Practitioners should be tuned in to what is interesting to the children based on what they know about the children and their observations of how the children like to learn, including from discussions with parents.
Ofsted are not expecting a particular planning format. These plans need to be flexible, enabling practitioners to take advantage of spontaneous opportunities when they present themselves and the changing interests of the children.
Quality observations and assessment by practitioners of the children will inform short term planning. In order to plan for each individual child, practitioners need to observe the children in their care so that they are aware of their abilities and interests.
They need to know what the child has enjoyed and achieved previously. Parents need to be involved in the planning process in the following ways:. Practitioners need to ensure their individual learning plans for each child have space for parental input. Parents should have access to information about how children learn and develop. Fellow practitioners should also be involved alongside the key worker.
Children themselves can also be involved in the planning, asking them about what they enjoy and how they feel about different activities and challenges. Practitioners must be prepared to scribe for the children and sometimes for parents if they have EAL English as an additional language or basic skills.
Planning involves challenging the child to take the next step, so practitioners need to be aware of child development. A child needs to feel satisfaction in having achieved a task before moving them onto something more challenging.
It is also important to remember that children enjoy revisiting an activity and learn by repetition. There is a downloadable template in Resources. Planning for an individual child should also include how any transitions will be managed for them, for example a baby moving into the toddler room, or a child moving onto Reception year in a school. Practitioners should have high aspirations for all children, expecting and enabling them to achieve in a holistic way across all areas of learning.
Some providers may choose to plan around individual activities. Completing a planning sheet for an individual activity may help practitioners to focus in on the learning and development that an activity might offer, including the potential for key vocabulary in context. Keep planning manageable and consider how possible it is to plan for each activity in a documented way. It may be helpful to find time to discuss key activities instead and how they might support learning in a more overarching way.
For example, how can the sensory learning in the sand or water tray be developed to support different aspects of the areas of learning within the EYFS?
This would not need to be written out day after day, but considered collectively and revisited from time to time with staff. It encourages the practitioner to think about the resources needed for the activity and how they can be adapted to suit the needs of the individual child.
Planning in the moment is about skilled practitioners using interactions with the children to develop their knowledge and build on it there and then. This is completely child initiated and allows practitioners to join them in their learning. With planning in the moment, there will be no forward planning as all planning is retrospective. If a provision cares for a child who attends another form of childcare, eg a childminder collects them from pre-school, then it is important that the provision shares its planning for that child with the other carer.
When planning, practitioners need to have a detailed understanding of the characteristics of effective learning and how these can be supported in their provision through ethos, interactions, expectations, and opportunities across all the seven areas of learning. Practitioners need to be aware of how each child is unique and will have different methods of learning.
The knowledge of each child will further help practitioners to develop suitable activities to support their learning. Using the Early Years Foundation Stage development matters document will support a learning environment which actively promotes the Characteristics of Effective Learning.
With the launch of the extended entitlement of funded early education to 30 hours for working parents, some children will be spending longer periods of time within the provision. Staff need to consider this when planning for individual children. Longer days away from home may require planning in quiet periods or even short naps for some children. It is important that there is a good communication system about the children between staff that work in shifts in order to provide continuity for each child.
Shared planning that can be amended as the day progresses can be very helpful. This can lead to frustration and boredom and influence behaviour for children in settings all day, whilst others come and go. It is also important to consider how the provision plans for the change over times for those children who do not change over part way through the day. Consider the systems and processes in your provision which will make this smoother for all children. They are clear that whatever systems are in place for assessment they should not take adults away from the important interactions they have with children.
The only documentation Ofsted inspectors will expect to see is that set out in the Early Years Foundation Stage framework. Practitioners and year 1 teachers are expected to work together to build a consistent and shared understanding of what the Early Learning Goals mean through internal moderation processes. The Reception Baseline Assessment RBA is a short assessment, taken in the first six weeks in which a child starts reception.
It assesses a child in early mathematics, literacy, communication and language. Children need this too feels secure, confident, protected and independent enough to explore the environment.
As the characteristics of effective learning show a child needs to feel confident enough to play and explore, actively learn and creatively and critically think to learn new skills. Schemas — If a child is displaying a particularly strong schema pattern of behaviour such as the need to transport everything then tune into this and use it to develop skills in other areas. For example, develop skills in mathematics buy counting the objects being transported or skills in literacy buy encouraging a child to transport books and then look at them.
A useful short book about schemas to use during inductions or as part of a practitioner workshop to brush up on schemas can be found here Scaffolding — This is the process of children learning a new skill by being supported by a more knowledgeable other which could be child or practitioner.
This requires careful intervention and is best during a child initiated activity, however, can also happen during an adult led session. Encourage the children to listen and support one another.
Also, try not to create groups based on abilities as this limits the scaffolding that can take place. Home About Us Contact Us. Observing what children can do Observation is referred to in several places in the revised Early Years Foundation Stage. Planning is different from school to school and from setting to setting because each one is different from the next for all sorts of reasons.
However, some settings and schools will plan certain things in a similar way — these might be events that are planned every year such as a visit to a farm were the children will be able to see and feed the lambs and perhaps help the farmer to feed the goats. Or it may be that the setting or school has links with an orchestra that visits them regularly to work with a nursery or reception class, helping them to find out about several instruments and to listen to and join in some music-making or drama.
In some ways these sorts of events provide a rhythm to the year — a pattern that is variable and flexible depending on many factors but is also fairly predicable — many people describe this as long term planning. These type of plans need to be in place so that all the necessary resources such as books and props can be gathered. However all planning should be flexible and used as a guide rather than followed slavishly.
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