1. In the Moment Planning
Changing the way Foundation Stage works at Braunstone Frith Primary School

2. In the moment planning
Anna Ephgrave worked at Caterhatch Primary School and developed this way of working to ensure children are continuously engaged in their learning and to maximise adult interactions with each child.
It follows a child led approach. This means that children choose where they want to play and adults join them in their play modelling skills, suggesting ideas, asking ‘I wonder if’ questions and then develop the child’s learning.

3. We work in this way because ...
“Babies and young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference. By using this cycle on a moment-by-moment basis, the adult will be always alert to individual children (observation), always thinking about what it tells us about the child’s thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment).”
From National Standards document Learning, Playing and Interacting P
“Babies and young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference. By using this cycle on a moment-by-moment basis, the adult will be always alert to individual children (observation), always thinking about what it tells us about the child’s thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment).”
From National Standards document Learning, Playing and Interacting P

4. How do teachers teach?
Planning for learning, The cycle of observation, assessment& planning is carried out on a moment-by-moment basis.
Adults go to the child
Adults will…….. Spot ‘teachable moments’. Engage in quality interactions. Record the progress each child makes. Go to the children & take the learning to them. Enhance learning not interrupt it. Ask ‘I wonder…’ questions.
Planning for learning The cycle of observation, assessment& planning is carried out on a moment-by-moment basis.
Adults go to the child
Adults will…….. Spot ‘teachable moments’. Engage in quality interactions. Record the progress each child makes. Go to the children & take the learning to them. Enhance learning not interrupt it. Ask ‘I wonder…’ questions.

5. An Enabling Environment An Enabling Environment
Why have we changed
We work this way because research has shown that high-level involvement and learning occurs in child-initiated activity.
An Enabling Environment
We have a workshop style environment both indoors and outside. We do not ‘set out’ activities for the children, but rather support the children to choose their own interests. The children are supported to select what they want to do (based on their learning and development needs) in each area.
We work this way because research has shown that high-level involvement and learning occurs in child-initiated activity.
An Enabling Environment
We have a workshop style environment both indoors and outside. We do not ‘set out’ activities for the children, but rather support the children to choose their own interests. The children are supported to select what they want to do (based on their learning and development needs) in each area.

6. In the moment planning There are 3 or 4 Focus children per week.
If your child is a focus child you will be given a camera and a consultation sheet the weekend before. Focus children have observations collected in all areas.
You will be asked to come into school for a parents meeting the following week, where these observations and targets will be shared and discussed with you.
We value the knowledge and understanding you have of your child and would really appreciate it if you would share anything significant happening in your child’s life at that moment with us. Together we can plan activities to meet your child’s needs. This will help us to plan for their future learning and development.
There are 3 or 4 Focus children per week.
If your child is a focus child you will be given a camera and a consultation sheet the weekend before.
Focus children have observations collected in all areas.
You will be asked to come into school for a parents meeting the following week, where these observations and targets will be shared and discussed with you.
We value the knowledge and understanding you have of your child and would really appreciate it if you would share anything significant happening in your child’s life at that moment with us. Together we can plan activities to meet your child’s needs. This will help us to plan for their future learning and development.

7. Parent Consultation Sheet

8. What about children who are not Focus Children?
We record WOW moments for all children – this is where they do something on their own for the first time.
Group activities – e.g. making a cake.
Children’s independent writing.
Observations that show next step learning.
We record WOW moments for all children – this is where they do something on their own for the first time.
Group activities – e.g. making a cake.
Children’s independent writing.
Observations that show next step learning.

9. A Focus Child’s completed sheet

10. In the moment planning
Our first job was to begin to develop our classrooms and then our outdoor area so that all resources can be self-accessed by the children.
We modelled our provision on Caterhatch Infant School

11. Good Quality Observations
Teachers play alongside the children deciding best how to extend their learning.
The teacher uses their knowledge of your child and their knowledge of child development.

12. Our starting point – Baseline Assessment
This gives us a starting level in the seven areas. We look at;
Well being – how engaged and confident are they?
Phonics
Maths
Speaking -
Can you tell me a story you know
Can you make up your own story
Understanding – following instructions
Reading – concepts of print
Writing –
Pencil grip
Name
Understanding of the world
Exploring media and materials

13. The parents/carer’s role in our new system
Understand that your child may get dirty, dress them for the weather.
Complete the parent consultation sheet.
Take photographs with the camera e.g. What you had for dinner / breakfast, your favourite toy, going to the shop, at the park. In the back garden.
The pictures you take on the camera will be shared with the class. Your child will have the opportunity to tell everyone about their photographs.
We value the knowledge and understanding you have of your child and would really appreciate it if you would share anything significant happening in your child’s life at that moment with us. This will help us to plan for their future learning and development.
Understand that your child may get dirty, dress them for the weather.
Complete the parent consultation sheet.
Take photographs with the camera e.g. What you had for dinner / breakfast, your favourite toy, going to the shop, at the park. In the back garden.
The pictures you take on the camera will be shared with the class. Your child will have the opportunity to tell everyone about their photographs.
We value the knowledge and understanding you have of your child and would really appreciate it if you would share anything significant happening in your child’s life at that moment with us. This will help us to plan for their future learning and development.

14. The parents/carer’s role in our new system
The week after your child has been a focus child, you will be asked to meet with your class teacher for your parent meeting. The teacher will share everything your child has achieved and their targets for their next steps in learning.
Work on your child’s targets at home.
The week after your child has been a focus child, you will be asked to meet with your class teacher for your parent meeting. The teacher will share everything your child has achieved and their targets for their next steps in learning.
Work on your child’s targets at home

15. In the moment planning – what stays the same
Phonics will still be taught as a whole class
Small groups of children will have guided reading together
Small groups of children will have guided writing together
Maths will still be taught as a whole class
P.E. will happen once a week
Children have access to water, milk and fruit (If over 5 there is a cost for the milk)

16. Mr Men Rules……

17. In the moment planning – the changes
Children can choose whether to play indoors or outdoors.
They can choose what they would like to play, make or do.
Eventually they will be able to do woodwork, make cakes, make charcoal in the fire pit, find bugs and insects, plant seeds to name but a few.
Planning
The cycle of observation, assessment, planning, observation is carried out on a moment-by-moment basis.
We aim to have approximately three or four ‘named focus children’ each week.
The parents/carer’s role in our new system
If your child is due to be a ‘focus child’ we will give you a parent consultation sheet to fill in the week before. We value the knowledge and understanding you have of your child and would really appreciate it if you would share anything significant happening in your child’s life at that moment with us. Together we can plan activities to meet your child’s needs. This will help us to plan for their future learning and development.
Activities that occur are recorded when the cycle is complete. These records are on the learning journeys for the focus children and on “planning in the moment” sheets for activities in which a group have become involved.

18. Any questions?
Thank you for taking the time to come and find out how your child will be learning in the Foundation Stage. If you have any further questions, please ask your class teacher or Mrs Duggan Assistant Head of Foundation Stage.