Assessing Children’s Learning and Development

All staff will get to know your children well and observe and support their care, learning and development. Each child also has one of two ‘special people’ known as ‘Key Persons’. The key person will be working with your child on a regular basis, keeping track of their progress. Information will be shared with you through verbal conversations,e-mail, phone, virtual and/or face to face meetings. Parents will be sent photos showing a range of experiences.  Staff are able to carry out a 2 year old progress check and a progress summary is completed at least twice a year for each child. These are shared securely on the ParentZone. Parents are welcome to add comments and photos to the system and share their child’s experiences and achievements beyond nursery.

Each child is unique and progresses at different rates in the various areas of learning and development. However, a national set of typical age related outcomes, are used to support staff as they look, listen, note and decide the next steps in a child’s learning. This Development Matters DfE 2021 document can be found here.

 

Individual Needs

Although all children learn and develop at different rates, for a minority there may be a case of needing to provide additional support strategies. If , in spite of extra help given by the team and the parents, it seems that any child is still making less progress than would typically be expected, a specific plan may be needed. The key person will talk to the parents and agree some specific targets and support strategies to be implemented and reviewed. If as a parent, you have any concerns about your child, please speak the setting manager.  Each setting has a Special Educational Needs Co-ordinator (SENCO) who can offer support and advise for any specific needs, gaps in learning or disabilities. Our Inclusion Policy provides details of how, with your consent, we work with other agencies professionals to identify, assess and support any child with additional needs. Children with additional needs and disabilities are welcome. we recognise that every child has individual , needs, strengths and interests and our starting point is what a child can do, rather than when he or she cannot do. In this way the next steps, where there are significant gaps, are based on supporting children with targets that are specific, measurable, achievable and time-defined (SMART).

English as an Additional Language

Children with English as an an Additional Language, are welcome and appropriate strategies are in place to encourage communication and language. Parents may be asked to provide some resources, for example, books or words in the first language to help the child participate and give them a sense of identity and belonging. All children are encouraged to value and respect social, cultural and linguistic differences. Pathways is an equal opportunities provider and all form of discrimination are not tolerated.