.NET Framework
-723900278130The child starts attending the childcare setting. During the settling in period the provider will gather information and consents to allow them to meet their obligations and also enable them to work towards caring appropriately for the childAs stated in Section 2.3 in the EYFS childcare providers have a legal duty to complete a 2 Year Integrated Progress Check in partnership with parents to assess if a child is reaching expected levels of developmentAn Ages & Stages Questionnaire (ASQ3) form is completed by the parent and the parent will discuss the results of the questionnaire with the Community Nursery Nurse (CNN) or the child’s Health Visitor (HV)The CNN inputs the ASQ3 scores onto the Health System to inform Public Health DataThe CNN will ask parents to pass the ASQ3 Summary Sheet on to the school and discuss with them how this information can be used to support the child’s transition into the provision and inform the child’s planning and next stepsThe Consent Form (below) should be completed by the parents and school and emailed to the Single Point of Contact (SPOC). Email: rdash.doncasterchildrenscaregroup@ Please note: This is a Statutory Assessment and it is best practice for the childcare provider to undertake a 2 Year Integrated Progress Check after they have received the ASQ3 scores from parents. 00The child starts attending the childcare setting. During the settling in period the provider will gather information and consents to allow them to meet their obligations and also enable them to work towards caring appropriately for the childAs stated in Section 2.3 in the EYFS childcare providers have a legal duty to complete a 2 Year Integrated Progress Check in partnership with parents to assess if a child is reaching expected levels of developmentAn Ages & Stages Questionnaire (ASQ3) form is completed by the parent and the parent will discuss the results of the questionnaire with the Community Nursery Nurse (CNN) or the child’s Health Visitor (HV)The CNN inputs the ASQ3 scores onto the Health System to inform Public Health DataThe CNN will ask parents to pass the ASQ3 Summary Sheet on to the school and discuss with them how this information can be used to support the child’s transition into the provision and inform the child’s planning and next stepsThe Consent Form (below) should be completed by the parents and school and emailed to the Single Point of Contact (SPOC). Email: rdash.doncasterchildrenscaregroup@ Please note: This is a Statutory Assessment and it is best practice for the childcare provider to undertake a 2 Year Integrated Progress Check after they have received the ASQ3 scores from parents. 2 Year Integrated Progress Check & ASQ3 Procedures for Parents and Schools who take 2 year olds-72390041275During the first term whilst the child is settling into the setting, the school should:Ask parents for the child’s ASQ3 scores Gain specific consent to discuss the ASQ3 scores and the Integrated Progress Check with other professionals if required to help the child’s developmentThrough regular observations the school should collate information about the child’s progress in the 3 Prime Areas of Development: Personal, Social and Emotional Development; Physical Development, Communication and LanguageParents and the school should discuss on a regular basis any developmental concerns and help to build a professional relationship which results in productive, open conversations about the child00During the first term whilst the child is settling into the setting, the school should:Ask parents for the child’s ASQ3 scores Gain specific consent to discuss the ASQ3 scores and the Integrated Progress Check with other professionals if required to help the child’s developmentThrough regular observations the school should collate information about the child’s progress in the 3 Prime Areas of Development: Personal, Social and Emotional Development; Physical Development, Communication and LanguageParents and the school should discuss on a regular basis any developmental concerns and help to build a professional relationship which results in productive, open conversations about the child-723900197485During the second term of the child attending the setting, the school should:Review the ASQ3 scores and the child’s progressUse the ASQ3 scores to determine if your joint assessment of the child’s development and the H.V’s assessments are highlighting the same outcomes for the childDiscuss the outcomes with parents and the child’s Health Visitor or SPOC 00During the second term of the child attending the setting, the school should:Review the ASQ3 scores and the child’s progressUse the ASQ3 scores to determine if your joint assessment of the child’s development and the H.V’s assessments are highlighting the same outcomes for the childDiscuss the outcomes with parents and the child’s Health Visitor or SPOC -723900107315For children whose first language is not English: Section 1.7 of the EYFS statutory framework?states?"When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay?Section 1.7 of the EYFS statutory framework?seems to address this particular issue.? "When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay. "?Section 1.7 of the EYFS statutory framework?seems to address this particular issue.? "When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay. "00For children whose first language is not English: Section 1.7 of the EYFS statutory framework?states?"When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay?Section 1.7 of the EYFS statutory framework?seems to address this particular issue.? "When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay. "?Section 1.7 of the EYFS statutory framework?seems to address this particular issue.? "When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay. "-781050257810ASQ 3 scores in white area:The child’s development appears to be on schedule00ASQ 3 scores in white area:The child’s development appears to be on schedule4143375257810ASQ 3 scores in black areas:Further assessment with a professional may be needed00ASQ 3 scores in black areas:Further assessment with a professional may be needed1704975248285ASQ 3 scores in shaded area:Provide learning activities for the child and monitor00ASQ 3 scores in shaded area:Provide learning activities for the child and monitor-13430251153795005286375142875002790825142875001666875358140If the child already has a pre-identified Special Educational Need or Disability the Portage / Area SENCO / Health Visitor will be invited to attend a pre-entry visit with the school and parents. For some children undertaking the ASQ3 may not be appropriate and the process for monitoring children’s development may differ. These exceptions will be recorded on System 1.00If the child already has a pre-identified Special Educational Need or Disability the Portage / Area SENCO / Health Visitor will be invited to attend a pre-entry visit with the school and parents. For some children undertaking the ASQ3 may not be appropriate and the process for monitoring children’s development may differ. These exceptions will be recorded on System 1.20955014478000-781050415290A 2 Year Integrated Progress Check is completed with parents using the Doncaster Council Integrated Progress Check template (attached).00A 2 Year Integrated Progress Check is completed with parents using the Doncaster Council Integrated Progress Check template (attached).1666875203835If the childcare provider and the ASQ3 scores identify the child as at risk of delay (scores are in the shaded or black areas) the school should liaise with the relevant professionals and parents to contribute to and agree on the child’s next steps. This may include a SEND support plan and may contribute to an Early Help Assessment. Use the Doncaster Council Integrated Progress Check and Consent Form template attached00If the childcare provider and the ASQ3 scores identify the child as at risk of delay (scores are in the shaded or black areas) the school should liaise with the relevant professionals and parents to contribute to and agree on the child’s next steps. This may include a SEND support plan and may contribute to an Early Help Assessment. Use the Doncaster Council Integrated Progress Check and Consent Form template attached-7810501052195The school should produce an Integrated Progress Check Summary in partnership with parents00The school should produce an Integrated Progress Check Summary in partnership with parents40576501013460004010025323850021907588582500228600-1524000 -74295095885To enable an Integrated Progress Check to be completed, the information in the Integrated Progress Check Consent Form must be gained. If you misplace the ASQ3 scores the parent and the school (with written consent from parents) can ask for the ASQ3 scores from SPOC. Please see the Integrated Progress Check and Consent Form below which must be completed and emailed to SPOC before SPOC can release the ASQ3 results00To enable an Integrated Progress Check to be completed, the information in the Integrated Progress Check Consent Form must be gained. If you misplace the ASQ3 scores the parent and the school (with written consent from parents) can ask for the ASQ3 scores from SPOC. Please see the Integrated Progress Check and Consent Form below which must be completed and emailed to SPOC before SPOC can release the ASQ3 resultsIntegrated Progress Check and Consent Form (to be completed with the parent)To access your child’s ASQ3 scores please contact SPOC on telephone: 01302 566776Ask the person you speak to for their name: ……………………………………………..…………………………………State who’s ASQ3 scores you are asking for (child’s name): …………………………..…………………………….Provide the child’s date of birth: ………………………………………………………………………….……………………...Ask for the date the ASQ3 was completed: ……………………….………………………………….……………………..Ask who completed the ASQ3: ………………………………………………………………………………….………………….Also ask for the information so you can complete the table below:Area of DevelopmentCut off ScoreTotal Area ScoreAny additional comments from the Health Visitor or Community Nursery Nurse regarding these areas of developmentCommunication25.17Gross motor38.07Fine motor35.16Problem solving29.78Personal-Social31.54Date ASQ:SE completed:Any additional comments regarding the ASQ:SE...Although parents should provide the information above to the school, parents can give written consent for the school to contact SPOC to request this information on their behalf. In these circumstances, the school must gain parent’s written consent by completing the section below.Please email this consent form to SPOC via email: rdash.doncasterchildrenscaregroup@ When this consent form has been received by SPOC it will be scanned and filed to be used for reference if required. Parental consentI have been advised that my child’s Ages and Stages Questionnaire 3 summary?will be shared with my child care provider. I have also been advised that this information will be shared with other staff who may support and challenge my child’s future learning and development e.g.my child’s health visiting team, The Local Authority, schools, specialist support services and other health servicesI give written permission for ……………………………………………………………………………….School to contact SPOC and receive the ASQ3 / ASQ:SE details for my child…………………………………………………….…Parent’s name (print): …………………………………………………………………………………………………………..……………. Parent’s signature: …………………………………………………………………………..… Date: ………………………….…………School (name and contact details): ……………………………………………………………………......................................................................................... ................
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