KEY PERSON & CHILD’S DEVELOPMENT

While your child is with us,  s/he will have a Key Person who will be responsible in observing, recording and assessing your child’s development.    The Key Person welcomes your involvement too and wants to know about the things that your child may achieve -  as well as their weaknesses,  so we  can put into planning activities to extend or support those areas.

Since Janauary 2018 we have introduced a new system of recording and assessing children’s development.  We use ipads and a programme (2simple2build).  The ipads are used  to take photos, observe and make assessments of children.  Practical Assessments are primarily based on observations during children’s daily activities and events at pre-school.  We use information that we gain from the observations, as well as photographs, to document children’s progress.  We assess at the end of each term.      Key Persons can send (by email) these observations to parents.

Data Protection: Parents are asked for their consent to use this method of recording and you have the choice to ‘opt out’ at any time.

 

The Pre-School follows (as set by the Department of Education) the Statutory Framework for the Early Years Foundation Stage and uses the EARLY YEARS OUTCOMES which is a non-statutory guide for practitioners to help inform understanding of child development through the early years.

The EARLY YEARS FOUNDATION STAGE requires that we supply parents and carers with a short written summary of their child’s development in the three prime areas of learning development: Personal, Social and Emotional Development; Physical Development; and Communication and Language – and this will be given by the Key Person as the child reaches 36 months.   Later, as the child leaves the setting to go to school and to help with transition,  the Key Person will again put together another SUMMARY which includes all AREAS OF LEARNING: Personal, Social & Emotional;  Physical; Communication and Language; Literacy; Mathematics; Understanding the World; and Expressive Arts and Design.     A copy is given to the parent and consent is obtained before we also pass  another copy to the child’s Teacher when they come to visit us prior to the child starting school.  This information helps the child’s transition into their new environment and  we have had really positive feedback from our local school who have  appreciated and have found them really useful.

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (Please refer to page heading ‘SEND and LOCAL OFFER’). We work with the parent and, if necessary, outside professionals if your child requires extra support to meet his/her needs.  We obtain written permission from the parent before we, ourselves have  contact with outside professionals.   Our Pre-School has a named SENDCo (who will be introduced to you when your child starts)  who keeps close contact with the Pre-School Learning Alliance’s AREA SENDCo.  We try to work as closely as we can to help your child’s transition into their next school.

Our approach to learning and development:

– Learning through play:

Play helps young children to learn and develop through doing and talking, which research has shown to be te means by which young children learn to think.   Our setting uses the EYFS guidance to plan and provide a range of play activities, which help children to make progress in each of the areas of learning and development.  In some activities, children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity.  In all activities, information from the guidance has been used to decide what equipment to provide and how to provide it.

 


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