Tracking 2016/17 Baby Nest Our Under 2’s are tracked in the three Prime curriculum areas of Personal, Social and Emotional Development (PSED), Communication and Language and Physical Development. In 87% of the Prime curriculum areas children made accelerated progress in Baby Nest, with the other 13% making expected progress. Groups that we track Children in receipt of Pupil Premium made 44% accelerated progress and 38% expected progress in 2017/17. Children with identified Special Educational Needs or Disabilities (SEND) made 49% accelerated progress, 18% expected progress and 33% below expected progress. NB Sometimes children with SEND can make significant progress that is not captured in the tracking process. Often these steps are significant for the individual and these are planned for, identified and celebrated through their Short Term Plans. Comparisons of girls and boys progress did not reveal any significant differences in progress made or final outcomes. Curriculum focus- Problem Solving As part of our Nursery Development Plan we identify an area of the curriculum to focus on developing over a period of two years. Over the past year our focus has been Problem Solving. This does not equate to a specific area of the Early Years curriculum. However, we have seen significant improvements in our results in Communication and Language and Understanding the World this year, two areas closely linked to the higher order thinking skills that we support through this project.
Tracking 2016/17 Baby Nest Our Under 2’s are tracked in the three Prime curriculum areas of Personal, Social and Emotional Development (PSED), Communication and Language and Physical Development. In 87% of the Prime curriculum areas children made accelerated progress in Baby Nest, with the other 13% making expected progress. Groups that we track Children in receipt of Pupil Premium made 44% accelerated progress and 38% expected progress in 2017/17. Children with identified Special Educational Needs or Disabilities (SEND) made 49% accelerated progress, 18% expected progress and 33% below expected progress. NB Sometimes children with SEND can make significant progress that is not captured in the tracking process. Often these steps are significant for the individual and these are planned for, identified and celebrated through their Short Term Plans. Comparisons of girls and boys progress did not reveal any significant differences in progress made or final outcomes. Curriculum focus- Problem Solving As part of our Nursery Development Plan we identify an area of the curriculum to focus on developing over a period of two years. Over the past year our focus has been Problem Solving. This does not equate to a specific area of the Early Years curriculum. However, we have seen significant improvements in our results in Communication and Language and Understanding the World this year, two areas closely linked to the higher order thinking skills that we support through this project.
Tracking-information-Jan-2018.docx