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We always start by getting to know our learners

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Good transition and communication with nursery staff before the children start

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Diverse staff with multiple languages to enhance settling in stage and communication with families

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Forms sent out to parents prior to pupils starting - information from parents.

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Enhanced enrolments to give a holistic overview of families wants and needs from us.

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We ask for family photos to be sent in so we get to know the children's backgrounds and they can tell us about their families.

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Visit nurseries to meet our new starts

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drop in sessions for families

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Play and Stay and coffee morning - children have opportunity to show family learning environment and then adults have opportunity to chat with teacher to discuss curriculum etc.

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Opening mornings - parents spend time playing with their children

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Allows us to tailor our provision for our learners. Provides us with background when observing children’s interactions and play.

*all about mes

*parent consultations

*dedicated staff at the door (rotation to allow all staff and parents opportunity to meet and form bonds)

* stay and plays

*group and gather times

*dedicated adults in and around areas within nursery

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Spend time getting to know the families through initial settling in days before they start - open day and bookbug sessions. All about me forms, assigned keyworker, family tree. Stay and plays. Craft days. Cosy chats. End of the day feedback. Always being available at drop off for a chat. Daily emotion check-ins via board in cloakroom. Displays of different languages.

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Responsive planning board for all staff to add post its.  These are used to plan provision

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Weekly round up in floorbooks

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Allocated key workers to form bonds with families and get to know children in depth.

All staff feed back information about children at team meetings.

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Provision is enhanced using the children’s interests and needs to guide this

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Children involved in floor book - art/drawing/photos etc

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EYPs monitor interest and engagement across wider area including outdoors. They record and observe in floor books. This helps inform how we set up the play based learning environment.

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Continuous assessment of how well areas are working.

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Within each room play based learning is adapted to incorporate the children's interests which have been observed and gathered through discussion with children.

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Time dedicated to play. Adults supporting children with quality interactions - interfering/interacting.

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*child led and focused play

*adult supported play and interactions

*group and individual discussion

*our voice - floorbook

*WALT

*child centre provisional choice

*learning journals - group, individual, play based and tracked observations (and next step)

*staff gathers for discussion and catch up

*responsive planning feeding into weekly plan, adding to monthly plan.

*international planning setting basis for weekly, monthly, yearly.

*reflective practise (as adults)

*Thursday planning meetings - Friday change over of resources.

*audits of areas

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Mind map with children to record ideas and interests.

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Evaluating photos as an observation.

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Responsive planning - we use our obdervations to change areas involving children through discussion and mind maps in the moment. Including re arranging furniture - looking at areas at children’s level. Eg. Children observed using brick area for vehicles - staff made area bigger and added ramps. Staff have formal and informal discussions daily and on a Wednesday staff meeting. Staff pass on observations when moving on areas for continuity. At the start of each term when setting up areas we look at the planning and experiences document to support in set up. Children record own choices in displays, floorbook when recording own next steps. Parents have the opportunity to inform us of children’s interests at home through a display in the main playroom.

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Responsive planning in each nursery area

Intentional monthly planning

Use of toolkits to evaluate spaces and resources

Observation of children’s use of areas

Individual next steps made using learning journals and trackers/DMLOs

Small group discussions to capture children’s voice

Floor books to display and develop children’s ideas

Observation wall developed using post-it’s to capture moments

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*Responding to the spontaneous activity with the children- finding out if the children need resources, altering the space etc, extending learning

*core provision plan discussed as a whole team

*learning walk provides opportunities for discussion and reflection

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Using the CEC P1 in learning document to ensure areas are resourced to offer challenge and breadth.

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Open ended resources.

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Opportunities for numeracy and literacy throughout classroom.

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Learning walks through the classrooms to ensure children know all activities and linked learning.

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Creating spaces from Responsive planning that tie in with experiences and outcomes.

Bench mark sheets

DLMOs

Intentional planning

Tracked planning

Adult interactions and observation

Through intentionally chosen areas or learning monitored and assessed by ALL STAFF (not just key workers).

Through discussions with staff at daily chats where information is shared allowing all staff to monitor and respond irrespective of which areas they are on, or if there the child’s specific key worker.

Using appropriate CEC documents to access, assess and monitor learning

We have established challenge and supported learning groups to better accommodate learning specific areas for children depending on benchmarks and next steps

Consistently revisiting next steps with staff and parents in order to reflect, plan around children and make all staff aware of children’s learning (also done on Land)

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Overview poster of Es and Os to highlight for each term and meta skills document

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Refering to benchmarks to identify skills to be taught across each curricular area and using this ensure progression and inform future planning. Link to Es and Os to ensure relevance.

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We use DMLO’s to track and monitor where our learners are to create termly next steps children also create own next steps that are revised and revisited termly by keyworker. Through knowing each individual we know where to provide challenge and where to provide support. Through group time we use developmentally appropriate questioning. When children offer ideas eg creating a certain model in the craft area they are supported to make there ideas come to life through providing materials neede and promoting further thinking through questioning and trial and error. Through good quality observations to see continuity and see the progress and where a child has further challenged themself which is always supported and encourage. Using the floorbook and learning journals to reflect back on previous learning experiences for the children to reflect on their own learning. Children are encouraged to display and be proud their own work.

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Monday- introducing new provision

Wednesday- review with children

Friday- floorbook discussion

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All staff taking responsibility for resourcing area to include elements of selected Es & Os from intentional planning.

From this, observing children as they interact with areas and recording observations and forming next steps from this.

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Dedicated time each day for adults to be in play with children.

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Continually using observations for ourselves also to be self reflective staff - what went well or what we might do differently?

Learning to ask open ended questions when interacting.

Promoting children to be independent to see processes through, even when they find it tricky or make mistakes - learning from the process!

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*We use long term (intentional), responsive and child led planning, and adult observations daily, weekly and monthly to create, facilitate and direct our learning.

*We reflect as a group, individually and with children on play and experiences.

*We use a blend of adult interactions, child led discussions and our judgement on when to apply interaction in child-child play and discussions.

*we reflect as practitioners consistently in how observations are impacted by our presence.

*we discuss our learning intention and deliberate whether or not adult interactions are warranted, or if specific learners would benefit from this.

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Being guided by children's interests in terms of how key areas are set up. Providing flexibility to change, add or extend these areas to develop the children's skills through play.

Questioning in a way which develops thinking skills and new possibilities. For example using open ended questions.

Children given opportunities to share personal interests and knowledge. This can lead to peer to peer learning.

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Lots of professional dialogue to encourage staff to have the confidence to step back to let the children lead their own learning.

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Learning journals used for observations to share learning, assessments and achievements - also used by parents and shared with peers

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Photos - often shared to Teams so families can see children's skills developing through play.

Floor books, including photos, to record play and the children's ideas and experiences. Children drawing and mark making in these books to show their input.

Class observation jotters.

Listening to discussion amongst learners and sharing ideas and celebrating achievements.

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Photo/learning wall.

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Drawing club jotters

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Discussing observations with all adults within staff team.

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Weekly meetings - a standing order of business is children so we can share any updates, these are also recorded in the child’s individual folder, logging significant events from home/parents. Wall in cloakroom is dedicated “our learning journey” with photos and child’s voice for all to see progress and what we’ve been up to.

Shocks and surprises sheet for key workers to record anything that comes up from group time.

When an iep has been created for asl children, these include strategies etc from other agencies as well as observations from nursery.

Online journals with in depth recording of significant learning, not just “Bob is drawing another picture”

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learning journals - (photos, E’s & 0’s, sharing these with children and families,)

Benchmark sheets

Child’s voice - floor book, observations, responsive planning.

Encouraging home achievements and we share these at group gathers through photos and videos encouraging the child to share their experiences from both at nursery and home.

Children are involved through WALT, reflecting and evaluating what they have learnt. Help us to plan areas and put forward their plans. Adult interactions responding to their wants/needs and challenges.

Through drawings/ mark making in floor book entry’s.

Feedback from home, parents telling us the things their children have passed on

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Responsive planning - written description of observation , implementation of extension, evaluation and photo

Big book representing children’s work, voice … aids us to evaluate the progression and next steps for our environment

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Continuous communication with P1 staff team about observations of children.

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Very strong interaction and sharing discussions between all staff across the P1 stage, great to be able to have dialogue with our nursery colleagues

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Sharing examples of work/observations with one another to moderate.

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Planned weekly sessions for adults to observe and engage in play

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Ongoing discussions with team. What worked well, what could we develop or change, how might we support individual children and extend/challenge?

Referring to observation jotters and floor books.

Planning sessions (weekly). Discuss and respond including on a daily basis.

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*Regular team meetings/ catch ups.

*Shared responsive planner

*2week provision planner

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Daily - informal staff chats, and in the moment planning and changing resources as required.

Weekly staff meetings, looking at documents and staff training is up to date.

Involving other agencies - can suggest strategies and support for children.

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All key observations of room shared at team planning meetings to collate ideas

DMLOs provide overview of any gaps that need to be focused on

Observations can be used to share with parents where identifying a need - can be used to support CPMs, consultations etc.

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We regularly meet as a team to discuss children in play, in group and individually

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Sharing the value of play with parents and photos of children in their play.

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Online learning journals - parents are given termly observations detailing progress in literacy and numeracy.
Parents have access to them to also share achievements

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*Shared learning events for families

*coffee mornings

*learning conversations

*newsletter snippets

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Parents are invited in to the classrooms for ‘sharing learning’ mornings.
Parent consultations twice yearly

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Stay and play opportunities.

Coffee and curriculum chat/question and answer session.

Meet the teacher.

P1 open days for transition.

Teams to communicate and share learning. Also to encourage learners and families to share learning and ideas from home.

Informal chats at end of day with families.

Parent Consultations

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Regular stay & play sessions

Consultations through the year

Option to contribute to and comment on Learning Journals

Sway published monthly to share learning intentions and themes

Coffee mornings for parents to meet up and converse with others and staff

PEEP groups planned for certain points in the year

Daily handovers at end of session with key workers

Regular newsletters via email to share upcoming events, recent learning and themes.

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stay and play

Parent consultations

Workshops

Home achievements - proud cloud

Adding contributions to learning journals & comments

Parent feedback board

Surveys

Informal discussions at drop of and pick up

Parents informing us of childrens interests

Using parents knowledge and skills eg fireman visit, lunar new year

Parent helpers

Up, up and away postcards

Peep

Interpreters - surveys having the opp for different languages - translator app

Star of the week

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Parental Rep meetings (to determine what parents want from their nursery (updates, newsletters etc)).

LJs - parent contributions, thumbs up, news from home, stories from staff, weekly focused obs.

Collaborative events - stay and play, carol’s around the tree, pj party, performances of learning topics, movement in the area (cramond cares cards) (helpers on trips) (family end of term celebration) (parent end of day stories) (parental expertise- jobs or hobbies with children) (rep led fund raising - mini enterprise with children)

Daily discussions with staff and parents