learning journey all about me v 2

Early Years Foundation Stage

A Learning Journey All About Me

“My experiences between birth and five have a major “My experiences between birth and five have a major “My experiences between birth and five have a major “My experiences between birth and five have a major

impact on my future life chances “impact on my future life chances “impact on my future life chances “impact on my future life chances “

My name……………………………………………………………. I was born on ………………………….

I started here on………………………………… and my Key Person is ……………………………

My photo

The EYFS seeks to provide:

� quality and consistency in all early years

settings, so that every child makes good

progress and no child gets left behind

� a secure foundation through learning and

development opportunities which are planned

around the needs and interests of each

individual child and are assessed and reviewed

regularly

� partnership working between practitioners and

with parents/carers

� equality of opportunity and anti-

discriminatory practice, ensuring that every

child is included and supported

1

A Child’s Learning Journey “All About Me” An Introduction

This ‘story’ is a record of my unique learning and development journey during the

Early Years Foundation Stage and will build over time. My key person must help ensure that my learning and care is tailored to meet my individual needs and must seek to engage and

support my parents/and or carers in guiding my development at home.

• The records are based on observation and assessment of my individual and unique learning journey.

• Observations of me as I act and interact in my play, everyday activities and planned

activities, and learn from my parents about what I do at home (observation).

2

Start here Observation Look, listen and note

Describing

Assessment Analyising observations and deciding what they tell us

about the child.

Planning What next? Experiences and opportunities, learning environment, resources, routines, practitioner’s

role.

The Child

A Learning Journey “All About Me”

• Learning takes place in many different situations, and my parents and carers remain my

most important influence in life. Working in partnership makes a real difference to my achievement and progress. In order that this record is a true reflection of my learning

and development, my parents and practitioners from each setting that I attend should

contribute.

• Observation of learning and development may include:

• The use of long observation for gaining knowledge about me.

• 12-15 second observation alongside interaction with me • What you need to help identify the next steps

• What you might forget

• A 360° view of those involved with me.

Distinguish between assessments (something you do all of the time) and recording (falls out

of assessment).

• Each chapter will be a summary of my progress to date and will support future planning and development for me, ensuring that individual needs are met. A progress check must

be completed between 2 – 3 years.

Foundation Stage Profile

• For a child who is 4 on the 31st of August in their final year of the EYFS there is a

statutory requirement for an assessment of the child’s development to be recorded and

Year 1 readiness against the Early Learning Goals in the EYFS profile, which will also be

shared with parents/carers. All of this is based on observing what the child is doing – never testing.

• The completed EYFS Profile must include a short commentary on each child’s skills and

abilities in relation to the 3 key characteristics of effective learning.

Learning Difficulties

• Children who are identified as having Special Education Needs (SEN), Learning

Difficulties or Disabilities (LDD) may need a more individualised education plan (IEP). This will support the child in meeting appropriate targets and will then supplement the

child’s learning story. This information (a child’s IEP and other professional reports) can

only be shared with other providers/schools with parental consent in line with the SEN

Code of Practice. All children however must have a learning story/record of achievement and transfer record as this is a requirement of the EYFS.

3

The Characteristics of Effective Learning and the prime and specific Areas of Learning and

Development are all interconnected.

• creating and thinking critically

� The ways in which the child engages with

other people and their environment – playing

and exploring, active learning and creating and

thinking critically – underpin learning and

development across all areas and support the

child to remain an effective and motivated learner

� The prime areas begin to develop quickly in

response to relationships and experiences and

run through and support learning in all other

areas.

The prime areas continue to be fundamental

throughout the EYFS.

� The specific areas include essential skills

and knowledge. They grow out of the prime

areas and provide important contexts for

learning

The Unique Child reaches out to relate

to people and things through the

Characteristics of Effective

Learning, which move through all areas

of learning.

� Playing and exploring

� Active learning � Creating and thinking critically

Prime areas are fundamental, work

together, and move through to support

development in all other areas.

� Personal, Social and Emotional

Development

� Communication and Language � Physical Development

Specific areas include essential skills

and knowledge for children to

participate successfully in society

� Literacy

� Mathematics

� Understanding the World � Expressive Arts and Design

Children develop in the

context of relationships

and the environment

around them.

This is unique to each

family and reflects

individual communities and cultures.

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Characteristics of Learning

Through observation and knowledge of individual children Key

Persons must identify how children learn.

Playing and exploring – engagement Finding out and exploring is when the child uses open-ended, hands-on experiences which arise

from curiosity. These provide the basis on which the child builds concepts, tests ideas and finds out

how things work.

Using what they know in their play refers to how a child uses imaginative play to understand,

explore and embed ideas. Using their imaginative play to recreate experiences.

Being willing to have a go, refers to a child using their particular interests to initiate activity

ideas, look for challenges and opportunities within new experiences and to take risks. The child

demonstrates a ‘have a go’ attitude and uses new opportunities to learn.

Active learning – motivation Being involved and concentrating describes how absorbed and focussed the child is on their chosen

activity.

Keeping on trying is concerned with the need to strive to overcome challenges. To be persistent

and build on basic skills which maintains resilience.

Enjoy achieving what they set out to do describe the personal reward a child gets when they

achieve their own goal and builds on their natural motivation to obtain long term success rather

than just looking for approval from others.

Creating and thinking critically – thinking Having their own ideas involves the child using their imagination and creativity to take on

challenges and explore how these problems could be solved and how their ideas can be implemented.

Using what they already know to learn new things is concerned with the way children link and

develop concepts to different activities. It is also how children develop an understanding of

sequences, cause and effect and how they build on these thoughts through description and

scientific thoughts.

Choosing ways to do things and finding new ways involves children making choices, and decisions

in an organised way when undertaking new goal-directed activities or tasks. It involves the child

working out what to do, and how to change what they do, to achieve.

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The Unique Child

“All About Me“

I have been previously cared for inside/outside my home by

My routine for nappy changing, sleep patterns, feeding, playing is

My favourite toy or comforter is

I make friends easily / I am quite shy

I am / am not confident around new people and situations

My method of communication is

At home my family’s language is

I can also speak

My family culture / religion is

My favourite books, DVDs, rhymes, CDs or stories are

The people important to me are

I have these pets at home

I might need help with

More helpful information about me:

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These memory prompts are to be used in conjunction with your registration form

to support the Key Person’s initial discussion with parents/carers. Information

from this discussion will form an important part of my Learning Journey.

SETTLING IN

Ongoing dialogue with child and family

Helpful information to support this process

Date

(Interests, friends, anxieties, likes/dislikes…… etc)

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My Current Interests and Achievements

The “My Current Interests and Achievements” page must be completed every

6 – 12 weeks by the Key Person.

My parents/carers must be kept up to date with my progress and development.

My parents/carers contribution and my views must be recorded to build up a

complete picture.

It is recommended that both the prime and specific areas identify the

development stage in which I am working.

My Key Person must identify, record and plan the following Characteristics of my

learning:

� Plan and Exploration (engaging)

� Active learning (motivation)

� Creating and thinking critically (thinking)

For guidance see 2008 EYFS Practice Card.

Experiences and Opportunities

The “My Current Interests and Achievements” and “Experiences and Opportunities

to Support My Development and Learning” MUST be completed to identify my

“next steps”.

This document must be shared with parents and used to support parents with the

“next Steps” within the “home learning environment”.

The Experiences and Opportunities to Support My Development must be fed into

the overall planning to progress my development and learning. 8

My current interests and achievements

My name is…………………………………….. I am ……. years ……. Months

My Key Person has noticed that I

am interested in

My family have noticed that I am

interested in

PRIME AREA Personal, Social and Emotional Development:

Developmental Stage Months

PRIME AREA Communication and Language:


PRIME AREA Physical Development:


This is what my family feels about my progress:

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SPECIFIC AREA Mathematics:

Developmental Stage months

SPECIFIC AREA Expressive Arts and Design:


SPECIFIC AREA Understanding the World:


SPECIFIC AREA Literacy:


Key Person comments

Key Person signature……………………………………….. Date ……………………………………………….

Parent signature……………………………………………… Date ………………………………………………

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Signed ……………………………………………… Date …………………… Parent/Carer

Signed ………………………………………………………… Date…………………………

Key Person

Communication and

Language

Personal, Social and

Emotional

Experiences and Opportunities to Support my

Development and Learning

My next steps

are:

Physical Development

Understanding the

World

Expressive Arts and

Design

Mathematics

At home I can:

Literacy

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Reading Language Monitoring Tool (RLMT)

The Reading Language Monitoring Tool should be completed for me by the setting

and now forms part of the Learning Journey All About Me. It monitors my

progress against typical stages of speech, language and communication development

in 4 key aspects:

1. Listening

2. Understanding

3. Talking

4. Social Communication

The Monitoring Tool should be completed using a process of ongoing observations

and forms a summative assessment of my progress. The RLMT identifies if I am at

risk of delay, as expected or ahead, thus providing an opportunity for practitioners

to intervene early by putting strategies into place to support me if I am at risk of

delay.

When considering whether I am at risk of delay, as expected or ahead in each

strand of language and communication, it is necessary to consider my actual age in

months in relation to the overlapping age bands. If I am within two months of the

end of the age band and development is not yet within the band, then a judgement

of ‘risk of delay’ would be appropriate.

The assessment is a ‘best fit’ match to a stage band. Alongside the ‘best fit’

judgement, certain checkpoint statements are included; marked with a flag and a

specific age, these are particular statements which should be noted.

The information gathered from the RLMT will be invaluable in informing the

2 – 3 year old progress check, as the 4 key aspects link into the Revised EYFS

Prime Area of Communication and Language

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Name of child DOB EARLY LANGUAGE MONITORING TOOL

1st

Language EYP

Stage Listening and Attention Understanding

(Receptive Language) Talking

(Expressive Language) Social Communication

0-11 months

Turns toward a familiar sound then locates range of sounds with accuracy. Listens to, distinguishes and responds to intonations and sounds of voices. Quietens or alerts to the sound of speech. Fleeting Attention – not under child’s control, new stimuli takes whole attention.

Stops and looks when hears own name. (by 12 months ⌦⌦⌦⌦)

Gradually develops speech sounds (babbling) to communicate with adults; says sounds like ‘baba, nono, gogo’. (by 11 months ⌦⌦⌦⌦)

Gazes at faces and copies facial movements, eg. Sticking out tongue. Concentrates intently on faces and enjoys interaction. Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention. (by 12 months ⌦⌦⌦⌦)

8-20 months

Concentrates intently on an object or activity of own choosing for short periods. Pays attention to dominant stimulus – easily distracted by noises or other people talking. Moves whole bodies to sounds they enjoy, such as music or a regular beat. Has a strong exploratory impulse.

Responds to the different things said when in a familiar context with a special person (e.g. ‘Where’s Mummy?’, ‘Where’s your nose?’). Understanding of single words in context is developing, e.g. ‘cup’, ‘milk’, ‘daddy’

Uses single words. (by 16 months ⌦⌦⌦⌦) Frequently imitates words and sounds. Enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye)

Likes being with familiar adult and watching them. Developing the ability to follow an adult’s body language, including pointing and gesture. Learns that their voice and actions have effects on others. Uses pointing with eye gaze to make requests, and to share an interest. (by 18 months ⌦⌦⌦⌦)

16-26 months

Listens to and enjoys rhythmic patterns in rhymes and stories. Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations. Rigid attention – may appear not to hear.

Selects familiar objects by name and will go and find objects when asked, or identify objects from a group.

Beginning to put two words together (e.g. ‘want ball’, ‘more juice’) (by 24 months ⌦⌦⌦⌦) Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot) Beginning to ask simple questions.

Gradually able to engage in ‘pretend’ play with toys (supports child to imagine another’s point of view). Looks to others for responses which confirm, contribute to, or challenge their understanding.

22-36 months

Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus. (by 36 months ⌦⌦⌦⌦) Listens with interest to the noises adults make when they read stories. Recognises and responds to many familiar sounds e.g. turning to a knock on the door, looking at or going to the door.

Identifies action words by pointing to the right picture, e.g., “Who’s jumping?” (by 30 months ⌦⌦⌦⌦) Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?). Developing understanding of simple concepts (e.g. big/little)

Learns new words very rapidly and is able to use them in communicating. Uses action, sometimes with limited talk, that is largely concerned with the ‘here and now’ (e.g. reaches toward toy, saying ‘I have it). Uses a variety of questions (e.g. what, where, who). Uses simple sentences (e.g.’ Mummy gonna work.’) Beginning to use word endings (e.g. going, cats)

Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts. Holds a conversation, jumping from topic to topic. Enjoys being with and talking to adults and other children. Interested in others’ play and will join in. Responds to the feelings of others.

30-50 months

Listens to others in one to one or small groups, when conversation interests them. Listens to stories with increasing attention and recall. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Focusing attention – still listen or do, but can shift own attention. Is able to follow directions (if not intently focused on own choice of activity).

Understands use of objects (e.g. “What do we use to cut things?’) Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. Beginning to understand ‘why’ and ‘how’ questions.

Beginning to use more complex sentences to link thoughts (e.g. using and, because). Can retell a simple past event in correct order (e.g. went down slide, hurt finger). Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. Questions why things happen and gives explanations. Asks e.g. who, what, when, how. Uses a range of tenses (e.g. play, playing, will play, played)

Beginning to accept the needs of others, with support. Can initiate conversations. Shows confidence in linking up with others for support and guidance. Talks freely about their home and community. Forms friendships with other children.

40-60+ months

Sustains attentive listening, responding to what they have heard with relevant comments, questions or actions. Maintains attention, concentrates and sits quietly when appropriate. Two-channelled attention – can listen and do for short span. Integrated attention – can listen and do in range of situations with range of people; varies according to the demands of the task.

Understands humour, e.g. nonsense rhymes, jokes. Demonstrates understanding of “how?” and “why?” questions by giving explanations. Able to follow a story without pictures or props. Understands instructions containing sequencing words; first…after…last, and more abstract concepts – long, short, tall, hard soft, rough.

Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Links statements and sticks to a main theme or intention. Uses language to imagine and recreate roles and experiences in play situations. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. Introduces a storyline or narrative into their play.

Has confidence to speak to others about their own wants, interests and opinions. Initiates conversation, attends to and takes account of what others say. Explains own knowledge and understanding, and asks appropriate questions of others. Shows awareness of the listener when speaking. Expresses needs / feelings in appropriate ways. Forms good relationships with adults and peers. Works as part of a group or class, taking turns

13

Guidance on typical development of speech sounds Stage Speech sounds

(Developing speech and being understood applies to all languages. Order of acquiring specific sounds – here in

English – may vary with other languages)

0-11 months

Babbles using a range of sound combinations, with changes in pitch, rhythm and loudness. Babbles with intonation and rhythm of home language (‘jargon’).

8-20 months Speech consists of a combination of ‘jargon’ and some real words and may be difficult to understand.

16-26 months Many immature speech patterns, so speech may not be clear. May leave out last sounds or substitute sounds (e.g. ‘tap’ for ‘cap’). Uses most vowels, and m,p,b,n,t,d,w,h

22-36 months Speech becoming clearer, and usually understood by others by 36 months although some immature speech patterns still evident. May still substitute sounds or leave out last sound. Emerging sounds including k,g,f,s,z,l,y.

30-50 months Speech mostly can be understood by others even in connected speech. Emerging use of ng, sh, ch, j, v, th, r – may be inconsistent. Sound clusters emerging (e.g. pl in play, sm in smile) though some may be simplified (e.g. ‘gween’ for ‘green’).

40-60+ months Overall fully intelligible to others. May be still developing r and th. May simplify complex clusters (e.g. skr, str).

Making good progress

• The goal of monitoring children’s development is to plan and provide more accurate support for each child to make good progress.

• How well a setting helps children to make good progress can be determined by analysing the proportion of children who are at risk of delay, as

expected, or ahead of expectations in each strand of language and communication. If children are making accelerated progress, the proportion of

children at risk of delay should decrease over time.

• In considering whether a child is at risk of delay, as expected, or ahead in each strand of language and communication, it is necessary to consider

the child’s actual age in months in relation to the overlapping age bands. If a child is within two months of the end of the age band and development

is not yet within the band or is judged to be ‘Emerging’, then a judgement of ‘risk of delay’ would be appropriate. 14

Notes on monitoring early communication and language

Observation and best-fit judgements • Judgements of a child’s stage of development are made through a process of

ongoing observational assessment.

• Observation involves noticing what children do and say in a range of contexts,

and includes information from the family about what children do and say at

home.

• For children learning English as an additional language, it is important to find

out from families about how children use language in their mother tongue and

how they communicate at home.

• The assessment is a ‘best fit’ match to a stage band. This involves considering

what is known about the child, and matching it to the development described in

the bands. This should be considered separately for each strand of

communication and language.

• Development of speech sounds need not be assessed specifically, but it is

useful to be aware of typical development which is described in the table to

the right.

Checkpoints

• Alongside the ‘best fit’ judgement, certain ‘Checkpoint’ statements

are included. Marked with a flag ⌦ and a specific age, these are particular statements which should be noted.

• Where a child has not reached a Checkpoint by the age indicated, this is

not necessarily a sign of difficulty. The Checkpoint statements serve as an alert for close monitoring including discussion with the family, and

perhaps further assessment or support.

When I am 2 years old my Key Person will be

required to carry out a 2 - 3 yr old Progress Check

The progress check is a statutory requirement of the EYFS. Providers should seek

the consent of my parents to share information from the check directly with relevant

professionals. Providers MUST have written policies and procedures in place to

safeguard children in line with the guidance and requirements of the relevant Local

Safeguarding Children Board (LSCB).

The EYFS requires that providers carry out a progress check when I am age 2

years, taking into account the factors described on page 15 of ‘Know How’.

(http://www.ncb.org.uk/ey/peertopeersupport), which may determine the timing of

the progress check.

The aims of the progress check are to review my development in the three Prime

Areas of the EYFS:

• ensuring that parents have a clear picture of my development

• enable practitioners to understand my needs and plan activities to meet them

in the setting

• enable parents to understand my needs and, with support from practitioners,

enhance development at home

• note areas where I am progressing well and identify any areas where progress

is less than expected and describe actions the provider intends to take to

address any developmental concerns (including working with other professionals

where appropriate).

The check should be completed by my Key Person.

15

Figure 1

‘Know How’ The progress check at age 2 ncb

The progress check is completed using ongoing assessment.

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The views of other

practitioners and

professionals who

know the child well

Ongoing assessment

information gathered

over time

A clear picture

of the child

Children’s

participation in their

own learning and

development Observations

based on what the

child can do

consistently and

independently

Views and

information

gathered from

parents

Practitioner’s

knowledge of

the child

Figure 4

from ‘Know How’

suggests a process for practitioners completing the

progress check

Valuable progress checks should be clear and easy to read, easy to understand and

avoid unfamiliar jargon. Be presented in a truthful, yet sensitive way. Identify areas

where the child is progressing at a slower pace than expected and recognise the

parents’ in-depth knowledge of their child.

17

Review and reflect upon the child

(see process in Figure 1)

Draft some comments or make

initial assessment judgements

Discuss the child’s progress with

parents or carers, taking their

views into account

Finalise the progress check

Discuss any concerns about the

child with the leader/manager of

the setting or childminding support

officer

Consider any support needed

from other agencies and gain

parental consent to share

information

Put in place any actions

to meet the child’s

needs within the setting

or the home

Provide a copy for

parents and add a copy

to the child’s ongoing

Learning Journey

Child’’’’s Name: D.O.B:

Setting: Key person Name:

Start date: Number of session:

Characteristic of Learning

Playing and Exploring (Finding out and exploring, Using what they know in their play, Being willing to have a go)

Active Learning Being involved and concentrating, Keeping on trying, Enjoying achieving what they set out to do)

Creating and thinking critically Having their own ideas, Using what they already know to learn new things, Choosing ways to do things and finding new ways)

Personal, Social & Emotional Development

Self-confidence & Self awareness Managing Feelings & Behaviour Making relationships

Developmental Stage: months

Developmental Stage: months Developmental Stage: months

Communication & Language

Listening and attention Understanding Speaking

.

Developmental Stage: months


24 to 36 month EYFS Progress Check

18

Physical development

Moving & Handling Health & Self-care


Next Steps

Areas where specific support is required (if applicable)

Current support strategies.

What next?

Key Person comments Signed ………………………………. Date

Parents/Carers comments Signed …………………………….. Date

19

Completing the Transfer Record

The Key Person must complete the transfer record using their

own knowledge of me and observations of me, to form a

summative assessment of my individual stage of development

and learning. This knowledge should also include information on

how I learn (Characteristics of Learning).

The Transfer Record must also include the views of the

parents/carers. It should be shared with my parent/carer, and

comments recorded, prior to being sent to the next provision.

Additionally a copy of the Reading Language Monitoring Tool

should accompany the Transfer Record.

‘A Learning Journey all About Me’ can be shared with the next

setting on visits, but should be given to my parent/carer when I

leave your setting.

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Early Years Foundation Stage Transfer Record

Name of Child:

Date of Birth

Address:

Gender: Male/Female

Ethnic Origin:

Language Spoken at Home:

Religion (if known):

Name of Setting: Name of Key Person:

Date of Entry: Date of Leaving: No. of Sessions1 per Week:

Possible attendance during last year: Actual attendance

during last year

Any other setting attended: yes/no

Details:

Additional Support Needs2 (include general information, medical alerts, dietary needs

and allergies, SEN, other professionals involved with parents permission)

Record of discussion with child (if appropriate)

Parents Comments

Parent’s Signature: Parent’s Name:

Key Person’s Signature

1 A session = half day (minimum 3 hours) 2 Additional Information should be sent e.g. behaviour management strategies used

21

Prime Areas of

Learning

Summary of Achievement and Development

Personal, Social,

and Emotional

Development

Developmental stage months

Communication and

Language


Physical

Development


Specific Areas of

Learning

Expressive Arts

and Design


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Mathematics


Literacy


Understanding of

the World


Characteristics of Learning

Play and Exploration (engagement)

□ Finding out and exploring □ Playing with what they know □ Be willing to ‘have a go’

Evidence

Active Learning (motivation)

□ Being involved and concentrating □ Keeping trying □ Enjoying achieving what they set out

to do.

Evidence

Creating and thinking critically (thinking)

□ Having their own ideas

□ Making links □ Choosing ways to do things

Evidence

Key persons comments

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learning journey all about me v 2

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