports safeguarding regulations and complies with the new GDPR requirements - this is unique to Footsteps 2.


Did you know that Ofsted does not require, nor have a preference for, recording observations on paper? The only ‘paperwork’ that Ofsted needs to see is that which is specifically required under the EYFS.

MYTH BUSTER…!





guaranteed to make your life easier! · 2020-02-25 · guaranteed to make your life easier! all you...

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