Foundation Phase
Observation and Assessment
Practitioner Events 2010
Report
Audience
Headteachers, teachers, practitioners,
governing bodies of maintained schools and
practitioners and management committees
in the non-maintained sector in Wales; local
authorities; and national bodies in Wales with
an interest in the Foundation Phase
Overview
This booklet reports on the six Foundation
Phase Observation and Assessment
practitioner events which took place during
March and April 2010
Further information Enquiries about this document should be
directed to:
Foundation Phase Branch
Curriculum Division
Department for Children, Education, Lifelong
Learning and Skills
Welsh Assembly Government
Cathays Park
Cardiff, CF10 3NQ
Tel: 029 2082 6075
Fax: 029 2080 1044
e-mail: [email protected]
© Crown copyright 2010
F2821011
ISBN 978 0 7504 5665 4
Introduction
The Foundation Phase Branch of the Welsh Assembly Government invited
Foundation Phase colleagues to work with them in delivering 6 Observation and
Assessment practitioner events. The key note speakers were Angela Morgan,
Early Years Assessment Expert, Liz Miles, HMI, Estyn and each event was closed
by a local authority senior adviser.
Over 600 practitioners across Wales attended the events and took part in the days’
activities.
The events were organised to give practitioners time to reflect on the importance of
observing children carefully, to note and assess their progress, involvement and
enjoyment and how this would help them plan for the next step in the child’s
development. They were given activities that challenged their own skills in problem
solving through partnership work and provided opportunities to develop their
observation skills through discussions. Delegates were offered an opportunity to see
the possibilities of different situations to observe children within the continuous and
enhanced provision both in the indoor and outdoor learning environment and to
reflect on the fact that they did not always need to set a one to one situation with a
child in order to observe development of skill, concept or knowledge. They were
encouraged to ask themselves questions that would lead to an evaluation of the
provision, resources and opportunities available such as:
•
How are the resources used?
•
Is everyone fully involved in the activity?
•
Is everyone working and co-operating with each other?
•
How could the learning be moved on in the next session?
During the workshop activities delegates were given examples of formats that might
help them focus their observations. In line with the Foundation Phase philosophy, the
activities and workshops made use of the indoors and outdoors. During the course of
the six events we made use of indoor space, gardens, lawns, woodland, beaches
and rocky areas. The outdoor activities took place regardless of the weather and that
included sun, rain, hail and wind, but not snow – maybe next year!
Purpose and Objectives for the Days were to
•
Illustrate, in a practical way, what information can be gathered by
observing and recording within the continuous provision.
•
Provide examples of how the indoor and outdoor learning environments
give opportunities to observe skills development.
•
Demonstrate the different methods and approaches to recording
practitioner’s observation of progress throughout the Foundation Phase.
•
Develop and strengthen links at both local and national level through a
“market place” of exhibition sands.
A full list of activities can be accessed at www.wales.gov.uk/foundationphase.
1
Importance of Observations and Assessment
Observing children should be an integral part of the daily routine of all practitioners
working within the Foundation Phase. Observation should form part of the
setting’s/school’s overall procedures and not stand alone. Opportunities to observe
children should be planned for and it is the responsibility of all adults to listen,
facilitate and interpret the learning that is happening.
It is essential that all practitioners working with children in the Foundation Phase
setting/school have an understanding of child development and the needs of
children. By observing children carefully to note their progress, involvement and
enjoyment, as well as focusing on the attainment of predetermined outcomes,
practitioners should be able to plan a more appropriate curriculum that supports
children’s developmental needs.
By observing children while they are involved in activities within the continuous
provision, practitioners will find out how the children’s skills are developing and what
they are able to do. Practitioners should give children time for reflection and engage
in a dialogue with them as they allow them to develop their natural curiosity and
creativity. They will also be able to gather information on what the children know and
understand, as well as their personal preferences. It is important that information
gained through the observations are used by practitioners to understand how the
individual child or a group of children learn and that they use the information to plan
the next step.
It is important to note that not all observations will have a predetermined aim or
rationale (in fact, many result from observing). Observing children is equally
informative whether the observation takes place in the indoor or outdoor learning
environment. Observation involves looking, seeing, listening and interpreting.
Observation and assessment enables practitioners to:
•
Know the individual child and highlight his/her strengths, interests and
needs.
•
Highlight children’s development, strengths and abilities across all areas of
learning/developmental areas and identify the plan for the child’s future
learning and development.
•
Provide a graduated response and specific help to children whose
progress is not adequate.
•
Inform children of their achievements and next steps for their learning and
development.
•
Inform practitioners, parents/carers of children’s achievements and next
steps for their learning.
•
Identify, monitor and evaluate the effectiveness of the curriculum provided
and it’s delivery.
•
Inform transition during the Foundation Phase and between the
Foundation Phase and Key Stage 2.
2
Example Of An Observation And Assessment Process
Be sure to value and take on board everything that has gone on before you receive
your children. Any records or observations shared with you are very important.
It is vital that all staff in schools/settings discuss and agree the process they are
going to follow.
PLAN
(for
observations)
•
•
•
•
DO
•
REFLECT
•
•
•
DISCUSS
•
INTERPRET
•
•
•
•
PLAN
(for the child)
RECORD
•
•
•
•
•
SHARE &
CELEBRATE
•
•
Regular, focussed observations must be planned.
Other incidental, significant observations should be
recorded by all adults and stored for transfer into profiles
(value of post-its in the formative assessment which,
4 or 5 show the little steps taken by the child leading to
achievement) with focused observation leading to
summative assessments, the summing up at the end.
Plan for Who? With whom? What is to be observed?
Where? When? How?
Use a planning sheet for whole class/room (see
example) or identify time in your short term planning.
Look, listen, have a conversation with child/children,
question (open ended, relevant), support/scaffold where
necessary, record observations in agreed format.
Think about what you have seen, heard and written.
Is it based on fact?
Make time to talk about children with colleagues. Not
easy to get everyone together, but pairs would be a
start.
If possible try and build time to meet into the working
day or negotiate for after session time on a set day a
week.
Ensure meeting is solely about children’s progress.
Must be based on fact.
Cross reference with setting/school documentation/
developmental profile/skills ladders.
Is the child making progress in his/her development of
skills, attitudes, concepts, knowledge and
understanding?
Does the child apply the skills s/he has learnt?
What implications do your observations and
assessments have for your planning for the child?
Record observations in agreed way, dated and signed.
Enter information into child’s profile, record file, DVD
with additional supporting evidence if necessary such as
annotated photographs, work samples.
All leading to the summative assessment findings at the
end of year/phase, it’s the ‘summing up’.
With parents/carers, colleagues, the child.
May also be useful for outside agencies if child needs
additional support.
3
Observing and Assessing Children
Fundamental questions which may help you produce your own policy to put into
practise after whole setting/school discussion.
WHY?
•
•
•
•
•
•
WHO?
•
BY
WHOM?
•
•
•
•
•
WHAT?
•
•
•
•
•
•
WHERE?
•
•
•
•
•
•
•
•
•
To find out what a child already can do, knows and
understands.
To find out what a child is interested in and what motivates
him/her.
To help us support the child’s development, planning for
individual needs.
To celebrate achievement and share it.
To ensure every child is progressing.
To self evaluate our provision, planned environment,
resources, routines, methodology, expectations of children,
effectiveness of our support, strategies.
All children over time, every child being everyone’s
responsibility (even if key worker approach used).
Groups of children, large and small.
Pairs of children.
Individual children.
All staff at all times for significant observations.
Some staff at agreed times to undertake focus
observations.
Each child’s developmental progress as determined by
setting/school/LEA/ WAG documentation/Travelling
Together. Foundation Phase assessment profile 8 themes,
milestones.
Specific skills, concepts, attitudes and knowledge identified
in planning in all areas of provision, indoors and outdoors.
What the child does and says during child-initiated and
adult led activities.
What social groups the child prefers.
How children interact with peers/adults.
What children do and say in a given area of provision e.g.
outdoors in the ‘Artists’ Square’.
How children use resources and how resourceful they are.
Setting/school events/activities in continuous, enhanced
and focussed provision.
Get together times.
With adults/ peers/ alone.
Cloakroom with/without parents/carers.
Outdoors.
School ‘playtime’ (if timetabled).
Outings.
Away from familiar room/area.
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WHEN?
HOW?
For the child:
• When they are involved in self chosen/directed activities.
• When playing with peers/adults.
• When in conversation with adult.
• When playing independently.
• When the child is involved in an activity with you (be aware
of your questioning techniques, open-ended) e.g. What
colour is that?
• Over a period of time to build up a picture of the child.
For the observer:
• When focussed observations are planned for.
• A range of times of the day.
• When something interesting and unexpected is going on,
you may spot a ‘wow!’ achievement.
• Develop own setting/school process which everyone
follows.
• Use planning sheet.
• Target child/children.
• Observe specific criteria in specific areas of provision –
display on wall what you are looking for so that other adults
may help.
• Movement and flow charts.
• Time sampling.
• Sometimes stand back and observe.
• Sometimes be involved in children’s play to find out what
they know and can do.
• Use a planning sheet for focused observations or identify
when observations are to be undertaken in planning.
• Agree a recording format for both focused and on-going
observation.
• Limit the numbers of things to be observed at any one time
in focused observations, have a rolling programme and
revisit criteria.
• Agree what constitutes ‘achievement’.
• Be aware of different adults seeing things in a different way.
Recording Observations
It is not necessary to record all that is observed, but it is important to use the relevant
information and judgements concerning children’s development and significant
achievements in future planning. Data and information gathered when observing
children is an important tool in developing a complete picture of the children. The
way observations are documented will vary and is a matter for the individual
setting/school.
5
Estyn Perspective
In 2008/2009 we inspected 256 of the 1,506 primary and maintained nursery schools
in Wales and 121 of the 778 non-maintained settings.
In the Foundation Phase, in nearly all schools and nurseries, well-planned, practical
activities offered a high degree of challenge to children and promoted the skills,
knowledge and understanding necessary for learning. All staff were committed to the
principles of the Foundation Phase, and practitioners achieved a good balance
between allowing children freedom to discover for themselves and more
adult-directed, focused activities.
The quality of teaching was good in many of the settings inspected. Practitioners
often provided children with varied and exciting experiences both indoors and
outdoors. Practitioners talked and interacted well with children, using good
questioning skills to extend and to challenge children’s thinking. Children were
encouraged to learn from their mistakes and try new things confidently.
We found that practitioners were making better use of assessment. The number of
settings judged to have good or better assessment procedures improved by
14 percentage points compared to last year. However, the percentage of settings
judged to have good or better planning had fallen slightly. In settings where
shortcomings were identified in planning, practitioners were not clear enough about
what they wanted the children to learn, their planning did not take enough account of
the needs of individual children, or they planned activities that were too prescriptive
or too often led by adults.
Self-evaluation continued to be an important area of weakness in the settings
inspected. In a minority of settings, practitioners were uncertain or unconvinced of
the value of self-evaluation and the process had little impact on improving children’s
standards.
When inspecting the Foundation Phase in schools, nurseries and non maintained
settings, in terms of observation and assessment, we will be evaluating if:
•
There is a whole school/setting strategy for observation and assessment.
•
Practitioners regularly observe children in their daily activities, listen as
well as watch, evaluate their observations and feed them into the planning.
•
Children are involved in assessing their own strengths.
•
Parents and carers are involved.
•
Assessments are regular and reliable.
•
Observation and assessment are used to inform planning and evaluate
children’s progress and achievement?
6
Market Place
The main focus of the day was Observation and
Assessment in the Foundation Phase, however it
was important to use this opportunity to provide
practitioners with access to organisations who are
able to support them and provide resources that will
enhance children’s learning opportunities and skills
development.
This was achieved by the presence of a market place at each location where
practitioners had the opportunity to discuss their requirements with organisations
and/or purchase suitable resources.
“Lovely to see a range of useful resources/classroom
tools that are available to develop Foundation Phase
Learning”.
“Excellent to see resources first hand and
talk to staff. Some good ideas on display
and demonstrations very good too”.
“Nice to see the increasing availability
of Welsh resources before buying”.
“A great way to get a new insight into resources
available and make useful contacts”.
7
Examples of the Activities undertaken across all
Areas of Learning within the Framework for
Children’s Learning
The full list of activities undertaken throughout the six events can be accessed at
www.wales.gov.uk/foundationphase. All activities can be adapted to both the indoor
and outdoor learning environment.
Personal and Social Development, Well-being and Cultural Diversity
We had to respond to a
story from the Mabinogi
and decorate a wedding
dress for Rhiannon. It had
to tell us something about
her, Pwyll and their
adventure.
Mathematical Development
We had to build a castle. It
was to include 2 stories, 4
towers, windows, moat
and a drawbridge.
We had to create a small village of
sand castles and then work together
to join the villages to make a sand
city? We measured its size by using
strides.
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Language, Literacy and Communication Skills
We made a display to
show parents/carers
just how much we
learn as we have fun.
Physical Development
We had fun as we moved
about with ribbons and balls
and bucket of water!
Balancing, coordination and
spatial awareness was very
important to us.
Knowledge and Understanding of the World
We had to build a boat to float
on the moat! It had to be able
to carry people across. We had
to test it out to see how many
people it could carry before it
sank!
Creative Development
We had to transport an egg through an
obstacle course without breaking it or
using our hands back to the mother’s
nest. We created a carrying implement
using the resources provided. The
journey was very difficult when we were
blindfolded!
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Delegate’s Comments
Good ideas for focussed tasks
and continuous provision.
Found the workshops thought
provoking.
Fun and challenging! Wish we could
have had chance to experience more.
Lots of practical ideas to develop
observational assessment skills.
Such conferences are essential in informing
us of recent ideas and in improving our
confidence by reinforcing current practice.
Wonderful, inspiring day –
would like to have had time to
try out all the activities.
Excellent activities and the skills
identification will be helpful to teachers
and classroom assistants.
I have so much to take back
and discuss/reflect upon.
10
Foundation Phase Observation and Assessment
Evaluation
Question 1 – The quality of the information received before the
event
No rating
8 (2.4%)
1
5 (1.5%)
2
17 (5%)
3
70 (20.7%)
4
124 (36.7%)
5
114 (33.7%)
Average score = 3.9
Some comments:
•
Good information via e-mail about suitable clothes to wear and information
about the event.
•
Good clear outcomes/outline of the day and directions.
•
Appreciated having agenda early.
•
Would have liked a little more on content of the day.
Question 2 – The quality of the information received at the event
No rating
3 (0.9%)
1
0
2
5 (1.5%)
3
33 (9.8%)
4
113 (33.4%)
5
184 (54.4%)
Average score = 4.4
Some comments:
•
Very useful to have bank of activity ideas to look through and take back to
school to disseminate.
•
Aim of the conference was clear from the outset and was fulfilled by the
information received.
•
Useful pointers that can be incorporated into practise immediately.
•
Excellent handouts and information workshops with links to agencies.
Question 3 – Value of Speakers/Presentations
No rating
7 (2.1%)
1
0
2
12 (3.6%)
3
42 (12.4%)
Average Score = 4.2
11
4
117 (34.6%)
5
160 (47.3%)
Some comments:
•
Interesting comprehensive speakers who explained how important a part
we play in using observation to take the children forward in their learning.
•
Thought provoking and interesting. Plenty of opportunities for reflections
and discussion.
•
I felt that workshops were flexible which really supported where teachers
are at in their planning of the Foundation Phase.
Question 4 – Usefulness and quality of the Activities
All
No rating
10 (3%)
1
0
2
6 (1.8%)
3
40 (11.8%)
4
107 (37.7%)
5
175 (51.8%)
Average Score = 4.2
Some comments:
•
Some good ideas for the outdoors with very useful information on
assessing well-being and involvement.
•
Very enjoyable, good learning opportunities and introducing new natural
cheap materials.
•
Fun and challenging! Wish we could have had chance to experience more.
•
I realised how counter productive it can be to over question and disturb
children who are highly engaged.
Question 5 – Usefulness and quality of the Market Place
All
No rating
7 (2.1%)
1
3 (0.9%)
2
13 (3.8%)
3
70 (20.7%)
4
125 (37%)
5
119 (35.2%)
Average Score = 3.9
Some comments:
•
An excellent array of resources – an opportunity to see what is available to
develop Foundation Phase Learning.
•
It’s nice to see the increasing availability of Welsh resources.
•
Good opportunity to see books, resources first hand and discuss with
Providers.
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Question 6 – Did the event meet the objectives?
No rating
15 (4.4%)
1
5 (1.5%)
2
7 (2.1%)
3
43 (12.7%)
4
121 (35.8%)
5
145 (42.9%)
Average Score = 4
Some comments:
•
Plenty of opportunities to see how we can observe children in a range of
situations – how we assess them – what questions we can ask to take
them on to the next level of their learning.
•
Lots of ideas about observation to be discussed back in school and
implement as a whole school.
•
Good to have the observation and assessment booklet to take away and
develop.
•
Not enough examples of different approaches to recording.
Question 7 – Overall assessment of the event
No rating
21 (6.2%)
1
2 (0.6%)
2
5 (1.5%)
3
43 (12.7%)
4
127 (37.6%)
5
140 (41.4%)
Average Score = 4
Some comments:
•
A very enjoyable, interesting day with plenty of help/advice given to help
with future planning.
•
Had fun doing the activities and learnt things at the same time without
knowing it!
•
I enjoyed the outdoor work which reinforces how assessment can be used
in all Areas of Learning and in different environments.
•
Overall a very enjoyable, informative and thought provoking day that will
influence my future practice.
•
Such conferences are essential in informing us of recent ideas and in
improving our confidence by reinforcing current practice.
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Useful Contacts - Market Place Exhibitors
Drake Educational Associates
We are an educational publishing company specialising in literacy and numeracy
resources for the primary school. We publish innovative and multi-sensory resources
ideally suited to meet the requirements of the Foundation Phase of learning. These
include the IRIS System which provides a paper and pen free learning environment
in which children can work independently and can check, mark and correct their own
work. The Language Master System has helped countless children with reading and
literacy skills and is supported by a wide range of card programmes. Our Study Mats
can be used with dry-marker pens and are colourful and attractive. We have a large
range of foam mats which are ideal for building and playing with as well as for
providing attractive floor covering for areas of the classroom. We also publish card
sets in Welsh for our IRIS and Language Master ranges, as well as publishing a
Welsh language reading scheme and a Welsh language maths scheme for the
primary school. www.drakeed.com.
Education, Library Resource Service, NPT
Your First Stop for resources, resource production, resource organisation and
presentation. Visitors to the ELRS are welcome and staff from the ELRS will always
come to schools to explain the range of services available: Books, realia, artefacts
and video for loan; Off-air recording of school broadcasts; Multi-copying of videos
and cds; Video production and editing facilities; Laminating, binding, colour
photocopying; Advice and support for organising resources; Training; a range of
prepared teaching packs; High level graphic production at low cost to your
specifications and a lot more. www.elrs.co.uk.
Language and Play/Family Programmes
The Language and Play programme is designed to give information to
parents/carers of 0-3 year olds and focuses on communication, language, literacy
and play.
Number and Play has been designed to complement the Language and Play
Programme for babies and young children. It focuses upon the language of maths
and early number fun.
Family Programmes in Wales consist of programmes and workshops run in all
Local Education Authorities to help parents improve their own basic skills and to get
them back into learning whilst helping their children.
The Learning Partnership Wales Ltd
The Learning Partnership offers a wide range of professional development
opportunities for practitioners in schools and settings across Wales and beyond. As
our name implies, we aim to work in partnership with education and childcare
providers to provide the highest quality training that meets current national and local
agendas. We take on board ideas and suggestions for courses from
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Foundation Phase Advisers, Headteachers and Practitioners so that our courses
meet your needs.
The Learning Partnership also has a resource centre and coffee shop where
teachers and the public can browse high quality educational resources that support
and extend children’s learning. Our goal is to celebrate the excellent practice that
already exists in many areas and to raise the profile of Welsh initiatives.
www.tlpwales.co.uk.
Mabon a Mabli
Mabon a Mabli is a subsidiary company of Mudiad Ysgolion Meithrin (The Welsh
Medium Playgroup Association). We specialise in supplying Welsh and bilingual
resources, which correspond to the Foundation Phase for children up to 7 years of
age. Books, DVDs, CD-ROMs, Puppets, CDs, Posters, Toys and Games.
www.mabonamabli.co.uk.
National Grid for Learning Cymru
NGfL Cymru provides FREE online resources that support both teaching and
learning. The Foundation Phase resources are interactive, colourful and engaging,
providing support for all seven areas of learning in both English and Welsh. The
resources can be found at http://www.ngfl-cymru.org.uk.
Out to Learn Willow
Out to Learn Willow provides living and dried willow workshops for adults, children
and young people within a variety of educational and community settings.
We specialise in helping schools and community groups to develop their outdoor
spaces using living willow structures or dried willow sculptures that naturally enhance
school grounds or public places. We also run craft workshops which are fun for both
adults and children who love the hands-on experience of learning the ancient craft of
willow weaving to make an individual project to take home.
www.outtolearnwillow.co.uk.
Storyphones
StoryPhones, an Ameeca product, is an award winning MP3 digital audio system for
ages 3-7. Each headset is an individual MP3 player and completely wire free
meaning listening activities can be delivered anywhere you like - even outdoors. The
lack of wires, inbuilt rechargeable batteries, adjustable control settings, external dual
switch control, and recording make StoryPhones a powerful resource for inclusive
and differentiated learning. www.storyphones.co.uk.
TTS
For 25 years the TTS group has been developing and supplying high quality
educational resources to Primary Schools and Early Years Settings across the UK
and now overseas. Our products are extensively researched and sourced from ideas
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and suggestions from teachers and practitioners. In 2010 alone we have over 2800
new products across the business.
In our 2010 Early Years catalogue we have developed and sourced over 1600 new
and exciting resources to help you deliver the Foundation Phase, 350 of which are
inspired by your ideas. www.tts-group.co.uk.
Yorkshire Purchasing
As the UK’s largest local authority purchasing organisation, we combine the buying
power of thousands of customers to offer you best value on one of the biggest
ranges of educational products and services. To ensure our prices are amongst the
lowest around we continually price check against other leading suppliers.
Being 100% owned by the taxpayer any profit we make goes back into the public
purse. Plus, for 2010 our brand new profit share loyalty scheme means that for every
penny you spend with YPO, you’ll get something back in the form of a loyalty credit
which you can use next time you shop with YPO. www.ypo.co.uk.
Sports Council for Wales
The Sports Council for Wales operates a number of funding schemes that aim to
increase levels of physical activity and sport in Wales. As part of its
Physical Education and School Sport (PESS) project the Council is developing a
series of guidance materials to support the Foundation Phase. These exemplar
materials will focus on the “Physical Development”, “Creative Development” and
Personal and Social Development, Well-being and Cultural Diversity” Areas of
Learning. www.sports-council-wales.org.uk.
Woodlands for Learning Forum/Learning Through Landscapes Cymru
(LTL)/Forestry Commission
The Woodlands for Learning Forum’s role is to help maximise the use of
woodlands for learning by steering developments, ensuring that they are attuned to
the learning community's needs and making most effective use of limited resources.
Learning through Landscapes Cymru helps Welsh schools and early years
settings make the most of their outdoor spaces for play and learning.
The Forestry Commission’s Woodlands for Learning Team works directly with
groups offering curriculum linked woodland visits; helps teachers, group leaders and
others use their local woodlands for learning; supports the development and delivery
of Forest School; and co-ordinates Forest Education Initiative (FEI) cluster groups.
http://www.forestry.gov.uk/woodlandsforlearning http://www.ltl-cymru.org.uk.
Foundation Phase – PlayLearnGrow
The Foundation Phase, introduced on a statutory basis for 3 to 4-year-olds from
September 2008, is about enhancing the learning experiences which enable children
to be creative, imaginative and to have fun whilst learning.
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Children will be given more opportunities to explore the world around them and to
understand how things work through engaging in relevant practical activities which
are fun and enjoyable and relevant to their developmental stages. The Foundation
Phase places greater emphasis on experiential learning, active involvement and
using the outdoor environment. www.wales.gov.uk/foundationphase.
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Dedication
In February of this year Mike Clancy our Group
Director passed away after a very short illness. In
Mike we and the whole of Wales lost an inspiring and
supportive champion of the Foundation Phase. He is
and shall be sadly missed by us all.
Not only did the Foundation Phase Team lose a leader
we also lost a good and caring friend who led with a
calm reassurance. Mike was also an enthusiastic
supporter of the Team’s style of practitioner events
– this years events are dedicated to his life and
memory.
Thank you Mike.
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