Learning and Assessment

This section is currently being updated so please bear with us in the meantime – Admin (May 2022)

Our setting usually assesses children by our curriculum (known as the ‘Areas of Assessment’ or ‘Clouds’), however some children are assessed differently depending on their needs and development.

Staff provide opportunities for children to develop their skills covered in our curriculum through both child-led and adult-led play. This includes setting out activities and letting the children choose which they would like to do, and sit-down activities with the children that are guided by staff and/or volunteers.

Our curriculum:

Good Communicators:
Developing communication skills using their preferred method/s such as: speaking, babbling, making gestures, using makaton, or using item boards or visuals.

Resilience
Developing confidence and resilience in the face of challenges! Such as learning to turn take, waiting their turn to speak or do an action. Resilience also includes understanding and recognising emotions of both themselves and their peers, as well as understanding routines, etc.

Independent Active Learner
Developing independence through play and self-care, from learning to play by their selves or alongside and with others, to getting their own coats and bags or feeding themselves. Independent Active Learner also includes being active such as climbing, riding trikes, scooters, ball play, etc. and playing with different mediums such as sand, water, and gloopy playdough.

Predicting and Problem Solving
Developing problem solving skills such as noticing when objects aren’t there, playing with puzzles and recognising patterns (such as learning routines, numbers, shapes, colours, etc.). Predicting and Problem Solving also involves learning about spatial awareness and understanding where our body (or limbs are) in space.

Literacy
Developing literacy skills through listening and reading stories, taking part in song time, learning actions to songs (for example, heads, shoulders, knees and toes) and learning rhymes. Literacy also involves mark-making and recognising letters in the children’s names.

Understanding our Community:
Developing understanding of their community and their home life, including understanding their family, what they celebrate and the local area. Understanding our Community also involves learning about cultural knowledge about Cornwall (mining, fishing, festivals) and recognising differences between themselves and others.

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Baselines – Initial Assessments

All children receive a baseline assessment within two weeks of starting nursery – as the name suggests, this baseline will record the initial development level of the children when they first arrive.

It is important to note that a baseline is just the starting point for new starters and may not be entirely accurate – this may be because your child is still a little shy after starting with us and so they may not feel confidant enough to be as chatty with us as they may be with you.

2 Year Old Checks

Two year old checks are written for children in Pooh Bears and Rabbits, and these are shared with parents and if possible your child’s Health Visitor.

Parents are invited to discuss their child’s progress and development with their child’s key person and the SENDCo (if needed) so that they can discuss which areas their child may need support in and consequently, their next steps for development.

Termly Reports – Assessments

Your child’s development is monitored throughout the year and staff specifically record your child’s development three times a year, one for each term. These are known as ‘Termly Reports’.

We keep a copy of your children’s termly report so we can assess which areas they may need support and consequently, what their Next Steps for development will be. Parents are invited to discuss their child’s progress and development with their child’s key person and the SENDCo (if needed) so that they can discuss which areas their child may need support in.

End of Year Report – Final Assessment

An end of year report (usually written in the Summer Term) is written by your child’s key person and sent out to parents/carers once a year. These end of year reports can be used for children transitioning to a new nursery or moving up into primary school, depending on your child’s age.

Meetings & Preschool Transitions

Children with SEN (Special Educational Needs) will have review meetings as and when needed throughout the year. Some children may have additional meetings to support their transition to another setting or provider, so their routine and development can continue with minimal disruption.

Parents are invited to discuss their child’s progress and development with their child’s key person and the SENDCo (if needed) so that they can discuss which areas their child may need support in.

During the Summer Term we will arrange transition meetings and visits with local primary schools that the preschool children will be transitioning to. The children will be able to meet their new teacher and nursery can pass on developmental reports to school to support your child’s learning when they leave nursery.

We will do our best to support transitions for children who will be moving to a primary school outside of Cornwall!