Capturing and Monitoring Children's Progress

Ongoing assessment is an integral part of the learning and development process. It involves practitioners knowing children’s level of achievement and interests, and then to shape teaching and learning experiences for each child reflecting that knowledge. Practitioners need to decide what they want children in their setting to learn, and the most effective way to teach it. In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately. EYFS Statutory Framework March 2021

At Whiston Willis Primary Academy Staff are highly skilled in identifying and supporting children once deployed within provision. Staff can either support or extend knowledge previously taught and children are given the time they need to embed and use this.


Adult-led Learning (Shared and Guided Inputs)


Role of the practitioner, to:

  • Share learning objectives / intentions and the purpose of the activity (stage appropriate)
  • Support children to understand how learning relates to prior learning, key concepts, skills and knowledge
  • Model key skills and strategies using a multi-sensory approach, developing conceptual understanding
  • Provide opportunties for chidlren to practise new learning
  • Observe, scaffold and extend learning through modelling, talk, asking open-ended questions and being a co-player
  • Revisit any misconceptions and scaffold learning
  • Use specific praise to celebrate learning
  • Identify and support next steps
  • Effectively transition children to continuous provision: □ making explicit links to learning □ supporting children to take ownership of learning


Child-initiated / Independent Learning

Role of the practitioner, to;

  • Be an interested observer and respect learning choices
  • Be a co-player / resource / commentator (using descriptive commentary)
  • Use the language of learning to focus children on themselves as learners
  • Scaffold learning through modelling, talk and asking open-ended questioning
  • Discuss and support problem solving; encouraging collaborative learning
  • Promote opportunity for children to develop creativity
  • Encourage children to practise, consolidate and apply key skills
  • Support children to complete weekly challenges, if in place
  • Encourage and support children to set their own goals
  • Celebrate learning using specific praise


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