Introduction
Babies and young children are individuals first, each with a unique profile of abilities. Schedules and routines should flow with the child’s needs. All planning starts with observing children in order to understand and consider their current interests, development and learning.
Observation, Assessment and Planning is split into three topics:
Starting with the child (observing)
Planning
Assessment
In the following pages we will look at what this actually means for a Childminder and provide ideas on how you can develop your own methods of recording observations, planning and assessment
Starting with the child (observing)
On this page we discuss why practitioners need to make observations, and then provide lots of different methods of recording what the child needs, is interested in and able to do. We provide downloadable record sheets, completed samples and links to other useful sites.
Go to BCMA’s page Starting with the child (observing)
Planning
We provide different methods of planning, whether long/medium or short term, completed samples and blank templates to download and adapt for your own use. There is also a suggestion list for themes and topics that might help when developing your long term plans.
Assessment
Assessments are made when you have observed a child. These can take the form of deciding the child’s next steps and noting it down (formative) to more formal assessment to provide parents or other professionals a record of the child’s progress (Summative) On this page we provide some sample forms that you may like to adapt and use to record your assessments.
Additional information can be found in the EYFS material:
Principles into Practice Card 3.1
Observation, Assessment and Planning
Each of the Areas of Learning (Appendix 2) provides additional guidance under the heading ‘Enabling Environments’
OBSERVATIONS, ASSESSMENT AND PLANNING
