CHILD OBSERVATIONS and ASSESSMENT

 

In order to plan, prepare and organise for good quality care, adults need to observe children, review and evaluate the curriculum regularly and maintain systematic records.

Play Together Creche recognises that observation is a useful tool and enables staff plan the curriculum to meet the individual needs of children. “Assessment is the ongoing process of collecting, documenting, reflecting on, and using information to develop rich portraits of children as learners in order to support and enhance their future learning” Aistear, the Early Childhood Curriculum framework.

 

Policy and Procedure

By observing how children respond to activities, staff will be able to evaluate if the activities and resources they have provided meet the needs of all the children. It helps them to plan a broad, balanced and appropriate curriculum. Staff should refer to the Childcare Curriculum Policy. Observations also enable staff to provide challenge and extend the programme so that each child is able to progress.

All observations / records / assessments will be treated with confidentiality.

Sharing observations with parents/carers strengthens the partnership between the home and the service, giving understanding and information and allowing staff and parents/carers to do their best for each child.

Observation involves watching and listening to children and using the information gathered through this to enhance their learning and development. The adult may use different types of observations depending on what he/she wants to find out. Training is essential in order to make useful observations and assessments.

 

Play Together will:

•      Give parents/carers information on observation system at parent’s information sessions before the child starts in the service.

•      Introduce each parent to their child’s main worker.

•      All aspects of development and learning should be considered when assessing children.

•      Assessment must be based on detailed observations of what children do and say.

•      Written records should contain factual information.

•      Carry out observations on a regular basis and share these with parents/carers at planned interviews and at any time of the year on request.

•      Bring observations to staff planning meetings to assist in planning and organising the curriculum to help meet the individual needs of children.

•      Ensure records are kept by the service in a secure place, until the child will have reached the age of twenty one.

•      Staff should be aware of their own values and beliefs and ensure they are observing and assessing impartially.

•      In assessing, the observer looks for evidence of children’s progress across Aistear's  themes:

o Dispositions: for example curiosity, concentration, resilience, and perseverance

o Skills: for example walking, cutting, writing, and problem-solving

o Attitudes and values: for example respect for themselves and others, care for the environment, and positive attitudes to learning and to life

o Knowledge and understanding: for example classifying objects using colour and size, learning ‘rules’ for interacting with others, finding out about people in their community, and understanding that words have meaning.

 

Effective Record Keeping

The service has to keep documented records. It is an important part of Child Care and a requirement set down by law that records for each child including the following are kept

•      Accidents

•      Administered medication

•      Child’s general information

•      Development of each child

•      Correspondence with parents

All active records must be held for use in the child’s room. When these records become retrospective (no longer in use) they will be stored securely. The only exception to this is Observation Records which should be held in the rooms at all times so that a learning/developmental plan can be drawn up

 

Children's Learning Portfolios (Special Books)

A portfolio is a helpful way of compiling information about children’s learning and development. The portfolio can take the form of a folder, a scrapbook, a shoe, cereal or pizza box, or something similar in which objects made by the children, photographs, stories, notes, records of care, checklists, and test scores (where relevant), are kept. This collection tells the story of each child’s learning journey— his/her efforts, progress and achievement over time.

Portfolios can help give children a sense of pride in and ownership of their own learning and development. For example, children can select work samples and photographs for their portfolios, reflect on these, and, with the adult’s help, plan ahead. This experience can make learning more enjoyable and interesting for them.

 

Practitioner's File (key worker folder)

Practitioners can keep a file which includes a record for each child in their group or class. This record might include details of observations, conversations with children and their parents, events, and incidents as they occur in the setting. The practitioner adds to this record as necessary. In this way, it is a ‘running record’.

 

Central Files

Certain information about children needs to be kept in a central file. This includes all relevant information regarding the individual child, e.g. name, address, date of birth, health records, allergies, development records, parents’ names and contact details, medical information, reports and information from other professionals such as therapists etc. accident reports, relevant letters from parents and medication administration index cards are kept with the child’s individual file. This file must be updated every quarter. These files are stored in locked cabinets.

 

Assessment information gathered within the setting and by other professionals (for example, reports received from a therapist) should be stored safely and used only by those concerned with children’s learning and development. It is also important that the information is used only for the purpose for which it was collected and documented. Information can be stored using a structured, manual filing system, and/or electronically. Where electronic records are kept, we sometimes include photographs of items made by children.

For best practice it is advisable to store relevant information until children reach their twenty-first birthday

 

Recording and Documenting Observations

Recording observations and making assessments contributes to the quality of children’s experiences, supports their development and helps to keep them safe. The child’s Key Worker will carry out these observations.

Documentation can include written notes, stories, photographs, video footage, and samples of what children make, do and say, such as models, sculptures, pictures, paintings, projects, scribed comments, responses, or statements. Adults and children use this evidence of learning to celebrate progress and achievement, and to plan the next steps in learning. Documentation also enables the adult and/or children to share information with parents. This can help parents to build on children’s pre-school experiences while at home, and so make learning more enjoyable and successful. In the case of some children, documentation provides critical information in helping to identify special educational needs, in putting appropriate supports in place, and in reviewing the impact of these interventions.

 

Play Together Creche, in the development of effective record keeping, uses the following criteria:

•       Records serve as the starting point for those involved with the child in the present and other settings

•       Information recorded should be:

ØEasy to understand -This is especially important when the records may be passed on to parents

ØObjective - Records need to factual, focusing on what children do and say, avoiding assumptions and inferences

ØEasy to complete - The system for recording should be completed by staff on a regular basis

•       Records should be reasonably easily accessible for agreed staff and volunteers so information can be shared readily with families

•       Records must be kept securely and not left in vulnerable places so that breach of confidentiality is a risk

 

 

 

 

Key Worker

Each Child is assigned to a key worker; each key worker is selected in consultation with the manager based on which staff will be in direct contact with the child on a daily basis.

Each child has a dedicated key worker who carries out the

•        Observations and records their learning stories.

•        Staff observe children through play to establish each child’s individual stage of development and identify any needs, special interests etc a child may have.

•        Observations are carried out using various methods including the narrative method, taking photographs, writing into the Aistear learning record template and developmental checklists.

•        Observations and findings are shared with the Manager and the parents.

•        If there are developmental milestones not being met the Manager / Parent may consult with other health care professionals and as a result Individual learning plans may be drawn up.

Following on from Observations, Curriculum plans are drawn up reflecting the individual interests, needs developmental stages of each child attending Each child has a folder where observations, photos and plans are kept.

 

Report Writing

A member of staff will complete written group records (check list)

The following items should be included:

•      Eating pattern

•      Child’s general mood

•      Nappy/toilet pattern

•      Activities attempted/completed

•      Accidents, if any