setting name and logo: my learning journey€¦ · my learning journey child’s name: date of...

London Borough of Bromley, Early Years Quality and Funding Service, September 2015

My Learning

Journey Child’s Name: Date of Birth:

Start Date:

Key Person:

Setting Name and Logo:


How I settled-in to my new setting Along with information you gain from my parent or carer you will need to collect information about my learning and development during my settling-in period. Week by week you can note down my achievements, at the end of my settling-in period you will have my starting point. Here are some examples of what you may observe:

- How confident I am when I arrive at the setting and when my parent/carer leaves - How I bond with my key person - How confident I am to play and explore - How I make choices - How I share and take turns - How competent I am to feed myself, go to the toilet and dress myself - How I communicate my needs - The languages I speak - How I listen and respond - How I communicate with everyone - What my favourite activity is - How I investigate my surroundings - How I play with other children - If I make special friends - How confident I am to climb and play with larger toys - How I use the space to move and balance - How I use my fine motor skills when playing with small equipment - How I enjoy exploring messy materials - How I enjoy listening to stories and looking at books - How I react to sounds and music


In my first week I…

In my second week I…

In my third week I…


In my fourth week I…

In my fifth week I…

In my sixth week I…


Initial Assessment / Starting Points (Please indicate next to the age phase if the child is Beginning, Working Within or Secure)

Child’s Name: DOB: Age in months: Date:

Communication and Language (remember to include how the child demonstrates the Characteristics of Effective Learning)

Listening and Attention Understanding Speaking

0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60

Physical Development (remember to include how the child demonstrates the Characteristics of Effective Learning)

Moving and Handling Health and Self-care

0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60


Personal, Social and Emotional Development (remember to include how the child demonstrates the Characteristics of Effective Learning)

Self-confidence and Self-awareness Managing Feelings and Behaviour Making Relationships

0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60

Next steps to support the child’s Learning and Development? (Consider the area/s in which the child’s progress is developing at a slower rate than expected for their age)

Parent/Carer’s comments:

Parent/Carer’s signature:

Key Person’s signature:


Prime Areas

Communication and Language

Listening and Attention

Understanding

Speaking

Here is a photo of me


Prime Areas

Physical Development

Moving and Handling

Health and Self-care



Prime Areas

Personal, Social and Emotional Development

Making Relationships

Self-confidence and Self-awareness

Managing Feelings and Behaviour



Specific Areas

Literacy

Reading

Writing



Specific Areas

Mathematics

Numbers

Shape, Space and Measure



Specific Areas

Understanding the World

People and Communities

The World

Technology



Specific Areas

Expressive Arts and Design

Exploring and Using Media and Materials

Being Imaginative



Observation Sheet (1) Child’s name: Name of observer: Date: Time:

Activity: The activity was: Child initiated/Adult led

Solitary Parallel Pair Small group 3/4 Large group 4/6

Observations, notes, photographs, quotes from children, information from parents, significant achievements etc.

The Prime Areas: Communications and Language (CL) 1 2 3 Physical Development (PD) 1 2 Personal, Social and Emotional Development (PSED) 1 2 3 The Specific Areas: Literacy (L) 1 2 Mathematics (M) 1 2 Understanding the World (UW) 1 2 3 Expressive Art and Design (EAD) 1 2

How are you going to support the child’s Learning and Development (next steps)? What Characteristics of Effective Learning did the child display in this observation? Engagement Motivation Thinking

Age phase: Is this within age related expectations?

Yes / No


Observation Sheet (2) Date Observation Age Phase Aspect and links to other

areas of L&D What Next / Next Steps / Planning

Points Date of planned

activity


Observation Sheet (3)


Sharing Information between EYFS Providers Name of child: Date of birth:

First provider contact name: Address: Telephone: Email:

Second provider contact name: Address: Telephone: Email:

Date started: No. of sessions a.m. No. of sessions p.m. Date started: No. of sessions a.m. No. of sessions p.m.

(Please indicate next to the age phase if the child is Beginning, Working Within or Secure) (Please indicate next to the age phase if the child is Beginning, Working Within or Secure)

CL PD PSED L M UW EAD CL PD PSED L M UW EAD

Comments: Comments:

Child’s current interests (schemas, what she/he likes to play with)

Planned next steps in Learning and Development

Any further comments (EAL, SEND, EYPP, IEP, EHCP)

Which setting will carry out the 2 year old Progress Check? (This is normally the Setting where the child spends the greatest amount of time each week.) Signed: Date: Signed: Date:


The Progress Check at Two (Please indicate next to the age phase if the child is Beginning, Working Within or Secure)

Child’s Name:

DOB: Age in months: Date: Health Visitor development reviews (specify dates below) 8-12 months: 27 months:



0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60



0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60




0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60

Area/s in which the child is progressing well: Area/s in which the child’s development is progressing at a slower rate than expected for their age:

How the setting is going to support the child’s Learning and Development (Next steps) :

How the parents can enhance the child’s development at home:

The child’s view:


Health Visitor’s comments (including recommendations for development)

Parent’s signature: Key Person’s signature:


Prime Areas (Please indicate next to the age phase if the child is Beginning, Working Within or Secure)

Child’s Name: DOB: Age in months: Date:



0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60



0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60




0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60

Next steps to support the child’s learning and development? (Consider the area/s in which the child’s progress is developing at a slower rate than expected for their age)

The Child’s view:


Parent/Carer’s signature: Key Person’s signature:


Specific Areas (Please indicate next to the age phase if the child is Beginning, Working Within or Secure) Child’s Name: DOB: Age in months: Date:

Literacy (remember to include how the child demonstrates the Characteristics of Effective Learning)

Reading Writing

0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60

Mathematics (remember to include how the child demonstrates the Characteristics of Effective Learning)

Numbers Shape, Space and Measures

0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60

Understanding the World (remember to include how the child demonstrates the Characteristics of Effective Learning)

People and Communities The World Technology

0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60


Expressive Arts and Design (remember to include how the child demonstrates the Characteristics of Effective Learning)

Exploring and Using Media and Materials Being Imaginative

0-11 8-20 16-26 22-36 30-50 40-60 0-11 8-20 16-26 22-36 30-50 40-60

Next steps to support the child’s Learning and Development? (Consider the area/s in which the child’s progress is developing at a slower rate than expected for their age)

The Child’s view:


Parent/Carer’s signature: Key Person’s signature:


Look at the picture I have made Child’s name: Key Person: Date:


Look at what I can do now Child’s name: Key Person: Date:


My Next Steps Are…

Name: Date:

Prime areas

Communication and Language: Physical Development: Personal, Social and Emotional:

Specific areas

Literacy: Mathematics Understanding the World: Expressive Arts & Design:


Learning at Home

Child’s name: Date:

This page is for your child to draw, paint or write on. Encourage your child to talk about the picture, you can then write what she or he says and add your

comments at the back. Please return to your child’s Key Person or Childminder.

setting name and logo: my learning journey€¦ · my learning journey child’s name: date of...

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