Assessment at Pembury House
“Play is the highest form of research.”
Albert Einstein - Scientist
We believe that children are active learners who learn best through play, first-hand experience and meaningful conversation. They need time and space to explore, experiment, research, reflect and make sense of their world. We provide a learning environment that enables children to become independent, autonomous learners.
Children are given the opportunity to return to experiences and deepen their learning throughout their time here and are given genuine choice between a range of experiences which are rich in potential for learning. Staff and parents work in partnership to create a shared understanding of how children learn and how adults can best support their learning.
- To have effective Home / Nursery relationships by working closely with families to nurture and support children’s learning and progress
- To create an effective learning environment by ensuring children are presented with open-ended creative experiences in an attractive, calm, purposeful environment, (indoors/outside), with natural materials and natural colours
- To support children to become mastery learners - to ask questions, take and evaluate risks, develop resilience and have ownership for their learning and develop ‘Characteristics of Effective Learning’ (EYFS, 2017)
- For staff to be attentive to the 4 principles of Assessment for Learning: learning outcomes, feedback, questioning and self-evaluation/challenge
- To celebrate children’s learning and record their experiences so that children make the best possible progress
- To provide opportunity and access to learning for all at Pembury according to individual need
We use a range of assessment tools to celebrate children’s learning, recording their achievements, assess children’s development and progress, and close gaps in learning.
Revised EYFS Early Learning Outcomes for the Prime and Specific areas of learning
- Staff use objective led planning developed from observations of children’s fascinations, interests and schemas, and the learning is planned for individuals or small groups of children who share an interest.
- Plans are linked to the EYFS Development Matters / Typical Child statements and are differentiated to ensure inclusion and challenge.
- Differentiation is achieved through accessibility of resources, complexity of task or expectation of outcome.
- Evaluations inform next steps for individuals and / or groups of children
- Child engagements are observed and monitored through our observations.
Tapestry online e-learning journey
- Children’s interests, along with samples of work, observations and other evidence of progress and achievement, are recorded in the children’s ‘Learning Journeys’ to capture significant progress.
- Parents are able to access their password protected secure area to comment and contribute
‘Environment of Enquiry' Books and classroom displays
- These display photos, records of conversations, and samples of work
Target Tracker assessment data programme
- We enter data 4 times a year
- Staff track children’s progress termly and the Headteacher uses this information to analyse progress across the nursery.
‘Learning Story’ (based on the work of Margaret Carr and Wendy Lee)
- Each child has at least one learning story produced by their key person.
- These are used as the basis for a target setting discussion with parents/ carers
Parent / Key Person consultations
- 3 times a year - to discuss progress and transitions into and out of our setting.
Summative written report of progress
- Produced at the end of the settling-in period and at the end of the academic year.