QIP workshop 20 th May 2009

1. QIP workshop 20th May 2009 Planning,observation and assessment

2. Main messages • Always start with the child • A child doesn't learn from your planning. • A child learns from interacting with you, other adults, other children and the environment (resources and organisation) • Planning will help you organise your interactions and the environment • Being with children is more important than planning • There is no set way to plan-it should be fit for purpose

3. Building a picture of what a child can do and needs to do next.

4. Observation • Describes the process of watching, listening and taking note of what we see and hear

5. Observation • See the child as an individual- especially important in a group setting • Planned and unplanned • Without observation planning would not necessarily meet the needs of children- although the adults might think that it was important • Observation helps us see new skills develop over time • Observation helps us to see what the child needs to do next

6. Assessment Reflecting and analysing about observations (and other information gathered about a child) and deciding what they tell us about children- learning, likes, dislikes, interests, needs and reactions to the daily routine.

7. Assessment • Tells us about a child’s learning and development • Should involve children and parents to get a full understanding of each child • We reflect on what is significant-Tells us what’s new, what we have seen before and what we need to do next- understanding of child development is crucial • Helps us to reflect on progress over time

8. Planning How we will organise the environment, resources staff, the daily routine and how we will interact with children to support their learning and development

9. Planning • Should be fit for purpose- the context in which you are working • No standard format • Different for different age groups of children • Should take into account children’s interests as the vehicle for learning and development not just be about children’s interests • Should be flexible enough to respond to children’s changing circumstances

10. What should you plan? • The types of activities an adult will lead- possibly small groups if it is appropriate • The opportunities you will offer children to explore on their own with an adult modelling what could be done- when the adult is a play partner • The continuous curriculum- the environment and resources you will make available to children so they can develop and extend their own learning

11. Planning for different developmental stages • Older children – long term plan, medium term plan but avoid tightly planned themes. They are unlikely to come from the children. • Younger children ( under 36 months) High quality continuous provision can take the place of a medium term plan- reflect children’s interests and support areas of development for a short period of time ( a few weeks). Individual plan based on observations • Inappropriate for children in a baby room to have same planning as older children if it is a reflection of their needs.

12. What do ofsted expect?

13. Guidance for inspectors • Inspectors should gather and record evidence of actual outcomes wherever possible • Inspectors will gain most information about what children know, understand and can do from direct observation and by talking with them

14. Guidance for inspectors • Gathering evidence… • Most time will be spent in gathering first hand evidence by doing the following: observing activities and routines, discussions, seek the views of parents, • check policies and procedures to see how well they are implemented

15. Check policies and procedures….. • A sample of any written plans and assessments to give an indication of what children are offered and the progress they are making

16. Main messages • Always start with the child • A child doesn't learn from your planning. • A child learns from interacting with you, other adults, other children and the environment (resources and organisation) • Planning will help you organise your interactions and the environment • Being with children is more important than planning – backed up by ofsted guidance • There is no set way to plan for all children-it should be fit for purpose