Flo identified that mum has few Flo speaks with mum weekly around Attendance T3 95% (12 times – relationships with mums from the arrangements for coming to school and late) year group as her other children are has built a trusting relationship Attendance T4 95% (6 times – much older. Flo arranged a small late) coffee morning to talk about settling into YR and made introductions (6 mums attended) Readiness for Observations and analysis of other Actions Taken & Timescales Impact Learning: Identified information Barriers Lack of experience of Cassy initially found the routines and Identified adult met Cassy everyday for T1 By end of T1 Cassy confident in routines and whole class aspects of Year R on the playground and talked through the the daily routine and follows expectations of overwhelming. Struggled to follow first routines of the day with visual instructions well within a classroom instructions and would become reminders. 1:1 stayed with Cassy for first Interactions with both children upset if not allowed to make 30 mins to establish routines, ensure and adults have strengthened independent choices at all times Cassy felt safe and reiterate expectations. This reduced steadily over the first term. Challenges around Cassy has limited experience of T1 time was given to Cassy to allow her This remains an on-going aspect – interaction with playing with children her own age. to acclimatise to a very different setting. for Cassy. She often regresses to During play she could be very T2 & T3 TA supported Cassy with very immature behaviour over – independent and keen to play alone identifying a friend each morning to school holidays and needs some or, when interacting with others engage in an early morning activity prior scaffolded play and interaction would regress, become immature to register activities alongside adults for the and want others to carry out Adults in the setting model play with first few days back in school activities and challenges for her her when she was engaged and motivated by an activity. In class provision: Observations and analysis of other Actions Taken & Timescales Impact Identified Barriers information Lack of experience of Adults within setting remind Cassy of the Cassy has become more engaged routines and expectations, procedures and routines with the routines in YR and expectations of quietly, 1:1 at key transition points follows instructions more readily throughout the day. Initially visual
Flo identified that mum has few relationships with mums from the year group as her other children are much older. Flo arranged a small coffee morning to talk about settling into YR and made introductions (6 mums attended) Flo speaks with mum weekly around arrangements for coming to school and has built a trusting relationship Attendance T3 – 95% (12 times late) Attendance T4 – 95% (6 times late) Readiness for Learning: Identified Barriers Observations and analysis of other information Actions Taken & Timescales Impact Lack of experience of routines and expectations of within a classroom Cassy initially found the routines and whole class aspects of Year R overwhelming. Struggled to follow instructions and would become upset if not allowed to make independent choices at all times Identified adult met Cassy everyday for T1 on the playground and talked through the first routines of the day with visual reminders. 1:1 stayed with Cassy for first 30 mins to establish routines, ensure Cassy felt safe and reiterate expectations. This reduced steadily over the first term. By end of T1 Cassy confident in the daily routine and follows instructions well Interactions with both children and adults have strengthened Challenges around interaction with Cassy has limited experience of playing with children her own age. During play she could be very independent and keen to play alone or, when interacting with others would regress, become immature and want others to carry out activities and challenges for her T1 – time was given to Cassy to allow her to acclimatise to a very different setting. T2 & T3 – TA supported Cassy with identifying a friend each morning to engage in an early morning activity prior to register Adults in the setting model play with her when she was engaged and motivated by an activity. This remains an on-going aspect for Cassy. She often regresses to very immature behaviour over school holidays and needs some scaffolded play and interaction activities alongside adults for the first few days back in school In class provision: Identified Barriers Observations and analysis of other information Actions Taken & Timescales Impact Lack of experience of routines and expectations of Adults within setting remind Cassy of the expectations, procedures and routines quietly, 1:1 at key transition points throughout the day. Initially visual Cassy has become more engaged with the routines in YR and follows instructions more readily