QI 2.3 p29
Tracking and monitoring of children’s progress is well-understood and used effectively to secure improved outcomes for all children
QI 2.6 p35
Good processes are in place for tracking and recording progress and effective arrangements for sharing these to ensure curriculum continuity and progression in learning
QI 3.2 p42 & 43
In our setting, practitioners know each child very well as an individual and as a learner. Using this knowledge together with our sound knowledge of child development, we are ensuring that significant learning is identified and very effectively built upon.
We make sound professional judgements about children’s progress and how well children are learning and developing.
We work very effectively in partnership with colleagues who have evidenced improvements in children’s progress.
We make effective use of information and data, for example, agreed developmental milestones and the levels of multiple deprivation in the areas in which our children and families live.
We monitor very closely the impact of strategies we use to ensure equity and use our evidence to make decisions about future interventions.
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?
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?
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 in which our children and families live
p23
Looking at developmental checklists, tables of milestones, and the many experiences and outcomes of the curriculum can be overwhelming both from a planning and a tracking point of view, let alone trying to explain them to families.
We will always be doing the right thing if we are aware of each child’s development and are providing interactions and opportunities that match the needs of the child.
p47
As the complexity of the child’s play develops, learning should be facilitated through a cyclical process of responsive and intentional planning, which includes observations, interpretation and documentation of learning, responsive and intentional planning and facilitation.
p50
Observation can therefore be seen as noticing what it is that the children are finding interesting; noticing what they do and seeing how this might be changing over time. It is impossible to design a progression or tracker for everything a child might do or find interesting, and for babies and toddlers this might feel very adult-centred and unnatural. But we can notice interest and, as adults, think about how we can make something even ‘more interesting’.
pP65
We know it is important for settings to offer children interactions, experiences and spaces that are developmentally appropriate. One way to do this is to consult a list of typical milestones for given ages and stages and provide what might match these. An approach like this can take us so far, but of course every child is different, and we have to take care to ensure that we do not miss some opportunities to support and extend their learning.
We can observe what they are mastering and what they still need help, guidance and practice with. Our role includes noticing what the child does and how this might be changing over time.
p66
Learning focussed observations helps 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.
p94 Transitions
Recognition from practitioners of a shared responsibility for planning for continuity of learning and curriculum experiences between settings/ provider.
Consistency of formats used by practitioners for reporting to parents on their baby’s/child’s progress and development.
