*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

All staff feed back information about children at team meetings.

*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

• 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

*core provision plan discussed as a whole team

*learning walk provides opportunities for discussion and reflection

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)

Wednesday- review with children

Friday- floorbook discussion

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

*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.

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.

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.

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”

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

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

Referring to observation jotters and floor books.

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

*Shared responsive planner

*2week provision planner

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

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

*coffee mornings

*learning conversations

*newsletter snippets

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

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