Cohort Tracker
Cohort Group: Baby Room 0-18 months
0-11 months
Prime Areas of Learning
Personal, Social
and Emotional
Development
B
W
Age/Stage of Development
22-36 months
16-26 months
S
B
W
S
B
W
I
II
I
II
I
II
III
II
IIII
I
I
I
I
III
I
IIII
I
I
II
I
I
I
I
I
IIII
II
III
II
IIII
I
I
I
S
B
W
S
Making relationships
I
I
II
Self confidence and
self awareness
I
Managing feelings and
behaviour
II
I
IIII
I
II
Communication
and Language
8-20 months
Listening and
attention
I
II
I
I
II
I
I
I
III
II
II
I
III
III
II
II
I
II
IIII
I
I
I
I
IIII
II
IIII
II
II
III
II
I
II
I
Understanding
I
II
IIII
II
I
I
Speaking
Physical
Development
II
I
I
I
I
III
IIII
I
I
II
I
II
IIII I
II
III
I
II
I
IIII
II
I
I
I
IIII I
IIII
IIII
IIII
I
I
Moving and handling
I
I
I
I
II
Health and self-care
III
I
Learning, Skills and Education – Early Years Improvement Team (September 2014)
30-50 months
B
W
40-60+months
S
B
W
ELG
S
B
W
S
Specific Areas of Learning
Literacy
Reading
I
III
I
III
II
II
IIII I
IIII II
II
I
Writing
Mathematics
Numbers
II
IIII I
IIII
I
III
I
II
IIII
II
III
IIII I
III
I
IIII
Shape, space and
measure
Understanding the
World
I
I
III
I
People and
communities
The world
I
I
I
I
II
II
I
II
IIII
II
III
II
IIII
I
Technology
II
I
Expressive Arts
and Design
Exploring and using
media and materials
I
II
IIII
I
I
II
II
III
I
I
III
I
Being imaginative
I
B-Beginning
On entry assessment: Not
available
Additional coding:
E.g. SEN“
EAL*
LAC^
W-Within
1st review: December 2012
6 children 6-14 months
N/A
I
I
S-Secure
2nd review: March 2013
9 children 9-17 months
N/A
3rd review: June 2013
13 children 8-16 months
N/A
Learning, Skills and Education – Early Years Improvement Team (September 2014)
Analysis of Cohort Tracker
Cohort Group: Baby Room 0-18 months
st
1 review:
Cohort key strengths:
December 2012. 6 children aged 6-14 months.
PSED: Making relationships
Cohort areas of development:
Interventions planned/adaptations to provision:
Literacy: Reading

Review access to and quality of books and relevant print in
the baby room.
Mathematics: Numbers

Observe practice to see if staff are using simple number
language. E.g. singing number rhymes.

Query accuracy of listening and attention data – a number of
younger children marked secure at 8-20 months.
nd
2
review:
Cohort key strengths:
March 2013. 9 children aged 9-17 months.
PSED: Managing feelings and behaviour
Evaluations of interventions/planned adaptations to provision:



Book area more clearly defined and soft cosy area established. New books purchased which are stage
appropriate. Staff are setting out books across the learning environment to ensure greater access to books.
Reading no longer identified as an area for development.
Staff repertoire of songs and rhymes had become limited. Created a number rhyme song basket to promote
babies to make choices about which songs to sing which staff are making good use of.
Accuracy of data for listening and attention was correct in most cases. One portfolio had no evidence to
support the judgement. Room leader now monitoring and supporting other staff to interpret children’s level of
development. Reinforced that a child working securely would be demonstrating the skills, knowledge,
behaviours and understanding consistently and independently in a range of contexts.
Cohort areas of development:
Interventions planned/adaptations to provision:
Communication and Language: Understanding

Carry out peer on peer observations focussing on quality of
interactions, verbal and non verbal.
Mathematics: Numbers

Review portfolio’s to assess if observations provide evidence
to support numbers.
rd
3 review:
Cohort key strengths:
June 2013. 13 children aged 8-16 months.
PD: Health and self care
Evaluations of interventions/planned adaptations to provision:


Staff training session was organised focussing on quality interactions. Subsequent peer on peer observations
carried out showed that staff were mimicking and repeating babies vocalisations, interpreting and giving
meaning to things babies showed an interest in and using actions to support words.
Observations contained little evidence to support number development. Worked with staff to unpick the
development statements to deepen their understanding.
Cohort areas of development:
Interventions planned/adaptations to provision:
Communication and Language: Speaking

Share hello.org ‘Universally Speaking’ document with staff to
deepen knowledge of language development. Access ICAN
training.
Mathematics: Numbers

Organise staff training focussing on a wider range of
appropriate experiences to support number development.
Learning, Skills and Education – Early Years Improvement Team (September 2014)