PROGRESS SUMMARY



PROGRESS SUMMARY (36 months +)

|Name |Assessment Date: |

| |Transfer this date on to the Individual Progress Tracker |

|Date of Birth: |Age: ( months) |

|Contextual Information: Information which is important to note at the time of completing the Progress Summary. As subsequent summaries are completed|

|there is no need to repeat information |

|Attendance pattern at setting |

|Siblings, significant information from home ie. arrival of a new baby |

|English as an Additional Language |

|Other professionals involved with the child |

|Significant information relating to any changes at the setting i.e. new key worker, transfer to another room |

The information recorded in the following sections should reflect the child’s uniqueness, their personality, characteristics and individual learning journey. Review and reflect on the child’s learning and development as documented in the Learning Journey, any other records and your knowledge of the child. Refer to the Development Matters materials as necessary. Include views of other practitioners and professionals who know the child well if this is appropriate. Information should be easy to read and understand. Avoid using terminology that parents/carers may find difficult to understand.

|Characteristics of Effective Learning |

|Playing and Exploring (finding out, playing with what they know, being willing to have a go) |

| |

|Which areas of provision and what kinds of activity is the child drawn to? |

|Do they start activities by themselves? |

|Do they re-enact situations in role play, taking on and rehearsing new and familiar roles? |

|Do they need constant reassurance or will they try things out for themselves? |

|Do they play alone or with others? |

|Who and what do they like to play with? Favourite toys, areas of provision |

| |

|Active learning (concentrating, keeping trying, enjoying what they set out to do) |

| |

|Do they keep focused for long periods of time or are they easily distracted? e.g. Jonathan spends long periods of time in the construction area and |

|builds wonderful imaginary worlds which he delights in talking about. |

|Do they relish challenges? |

|Do they want to show everyone when they have achieved something? |

| |

|Creating & Thinking Critically (having their own ideas, making links & choosing ways to do things) |

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|Do they try out their own ideas or try and solve a problem themselves rather than asking for help? |

|Do they draw on knowledge and previous experiences making connections between things they have experienced/learnt? |

|Are they confident to use trial and error? |

|Personal, Social & Emotional Development |

|(Making relationships; Self-confidence & self-awareness; Managing feelings & behaviour) |

| |

|The developmental stage can be entered against each of the aspects above or within the comments if this is appropriate i.e. Entering 22-36 months |

|Comments should relate to the aspects above highlighting particular strengths, note where the child is progressing well. Celebrate all the child can|

|do, share your delight in this. |

|Identify any areas where progress is less than expected, in a sensitive but truthful way. |

|Ensure positive language is used throughout |

|Communication and Language |

|(Listening & attention; Understanding; Speaking) |

|Physical Development |

|(Moving & handling; Health & self-care) |

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|Literacy (Reading; Writing) |Mathematics (Numbers; Shape, space |

| |and measure) |

|Comments should relate to the aspects above and the developmental stage | |

|can be included | |

| | |

| | |

| | |

|Understanding the World (People & communities, The world, Technology) |Expressive Arts & Design (Exploring & using media and materials, Being |

| |imaginative) |

|e.g. David enjoys discussions with adults and asks interesting | |

|questions, particularly about the natural world | |

| | |

| | |

| |Child’s Voice: |

| |Include the child in on-going assessment. |

|PHOTO |Value and listen to what the child is saying about their learning: |

| |Gesture, action, body language, signing are some ways very young children may express what they have |

| |enjoyed or found difficult |

|Include a photograph of the child playing| |

|in the setting which reflects their |Include what children may say about experiences they have been involved in |

|current interests /demonstrates | |

|significant learning and development |Parents’/Carers’ Comments: |

| |Parents/carers must be involved if the assessment of the child’s learning and development is to be |

|Involve the child in choosing the |meaningful and useful. Parents/carers know their child well and have an in-depth knowledge of their |

|photograph |child’s learning and development over time. Be sensitive to parents/carers needs and acknowledge that |

| |some parents/carers may need more support in order to participate in the assessment process. |

| | |

| |Encourage parents/carers to share information on: |

| |what a child likes to do at home as well as in the setting, particular interests |

| |new skills the child is trying to master or has learned recently |

| |what the child likes to talk about at home and any new words/ developments with speech and language |

Reviewing a child’s progress with parents/carers provides the ideal opportunity to build a joint approach to supporting children’s learning. Together, practitioners and parents/carers can share ideas about how best to support learning in the setting and at home. Next steps/learning experiences/further play opportunities can then be identified for both the setting and at home. By working together and building on what parents/carers already do with their child, practitioners can support parents/carers in providing positive early learning experiences as part of every day life at home.

|Ideas to support learning and development (Draft some initial ideas before meeting with parents/carers) |

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|Are developmental milestones being met? This is a prompt for practitioners. If progress is less than expected in any areas, consider action to be|

|taken and strategies to be put in place to support the child. |

| |

|In the setting |

|How will the child’s learning be taken forward and supported? Consider what comes next |

|Consider the child’s interests and what type of further play opportunities could be offered |

|Ensure the child’s interests are reflected in the provision for their next steps |

|Next steps may state that the child needs more of the same, to revisit and consolidate learning |

|Consider next steps for the practitioner/setting – how is the environment to be changed/adapted to support the child’s learning? e.g. organisation|

|of social and communication groups, developing the outdoor area to provide an opportunity for the child to access a small den ‘just for two’ |

|Identify any other professionals the setting may need to contact for support with the parents permission e.g. setting to contact the Area SENCO |

|with regard to... |

| |

|At home |

|Suggest what parents/carers could do at home to support their child |

|Encourage parents/carers to use opportunities that are part of everyday life to support their child’s learning |

|Identify any other professionals parents/carers may need to contact for support e.g. Mum to contact the Health Visitor regarding Jack’s hearing. |

|Parents’/carers’ signature: |Key person’s signature: |Moderated by: |

| | | |

|Date: |Date: |Date: |

Provide a copy for parents/carers and add a copy to the child’s on-going learning and development record.

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