QI 3.2 p.44
In what ways do we ensure children are making progress across all aspects of their learning and development?
How do we ensure children understand their own progress in a meaningful way?
Reflect on the current balance of adult and child initiated learning experiences. Are both leading to progress? What could be improved?
How effective are our approaches to tracking progress and achievement? What needs to improve?
How effective are we at sharing children’s progress with parents/carers?
Do we truly value contributions and children’s achievements from beyond the setting? Would parents/carers recognise their role in this?
How well do we use and analyse information to improve outcomes for children and families? For example, data about 27/30 month reviews, developmental milestones and the levels of multiple deprivation in the areas
QI 2.3 p29
How do we know that all children are making very good progress in their learning? What information do we already have and what do we still need to find out?
How do we ensure that processes for tracking and monitoring are manageable and effective in improving learning and teaching?
How well do we support practitioners in undertaking their role in evaluating children’s progress?
How well does the information we gather about children’s progress inform our planning and improvement?
QI 1.1 p15 & 14
How do we ensure children’s personal plans are maintained in line with legislation and that they fully support children’s needs?
What best practice and current approaches are we using to influence and support children to reach their full potential?
How do we link effectively with other professionals to support all our children and families?
QI 1.3 p24
How are we using national and current best practice to plan children’s play and learning experiences?
How effective are our processes to track children’s development, progress and achievements?
How well are we involving children in identifying and assessing their learning and progress?
QI 1.4 p30
How well do we ensure that our children and families’ voices are included in our decision making?
QI 1.5 p35
How confident are we that our record keeping and relevant information to support children and their families is shared effectively and securely to support positive transitions?
QI 2.2 p37
How well do we apply the principles of planning, observation, assessment, recording and reporting as an integral feature of learning and teaching?
How well do we record, analyse and use assessment information to identify development needs for individual learners and specific groups?
How effectively do we involve learners and parents in planning and evaluating learning?
p63
Responsive and intentional planning approaches start with our observations and interpretations of the baby or young child’s actions, emotions and words. This tells us what the child needs for us to provide in their learning environment.
p66
The most effective observations and subsequent documentation of young children’s learning and development have clear meaning and purpose.
Focus on capturing how well or how much learning is going on rather than simply commenting on the activity. For example, it is good to know that the children are enjoying playing with the mud kitchen, but it is much more useful to notice the extent to which the child is curiously exploring how textures change when materials are mixed together, or is interested in transporting particular materials from one part of the garden to another. Learning focussed observations help us to understand the child’s interests and stage of development. They support us in considering what to do next to build on the child’s learning.
