B&D school profile whole documentwsassets.s3.amazonaws.com/ws/nso/pdf/12953ac3fbeef9ffa...Separating and settling Independence and concentration Communication Relationships Preferred

B&D school profile whole document

2 The National Strategies | Early Years MABD case studies

00243-2009PDF-EN-14 © Crown copyright 2009

All about me

Name Date of entry

I live with

My favourite toys/activities are

I need help with

Everyone that helps to look after me needs to know

Sessions Morning Afternoon

Other settings

3The National Strategies | Early Years MABD case studies

© Crown copyright 2009 00243-2009PDF-EN-14

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On-entry assessmentSeparating and settling

Independence and concentration

Communication

Relationships

Preferred activities

Child’s comments

Age/stage which will help practitioners observe and plan

Parent/Carer comments

Signed (Key Person) Signed (Parent/Carer)

Date: Date:



Personal, Social and Emotional Development

ObservationsName



Physical Development

ObservationsName



Problem Solving, Reasoning and Numeracy

ObservationsName



Communication, Language and Literacy

ObservationsName



Creative Development

ObservationsName



Knowledge and Understanding of the World

ObservationsName



Planned observationName

Date Time

Context



Planned observation:What have I learnt about this child?

Personal, Social and Emotional Development:

Communication, Language and Literacy:

Problem Solving, Reasoning and Numeracy:

Knowledge and Understanding of the World:

Creative Development:

Physical Development:

Plans for next step:

Recorded by:



Summary of progress

From toName







General Comments / Next Steps

Child’s Comments

Parent/Carer Comments: What progress do you think your child has made in this school year?What would you like your child to achieve before the end of the school year?

Signed (parent/carer) Date

Signed (key person) Date



Observation analysis for autumn (1)

What have I learnt about this child’s learning and development?







Plans for next step: How am I going to use my understanding of this child’s learning and development to plan exciting, challenging and achievable activities and experiences for him/her?

Recorded by: Date:



Observation analysis for autumn (2)









Recorded by: Date:



Observation analysis for Spring (1)









Recorded by: Date:



Observation analysis for Spring (2)









Recorded by: Date:



Observation analysis for summer (1)









Recorded by: Date:



Observation analysis for Summer (2)









Recorded by: Date:



Parent or carers’ comments



My comments (Child’s contributions)



Look, Listen and Note 8–20 months


Dispositions and attitudes: The way babies indicate likes and dislikes. How confident are they in exploring what they can do. How babies play with their own fingers and toes and toys placed near them or they move towards.Self-confidence and Self-esteem: The sounds, words and actions that babies use to show feelings such as pleasure, excitement, frustration, anger, or sadness.Making Relationships: The skills babies use to make contact with others, such as, making eye contact, inclining their heads, smiling, pointing their fingers, holding up their arms, or vocalising.Behaviour and self-control: Babies’ response to being praised.Self-care: How babies show what they want.Sense of Community: Babies responses when they know you have heard them or shown you are interested in them.


Language for communication: The sounds babies use and enjoy making. The gestures, sounds and words babies use, noting any home languages, to communicate their likes and dislikes or what they want.Language for thinking: The ways babies show you they have understood.Linking sounds and letters: The wide variety of sounds and words a baby uses and the sounds they respond to.Reading: How babies respond to finger rhymes, action rhymes, songs and sharing books. Writing: Babies’ interest in the marks they make.Handwriting: How babies are using their fingers, arms and shoulders.


Numbers as labels and for counting: How babies respond to number rhymes and counting in everyday situations, such as when going up or down stairs. How they point to objects or pictures of objects.Calculating: Babies interest in looking for things that disappear from sight. Babies interest in big and small objects.



Shape, space and measures: How babies investigate by putting things in and out of containers. How they post objects in appropriate holes. How they turn objects to make them fit into spaces.


Exploration and investigation: Babies interests and they way they investigate and manipulate objects.Designing and making: How babies handle and arrange objects, such as blocks or bricks.ICT: The way babies explore technology in toys and personal items, for example, pressing a button or lifting a flap. Time: Babies’ anticipation of daily events.Place: How babies explore space, objects and features in the environment.Communities: How babies respond and recognise special people such as family, friends and their key person. How they are interested in what other children are doing.


Movement and Space: The way babies coordinate actions to move around the space on their feet, bottoms, backs, tummies, and hands and knees. How they like to move and how they start to pull up to stand and start walking.Health and bodily awareness: How babies’ behaviour changes as they get tired and require sleep. The ways babies indicate they need help.Using equipment and materials: Babies actions such as clapping, pointing, grasping and dropping things. The ways babies pat, pinch, poke, and grasp sand, paste, paint or clay.


Being Creative: Babies’ favourite materials, lights, aromas, sounds and tastesExploring media and materials: The marks babies like to make and the way they make marks. How babies move their whole bodies as they explore media.Creating music and dance: The different ways babies move to sounds.Developing imagination and imaginative play: The way babies join in with you, by moving their head or making a sound, as you say for example, ‘The dog went woof, woof.’



Look, Listen and Note 16–26 months.

Personal, Social and Emotional DevelopmentDispositions and attitudes: Instances where children show pleasure in learning new skills.Self-confidence and Self-esteem: Instances of children setting themselves challenges such as climbing on to a big chair. How children grow in confidence as they adapt to a setting.Making Relationships: How children look to others to check the acceptability of their actions. The different ways children show their concern for other children.Behaviour and self-control: Children’s awareness of their own belongings.Self-care: The efforts children make to take off their own clothes. Children’s choices.Sense of Community: Children’s interests in similarities and differences.

Communication, Language and LiteracyLanguage for communication: How children convey meaning using one or two words and gestures. How and when children use their first language and when they may use a mixture of languages.Language for thinking: How children respond to simple requests from adults and other children.Linking sounds and letters: Children’s responses to music, rhymes and stories.Reading: Children’s responses to picture books and stories you read to them.Writing: The marks children make when given a crayon, brush or other tool.Handwriting: The different way children make marks, for example, in dough, clay.

Problem Solving, Reasoning and NumeracyNumbers as labels and for counting: The number words they use during play or an outing. How children notice or choose a larger quantity.Calculating: Occasions when children gather things together, such as lining up cars. Children’s interest in helping to sort objects such as all the pieces of apple at snack time.Shape, space and measures: The strategies children use to fit shapes in a puzzle or build with blocks. Children’s interest in and familiarity with everyday objects.



Knowledge and Understanding of the WorldExploration and investigation: The things children investigate repeatedly, for example, being absorbed in opening and shutting, or putting things in and taking things out.Designing and making: The things children enjoy building, opening and closing or pushing and pulling. ICT: The ways children investigate how to push, pull, lift or press parts of toys or domestic equipment. Time: Actions that show children understand the sequence of routines, for example going to get their coat when you say it is time to go outdoors.Place: Responses to sights, sounds, and smells in the environment and what they like when playing outdoors,Communities: Children’s questions about differences such as skin colour, hair and friends.If children like to play alongside other children.

Physical DevelopmentMovement and Space: How children move with their whole bodies to show their interest, excitement or annoyance. The ways children are developing skills in moving in different ways.Health and bodily awareness: When children show some awareness of bladder and bowl urges. The foods and drinks they like and how they communicate their choice.Using equipment and materials: How children feed themselves such as grasping a spoon, using their fingers or holding a fork. How they hold and use a cup for drinking. How they use their hands and fingers when they are playing.

Creative DevelopmentBeing Creative: The ways in which children explore materials and show their interest.Exploring media and materials: How children explore and experiment with different media.Creating music and dance: How children like to use shakers, blocks and body movements when they hear music.Developing imagination and imaginative play: How children start to pretend play, for example, using a wooden block as a telephone.





Dispositions and attitudes: Any patterns in what children choose to do or not to do. The decisions that children begin to make.Self-confidence and Self-esteem: Children’s ability to value what they can do and what others can do. How children show their enthusiasm for things they like and their anxiety about things that concern them.Making Relationships: The strategies that children use to join in play with individual children or groups of children.Behaviour and self-control: Children’s responses to stories in which someone could be hurt or in a difficult situation.Self-care: Examples of independence. The choices children make.Sense of Community: Instances of children talking about what is happening in their wider family, their neighbourhood and their community.


Language for communication: The gestures and body language children use. Children’s responses to books that you read to them individually. How children listen in one to one conversation. Children’s understanding of instructions and the questions they ask. The range and variety of words children use. If they are using phrases, simple sentences or more complex sentences. How they are developing in any other languages they speak.Language for thinking: Situations where children use actions and some talk to support and think about what they are doing. How children show what they understand by what they say and do. Linking sounds and letters: The words, phrases or sounds children like to say or sing. Children’s responses to listening games.Reading: Children favourite stories, rhymes, songs, poems or jingles. Writing: What children tell you about the marks they make.Handwriting: The ways in which children develop fine motor skills




Numbers as labels and for counting: How they show their understanding of number labels 1–3.The contexts they use marks and symbols. Situations that prompt children to talk about numbers. The numbers children use in their play. Children matching one thing with another. Calculating: How children know if there is some left or it has all gone. Children’s attempts to estimate and check by counting.Shape, space and measures: Children’s skill in matching shapes and completing puzzles. Children’s comments about patterns or shapes in the environment and their interest in building and constructing with bricks and blocks. Children using some positional words accurately. Children using measuring words such as big, small, long, short, heavy, light.


Exploration and investigation: How children use their senses to explore objects, materials and living things. How they describe and talk about what they see happening. The questions they ask about why things happen and how things work.Designing and making: How children begin to make things with a variety of materials, such as a line of cones or piles of cushions.ICT: How children use toys with controls like buttons and switches.Time: Children can talk about what they have done ’this morning’ and what they are going to do ’this afternoon’. They can remember and talk special events that happened at home or in the setting with photographs as a prompt.Place: Children’s interest in the things they see while out for a walk or in the changes that have been made to the indoor or outdoor environment in the setting. Communities: How children play, socialise and talk about family life.


Movement and Space: The new physical skills children achieve such as jumping, kicking a ball, balancing on one leg. The different ways they can move such as crawling, rolling, climbing. How children move to different types of music.Health and bodily awareness: The signs, gestures or words children use to express their needs.Using equipment and materials: How accurately children can pick up objects, thread and post objects, do up and undo lids, buttons, and zips. How strong are their hands and fingers when using construction materials? What grip are they using when holding mark-making equipment and tools?


Being Creative: The body language, facial expressions and words children use to respond to experiences. Exploring media and materials: The inventive ways in which children add, or mix media or wallow in an experience.Creating music and dance: Children’s responses to different songs, music and dance.Developing imagination and imaginative play: The different sorts of role-play children are interested in and the types of make believe play they engage in.




Personal, Social and Emotional DevelopmentDispositions and attitudes: Children’s curiosity and the way they explore things around them. Situations in which children show confidence and independence. Children’s reactions to and relationships with peers and adultsSelf-confidence and Self-esteem: Instances of children’s confidence to express their needs and preferences .How children use their own ideas to develop play. Children’s ability to talk about their home and community.Making Relationships: Ways in which children show they feel safe and cared for. Children who like to be with others and those who need support to join in. Children’s strategies for coping with change.Behaviour and self-control: Children’s recognition of the needs of others. How children show they care for others and the environment.Self-care: How independent the children are in dressing, undressing, using the toilet, washing their hands, using the snack area, serving themselves at meal times, getting out and putting away equipment. Instances of children celebrating their achievements.Sense of Community: Instances of children talking about what is happening in their wider family, their neighbourhood and their community.

Communication, Language and LiteracyLanguage for communication: The gestures and body language children use. Children’s responses to books that you read to them. Instances of children recalling and recounting their own experiences. How children listen in one-to- one conversation. Children’s understanding of instructions and the questions they ask. The range and variety of words children use. If they are using phrases, simple sentences or more complex sentences. How they are developing in any other languages they speak.Language for thinking: How children use talk to think through what they are doing. How they use talk in pretend play. How they use talk to explain their ideas and how they think thins work How they use talk to explain what they are going to do or why they want to do something.Linking sounds and letters: The rhymes and rhythms that children enjoy recite and create in words and music. Children’s responses to listening games.Reading: Children’s concentration and enjoyment of a story. Instances when children retell a story and join in phrases. If children look at a book the right way up, turn the pages one at a time. If they know which is text and which is pictures. Instances where children point to a word and ask what it means. Children’s recognition of their names. Writing: The marks children make and the meanings they give to them.Handwriting: The way children control equipment and materials. The marks they like to make.



Problem Solving, Reasoning and NumeracyNumbers as labels and for counting: Children knowing that different numbers have different names. Children using the names for numbers accurately 1-10. Children ability to count objects they can move accurately 1-10. Children using first, second, third, last accurately.Calculating: How children work out a solution to a simple problem by using their fingers or counting aloud. How children work out if a group of objects is the same or different.Shape, space and measures: Children’s skill in matching shapes and completing puzzles. Children’s recognition of shapes in the environment and ability to use shapes to build and construct. Children using mathematical names for shapes and using positional words accurately. Children using measuring words such as big, small, long, short, heavy, light.

Knowledge and Understanding of the WorldExploration and investigation: How children examine objects, materials and living things. How they describe and talk about what they see happening. The questions they ask about why things happen and how things work.Designing and making: How children use tools. How they join things together. How they talk about what they are doing or what they have made. How they choose their resources and decide what they are going to make. ICT: The skills children develop as they use equipment and toys. Time: Children can talk about what they have done, this morning, yesterday, last week and what they are going to do this afternoon, tomorrow, next week. They can remember and recount a significant event. They can make comparisons about what they can do now with what they could do when they were younger.Place: Children’s interest in things they see while out for a walk. The questions they ask about road signs, buildings, and natural features.Communities: How children respond to special events such as the birth of a baby, moving home, death of a pet. The way children talk about special events like a wedding or birthday party or festival celebrations.

Physical DevelopmentMovement and Space: The confidence, coordination accuracy children show when walking, running, jumping, climbing, balancing, dancing, throwing, catching, riding a bike, riding a scooter, pushing a wheelbarrow or pushchair. The strength and stamina they have for walking distances or being physically active for longer periods.Health and bodily awareness: Children’s recognition of their own needs. Children showing understanding why they need to wash hands or put a used tissue in the bin, and that they need a rest and a drink after a burst of activity.Using equipment and materials: How accurately children can pick up objects, thread and post objects, do up and undo lids, buttons, and zips. How strong are their hands and fingers when using construction materials? What grip are they using when holding mark making equipment and tools?



Creative DevelopmentBeing Creative: The ways in which children explore materials and the effects they can create.Exploring media and materials: Children’s interest in the use of colour. Children’s interest in texture. Children’s stage of representation when drawing, painting or making a model. How children talk about what they have created. Creating music and dance: The ways children choose to explore sound, song or movement. How do they use different instruments? Can they keep to the beat? Do they copy movements to music? Do they make up their own movements? Can they follow instructions to move slowly, fast, stop, go, turn, heavily, and lightly?Developing imagination and imaginative play: Do they notice what adults are doing in the role-play area and join in? Do they role-play without an adult? What situations do they represent? Cooking, feeding a baby, going to the shops, having a picnic, being a doctor or nurse. What small world play do they engage in and how much adult support do they need?

Audience: Early years practitioners Date of issue: 04-2009 Ref: 00243-2009PDF-EN-14 Copies of this publication may be available from: www.teachernet.gov.uk/publications

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B&D school profile whole documentwsassets.s3.amazonaws.com/ws/nso/pdf/12953ac3fbeef9ffa...Separating and settling Independence and concentration Communication Relationships Preferred