Learning

Starting at PreSchool:

We consider each child an individual - so settling in is based around the child's needs.  We observe each child and adapt our behaviour, toys and layout to which best suits your child.  Each child is given a key worker to help support them to settle and prevent avoidable upset during this transition period.  We collect information from parents based on their child's likes, dislikes, fears and achievements.  We use this information to help support your child, and develop their social skills, play and learning.

Observe, Plan, Assess
At Jack and Jill’s we observe children’s play; finding out the interests of the child, how they learn, what they are good at and where they benefit for support in their learning. We then plan to support each individual by providing enjoyable learning experiences, e.g. by bringing out resources the child enjoys playing with, encouraging them to develop their play through questioning, suggestions- why don't you try to build a tower as big as you? or encouraging co-operative, social play - such as a turn-taking game or a game with a bat and ball etc. After we plan, we adapt our plan if needed, to meet the needs of the child. We assess how the child interacted during this game or play experience, asking ourselves - did the child benefit? how can we develop this further? what went well? do we need to try something else? This we use to aid our planning for the next session and the child’s targets.

This process then continues again Observe, Plan, Assess.

Capturing Evidence

To gain evidence of our observations; we take photographs and type up observations on our class ipads, allowing us to observe and interact with the children at the same time.  We then input the standards the child has made and set targets for future learning.  e also write notes/snap shop observations that support our daily planning and target setting.


Assessments
Children are observed and assessed on a daily basis. These assessments form our larger assessments carried out each half term. We use EYFS Prime and Specific area standards to gain an idea of which age boundary each child is working at in each 7 areas of learning, and whether they are emerging, working within or secure in that area. We then set targets for each of these areas, which we share with parents/carers.   We share photos on our closed Facebook Group and through our website blog.  This also contains reminders and updates.

Pre School Reports

We produce reports for every individual at Christmas and also in the summer, if the child is going to be returning to us in September and does not require a Transition Form.

 Early Year Foundation Stage (EYFS)

Characteristics of Effective Learning

Playing and exploring – engagement

Finding out and exploring Playing with what they know Being willing to ‘have a go’

Active learning – motivation

Being involved and concentrating
Keeping trying
Enjoying achieving what they set out to do

Creating and thinking criticallythinking

Having their own ideas Making links
Choosing ways to do things

Area of Learning and Development 

Personal, Social and Emotional Development 

Making relationships

Self-con dence and self-awareness

Managing feelings and behaviour

Physical Development 

Moving and handling

Health and self-care

Communication and Language 

Listening and attention

Understanding

Speaking

Literacy 

Reading

Writing

Mathematics 

Numbers

Shape, space and measure

Understanding the World 

People and communities

The world

Technology

Expressive Arts and Design 

Exploring and using media and materials

Being imaginative

more information:

http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf

Jack and Jill's Preschool

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