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Provision Mapping – Auditing/Self Evaluation ToolCognition & Learning (early learning & play):Current ProvisionEnvironment & ResourcesCurrent PracticePractitionersAreas to DevelopQuality Early Years ProvisionWhat do we provide to support cognitive and learning development for all children? All resources are appropriate for the age and stage of development of children. Baby Room offers stimulating, sensory experiences for the children aged 2 and under, including treasure baskets and sensory bottles. Practitioners always consider a child’s individual experiences or culture when reflecting on the environment and the resources within itPractitioners have high expectations of children and through professional development have a strong understanding and sound knowledge of child development, specifically aimed at the age range within which they work. Learning Journeys are completed for all children and practitioners plan learning opportunities based on a child’s individual interest and stage of development. Practitioners are mostly aware of children’s individual learning styles and the Characteristics of Effective Learning. Practitioners actively engage with children and take part in sustained shared thinking.How do we identify children who are experiencing some delay (catch up) or more significant delay or difficulty (SEN) in this area?Regular observation and practitioner knowledge identify any children who are not meeting developmental milestones. The EYFS provides a baseline for practitioners who track children’s learning and development. They use a tracking system on the iPad and also a highlighted tracker.Reasonable AdjustmentsWhat do we provide for children who need some support to 'catch up' in relation to their cognitive and learning development?The outdoor environment is offered on a continual basis for all areas of the curriculum.The practitioners enhance the environment to meet the needs of targeted children to enhance learning and developmentChildren identified as experiencing some delay are supported in the areas they are struggling in through differentiated planning and provision. Practitioners ensure activities are planned allowing children to actively participate and respond at their own level. Experienced practitioners allow the children to lead the play extending and enhancing it as and when necessary. Targeted Learning Plans are created to offer specific support to children who are under achieving in certain areas. Adult led experiences are provided with specific learning outcomes based on children’s individual needs and stage of developmentSEN SupportWhat do we provide to support children with more significant delay or difficulty in relation to their cognitive and learning development – what is ‘additional to or different from’ that already provided universally or in ‘catch up’ provision?AEN funding is used to buy any resources specific to the learning and development needs of a SEN childTargeted Learning Plans are devised planning small targets and detailing any resources needed. Targets are arranged through regular TAF meetings with parents and other professionals and are reviewed regularly. During the TAF meetings it is agreed on what strategies will be used and who will be doing what. Advice is sought from the local SEN Inclusion Teacher. 1-1 support is offered to promote independence, allowing children to fully participate in all activities.Through the use of the Targeted Learning Plans planning is differentiated, using the EYFS as a baseline, to support learning and development ................
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