Observation, Assessment and Planning in the Foundation Stage

1. Observation, Assessment and Planning in the Foundation Stage

2. Overview • Assessment for Learning • Definitions • Observation, Assessment & Planning cycle • Observation and skills • Observation Skills • Types of observations • Recording observations • Being objective

3. What do you think ‘Assessment for Learning’ means?

4. Assessment for learning Assessment for learning is the process of analysing and reviewing what we observe about children’s development and learning and then using this information to plan future provision.

5. Definitions • Observation describes the process of watching the children, listening to them and taking note of what we hear/see. • Assessment is analysing our observations and deciding what they tell us. • From these assessments, we plan for the next steps in children’s development and learning.

6. Observation, Assessment and Planning cycle The diagram below shows how Observation, Assessment & Planning all feed into one another and contribute to our knowledge of the child. 3. Planning: What next? 1. Observation: Describing – look, listen and note The child 2. Assessment: Analyse observations and decide

7. Observation… helps us find out the specific needs of individual children by carefully looking, listening and noting the activities of a child or group of children.

8. Observations What kind of observations do you make? Why are your observations important?

9. Observations… • are both planned and informal; • allow us to see a child as an individual; • help us discover children’s new skills and abilities as they emerge over time; • enable us to identify each child’s interests and learning needs for future planning.

10. Types of observation • Participant observations – these are carried out while you are playing and working with the children. • Incidental/spontaneous observations – things you notice happening which you feel are significant and need noting.

11. What skills do you need in order to be an effective observer?

12. Observation skills Listening Looking Recording Questioning Thinking

13. Recording observations When using post-it notes to jot down brief observations: • write enough information in context so that anyone else reading it will understand; • refer if to the Area of Learning the observation relates to; • don’t forget to put the child’s name, the date and your initials!

14. Be objective! • Looking, listening, recording and thinking all require the need for objectivity: be factual - do not allow preconceptions to influence what you have observed. • Be positive – note what the child can do, rather than what they cannot. • Be an active observer – describe to the child what they are doing.

15. Clip of Ben and Emma!(or school’s alternative)

16. Assessment • From your observation, where would you assess Ben’s Mathematical development to be using criteria from Developmental Matters? • Using this information, what would you plan for Ben next?

17. “Children should be aware they’re being observed, and encouraged to ask questions and make comments.” Enabling Environments, Early Years Foundation Stage

18. Reflective Task Make an observation of a child’s learning to put into your Learning Log. Share this with your Lead Teacher or Mentor.