Section 2 – Assessment
Four guiding principles should shape practice in the early year’s settings. These are;
- Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self assured.
- Children learn to be strong and independent through positive relationships.
- Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents or carers.
- Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early year’s provision, including children with special educational needs and disabilities.
Stepping Stones Day Nursery recognises that assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. This is why Stepping Stones value and appreciate the children’s progress books, realising that ongoing assessment is an integral part of the learning and development process. Through the collection of this evidence, practitioners are able to understand levels of achievement, interests and learning styles relating to the unique child and their characteristics. In their interactions with children and from sharing valued observations from the parents and carers, Stepping Stones expect practitioners to be able to shape the children’s learning to further allow them to grow and develop their knowledge and skills.
Stepping Stones Day Nursery believes that assessment should not entail prolonged breaks from interactions with the children, nor require excessive paperwork. Parents and or carers should be kept up to date with their child’s progress and development through termly reports and discussions. It is a firm belief that practitioners should discuss any learning and development needs in partnership with parents and or carers, and any relevant professionals. These beliefs are met in Section 1.