not just the end result, enjoy meeting challenges for their own sake rather than external rewards or praise Creating and Thinking Critically (thinking) Having their own ideas - thinking of ideas, finding ways to solve problems, finding new ways to do things Making links - making links and noticing patterns in their experience, making predictions, testing their ideas, developing ideas of grouping, sequencing, cause and effect Choosing ways to do things - planning, making decisions about how to approach a task, solve a problem and reach a goal, checking how well their activities are going, changing strategy as needed, reviewing how well the approach worked. At Longleaze Pre-School and Nursery each child will be assigned a key person (keyworker). Parents will be informed of their key person and their role when their child starts attending our setting. Every key person will ensure that each child’s learning and care is tailored to meet their individual needs. (See ) Every child will have a learning journal, which their key person will be responsible for maintaining and sharing with parents. Learning Journals portray the learning child’s journey during their time with us. They contain photographic evidence, observations, and formative and summative assessments. Assessment plays an important part in helping parents, carers and practitioners recognise progress, understand their needs, and to plan activities. children’s assessment formative assessment is an integral part of the learning and – development process. It involves practitioners observing children to understand their level of achievements, interests and learning styles, and then using this information to inform their planning, and learning experiences. Summative assessments will be written at the end of each school year, providing a transition report for children starting school or changing provider. A transition report will also be provided if a child leaves or moves setting at any time. will be undertaken by each key person between the age of Progress Checks child’s two and three. These are summative assessments, covering each child’s development in the prime areas. This report will identify strengths, and children’s also any areas where the progress is less than expected. If there are child’s significant concerns, or an identified special educational need or disability, practitioners will develop a targeted plan to support the future learning and child’s development involving other professionals. At Longleaze Pre-School we understand that all children are individuals and that their development is unique to them. We maintain our knowledge through training so that we are best placed to understand the different processes involved in babies and learning and children’s development.
not just the end result, enjoy meeting challenges for their own sake rather than external rewards or praise Creating and Thinking Critically (thinking) Having their own ideas - thinking of ideas, finding ways to solve problems, finding new ways to do things Making links - making links and noticing patterns in their experience, making predictions, testing their ideas, developing ideas of grouping, sequencing, cause and effect Choosing ways to do things - planning, making decisions about how to approach a task, solve a problem and reach a goal, checking how well their activities are going, changing strategy as needed, reviewing how well the approach worked. At Longleaze Pre-School and Nursery each child will be assigned a key person (keyworker). Parents will be informed of their key person and their role when their child starts attending our setting. Every key person will ensure that each child’s learning and care is tailored to meet their individual needs. (See ) Every child will have a learning journal, which their key person will be responsible for maintaining and sharing with parents. Learning Journals portray the child’s learning journey during their time with us. They contain photographic evidence, observations, and formative and summative assessments. Assessment plays an important part in helping parents, carers and practitioners recognise children’s progress, understand their needs, and to plan activities. assessment – formative assessment is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievements, interests and learning styles, and then using this information to inform their planning, and learning experiences. Summative assessments will be written at the end of each school year, providing a transition report for children starting school or changing provider. A transition report will also be provided if a child leaves or moves setting at any time. Progress Checks will be undertaken by each child’s key person between the age of two and three. These are summative assessments, covering each child’s development in the prime areas. This report will identify children’s strengths, and also any areas where the child’s progress is less than expected. If there are significant concerns, or an identified special educational need or disability, practitioners will develop a targeted plan to support the child’s future learning and development involving other professionals. At Longleaze Pre-School we understand that all children are individuals and that their development is unique to them. We maintain our knowledge through training so that we are best placed to understand the different processes involved in babies and children’s learning and development.
Policies-and-Procedures-2018-19-final-oct-18.docx