Observing, recording, assessing and reporting

Children's well-being and engagement are the highest indicators of good learning.

When children are absorbed in activities good learning take place.

When children are seen to be ‘actively engaged’ we closely observe them.

Some recorded observations can be used as evidence for assessment points.

We also build on interests and motivations in the next steps of planning.



Observation, Assessment and Planning are on-going.

Sometimes a child’s actions or achievements match with statements of development and at this time adults formally record this as evidence of achievement and attainment at the age and stage displayed by the child. 

As more observations are complete more evidence of achievement is gathered and adults gain a clear understanding of the child’s stage of development.

When this assessment takes place it is possible to start to plan ‘next steps’ of learning. 

Lines of enquiry and topics or projects can be planned with the children’s ideas and questions followed.

Additional creative materials can be introduced to develop certain skills in mark making or modelling.

New tools or materials may be introduced to extend the current play.

We value working closely with parents and carers to support children’s learning and development.

We follow formal arrangements for reporting to parents and carers about their child’s progress.

We encourage families to talk to us about their child’s learning and to address concerns quickly.

Sometimes, further advice and support is required, due to a child’s individual needs.

The school will contact support services with the permission of parents and carers.

All parties will work to gain a greater understanding of the child's needs and how best to support them.

For more information about Special Education Needs see the SEND section.