An outcome of may mask a wide range of levels of learning and ‘emerging’ development. The detail behind this outcome is built up over a period of time through observation, interaction with the child and ongoing assessment. There are many sources of information about how children learn and develop, how this may be demonstrated, and how further learning and development might be supported. You need to use any specific source of information in this context. don’t Specialist professional guidance is available for many specific special educational needs and disabilities. Children with SEND may have records from professionals within and outside of the setting. These records should inform assessment and transition processes. Wherever possible other professionals working with the child should be invited to contribute to transition conversations. Settings should consider providing information in addition to the EYFS profile, child’s to support the successful transition and ensure a smooth learning journey. You child’s should think about what information could be useful for the new year 1 teacher child’s before the summer term. This will allow processes to be built on a shared understanding and planned and implemented in good time. Decisions about what guidance might be used and what information might be shared should be made at a setting level. They should reflect local needs and circumstances. 7. a definition ‘Parent’ – The term is used here as defined in section 576 of the Education Act 1996 as: ‘parent’ parents of a child any person who is not a parent of a child but who has parental responsibility for the child any person who has care of the child
An outcome of ‘emerging’ may mask a wide range of levels of learning and development. The detail behind this outcome is built up over a period of time through observation, interaction with the child and ongoing assessment. There are many sources of information about how children learn and develop, how this may be demonstrated, and how further learning and development might be supported. You don’t need to use any specific source of information in this context. Specialist professional guidance is available for many specific special educational needs and disabilities. Children with SEND may have records from professionals within and outside of the setting. These records should inform assessment and transition processes. Wherever possible other professionals working with the child should be invited to contribute to transition conversations. Settings should consider providing information in addition to the child’s EYFS profile, to support the child’s successful transition and ensure a smooth learning journey. You should think about what information could be useful for the child’s new year 1 teacher before the summer term. This will allow processes to be built on a shared understanding and planned and implemented in good time. Decisions about what guidance might be used and what information might be shared should be made at a setting level. They should reflect local needs and circumstances. 7. ‘Parent’ – a definition The term ‘parent’ is used here as defined in section 576 of the Education Act 1996 as: parents of a child any person who is not a parent of a child but who has parental responsibility for the child any person who has care of the child
04+Early+Years+Foundation+Stage+Profile+Handbookv2.docx