How we plan for learning and development (11.0)

At Reepham Nursery School we are constantly observing, talking to and being purposeful play partners with our children in the setting. However, we realise that it is important to have a set of principles that convey how we plan for an individual child’s learning and progression throughout their time at nursery.

Assessing development by observing a child at play and through practitioner’s own interactions with their key children, is the core of our practice. This allows for the practitioner to plan a learning environment that generates experiences, which will enhance each child’s individual learning.

The procedure we follow:

  • On entry to nursery, each child will start a “Learning Journey”, completed by their key person that reflects the whole child – their personality, their likes and dislikes, and their development as a learner whilst they are at nursery. We see this document as a bridge between home and nursery.
  • Every term each child has a “focus week”. We ask for information from home, as to what the child’s currents interests are. During this week the key person completes a longer observation and looks at the child’s preferred learning styles in more depth. Practitioners take account of the characteristics of effective learning and the child’s individual interests when planning next steps for learning and development.
  • The key person will identify next steps for learning for their key children. This may entail an enhancement to the continuous provision by way of a resource, an experience, or 1:1 or small group work. Together, the manager and key person will ensure that the setting’s overall planning reflects opportunities to meet individual children’s identified learning needs and that this is monitored.
  • The key person will ensure that they follow up their child’s next step and will document and comment on progress through the Learning Journey.
  • The key person will track overall progress of their key children in line with the EYFS Prime and Specific areas. Identifying each child’s stage of development in relation to their age. This TRACKER is completed termly.
  • At the end of each term, this tracking information is transferred on to a single tracking sheet for analysis by the manager. The purpose of this is to allow for the Manager to develop tracking data that will be useful in highlighting any gaps or delays in the prime or specific areas. This will allow for a focused intervention in order to facilitate development and progress and prevent delay.

 

This procedure was adopted at a meeting of:  Reepham Nursery School
Held in:  April 2015
Date to be reviewed:  April 2018
Signed on behalf of the management committee:  Graham Dunkley – Chairperson.