Early Years Foundation Stage Guidelines

too soon Years Foundation St climb on GuidelinesHasana caravansaryExplain the placard, perspicacity and readiness cycle.The EYFS requires practiti one and only(a)rs to plan activities and fulfil opportunities that ordain tin barbarianrens reading while countenanceing the aras of knowledge within the EYFS. Practitioners moldiness(prenominal) plan c atomic number 18 to the full so that individual churlrens necessarily argon met and that the activities and play opportunities att polish off to nipperren progress towards their early breeding goals. Planning, observation and mind nominate to supporting the encyclopaedism and arrestment requirements of kidskinren. Observing individual tikeren c arfully stop help to identify what their postulate and interests be. To verify that practicians meet the considers of individual pincerren it is great that the follow the observation, judgment and plan cycle. Observation is when practitioners incur/watch electric shaverren to understand their interests, call for and learning styles. Observing infantren is a reusable process as it provides data which the practitioners tramp use of goods and services to support the electric razorren when cooking and preparing activities for them. Observations should be made in a range of contexts, for spokesperson they should be by dint of with(p) during independent play, during everyday r come forwardines and besides when the infant is eng seasond in play with others.EYFS whitethorn 2008 intend should be flexible enough to lodge to circumstances. Observing children leave alone as well enable practitioners to understand what their incumbent st mount of ontogenesis is. With expose the process of observation practitioners allow not be able to fully support the children as they result not fork up a clear mind on what the childs claims and interests atomic number 18. Practitioners mustiness visit that they gain p arents permission onwa rd they carry out all observations on the children because some parents whitethorn not want their child to be observed. During observation practitioners need to look, listen and magnetic disk what they natter in the observation, they must not involve themselves in the observation as it whitethorn affect what the child is doing. An assessment is when practitioners analyse observations to see what they tell them about a child. Accurate assessments enable practitioners to fill judgements which protract to action to support individual children. They help individually child to develop and learn by ensuring that the practitioners provide children with steal experiences and opportunities. Practitioners gather the knowledge in their observations to identify aspects of the childs learning and development. By doing this it leave enable them to assess what a childs needs and requirements are and how good they can be supported. The final expose of the cycle is cookery, this is when practitioners then use the information that they have gathered to plan for the child. This could embroil planning experiences and opportunities that the child could benefit from and similarly ensuring that the environment is suitable and the child has access to appropriate resources. The practitioner go out overly need to plan what their role will be in supporting children with their learning and development. Practitioners must verify that they include each area of learning and development through planning, purposeful play and through a mix of adult-led and child initiated action mechanism. Practitioners must checker that their planning reflects and supports childrens current interests, learning styles and the stage of development of each child. The planning process enables practitioners to contribute and understand the experiences that they have planned for the children. Practitioners can also ensure that parents and children have a voice in the planning process, for example children can conduct their feelings and activities that they want to take part in. Parents can also share their knowledge of their child and whatever superfluous support that they may require. Observation, assessment and planning all feed into one another and contribute to our knowledge about the child enabling the practitioners to fully support the needs, requirements, learning and development of each child.Describe how to develop planning for individual children.When functional with children practitioners will hap that they are required to plan activities and experiences for children which support their learning and development. EYFS MAY 2008 good planning is the learn to making childrens learning effective, exciting varied and progressive. Practitioners need to ensure that they plan activities which are linked with the different areas of learning within the EYFS. Practitioners must also ensure that they plan and prepare activities which meet the individual needs and requi rements of the children. When planning for the children the practitioners need to bear in mind that whatever is planned for the child is age and stage appropriate and suitable for the child to take part in. in that respect are m both different sources that an individual can use the help them when planning for the children, for example each child has their own interests and preferences and they may enrapture playing more with some toys that they do with others. A practitioner can use a childs interest and represent an activity more exciting and challenging for the child.This will also enable the child to learn radical things as well as taking part in something that they enjoy doing. Regular observations and assessments support the practitioner when planning for a child because a lot of information can be processed as the practitioner is able to physically see what a child likes/dislikes doing. Observing the children helps the individual indentify a childs needs, interests and an y additional support that they may require to support their learning and development. EYFS MAY 2008 planning should include all children, including those with additional needs. Practitioners must ensure that they institute full use of the observations gained in raise to support the child and ensure that their needs are fully met. Within the circumstance the practitioners can charm in partnership with parents/carers as stated in the EYFS in order to ensure that they are also included with their childs learning and development. Parents/carers will be able to share information with the practitioners about what the child is like at home and what interest and needs that they may have. Parents/carers can help the practitioners with planning for the children as they will be able to identify what area a child may need support with.Sharing ideas with colleagues can be useful during planning as an individual may have noticed something about the child which was not noticed by anyone else, this can be useful as a child may be more close to one member of staff than they may be with another staff. There may be times when a practitioner is not always with the children so it is important that information is shared to ensure that all members of staff are aware on the childs needs and interests. Within the setting some children may also be under the care of other professionals this is useful because the practitioners are then able to work alongside the professionals to share and also learn new ideas on how the child can fully be supported within each setting. The practitioners must ensure that at all times their planning reflects the different needs and interests of the children, the planning must also provide opportunities for the children where they are able to learn and gain new skills.Differentiate between formative and summative assessment methods.EYFS MAY 2008 identify informed decision about the childs progress and plan next move to meet their development and lear ning needs. When working with children practitioners will find that settings will carry out progress retreads on childrens development, these can be make every six months or on an yearly basis. The practitioners will be required to provide parents with a progress say about the childs learning and development. This will give the parents an idea on what stage their child is at with their learning and development and whether or not they may require any additional support. Practitioners must ensure that they meet the individual needs of all children through following the requirements of the EYFS and it is important to deliver personalised learning, development and care to help children get the outmatch possible start in life. There are two formal assessments, these are a completion of the progress report at age two and also completing the learning and progress journey of each child during their time at the nursery. To ensure that practitioners assess the children effectively they must analyse and look backward the information that they have about each childs learning and development. They then need to plan next steps to meet the individual needs of children. A formative assessment is when a practitioner keeps a record of the childs learning and development. The practitioner will take daily observations of a child using notes and delineation evidence and keep them in an individual record of the child. The record will be available for the parents to view, this will enable them to review their childs learning and development within the setting. It will also give the parents a chance to see what their child has achieved and what stage of development they are at. Practitioners must ensure that they regularly update childrens records by including the appropriate information. shaping assessment This is an assessment based on observations, photos, work from children or any information that a practitioner receives from the parents. It is also an ongoing assessment of children and is carried out on a regular basis through observations that practitioners gather from children. Children are also required to have a progress check done when they are aged two, this is a summary of information that has been gained about the child. Practitioners equal children to the learning areas to identify whether or not a child has achieved their learning goal for their age and stage of development. The progress checks will be granted to parents as it will be a summary of the development stages a child has achieved. They will also consist of targets/goals a child will have for the future and how they will be achieved. Summative assessment This assessment is a summary of any evidence that a practitioner gains through carrying out a formative assessment. This type of assessments are used to review childrens developmental progress oer a utmost of time, they are also used to identify if a child has achieved their target/goals for their age and stage of development . This is a summary of all the formative assessments done over a longer period and makes a statement about a childs achievements. The EYFS Profile is the summative assessment used to review childrens progress along the early learning goals.Explain the two statutory assessments that must be carried out on all children.EYFS MAY 2008 all effective assessment involves analysing and reviewing what you know about each childs development and learning. When working with children practitioners need to carry out two main assessments of the children in their care, one is the EYFS progress check which is done at age two. The second assessment is the EYFS profile which summarises and describes a childs achievements and is a record of their development. This profile is a record of the child up to the age of five up until the child leaves the nursery. These two statutory assessments check the childrens development against the seven areas of learning. The EYFS progress check requires the practition ers to make a summary of the childs development, achievements and also state any targets or goals that need to be met in order for the child to make further progress with their development. The progress checks show the parents and practitioners any additional support that a child may require. The practitioners are required to review the childrens progress and also ensure that parents receive a written record, this will enable them to see what the child has achieved and what stage they are at with their learning and development. The key workers have the role to eat up the progress checks for all of their key children. In some settings the practitioners set up parents evening where they discuss the childs progress and also hand out the progress checks to the parents. This also gives the parents a chance to discuss their childs learning and development and also share information or ask and questions. The progress checks are useful as they enable parents to see how they can support the ir child at home and also identify their needs and interest. In order to complete the progress checks the practitioners should use the findings from their daily assessments and observations that they complete on the child, this will help to give an overview on what a child can and cannot do based on their learning and development. The summary must include the information that the practitioner has gathered about a child over the period of time the child has been at the nursery. The early years profile is an assessment of the child that is done at the end of the foundation stage, practitioners must ensure that they complete a profile for every child at the end of the term. This assessment will normally be completed by the reply class teachers, it will be assessed against the seventeen learning goals which can be found in the EYFS. The early years profile will be completed using observations of the child that have been gathered on a regular basis. The profile will consist of targets t hat the child has met or need to meet during their time at the nursery. The practitioners must ensure that they share the Early years profile assessment with the parents so support them so that they are able to understand their childs learning and development. The parents will also be able to see what their child does within the setting and any progress they are making. To ensure that practitioners fully understand on how to complete the early years profile, it is a requirement that appropriate training is disposed(p) to those working within a childcare setting.http//www.northamptonshire.gov.uk/en/councilservices/children/early-learning-childcare/Pages/Observation-Assessment-and-Planning-Cycle-in-the-EYFS.aspxhttp//eye.boltonlea.org.uk/observation-assessment-and-planning/oap-cycle/overviewhttp//www.ncca.biz/aistear/pdfs/guidelines_eng/assessment_eng.pdf