Assessment Policy
Assessment at Puddleduck Preschool and Day Nursery plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs and to plan activities and support. The staff respond to their own day-to-day observations about children’s progress and observations that parents and carers share.
As each child enters Puddleduck Preschool and Day Nursery we use our professional judgement to assess the age band children are working “within” across the EYFS 17 areas of learning. Within 4 weeks of the child starting, they will be given a ‘baseline’ assessment. The baseline is done electronically using Tapestry Baseline Assessment.
Formative Assessment
As the year progresses, children are continually monitored and observed on their development and progress in all areas of development. Provision is made for these observations and assessments through experience and play. Assessment does not entail prolonged breaks from interaction with the children.
Daily observations of children initiated and adult initiated activities are recorded and shared with parents immediately. The programme used is Tapestry. Tapestry allows ongoing assessment and analysis of individual pupils or cohorts. The information issued by staff to facilitate planning and next steps of learning for their key children and to celebrate, document and share successes.
Progress is recorded by observing and assessing children either using hand written observations, staff notes, next steps comments, or by use of digital photography or Tapestry. Examples of children’s learning, showing their individual level and stage of development and recorded using the online learning journal, Tapestry. Photos are included with observation notes, links to the curriculum, characteristics of learning, and Leuven scale of well-being. In addition, hard copies of learning journals are kept with evidence of pupils’ learning.
Parents/carers
Parents/carers contributions are highly valued. We are keen to instil and excellent three way partnership (teacher, parent, pupil) to ensure learning is robust, informative and effective.
Parents/carers are included in the following ways:
Summative data – written
The Progress Check at Two is reported to parents in the term their child is between the ages of 24 and 35 months. Reporting to parents on a child’s progress has emphasis on the 3 prime areas of learning and next steps. Children are tracked on a termly basis and progress is monitored through data analysis and termly Pupil Progress meetings.
This policy was adopted by Puddleduck Preschool at a meeting held on:
Date _________________________
Signed on behalf of the Preschool __________________________________
Name of signatory ___________________________________
Role of signatory __________________________________
Review date __________________________
Assessment at Puddleduck Preschool and Day Nursery plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs and to plan activities and support. The staff respond to their own day-to-day observations about children’s progress and observations that parents and carers share.
As each child enters Puddleduck Preschool and Day Nursery we use our professional judgement to assess the age band children are working “within” across the EYFS 17 areas of learning. Within 4 weeks of the child starting, they will be given a ‘baseline’ assessment. The baseline is done electronically using Tapestry Baseline Assessment.
Formative Assessment
As the year progresses, children are continually monitored and observed on their development and progress in all areas of development. Provision is made for these observations and assessments through experience and play. Assessment does not entail prolonged breaks from interaction with the children.
Daily observations of children initiated and adult initiated activities are recorded and shared with parents immediately. The programme used is Tapestry. Tapestry allows ongoing assessment and analysis of individual pupils or cohorts. The information issued by staff to facilitate planning and next steps of learning for their key children and to celebrate, document and share successes.
Progress is recorded by observing and assessing children either using hand written observations, staff notes, next steps comments, or by use of digital photography or Tapestry. Examples of children’s learning, showing their individual level and stage of development and recorded using the online learning journal, Tapestry. Photos are included with observation notes, links to the curriculum, characteristics of learning, and Leuven scale of well-being. In addition, hard copies of learning journals are kept with evidence of pupils’ learning.
Parents/carers
Parents/carers contributions are highly valued. We are keen to instil and excellent three way partnership (teacher, parent, pupil) to ensure learning is robust, informative and effective.
Parents/carers are included in the following ways:
- Online learning journal, Tapestry
- Home link book
- Welcome desk – planning documents
- Newsletters
- Parent Facebook group (private)
- Parent/teacher meetings
- Informal chats at drop off and pick up
- School reports (Summer term)
- Progress Check at Two
Summative data – written
The Progress Check at Two is reported to parents in the term their child is between the ages of 24 and 35 months. Reporting to parents on a child’s progress has emphasis on the 3 prime areas of learning and next steps. Children are tracked on a termly basis and progress is monitored through data analysis and termly Pupil Progress meetings.
This policy was adopted by Puddleduck Preschool at a meeting held on:
Date _________________________
Signed on behalf of the Preschool __________________________________
Name of signatory ___________________________________
Role of signatory __________________________________
Review date __________________________
