Early Years and Foundation Stage and Key Stage 1

“All pupils in Dolphins Class have an account using Tapestry (an online learning journal) in which their progress is tracked against appropriate SEND Development Matters statements.

Pupils are recorded as ‘emerging’, ‘developing’ and finally ‘achieved’. It is important to remember that learning may not be ‘linear’ in a Complex Needs Early Years Class.  All staff record ‘Wow’ moments through notes, photos or videos, which are assessed against the Development Matters Statements.  Parents are encouraged to upload their own observations or notes to their child’s learning journey.  Children who are of Early Years age are assessed against the Early Years and Foundation Stage Profile as ‘emerging’, ‘expected’ or ‘exceeding’ in June/July.  The class teacher also monitors which children have achieved a ‘Good Level of Development’, which is then reported to the LA.

Alongside this, The Leuven Scales (which measure well-being and involvement) are tracked every half term and are also considered during both short and long observations of the children.

During adult-led focused tasks pupils’ work is also assessed against development matters statements and The Leuven Scale for involvement.

Characteristics of Effective Learning are always considered during short and long observations.

Every child has at least two long observations (10 minutes minimum) every half term to inform assessment and all adults then plan next steps from these observations.”

Alongside this, The Leuven Scales (which measure well-being and involvement) are tracked every half term and are also considered during long observations of the children.

During adult-led focused tasks pupils’ work is also assessed against development matters statements and The Leuven Scale for involvement.

Every child has at least two long observations (10 minutes minimum) every half term to inform assessment and all adults then plan next steps from these observations.

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