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.
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.
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
Enjoying achieving what they set out to do
Creating and thinking critically – thinking
Having their own ideas Making links
Choosing ways to do things
Area of Learning and Development
Personal, Social and Emotional Development
Self-con dence and self-awareness
Managing feelings and behaviour
Moving and handling
Health and self-care
Communication and Language
Listening and attention
Shape, space and measure
Understanding the World
People and communities
Expressive Arts and Design
Exploring and using media and materials