A USER’S GUIDE TO NOTTINGHAM CITY’S DEVELOPMENT RECORDS AND TRANSFER SYSTEM.

In developing this system our starting point is “The Unique Child”.

Our aims are:

 To offer practitioners an effective tool to summatively track the progress of children from 0 to 5 years

 To deepen practitioners’ knowledge of the babies and young children in their care

 To create a rounded picture of the child

 To offer a meaningful and manageable transfer record- suitable for use with parents, other settings and schools

 To support smooth transition for the child both within and between settings

The materials

The strength of the system is its flexibility, which allows you to reflect on the child’s development in all 7 areas of learning and development in the EYFS.

The system is further enriched by the use of the Leuven Scales of Well-being and Involvement.

Completion of the paperwork requires good observation and assessment practice to already be in place within the setting.

This would include:

 Practitioners’ knowledge of child development.

 Practitioners’ knowledge of the child

 Observations of children, planned and incidental – identifying next steps

 Discussion with parents

 Discussion with colleagues

 Samples of work

 Photographic evidence

The materials are all available to download www.mynottingham/earlyyears. They can be printed or, as they are electronically live, inputted directly within settings.

D:\Docs\2018-04-04\0625197514a0efcf8e54d84d92ee475f.doc - 1 - THE MATERIALS CONSIST OF:

 Initial information sheet – gathering information from parents.

 Entry to Setting sheet – gathering information from parents.

 A set of 7 EYFS Development Record sheets – covering children between 0 to 60 months. These contain EYFS statements taken from “Development Matters.” Material that come from a different source is signified by the use of a different font (e.g. CHILD C, Communication and Language, (S))

 An Individual Progress Tracker- tracking the progress of an individual child by aspects

 A Group/Cohort Progress Tracker – to provide information on progress of a group/cohort

 A Factors Affecting Progress sheet – on which to record any extra information about the child and its family which might affect development and learning

 A Leuven Poster – describing the characteristics of the scale points to support use of the Leuven Scales in settings

 Transfer Record - consisting of a Learning and Development Summary sheet, which can also be used as a format for the statutory Progress Check at Age Two

 Users’ Guide booklet to support practitioners when using the system.

Using the Entry to Setting sheets

If you already have effective systems in place for gathering information from parents/carers and child on admission, you may well choose not to use this version.

Initial Information

Has space for a photo or self portrait of the child, plus required administrative details.

Entry to Setting

Can be used as a child joins your setting. Practitioners can record the information gained from informal discussions with parents/carers under the appropriate Prime areas’ headings

D:\Docs\2018-04-04\0625197514a0efcf8e54d84d92ee475f.doc - 2 - USING THE EYFS DEVELOPMENT RECORDS. Getting started:

1. Select a child.

2. Get a copy of the EYFS Development Matters and a set of EYFS Development Record sheets.

3. Choose the EYFS Development Record sheet that covers the child’s chronological age (in months) plus the stage before and the stage after. Example: If the child is 2 years 4months = 28months, you would select Sheet D (22-36 months) and add Sheet C (16-26months) and Sheet E (30-50 months) (Note: For the very youngest baby there will be only 1 extra sheet.)

4. Especially when making initial judgements, use the information gained from parents on entry and through ongoing conversations with them. Gather together any evidence you may have from planned and spontaneous observations, verbal information from colleagues, photos etc.

5. Think about the child – call on what knowledge you have gained whilst talking to / playing with the child

6. Read all the statements, across the 3 aspects within PSED, in the column “Observing what a child is learning in the Prime Areas of Learning and Development” on the “age appropriate” EYFS Development Record sheet. (In our example that would be sheet D).

7. Turn to “Development Matters in the EYFS “, and read all the PSED statements for that developmental stage.

8. Ask yourself. “Does this describe the level at which the child is working now?”

9. If you feel the child has not yet reached this stage, look at the previous sheet (C in our example) and consider the child against the statements.

10.If you feel the child is working beyond the original statements, look at the next sheet (E in our example) and consider again.

11.When you feel you have “best fit”, date the first column and add child’s age in months.

12.Reread statements from “Making Relationships” aspect.

13.If using existing evidence, note under the “Evidence” column the date and type (e.g.” post it 19/09/**”)

14.If basing the judgement on your knowledge of the child or information gathered from another source, write a brief comment which evidences the statement (e.g.” A. climbs and jumps off climbing frame-mum.”)

15. Using the Aspect Boxes. After reading all the statements in “Making Relationships,” decide whether the child is just beginning to work at this developmental stage (recorded as “e” for “entering”), progressing steadily within this developmental stage(recorded as “d” for “developing”)or has mastered nearly all the skills and understandings contained in the statements within this aspect (recorded as “s” for “secure”) Mark your judgement in the box using “e”, “d”, or “s.” 16.Repeat Steps 12,13,14 and 15 across the other aspects of PSED

17.Repeat the process, Steps 3-15, across all aspects of the 3 Prime and, where appropriate, the 4 Specific Areas of Learning and Development.

D:\Docs\2018-04-04\0625197514a0efcf8e54d84d92ee475f.doc - 3 - Remember – a child’s development rarely fits “neatly” on one sheet. (For example, a young child might have progressed further in Physical Development than, say, in Communication and Language.) Be prepared to read across several developmental stages in order to find the appropriate level in each area of learning and development.

18.If using the Leuven Scales, at this point try to rate the child’s overall levels of well-being and involvement.

Remember – this is a summative document, drawing together formative assessment to determine the developmental stages in which a child is working. It should not be added to between “due dates!”

LOOK (at the child) FILL OUT (the EYFS Development Record) STORE (until next time) (…… in the meantime keep doing and storing the ongoing “formative assessments” via planned and incidental observations, work samples, photographs etc.)

Using the Factors Affecting Progress sheet.

Do you know anything else about the child which might have had an impact on their learning? (Examples might include an extended absence? Family problems? A bereavement? A CAF? Illness? New baby in the family? Identified as SEN? etc ) Briefly date and note it down in the Additional Information column, including any information about any outside agency involvement.

Using the Individual Progress Tracker- 1 per child

Once you have assessed the child across all aspects of each of the areas of learning and development, you will need to transfer that information onto the Individual Progress Tracker.

 In the upper section of the box under Managing Behaviour you record which Development Record Sheet the child is on in PSED ( Child D in our example)

 In the lower section you record the child’s progress within that aspect using e (entering), d (developing) or s (secure)

 Record all aspects of PSED.

 Work systematically through all the areas of learning and development that are appropriate for that child.

When you have completed this process you will be able to see the stage within which the child is working in each area of learning and development. This is the stage at which you will plan experiences for the child. The “Positive Relationships” and “Enabling Environments” columns in Development Matters offers practical suggestions for supporting the child at each stage.

“Next time?” – When to use it

The initial “baseline” input should be carried out as soon as you feel confident enough to make a judgement but no later than the fourth week of a child’s admission to the setting. The child’s progress should be reviewed by repeating the process outlined in “Getting Started” section at the following intervals:  Babies and young children up to the age of 2

D:\Docs\2018-04-04\0625197514a0efcf8e54d84d92ee475f.doc - 4 - Every 6-8 weeks

 Children from 2-5 years Every 12-14 weeks (that is, “termly”). However, if an individual child is causing concern, you may choose to review their progress more frequently.

Using the Group/Cohort Progress Tracker

1 per group, not per child. Completing this for a whole group/cohort will provide useful information for leaders and managers.

For example the data can help by identifying:

. Gaps in provision in particular areas of learning and development

. Groups of children who may need extra support

. staff training needs

. Gifted and Talented children.

For the Group/Cohort Progress Tracker, for each area of learning you enter details of the sheet the child has completed. (So, in our example, Anya who is currently working within Stage 22- 36 months ( Child D) in PSED will be marked as (C) on the Group/Cohort Progress Tracker)

For the second and subsequent assessments both the Individual and Cohort Progress Trackers should be completed.

Using the Transfer Record

Settings, especially large ones, may choose to use the system internally as a child moves from one room to another to support effective transition.

However, we are requesting that the “Learning and Development Summary Sheet” is used whenever a child leaves you to go to another school or setting

When transferring to another school /setting the Transfer Record consists of:

 Initial Information

 Learning and Development Summary sheet – a double sided sheet that includes supporting information particularly useful to receiving practitioners during the “settling in” process as it gives them access to practical and immediate means to support individual children.

The boxes, which are optional, are available for you to note the actual developmental stage at which a child is performing (e.g. 8-20 months) at the assessment point. It can be used or not, at the discretion of each setting

D:\Docs\2018-04-04\0625197514a0efcf8e54d84d92ee475f.doc - 5 - Based on colleagues’ experiences using a similar format, we suggest completing the “Effective Learning” box before moving on to the Areas of Learning boxes

1. .Consider how the child engages with other people and their environment; in which areas do they show the highest levels of involvement, well- being etc? At this point note in “Area for Development” any areas where progress is less than might be expected and are causing concern.

2. Then briefly describe how the child is getting on in either the 3 Prime (youngest children) or all 7 areas (older children) Avoid being vague and give concrete examples. So, not “has good self help skills” but “can put on coat and fasten buttons on own but struggles with laces and zips”.

3. For “Ways Forward” section – imagine the child was staying with you. What would you be working on with them next week? Write that down for the receiving practitioner. So, for the example above, it might read “Give him support with and experience of fastening zips”.

When do I fill it in?

 For the information to be most useful, it needs to help the receiving practitioner to plan for the child. Therefore try to ensure the completed document arrives at least a week before the child.

 Because of school holidays, if children are leaving to go to a maintained nursery or school in September, please send off completed forms in the first week of July. For those starting at any other point, please try to them send 2 weeks before the end of term or the child’s expected admission date.

 In cases where a child leaves suddenly, please try to establish where they are going and send on the information as soon as possible.

The ongoing involvement of parents / carers is a fundamental part of EYFS, as is the sharing of information. Please ensure that parental contributions to knowledge of their child are regularly sought and that their consent to the appropriate sharing of information is secured.

Who do I share the Transfer documents with?

 Parents and child ( if of an appropriate age ) Explain about sending it on to next setting

 Any setting / childminder to which you send your children – not just those in Nottingham City

 In larger settings you might decide to use Learning and Development Summary to inform colleagues, as a child moves from room to room

 In school, moving from Nursery to Reception, and from Reception to KS1

D:\Docs\2018-04-04\0625197514a0efcf8e54d84d92ee475f.doc - 6 - The 2 year old Progress Check

The summative progress check between the ages of two and three is a statutory requirement within the revised EYFS. It does not replace but complements the existing health check and is aimed particularly at promoting early intervention to meet the needs of vulnerable children and their families. The summary should provide parents with a fully rounded and recognisable picture of their child and identify any areas where the child is progressing at a slower pace than might be expected.

There is no prescribed format for the written summary. The aims and principles of this process, guidance and examples of a range of written summaries are available in A Know How Guide: The EYFS progress check at age two. (Download from http://www.foundationyears.org.uk)

Using Nottingham City’s suggested format

Practitioners are expected to provide parents and carers with a short written summary of their child’s development in the three Prime areas of learning and development, when the child is aged between 24-36 months.

Our suggested format is described in the list of materials as the Learning and Development Summary sheet. Although the format and process of filling in the sheet will be similar whatever the age/stage of the child, when it is being used for the statutory progress check for 2 year olds, there are certain preparatory requirements:

1. Review and reflect on the child, drawing together all the information you have.

2. Arrange an information-sharing meeting with the child’s parents/carers.

3. Prepare some comments or make initial assessment judgements to inform your conversation with parents/carers.

4. Discuss the child’s progress with parents/carers, noting their views and any concerns.

5. Note down under “Key Area for Development” any area of concern which you have jointly identified.

6. Seek support /advice from senior colleague/manager if/as appropriate.

7. Complete the Learning and Development Summary (see 5 for guidelines)

8. The small boxes in each area of learning and development are optional. In the box write the development stage in months.

9. Decide what actions are going to be put in place within the setting and at home.

10.Share finalised summary with parents/carers and ensure the document is signed and dated.

11.Give parents a copy and store another in the child’s records.

D:\Docs\2018-04-04\0625197514a0efcf8e54d84d92ee475f.doc - 7 - D:\Docs\2018-04-04\0625197514a0efcf8e54d84d92ee475f.doc - 8 - FAQ’s

Q. Do we send the Development Records on to the next setting as well as the Transfer documents?

A. Contact the receiving school/setting and if they are using the same system send the records along as it will add to the continuity of record –keeping. If not, just send the Transfer documents.

Q. Do I share the Development Records with parents?

A. All records need to be available should parents wish to see them. However, the Development Records are not necessarily the most appropriate for sharing. Both parents and settings have found the format of the7Areas of Learning sheet a very effective way of sharing information.

Q. Do I need to have written evidence for each statement?

A. No. We all amass a great deal of information informally from day to day contact with the child and from conversations with colleagues and parents/carers. As you focus on the individual child for this summative assessment, you will be able to “tap into” this knowledge.

Q. Do I need to send on evidence such as observations and photos to receiving setting/school as well as the Transfer Records?

A. No. They evidence your judgements. The new setting/school will gather their own evidence. Photographs, work samples, observations etc are likely to be more valued by the child and its family.

Q. Does the child have to have achieved all statements within an area of learning before I move them onto the next Development Record sheet?

A. No. We use the idea of “best-fit” judgements to consider the overall progress of a child and whether that progress is generally in line with what is typical for a child of that age. The child is not expected to demonstrate every element of the statements within the EYFS Development Matters. Nor is the child expected to reach milestones at a specified age. Use your professional judgement and the knowledge you have of the child to establish which age/stage band most closely describes the child’s development.

Q. When submitting data returns for children on the Early Learning Programme, what do I do with the child’s Individual Progress Tracker ?

A. The setting needs to retain the original and send in a copy of the Individual Progress Tracker, as well as the Group/Cohort Progress Tracker, which is the official data return sheet.

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