Evaluating early years practice in your school : a practical tool for reflective teaching / Ann Langston.

Format:

Book

Author/Creator:

Langston, Ann, author.

Language:

English

Subjects (All):

Early childhood education--Study and teaching.

Early childhood education.

Early childhood education--Study and teaching--Evaluation.

Effective teaching.

Physical Description:

1 online resource (183 pages)

Place of Publication:

London, England : Featherstone, 2019.

System Details:

Mode of access: World Wide Web.

Summary:

Evaluating Early Years Practice in Your School focuses on raising Early Years practitioners' confidence so that they worry less and achieve more. Linked to the teaching standards and the Ofsted framework, this invaluable guide looks at ways that teachers can evaluate their own EYFS practice to reduce unnecessary workload and allow for more 'hands-on' teaching and learning.Should children in Reception classes attend school assemblies? Should young children be taught to write in nursery? Should practitioners' plans be based on young children's specific interests or should they look to meet the needs of individuals entering Early Years settings with speech and language delay or autism? Early Years specialist Ann Langston considers all of these questions and more to present simple solutions for teachers and leaders on what to plan, what assessments are needed and how to approach teaching and learning.With chapters on observation and assessment, continuous provision, outdoor learning, transition, and internal and external evaluation, this book is ideal for all Early Years practitioners and leaders looking at ways to reflect on their approach to teaching and feel confident about their own judgements and the effectiveness of their practice.

Contents:

Cover

Title Page

Contents

Foreword

1 Self-evaluation: Measuring the success of your provision

Key points

Maintaining a fresh approach to teaching and learning

Obtaining feedback

Showing improvement

Identifying your strengths and any areas for development

Peer review

Sources

Ofsted school inspection handbook August 2018

Teachers' standards 2013

NASUWT (2015) Guidance for Teachers

2 What to do when: Planning for learning

Successful planning

Planning in the EYFS for three- to five-year-olds

Planning approaches

Children's interests

Who should be involved in planning?

Broad planning intentions

Identifying outcomes

Characteristics of effective learning

The basic plan

When the unexpected happens

Planned inputs

Is your planning fit for purpose?

Evaluation of practice: planning

Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five (2017)

NASUWT (2015) Guidance for teachers

DFE/DOH (2015) Special educational needs and disability code of practice: 0 to 25 years: Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities

3 Where to start: Observation

Less is more

Observing different children on different days

Developing a clear picture

Useful observations

STA (2018) Early years foundation stage profile handbook

4 What next: Assessment

Involving parents in assessment

Orienting ourselves on the unique pathway of each child's development.

Ongoing assessment helps us to support learning

Example 1

Example 2

Summative assessment: Reflecting on what we know about each child

DFE (2014) Special educational needs and disability: A guide for parents and carers

5 Starting with the child: Planning from children's interests

Key Points

Children leading their own learning

Capitalising on teachable moments

Finding and following children's interests and schema

Ask the family

Resources at the ready

Supporting expertise

Interests observed

Sources of evidence

6 The environment for learning: Organising space and resources

The use, popularity and purpose of areas of provision

Case study: Hot or cold: Use of the areas of provision

Making decisions about which areas of provision to offer

Creating the optimum environment for play and learning

Making your environment 'special'

7 Continuous provision: Creating challenges for learning

Varied and inviting 'challenges'

Managing challenges

Model the approaches and attitudes you want to inspire

Learning through play

Consult the children

Sources.

Ofsted school inspection handbook August 2018

8 Widening opportunities: Outdoor learning

Consulting parents and children

Rigour in planning for outdoor learning

Auditing your outdoor provision

Helping children understand the potential of different areas outdoors

Optimising opportunities for play and learning outside

9 Reaching out: Transition

Giving transition the priority it deserves

A strong key person system

Planning for transition as children enter the EYFS

Reception to year 1: A seamless transition

Early years foundation stage profile 2018 handbook

'2.5 Transition to year 1

10 Evaluation: Internal and external

Living by your own vision and values

The halo effect

Linking self-evaluation to school evaluation

References

Copyright Page.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-4729-5918-3

1-4729-5914-0

OCLC:

1151181975