2.3 2. Setting Summary Assessment Prompts (to include observations of child initiated and adult led activities) 2.2 2. Setting Summary Assessment Prompts (to include observations of child initiated and adult led activities) Attention and Length of concentration. Range of attention wide, limited, obsessions (fixed interest). Concentration – Difference during adult/self-directed activities. Perseverance. Memory. Learning and Rate of progress. Level of attainment compared to peers (Early Years Outcomes). Play How they learn e.g. trial and error, watching, listening to Learning instruction. Characteristics of Effective Learning (COEL). L Understanding of basic concepts e.g. passage of time, & and sequences of events, cause and effect. C Ability to transfer learning to new situations. Interests/preferred activities. Enjoyment in new experiences and learning opportunities. Symbolic Recognises objects real, miniature, pictures. – Cognition Uses toys/objects appropriately. Understanding Relates one object to another in play e.g. brushes doll’s hair. Uses objects in place of others e.g. box for a car. Engages in pretend/role play. Health General health. Specific conditions, sensory impairments, dental health, allergies. Immunisations (up to date) Developmental checklists (up to date). Needs Appropriate height and weight. Hospital admissions, accidents, illnesses/absences related to health issues. Relationship with food. Specialist equipment required. Physical Health professionals involved. SPN Physical Fine motor skills e.g. control of fingers, hand eye co-ordination, feeding, dressing. Development and/or motor skills e.g. crawling, walking, running. Sense of balance. Spatial awareness. Sensory impairment e.g. sensitive. Continence. Sensory Level of activity e.g. sedentary, fidgety, highly active.
2. Setting Summary Assessment Prompts 2.2 (to include observations of child initiated and adult led activities) Cognition and Learning C & L Attention and Concentration Length of concentration. Range of attention – wide, limited, obsessions (fixed interest). Difference during adult/self-directed activities. Perseverance. Memory. Learning and Play Rate of progress. Level of attainment compared to peers (Early Years Outcomes). How they learn e.g. trial and error, watching, listening to instruction. Characteristics of Effective Learning (COEL). Understanding of basic concepts e.g. passage of time, sequences of events, cause and effect. Ability to transfer learning to new situations. Interests/preferred activities. Enjoyment in new experiences and learning opportunities. Symbolic Understanding Recognises objects – real, miniature, pictures. Uses toys/objects appropriately. Relates one object to another in play e.g. brushes doll’s hair. Uses objects in place of others e.g. box for a car. Engages in pretend/role play. Sensory and/or Physical Needs SPN Health General health. Specific conditions, sensory impairments, dental health, allergies. Immunisations (up to date) Developmental checklists (up to date). Appropriate height and weight. Hospital admissions, accidents, illnesses/absences related to health issues. Relationship with food. Specialist equipment required. Health professionals involved. Physical Development Fine motor skills e.g. control of fingers, hand eye co-ordination, feeding, dressing. motor skills e.g. crawling, walking, running. Sense of balance. Spatial awareness. Sensory impairment e.g. sensitive. Continence. Level of activity e.g. sedentary, fidgety, highly active. 2. Setting Summary Assessment Prompts 2.3 (to include observations of child initiated and adult led activities)