Dr Sue’s Bite-sized Training Package: Observations & Assessment

Are you feeling bogged down by paperwork? Are you confused by so much conflicting advice around what it means to do an observation, an assessment or planning?

If so, then you are not alone as there are a bewildering number of examples available from many different sources.

As an antidote to this confusion Sue has put together three bite-sized training courses: Observation, Assessment and Planning. These can be purchased individually or in packages of two or the full set of three.

Using the Early Years Foundation Stage (EYFS) Statutory Framework (2024) as the reference point, Sue provides you with a simple guide of how to look at each area. This will support you in seeing these processes more objectively, accurately which will result in more impactful and meaningful analysis to help you to work in a more proactive and child centred way.

THIS PACKAGE CONTAINS: PART 1 OBSERVATIONS AND PART 2 ASSESSMENT

OBSERVATIONS - THE WHAT, WHY, HOW
How often is doing observations seen as a chore? How often is it felt that everything has to be written down? Or that there is an expected number needed for each child in each area of learning?

The Statutory Framework (2024) states -
“2.5 In their interactions with children, practitioners should make and act on their own day-to-day observations about children’s progress and observations that parents and carers share. However, there is no requirement to keep written records in relation to this.”

This bite-size session will highlight key points that will enable you to develop effective, and useful observations that will inform further work in the OAP processes.

ASSESSMENTS - THE WHAT, WHY, HOW
All too often ‘assessments’ are completed at set times, done by ticking boxes, and may even focus on what a child cannot do rather than what they can.

The Statutory Framework (2024) states -
“2.5 Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners understanding children’s interests and what they know and can do and then shaping teaching and learning experiences for each child reflecting that knowledge. In their interactions with children, practitioners should make and act on their own day-to-day observations about children’s progress and observations that parents and carers share. However, there is no requirement to keep written records in relation to this.”

This bite-size session will highlight key points that will enable you to develop effective, and useful, assessments that will inform further work.

Each module contains: Introduction, recorded presentation and useful supporting handouts including two copies of the presentation (one with a space to write notes and the other with two slides per page). A set of reflective questions is also provided to provoke your own thoughts and develop your skills in this area.