1. Welcome to Apple Class Baseline Assessment and Development Matters Information Workshop
September 2016

2. A few moments caught on camera of our first days at school
A few moments caught on camera of our first days at school. Look on our website for more photographs! We hope that you like our new calm environment using natural resources, where the children bring the colour to the classroom!

3. Writing station

4. Maths station

5. Good Listening!

6. Helping each other

11. Please enjoy these lovely pictures

12. First day

13. Small world in our outdoor environment

14. Creative Station

15. Music station in the outdoor environment

16. First Day

17. Sand station

18. Our mud kitchen

19. Reading together in one of our communication friendly spaces

20. Why do we need baseline assessment?
The baseline assessment, is enjoyable and engaging for children. It provides objective and reliable information on an individual child’s stage of development in some crucial areas.
Combined with other evidence, this can help us to plan learning activities tailored to support each child’s progression.

21. When do we do Baseline?
We do this at the beginning and the end of the year.
We will share the results with you.

22. Research tells us that a baseline assessment is a crucial component in understanding a child’s level of development. A reception baseline assessment can help to:
Identify the developmental stage of each child on starting school
Inform tailored learning plans for each child
Provide a starting point to track the progress of children through the primary phase of school, ensuring they are making good learning progression

23. What exactly happens in CEM’s baseline assessment?
Children sit one-to-one with a teacher at a computer. The children respond to questions presented to them and the adult records the responses.
The assessment comprises a series of colourful and engaging pictures and stories, and the child is asked questions about each scene. The questions are designed to gauge early mathematical and language development. A child’s Personal, Social and Emotional Development is also assessed using a teacher rating scale.
The questions the children see depend on their responses to previous questions. This means the child will not see questions deemed too difficult or too easy for their developmental stage.
With BASE, children will be guided through the assessment by a fun and friendly character, Milly the Bug.

24. Milly

25. It’s Fun and enjoyable!
The assessment takes approximately 20 minutes, and Milly the Bug guides each child through the questions. Trials have shown that children respond positively to the assessment overall, and can’t stop talking about Milly the Bug!
You will receive a copy of the Baseline on Friday with your child’s report.

26. Sitting at the computer doing Baseline

27. Development Matters
This is the document that we use to track your child‘s progress through the year and evidence of their achievement will be in their learning journeys.
Please take a copy home with you.

28. PERSONAL, SOCIAL + EMOTIONAL DEVEL. COMMUNICATION AND LANGUAGE
PHYSICAL DEVELOPMENT
22-36 months
Making relationships:
1. Interested in others’ play and starting to join in.
3. Shows affection and concern for people who are special to them.
2. Seeks out others to share experiences.
4. May form a special friendship with another child.
1. Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
30-50 months
3. Keeps play going by responding to what others are saying or doing.
2. Initiates play, offering cues to peers to join them.
4. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
40-60 months
1. Initiates conversations, attends to and takes account of what others say.
2. Explains own knowledge and understanding, and asks appropriate questions of others.
3. Takes steps to resolve conflicts with other children, e.g. finding a compromise.
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Early Learning Goal
……………………………………………………………………………..
Self confidence and self awareness:
1. Separates from main carer with support and encouragement from a familiar adult.
2. Expresses own preferences and interests.
3. Enjoys responsibility of carrying out small tasks.
2. Welcomes and values praise for what they have done.
1. Can select and use activities and resources with help.
4. Is more outgoing towards unfamiliar people and more confident in new social situations.
5. Confident to talk to other children when playing, and will communicate freely about own home and community.
6. Shows confidence in asking adults for help.
1. Confident to speak to others about own needs, wants, interests and opinions.
2. Can describe self in positive terms and talk about abilities.
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 don’t need help.
Managing feelings and behaviour:
2. Can express their own feelings such as sad, happy, cross, scared, worried.
1. Seeks comfort from familiar adults when needed.
5. Tries to help or give comfort when others are distressed.
4. Aware that some actions can hurt or harm others.
3. Responds to the feelings and wishes of others.
6. Shows understanding and cooperates with some boundaries and routines.
7. Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do.
8. Growing ability to distract self when upset, e.g. by engaging in a new play activity.
1. Aware of own feelings, and knows that some actions and words can hurt others’ feelings.
2. Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
3. Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.
4. Can usually adapt behaviour to different events, social situations and changes in routine.
1. Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
2. Aware of the boundaries set, and of behavioural expectations in the setting.
3. Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.
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.
Listening and attention:
1. Listens with interest to the noises adults make when they read stories.
2. Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door.
4. Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus.
3. Shows interest in play with sounds, songs and rhymes.
1. Listens to others one to one or in small groups, when conversation interests them.
3. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
2. Listens to stories with increasing attention and recall.
4. Focusing attention – still listen or do, but can shift own attention.
5. Is able to follow directions (if not intently focused on own choice of activity).
1. Maintains attention, concentrates and sits quietly during appropriate activity.
2. Two-channelled attention – can listen and do for short span.
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.
………………………………………………………………………………...
Understanding:
1. Identifies action words by pointing to the right picture, e.g., “Who’s jumping?”
2. Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’
3. Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?).
4. Developing understanding of simple concepts (e.g. big/little).
1. Understands use of objects (e.g. “What do we use to cut things?’)
2. Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
3. Responds to simple instructions, e.g. to get or put away an object.
4. Beginning to understand ‘why’ and ‘how’ questions.
1. Responds to instructions involving a two-part sequence.
4. Listens and responds to ideas expressed by others in conversation or discussion.
3. Able to follow a story without pictures or props.
2. Understands humour, e.g. nonsense rhymes, jokes.
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking:
1. Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts.
3. Learns new words very rapidly and is able to use them in communicating.
2. Holds a conversation, jumping from topic to topic.
4. Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’.
5. Uses a variety of questions (e.g. what, where, who).
7. Beginning to use word endings (e.g. going, cats).
6. Uses simple sentences (e.g.’ Mummy gonna work.’)
1. Beginning to use more complex sentences to link thoughts (e.g. using and, because).
2. Can retell a simple past event in correct order (e.g. went down slide, hurt finger).
anticipate what might happen next, recall and relive past experiences.
3. Uses talk to connect ideas, explain what is happening and
4. Questions why things happen and gives explanations. Asks e.g. who, what, when, how.
5. Uses a range of tenses (e.g. play, playing, will play, played).
6. Uses intonation, rhythm and phrasing to make the meaning clear to others.
7. Uses vocabulary focused on objects and people that are of particular importance to them.
8. Builds up vocabulary that reflects the breadth of their experiences.
9. Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’
1. Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
2. Uses language to imagine and recreate roles and experiences in play situations.
4. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
3. Links statements and sticks to a main theme or intention.
5. Introduces a storyline or narrative into their play.
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.
Moving and handling:
2. Squats with steadiness to rest or play with object on the ground, and rises to feet without using hands.
1. Runs safely on whole foot.
3. Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment.
4. Can kick a large ball.
6. Shows control in holding and using jugs to pour, hammers, books and mark-making tools.
5. Turns pages in a book, sometimes several at once.
7. Beginning to use three fingers (tripod grip) to hold writing tools
9. Walks upstairs or downstairs holding onto a rail two feet to a step.
8. Imitates drawing simple shapes such as circles and lines.
10. May be beginning to show preference for dominant hand.
1. 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.
2. Mounts stairs, steps or climbing equipment using alternate feet.
3. Walks downstairs, two feet to each step while carrying a small object.
4. Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
7. Draws lines and circles using gross motor movements.
6. Can catch a large ball.
5. Can stand momentarily on one foot when shown.
8. Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors.
9. Holds pencil between thumb and two fingers, no longer using whole-hand grasp.
10. Holds pencil near point between first two fingers and thumb and uses it with good control.
11. Can copy some letters, e.g. letters from their name.
1. Experiments with different ways of moving.
3. Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
2. Jumps off an object and lands appropriately.
4. Travels with confidence and skill around, under, over and through balancing and climbing equipment.
5. Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.
7. Handles tools, objects, construction and malleable materials safely and with increasing control.
6. Uses simple tools to effect changes to materials.
8. Shows a preference for a dominant hand.
9. Begins to use anticlockwise movement and retrace vertical lines.
11. Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
10. Begins to form recognisable letters.
Children 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.
…………………………………………………………………………….
Health and self-care
1. Feeds self competently with spoon.
4. Beginning to recognise danger and seeks support of significant adults for help.
3. Clearly communicates their need for potty or toilet.
2. Drinks well without spilling.
5. Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes off unbuttoned shirt.
6. Beginning to be independent in self-care, but still often needs
adult support.
1. Can tell adults when hungry or tired or when they want to rest or play.
3. Understands that equipment and tools have to be used safely.
2. Observes the effects of activity on their bodies.
4. Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.
6. 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.
5. Can usually manage washing and drying hands.
1. Eats a healthy range of foodstuffs and understands need for variety in food.
3. Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
2. Usually dry and clean during the day.
4. Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
5. Shows understanding of how to transport and store equipment safely.
6. Practices some appropriate safety measures without direct supervision.
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.

29. Good Level of Development
To achieve this the children need to be at the expected level in the 7 prime areas of learning. PSE Physical Communication and Language Mathematics- number, shape space and measure Literacy- reading and writing

30. GLD
We aim for every child in the class to achieve a GLD and will ask for your help to ensure that this happens. We like to work as a team with parents!
If we feel that a GLD may not be achieved, then we will discuss this with you at the appropriate time.

31. WOW LEAVES and Targets!
Increasingly our WOW Leaves and Targets (a book will be sent home after Christmas for targets) will relate to the Development Matters to help the children to achieve their Early Learning Goal and Good Level of Development.
Please send any WOW’s achieved into school on a Monday .

32. You are invited to look at these on 13th October 2.30 pm

33. 2 simple
In addition to Learning Journeys we also use a programme called 2 Simple which we use to observe children and take photographs as evidence.
We sometimes share these with parents and they will arrive by e mail.
This will also be shared with you on a CD at the end of the year.

34. Progress Books
The children each have a special Progress Book in which we place a piece of writing every term.
This book travels up through the school and always shows impressive progress!

35. Any Questions?

36. Thank you for attending our workshop, we hope that you have found it useful. We are looking forward to working with you to help your child through their, very special, first year at school.

37. Please complete an evaluation form before you leave.
AND…. Don’t forget to come to our other workshops! Reading, Writing, Maths, see letter for details.