DS's 'objectives' at playschool - need some perspective!(40 Posts)
My DS is 3.7 and goes to a lovely playschool which has a great reputation. He is an August birthday, and will be starting school in September.
Playschool has been really good for him. He is sociable and loves getting involved in messy play, role play, junk modelling, etc. He is very curious about the world around him, and always asks loads of questions about how things work and 'what happens next' (as he puts it!).
The only things he seems to stumble on are his letters and numbers. At this playschool, children are often gently pulled to one side so that various objectives in the Early Years framework can be assessed. DS seems to have an inbuilt radar for this and, as soon as he senses he is being 'tested' he simply won't play game. The playschool leader has mentioned to me several times that she can't 'tick off' until she's seen him do certain things, whether it be counting, number recognition, or whatever.
Several of these things I know he can do as he does them at home, but she seems to be very concerned because she hasn't seen them herself (or, at least, not to the level she needs for her tickboxes). As he is an August birthday, she has told me that she is concerned he won't be 'ready' for the stage he needs to have reached when he starts school in September. She has, however, commented positively on the interest he shows in the world around him and the skills he shows in making things and imaginative play.
The Playschool leader is very experienced and definitely has the children's best interests at heart. However, I can't help but feel that he has fallen victim to some over-zealous box ticking to some extent. But, also, should he really be further along than he is at the moment? He shows very little interest in mark-making, for example, and is certainly not at the stage where he is starting to form letters and numbers like other children in his group.
I always said that I would never be one of those parents who gets overly concerned about things like this and, as long as I give him the opportunities, he will get there in the end. I'm even rolling my eyes at myself!
Should I just smile sweetly and then ignore the playschool leader? Or is there something here that I should be working on?
Either way, please knock some sense into me.
Ways in which parents contribute to our learning journeys:
* They take home an observation every 6 weeks or so, on the back they can write their own and we use their info as evidence of development
* We have a wow board in each room, parents can place a wow sticker on the board with their child's achievements, this is transferred to the learning journey
* Parents take home the learning journey book and add to it.
* Parents give feedback at parents evening/2 yr check on our pro-formas
*Parents can sign off development matters statements on starting, at parent evenings and reviews
I agree with everything said above re:testing the children, but won't recover old ground, only to say observations should be unobtrusive and play/activity based to get a good idea of development.
Yes discuss with pre-school leader, Ofsted are hot on parent involvement at the moment so she needs to start to think about this anyway.
Hi - OP here. Thank you so much for your further thoughts on this (crikey, that sounded formal! ).
In the preschool's defence, it does plan lots of different activities for the children to freely enjoy and observation (not testing) does regularly take place. Parents do 'duty' every so often, and I have seen this happen.
I think what is also happening is that the leader pulls children to one side to perform activities on a one to one basis if she feels she doesn't have enough 'evidence' - and this bothers me. I know she sees guidelines for achievement in each age group as a set of 'objectives' to be ticked off, as she pretty much said this when taking me through my DS's progress file.
There is no method at the moment for us, as parents, to communicate what our child has been doing away from playgroup. It would be great if this could be incorporated somehow. Can anyone suggest any ways in which this could be done?
Finally, should I bring this up with preschool leader? And could I do it without causing severe ructions?! (Preschool leader has been doing the job for over 20 years, has close working relations with the local school, is a fine and upstanding member of our local community, etc etc).
My Dd is almost 4 and she also doesn't like being a performing monkey. Just the same as if she knows you are trying to gain any information about her she will just say she doesn't want to talk any more and toddles off. Her EYFS were the same as your Ds's but I wasn't to bothered because I know that she can do the things which weren't ticked and has been for some time. The one which made me chuckle the most was the fact she hadn't got a tick for using the tripod grip (which she has been using since she was 2) although I had looked through her little 'work' book and there was lots of letters and marks which the teacher had translated so I knew what it said so someone must of been with her when she wrote it. For the time being so long as my Dd walks through those doors at the end of the day covered from head to foot in paint, with a big smile and shouting goodbye to her friends that's good enough for me. I will only begin to worry if there are no ticks when she gets to reception class because someone must of seen it by then. My Ds knew his letter sounds, could count to 20, write his name when he entered nursery but at the end of reception class his targets were to count to 20, write his own name, and to learn all of his letter sounds.
In fact, I would ask her why she needs to see your DS do these things - is it just for the sake of it, to tick a box?
The whole point of observing children and noting what they can do and what their interests are is to plan appropriate activities for them. If she suspects he cannot count, then why isn't she providing lots of opportunities for him to be exposed to counting and have a go during activities he is interested in - there are loads of opportunities for counting and number recognition during role play and junk modelling.
Sounds like they have really misunderstood the EYFS, and what Ofsted want from them. Pulling aside 3 year olds and testing them on developmental levels is utterly ridiculous!
Part of the idea of working with parents is so that we could put in a learning journey 'on x date y's mother observed him forming letters with Lego bricks and then converting them into dinosaurs' or whatever, to build up a full picture. Children should definitely not be pulled to one side and tested.
Of course the important thing is the key person knowledge of her/his key children, it is therefore not necessary to take children aside to 'test' them. If the key person 'knows' a child can do 'such and such' that is good enough to 'tick' the box (not that every 'box' has to be 'ticked', the DM statements are a guide of what a child might do at a given stage, it is not a list of things that must be witnessed).
It sounds like he is doing just fine anyway
On every page of the Development matters Guidance it says "Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children.
They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development."
Wow - haven't been on here all day, and there's been a sudden flurry of activity!
insancerre - thank you. I haven't seen the EYFS criteria before. I'll take time to have good read of those (sickly 3 1/2 year old permitting!). And, yes, I think you can take the MN Cup for the longest post ever!
Freakoid - I do absolutely understand why the playschool leader feels the need to fulfil the 'tickboxes' in the way she does. The pressure from OFSTED must be huge. I do think, though, that there should be some sort of mechanism for encouraging parents to contribute to assessment, for want of a better word at this age. Of course, I can see that this wouldn't work if it were compulsory but, as Nailak says, it is a shame that what we know about our children doesn't always seem to count for much.
My ds's playschool doesn't have a mechanism such as a learning diary to enable parents to record their own observations. The staff do make themselves readily available at the start of each session, but it's not really an appropriate time to discuss how our child might be getting on.
hmmm My mum is a reception teacher and always says that she doesnt need to have seen it for it to be written in learning diary. Parents viewing something is evidence, as much as a teacher seeing something!!
Otherwise just tell the parents to take a pic/video and then you have seen the evidence, but it does seem ridiculous that the parents observations are dismissed, as they are recognised as the primary educators and major influences.
For each age band and area there is 3 levels, emerging and I forget the names of the other two, presenting this info to the LA is enough.
Hmm. I'm inclined to say it isnt the preschool workers fault. Although the eyfs supposedly isnt about box ticking, there is an awful lot of pressure from ofsted and the LA to pigeonhole children into a best fit age band and to evidence this through, well, boxticking.
I have also come across pressure from several parents to write things in the learning diaries because they tell me that so and so can do whatever it is. I've lost count of the number of times I have had to explain that I need to have seen it and have evidence to put stuff in.
We do have a separate section for parents to record stuff and we then use that to try and get our own evidence.
Like you say though it isnt all about reading and writing age three and we try and get them to mark make in other ways than handing them a pen and a piece of paper and telling them to write their name!
My supervisor is a bit "old school". They like the EYFS funding, but not the associated paperwork, planning, assessment etc. In
her an ideal world, all we'd do all day is piss around with playdough and sticklebricks.
who says they are not stairs?
that is just barking
we use parents' comments in our settting, so would be able to ask parents about their children's stair climbing abilities
parents are recognised as the child's main educator after all
but sometimes their knowledge of their child is not good enough
(Sorry! That was a terribly constructed sentence. I hope you got my meaning!)
Oh, apparently the climbing frame steps don't count, as they're not actual stairs...
I used to be a teacher, but it seems as though 12 years in KS1 still doesn't mean I know how to tick an EYFS box
If you were in my setting, teamedward, I would let you use your knowledge of the children to tick the box
we use the steps on the slide to observe 35 and 36 (it's a big wooden one with a big bridge, luckily, as we have no stairs )
I work p/t in a playschool. I am sick of box ticking.
A friend's DC was in our playschool. I knew this child do
35 Mounts stairs, steps or climbing equipment using alternate feet.
36 Walks downstairs, two feet to each step while carrying a small object
because she's done them at my house the week before. However, as the setting had no stairs I was not allowed to tick that box. Bloody ridiculous.
here is the rest of it
MathsNumbersShape, space and measure
1 Notices changes in number of objects/images or sounds in group of up to 3.Babies early awareness of shape, space and measure grows from their sensory awareness and opportunities to observe objects and their movements, and to play and explore.
See Characteristics of Effective Learning - Playing and Exploring, and Physical Development.
2 Develops an awareness of number names through their enjoyment of action rhymes and songs that relate to their experience of numbers.
3 Has some understanding that things exist, even when out of sight.1 Recognises big things and small things in meaningful contexts.
2 Gets to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime.
4 Knows that things exist, even when out of sight.
5 Beginning to organise and categorise objects, e.g. putting all the teddy bears together or teddies and cars in separate piles.
6 Says some counting words randomly.3 Attempts, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles.
4 Uses blocks to create their own simple structures and arrangements.
5 Enjoys filling and emptying containers.
6 Associates a sequence of actions with daily routines.
7 Beginning to understand that things might happen now.
7 Selects a small number of objects from a group when asked, for example, please give me one, please give me two.
8 Recites some number names in sequence.
9 Creates and experiments with symbols and marks representing ideas of number.
10 Begins to make comparisons between quantities.
11 Uses some language of quantities, such as more and a lot.
12 Knows that a group of things changes in quantity when something is added or taken away.8 Notices simple shapes and patterns in pictures.
9 Beginning to categorise objects according to properties such as shape or size.
10 Begins to use the language of size.
11 Understands some talk about immediate past and future, e.g. before, later or soon.
12 Anticipates specific time-based events such as mealtimes or home time.
13 Uses some number names and number language spontaneously.
14 Uses some number names accurately in play.
15 Recites numbers in order to 10.
16 Knows that numbers identify how many objects are in a set.
17 Beginning to represent numbers using fingers, marks on paper or pictures.
18 Sometimes matches numeral and quantity correctly.
19 Shows curiosity about numbers by offering comments or asking questions.
20 Compares two groups of objects, saying when they have the same number.
21 Shows an interest in number problems.
22 Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.
23 Shows an interest in numerals in the environment.
24 Shows an interest in representing numbers.
25 Realises not only objects, but anything can be counted, including steps, claps or jumps.
13 Shows an interest in shape and space by playing with shapes or making arrangements with objects.
14 Shows awareness of similarities of shapes in the environment.
15 Uses positional language.
16 Shows interest in shape by sustained construction activity or by talking about shapes or arrangements.
17 Shows interest in shapes in the environment.
18 Uses shapes appropriately for tasks.
19 Beginning to talk about the shapes of everyday objects, e.g. round and tall.
26 Recognise some numerals of personal significance.
27 Recognises numerals 1 to 5.
28 Counts up to three or four objects by saying one number name for each item.
29 Counts actions or objects which cannot be moved.
30 Counts objects to 10, and beginning to count beyond 10.
31 Counts out up to six objects from a larger group.
32 Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
33 Counts an irregular arrangement of up to ten objects.
34 Estimates how many objects they can see and checks by counting them.
35 Uses the language of more and fewer to compare two sets of objects.
36 Finds the total number of items in two groups by counting all of them.
37 Says the number that is one more than a given number.
38 Finds one more or one less from a group of up to five objects, then ten objects.
39 In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
40 Records, using marks that they can interpret and explain.
41 Begins to identify own mathematical problems based on own interests and fascinations.
20 Beginning to use mathematical names for solid 3D shapes and flat 2D shapes, and mathematical terms to describe shapes.
21 Selects a particular named shape.
22 Can describe their relative position such as behind or next to.
23 Orders two or three items by length or height.
24 Orders two items by weight or capacity.
25 Uses familiar objects and common shapes to create and recreate patterns and build models.
26 Uses everyday language related to time.
27 Beginning to use everyday language related to money.
28 Orders and sequences familiar events.
29 Measures short periods of time in simple ways.
GoalsChildren count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers
and count on or back to find the answer. They solve problems, including doubling, halving and sharing.Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
UTWPeople and CommunitiesThe WorldTechnology
The beginnings of understanding of People and communities lie in early attachment and other relationships. See Personal, Social and Emotional Development and Communication and
1 Moves eyes, then head, to follow moving objects.
2 Reacts with abrupt change when a face or object suddenly disappears from view.
3 Looks around a room with interest; visually scans environment for novel, interesting objects and events.
4 Smiles with pleasure at recognisable playthings.
5 Repeats actions that have an effect, e.g. kicking or hitting a mobile or shaking a rattle.
See also Characteristics of Effective Learning Playing and Exploring, and Physical Development.
The beginnings of understanding technology lie in babies exploring and making sense of objects and how they behave.
See Characteristics of Effective Learning - Playing and Exploring
and Creating and Thinking Critically.
6 Closely observes what animals, people and vehicles do.
7 Watches toy being hidden and tries to find it.
8 Looks for dropped objects.
9 Becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers.
10 Knows things are used in different ways, e.g. a ball for rolling or throwing, a toy car for pushing.
1 Is curious about people and shows interest in stories about themselves and their family.
2 Enjoys pictures and stories about themselves, their families and other people.11 Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking.
12 Remembers where objects belong.
13 Matches parts of objects that fit together, e.g. puts lid on teapot.1 Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times.
2 Shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn to operate them.
3 Has a sense of own immediate family and relations.
4 In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea.
5 Beginning to have their own friends.
6 Learns that they have similarities and differences that connect them to, and distinguish them from, others.14 Enjoys playing with small-world models such as a farm, a garage, or a train track.
15 Notices detailed features of objects in their environment.3 Seeks to acquire basic skills in turning on and operating some ICT equipment.
4 Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car.
30 50 months
7 Shows interest in the lives of people who are familiar to them.
8 Remembers and talks about significant events in their own experience.
9 Recognises and describes special times or events for family or friends.
10 Shows interest in different occupations and ways of life.
11 Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.16 Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
17 Can talk about some of the things they have observed such as plants, animals, natural and found objects.
18 Talks about why things happen and how things work.
19 Developing an understanding of growth, decay and changes over time.
20 Shows care and concern for living things and the environment.5 Knows how to operate simple equipment, e.g. turns on CD player and uses remote control.
6 Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.
7 Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.
8 Knows that information can be retrieved from computers.
12 Enjoys joining in with family customs and routines.21 Looks closely at similarities, differences, patterns and change.9 Completes a simple program on a computer.
10 Uses ICT hardware to interact with age-appropriate computer software.
Early Learning Goals
Children talk about past and present events in their own lives and in the lives of family members. They know that other children dont always enjoy the same things, and are sensitive to this. They know about similarities and
differences between themselves and others, and among families, communities and traditions.Children know about similarities and differences in relation to places, objects, materials and living things.
They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about
changes.Children recognise that a range of technology is used in places such as homes and schools. They select and use
technology for particular purposes.
EA&DExploring and Using Media and MaterialsBeing Imaginative
Babies explore media and materials as part of their exploration of the world around them. See Characteristics of Effective Learning Playing and Exploring, Physical Development, Understanding the World The World.Babies and toddlers need to explore the world and develop a range of ways to communicate before they can express their own ideas through arts and design. See Characteristics of Effective Learning; Communication and Language; Physical
Development; Personal, Social and Emotional Development
1 Explores and experiments with a range of media through sensory exploration, and using whole body.
2 Move their whole bodies to sounds they enjoy, such as music or a regular beat.
3 Imitates and improvises actions they have observed, e.g. clapping or waving.
4 Begins to move to music, listen to or join in rhymes or songs.
5 Notices and is interested in the effects of making movements which leave marks.
1 Expresses self through physical action and sound.
2 Pretends that one object represents another, especially when objects have characteristics in common.
6 Joins in singing favourite songs.
7 Creates sounds by banging, shaking, tapping or blowing.
8 Shows an interest in the way musical instruments sound.
9 Experiments with blocks, colours and marks3 Beginning to use representation to communicate, e.g. drawing a line and saying Thats me.
4 Beginning to make-believe by pretending.
10 Enjoys joining in with dancing and ring games.
11 Sings a few familiar songs.
12 Beginning to move rhythmically.
13 Imitates movement in response to music.
14 Taps out simple repeated rhythms.
15 Explores and learns how sounds can be changed.
16 Explores colour and how colours can be changed.
17 Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.
18 Beginning to be interested in and describe the texture of things.
19 Uses various construction materials.
20 Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.
21 Joins construction pieces together to build and balance.
22 Realises tools can be used for a purpose.5 Developing preferences for forms of expression.
6 Uses movement to express feelings.
7 Creates movement in response to music.
8 Sings to self and makes up simple songs.
9 Makes up rhythms.
10 Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.
11 Engages in imaginative role-play based on own first-hand experiences.
12 Builds stories around toys, e.g. farm animals needing rescue from an armchair cliff.
13 Uses available resources to create props to support role-play.
14 Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.
23 Begins to build a repertoire of songs and dances.
24 Explores the different sounds of instruments.
25 Explores what happens when they mix colours.
26 Experiments to create different textures.
27 Understands that different media can be combined to create new effects.
28 Manipulates materials to achieve a planned effect.
29 Constructs with a purpose in mind, using a variety of resources.
30 Uses simple tools and techniques competently and appropriately.
31 Selects appropriate resources and adapts work where necessary.
32 Selects tools and techniques needed to shape, assemble and join materials they are using.15 Create simple representations of events, people and objects.
16 Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
17 Chooses particular colours to use for a purpose.
18 Introduces a storyline or narrative into their play.
19 Plays alongside other children who are engaged in the same theme.
20 Plays cooperatively as part of a group to develop and act out a narrative.
GoalsChildren sing songs, make music and dance, and
experiment with ways of changing them. They safely use
and explore a variety of materials, tools and techniques,
experimenting with colour, design, texture, form and
function.Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
This is possibly the longest post ever in the history of mumsnet but here is the entire EYFS
I am an EYP and think the playgroup have a very old-fashioned view of school readiness. Op, I wouldn't worry about your DS- he sounds fine to me- writing and number work are not essentil before school- but being motivated and interested in learning are.
PSEDMaking relationshipsSelf Confidence and self awarenessManaging feelings and behaviour
1 Enjoys the company of others and seeks contact with others from birth.
2 Gazes at faces and copies facial movements. Eg. sticking out tongue, opening mouth and widening eyes.
3 Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements.
4 Recognises and is most responsive to main carers voice; face brightens, activity increases when familiar carer appears.
5 Likes cuddles and being held: calms, snuggles in, smiles, gazes at carers face or strokes carers skin. 1 Laughs and gurgles, eg. shows pleasure at being tickled and other physical interactions.
2 Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention. 1 Is comforted by touch and peoples faces and voices.
2 Seeks physical and emotional comfort by snuggling into trusted adults.
3 Calms from being upset when held, rocked, spoken or sung to with soothing voice.
4 Shows a range of emotions such as pleasure, fear and excitement.
5 Reacts emotionally to other peoples emotions, eg smiles when smiled at and becomes distressed if hears another child crying.
6 Seeks to gain attention in a variety of ways, drawing others into social interaction.
7 Builds relationships with special people.
8 Is wary of unfamiliar people.
9 Interacts with others and explores new situations when supported by familiar person.
10 Shows interest in the activities of others and responds differently to children and adults, eg. may be more interested in watching children than adults or may pay more attention when children talk to them. 3 Enjoys finding own nose, eyes or tummy as part of naming games.
4 Learns that own voice and actions have effects on others.
5 Uses pointing with eye gaze to make requests, and to share an interest.
6 Engages other person to help achieve a goal, eg. to get an object out of reach. 6 Uses familiar adult to share feelings such as excitement or pleasure, and for emotional refuelling when feeling tired, stressed or frustrated.
7 Growing ability to soothe themselves, and may like to use a comfort object.
8 Cooperates with caregiving experiences eg. dressing.
9 Beginning to understand yes, no and some boundaries.
11 Plays alongside others. 12 Uses a familiar adult as a secure base from which to explore independently in new environments, eg. ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious. 13 Plays cooperatively with a familiar adult, eg. rolling a ball back and forth. 7 Explores new toys and environments but checks in regularly with familiar adults as and when needed.
8 Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others).
9 Demonstrates sense of self as an individual eg. wants to do things independently says No to adult. 10 Is aware of others feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice.
11 Growing sense of will and determination may result in feelings of anger and frustration which are difficult to handle, eg. may have tantrums.
12 Responds to a few appropriate boundaries, with encouragement and support.
13 Beings to learn that some things are theirs, some things are shared, and some things belong to other people.
14 Interested in others play and starting to join in.
15 Seeks out others to share experiences.
16 Shows affection and concern for people who are special to them.
17 May form a special friendship with another child.
10 Separates from main carer with support and encouragement from a familiar adult.
11 Expresses own preferences and interests. 14 Seeks comfort from familiar adults when needed.
15 Can express their own feelings such as sad, happy, cross, scared, worried.
16 Responds to the feelings and wishes of others.
17 Aware that some actions can hurt or harm others.
18 Tries to help or give comfort when others are distressed.
19 Shows understanding and cooperates with some boundaries and routines.
20 Can inhibit own actions/behaviours eg. stop themselves from doing something they shouldnt do.
21 Growing ability to distract self when upset, eg by engaging in a new play activity.
18 Can play in a group, extending and elaborating play ideas eg. building up a role-play activity with other children.
19 Initiates play, offering cues to peers to join them.
20 Keeps play going by responding to what others are saying or doing.
21 Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
12 Can select and use activities and resources with help.
13 Welcomes and values praise for what they have done.
14 Enjoys responsibility of carrying out small tasks.
15 Is more outgoing towards unfamiliar people and more confident in new social situations.
16 Confident to talk to other children when playing, and will communicate freely about own home and community.
17 Shows confidence in asking adults for help.
22 Aware of own feelings, and knows that some actions and words can hurt others feelings.
23 Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
24 Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.
25 Can usually adapt behaviour to different events, social situations and changes in routine.
22 Initiates conversations, attends to and takes account of what others say.
23 Explains own knowledge and understanding, and asks appropriate questions of others.
24 Takes steps to resolve conflicts with other children, eg finding a compromise. 18 Confident to speak to others about own needs, wants, interests and opinions.
19 Can describe self in positive terms and talk about abilities. 26 Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
27 Aware of the boundaries set, and of behavioural expectations in the setting.
28 Beginning to be able to negotiate and solve problems without aggression, eg. when someone has taken their toy.
GoalsChildren play co-operatively taking turns with others. They take account of one anothers ideas about how to organise their activity. They show sensitivity to others needs and feelings, and form positive relationships with adults and other children. Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or dont need help. Children talk about how they and others show feelings, talk about their own and others behaviour and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
CLListening and AttentionUnderstandingSpeaking
1 Turns toward a familiar sound then locates range of sounds with accuracy.
2 Listens to, distinguishes and responds to intonations and sounds of voices.
3 Reacts in interaction with others by smiling, looking and moving.
4 Quietens or alerts to the sound of speech.
5 Looks intently at a person talking, but stops responding if speaker turns away.
6 Listens to familiar sounds, words, or finger plays.
7 Fleeting Attention not under childs control, new stimuli takes whole attention.1 Stops and looks when hears own name.
2 Starts to understand contextual clues, e.g. familiar gestures, words and sounds.1 Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing.
2 Makes own sounds in response when talked to by familiar adults.
3 Lifts arms in anticipation of being picked up.
4 Practises and gradually develops speech sounds (babbling) to communicate with adults; says sounds like baba, nono, gogo.
8 Moves whole bodies to sounds they enjoy, such as music or a regular beat.
9 Has a strong exploratory impulse.
10 Concentrates intently on an object or activity of own choosing for short periods.
11 Pays attention to dominant stimulus easily distracted by noises or other people talking.
3 Developing the ability to follow others body language, including pointing and gesture.
4 Responds to the different things said when in a familiar context with a special person (e.g. Wheres Mummy?, Wheres your nose?).
5 Understanding of single words in context is developing, e.g. cup, milk, daddy.5 Uses sounds in play, e.g. brrrm for toy car.
6 Uses single words.
7 Frequently imitates words and sounds.
8 Enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye.)
9 Uses pointing with eye gaze to make requests, and to share an interest.
10 Creates personal words as they begin to develop language.
12 Listens to and enjoys rhythmic patterns in rhymes and stories.
13 Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations.
14 Rigid attention may appear not to hear.6 Selects familiar objects by name and will go and find objects when asked, or identify objects from a group.
7 Understands simple sentences (e.g. Throw the ball.)11 Copies familiar expressions, e.g. Oh dear, All gone.
12 Beginning to put two words together (e.g. want ball, more juice).
13 Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot).
14 Beginning to ask simple questions.
15 Beginning to talk about people and things that are not present.
5 Listens with interest to the noises adults make when they read stories.
16 Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door.
17 Shows interest in play with sounds, songs and rhymes.
18 Single channelled attention. Can shift to a different task if attention fully obtained using childs name helps focus.8 Identifies action words by pointing to the right picture, e.g., Whos jumping?
9 Understands more complex sentences, e.g. Put your toys away and then well read a book.
10 Understands who, what, where in simple questions (e.g. Whos that/can? Whats that? Where is.?).
11 Developing understanding of simple concepts (e.g. big/little).16 Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts.
17 Holds a conversation, jumping from topic to topic.
18 Learns new words very rapidly and is able to use them in communicating.
19 Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying I have it.
20 Uses a variety of questions (e.g. what, where, who).
21 Uses simple sentences (e.g. Mummy gonna work.)
22 Beginning to use word endings (e.g. going, cats).
30 50 months
19 Listens to others one to one or in small groups, when conversation interests them.
20 Listens to stories with increasing attention and recall.
21 Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
22 Focusing attention still listen or do, but can shift own attention.
23 Is able to follow directions (if not intently focused on own choice of activity).12 Understands use of objects (e.g. What do we use to cut things?)
13 Shows understanding of prepositions such as under, on top, behind by carrying out an action or selecting correct picture.
14 Responds to simple instructions, e.g. to get or put away an object.
15 Beginning to understand why and how questions.23 Beginning to use more complex sentences to link thoughts (e.g. using and, because).
24 Can retell a simple past event in correct order (e.g. went down slide, hurt finger).
25 Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.
26 Questions why things happen and gives explanations. Asks e.g. who, what, when, how.
27 Uses a range of tenses (e.g. play, playing, will play, played).
28 Uses intonation, rhythm and phrasing to make the meaning clear to others.
29 Uses vocabulary focused on objects and people that are of particular importance to them.
30 Builds up vocabulary that reflects the breadth of their experiences.
31 Uses talk in pretending that objects stand for something else in play, e,g, This box is my castle.
24 Maintains attention, concentrates and sits quietly during appropriate activity.
25 Two-channelled attention can listen and do for short span.16 Responds to instructions involving a two-part sequence.
17 Understands humour, e.g. nonsense rhymes, jokes.
18 Able to follow a story without pictures or props.
19 Listens and responds to ideas expressed by others in conversation or discussion.
32 Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
33 Uses language to imagine and recreate roles and experiences in play situations.
34 Links statements and sticks to a main theme or intention.
35 Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
36 Introduces a storyline or narrative into their play.
Early Learning Goals
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments,
questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Children follow instructions involving several ideas or actions. They answer how and why questions about their experiences and in response to stories or events.Children express themselves effectively, showing
awareness of listeners needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.
They develop their own narratives and explanations by connecting ideas or events
PDMoving and Handling Health and self-care
1 Turns head in response to sounds and sights.
2 Gradually develops ability to hold up own head.
3 Makes movements with arms and legs which gradually become more controlled.
4 Rolls over from front to back, from back to front.
5 When lying on tummy becomes able to lift first head and then chest, supporting self with forearms and then straight arms.
6 Watches and explores hands and feet, e.g. when lying on back lifts legs into vertical position and grasps feet.
7 Reaches out for, touches and begins to hold objects.
8 Explores objects with mouth, often picking up an object and holding it to the mouth.1 Responds to and thrives on warm, sensitive physical contact
2 Expresses discomfort, hunger or thirst.
3 Anticipates food routines with interest.
9 Sits unsupported on the floor.
10 When sitting, can lean forward to pick up small toys.
11 Pulls to standing, holding on to furniture or person for support.
12 Crawls, bottom shuffles or rolls continuously to move around.
13 Walks around furniture lifting one foot and stepping sideways (cruising), and walks with one or both hands held by adult.
14 Takes first few steps independently.
15 Passes toys from one hand to the other.
16 Holds an object in each hand and brings them together in the middle, e.g. holds two blocks and bangs them together.
17 Picks up small objects between thumb and fingers.
18 Enjoys the sensory experience of making marks in damp sand, paste or paint.
19 Holds pen or crayon using a whole hand (palmar) grasp an and makes random marks with different strokes. 4 Opens mouth for spoon.
5 Holds own bottle or cup.
6 Grasps finger foods and brings them to mouth.
7 Attempts to use spoon: can guide towards mouth but food often falls off.
8 Can actively cooperate with nappy changing (lies still, helps hold legs up).
9 Starts to communicate urination, bowel movement.
20 Walks upstairs holding hand of adult.
21 Comes downstairs backwards on knees (crawling).
22 Beginning to balance blocks to build a small tower.
23 Makes connections between their movement and the marks they make.10 Develops own likes and dislikes in food and drink.
11 Willing to try new food textures and tastes.
12 Holds cup with both hands and drinks without much spilling.
13 Clearly communicates wet or soiled nappy or pants.
14 Shows some awareness of bladder and bowel urges.
15 Shows awareness of what a potty or toilet is used for.
16 Shows a desire to help with dressing/undressing and hygiene routines.
24 Runs safely on whole foot.
25 Squats with steadiness to rest or play with object on the
ground, and rises to feet without using hands.
26 Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment.
27 Can kick a large ball.
28 Turns pages in a book, sometimes several at once.
29 Shows control in holding and using jugs to pour, hammers,
books and mark-making tools.
30 Beginning to use three fingers (tripod grip) to hold writing tools.
31 Imitates drawing simple shapes such as circles and lines.
32 Walks upstairs or downstairs holding onto a rail two feet to a step.
33 May be beginning to show preference for dominant hand. 17 Feeds self competently with spoon.
18 Drinks well without spilling.
19 Clearly communicates their need for potty or toilet.
20 Beginning to recognise danger and seeks support of significant adults for help.
21 Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes off unbuttoned shirt.
22 Beginning to be independent in self-care, but still often needs
34 Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.
35 Mounts stairs, steps or climbing equipment using alternate feet.
36 Walks downstairs, two feet to each step while carrying a small object.
37 Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
38 Can stand momentarily on one foot when shown.
39 Can catch a large ball.
40 Draws lines and circles using gross motor movements.
41 Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors.
42 Holds pencil between thumb and two fingers, no longer using whole-hand grasp.
43 Holds pencil near point between first two fingers and thumb and uses it with good control.
44 Can copy some letters, e.g. letters from their name.23 Can tell adults when hungry or tired or when they want to rest or play.
24 Observes the effects of activity on their bodies.
25 Understands that equipment and tools have to be used safely.
26 Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.
27 Can usually manage washing and drying hands.
28 Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.
45 Experiments with different ways of moving.
46 Jumps off an object and lands appropriately.
47 Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
48 Travels with confidence and skill around, under, over and through balancing and climbing equipment.
49 Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.
50 Uses simple tools to effect changes to materials.
51 Handles tools, objects, construction and malleable materials safely and with increasing control.
52 Shows a preference for a dominant hand.
53 Begins to use anticlockwise movement and retrace vertical lines.
54 Begins to form recognisable letters.
55 Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.29 Eats a healthy range of foodstuffs and understands need for variety in food.
30 Usually dry and clean during the day.
31 Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
32 Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
33 Shows understanding of how to transport and store equipment safely.
34 Practices some appropriate safety measures without direct supervision.
GoalsChildren show good control and co-ordination in large and small movements.
They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene
and personal needs successfully, including dressing and going to the toilet independently.
1 Enjoys looking at books and other printed material with familiar people.
Childrens later writing is based on skills and understandings
which they develop as babies and toddlers. Before they
can write, they need to learn to use spoken language to
communicate. Later they learn to write down the words they
can say. (See the roots of Writing in Communication and
Early mark-making is not the same as writing.It is a sensory
and physical experience for babies and toddlers, which they do
not yet connect to forming symbols which can communicate
meaning.(See roots of mark-making and handwriting in Playing
and exploring and Physical Development).
2 Handles books and printed material with interest.
3 Interested in books and rhymes and may have favourites.
4 Has some favourite stories, rhymes, songs, poems or jingles.
5 Repeats words or phrases from familiar stories.
6 Fills in the missing word or phrase in a known rhyme, story or game, e.g. Humpty Dumpty sat on a .1 Distinguishes between the different marks they make.
7 Enjoys rhyming and rhythmic activities.
8 Shows awareness of rhyme and alliteration.
9 Recognises rhythm in spoken words.
10 Listens to and joins in with stories and poems, one-to-one and also in small groups.
11 Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
12 Beginning to be aware of the way stories are structured.
13 Suggests how the story might end.
14 Listens to stories with increasing attention and recall.
15 Describes main story settings, events and principal characters.
16 Shows interest in illustrations and print in books and print in the environment.
17 Recognises familiar words and signs such as own name and advertising logos.
18 Looks at books independently.
19 Handles books carefully.
20 Knows information can be relayed in the form of print.
21 Holds books the correct way up and turns pages.
22 Knows that print carries meaning and, in English, is read from left to right and top to bottom.2 Sometimes gives meaning to marks as they draw and paint.
3 Ascribes meanings to marks that they see in different places.
23 Continues a rhyming string.
24 Hears and says the initial sound in words.
25 Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
26 Links sounds to letters, naming and sounding the letters of the alphabet.
27 Begins to read words and simple sentences.
28 Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
29 Enjoys an increasing range of books.
30 Knows that information can be retrieved from books and computers.4 Gives meaning to marks they make as they draw, write and paint.
5 Begins to break the flow of speech into words.
6 Continues a rhyming string.
7 Hears and says the initial sound in words.
8 Can segment the sounds in simple words and blend them together.
9 Links sounds to letters, naming and sounding the letters of the alphabet.
10 Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
11 Writes own name and other things such as labels,captions.
12 Attempts to write short sentences in meaningful contexts.
GoalsChildren read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common
irregular words. They demonstrate understanding when talking with others about what they have read.Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and theirs. Some words are spelt correctly and others are phonetically plausible.
Yep.. we had a little boy today - can't count 3 to if you ask him.... today was observed confidently counting to 20 in the
running around like a loony area physical area. (he was lining up quoits to make a bridge, then running along them)
August born - photo taken on him playing. Job done!
Yes, shock, horror, some children starting with him might not have been to pre-school and therefore will not have had ANY boxes ticked. Just think what a disadvantage not having their boxes ticked will be for them. School will never do appropriate work for them clearly....
Meh, he's three. So he can't write, and can't count under pressure? <Shrugs> Nod and smile.
And if she doesn't manage to tick her boxes before he goes to school, what then? And what about the children who don't go to preschool and arrive in reception with no boxes ticked?
As far as I am concerned the objectives are there to help the staff to plan appropriate activities for each child. Children shouldn't be aware of being assessed. Also, summer children should not be expected to be doing the same things as autumn ones when starting school as a year is a very long time at that age.
we have special books where we can add pictures and photos from home?
My DS loves dinosaurs too he is 4.2 and also starts school is september. He recognises most letters and can write the first letter of his name. That's it. I'm not worried in the least, he is doing greatm
You should be proud of him for not fitting neatly into tick boxes!