How we assess progress
Adults in the provision will;
• ensure children are supported to make progress at a level appropriate to their stage of learning.
• provide swift intervention for children who are not progressing. Keep up not Catch up.
• ensure that assessment informs planning as part of the planning cycle.
• know children’s next steps in the 3Ms and be able to talk about them.
• be able to talk about how assessment informs the setting up of the learning environment.
Adults will implement this by;
• reassessing the Next Steps grids using teacher knowledge of the children at the of every half term.
• continuously assessing the 3Ms; Maths, Mark Making and Making Conversation during continuous provision. These are recorded and shared on their wow wall and then stuck in journals for parents to see their learning journeys. Each term these are upload to SeeSaw.
• Uploading ‘captured learning’ to Seesaw on a weekly basis.
• Using termly assessment to provide early support for children who are not making progress.
• Providing “interventions” play rather than children being taken out for “intervention groups”.
• Using a combination of the floorbook and Next Steps to plan activities and changes to the learning environment.
• Referring regularly to the Next Steps Grids displayed on the wall and annotating where necessary.
• Taking responsibility for “tweaking” the environment in response to day to day observations in addition to the half termly assessment.
Through their daily interactions and observations, Staff will have a thorough knowledge of the children and an understanding of how to provide for their future learning. The assessment can be used to pinpoint gaps in knowledge and areas of learning and allow practitioners to tailor the environment accordingly. Early Help can be accessed for children who may need it and we are confidence that our final profile judgements are accurate and based on thorough knowledge of our children. Through Making Conversation and reflection in the floorbook children will be able to talk about the skills they already have and what they will need to develop next, they will be unaware of assessment taking place but will have the opportunity to build strong relationships with adults and develop a curious, joyful and purposeful approach to learning.