Developing the approach to planning, observation and reflection
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Information about the setting
Overton Playcentre CIO is a small rural village setting near Wrexham open 51 weeks of the year between 7.30am and 6pm Monday to Friday caring for children from 18mths to 12 years. They run Early Education, Flying Start, Playgroup plus, Toddler group and Holiday club.
Context and background to the effective or innovative practice
Planning and observations had begun to decline at the setting. This was inhibiting staff in their practice during Early Education sessions and was not fit for purpose. The positive work that practitioners always do was simply not being recorded or feeding back into the planning cycle, which was left to one staff member to complete. It was difficult to find time to meet as a staff group and the constant daily discussions that take place about children, their skills, progress and the next steps in their learning were not being recorded. This was identified as an area which needed to improve. Two members of staff attended the Arts Council Wales Creative Leadership programme and with the help and support of the Local Authority link teacher, practitioners embarked on the process of improving these systems.
Description of nature of strategy or activity
The planning cycle that practitioners created takes ideas from a specific, recognised approach, which the team interpret in their own way. They use a simple method to record the children’s ideas and interests as they are happening, with regular discussions providing additional opportunities for children to share their ideas. Sometimes it starts with the staff observing children playing and waiting for the play cue, at other times a child may express a particular interest or ask a question about something which they find fascinating. Practitioners use a planning record to work on the idea together with the child. The approach includes using an overview of the curriculum skills, on which practitioners highlight which skill has been observed.
Practitioners also bring along resources and toys to share with the children. This can also be an activity or interesting idea designed to spark the children’s curiosity and imagination. This approach has brought back the pleasure in teaching, enabling practitioners to bring exciting objects to share with the children or share ideas or experiences they think children will enjoy. Practitioners record observations of the children and the specific skills which the child may be demonstrating at the time.
Practitioners fill in the weekly self-reflection record, which include details about what went well, what did not, what the children have been interested in and which skills they have been developing. There is also a section to capture discussions with parents and other agencies. All this information feeds into the next steps for development. All practitioners add ideas and comments as the information is displayed for everyone to share and consider. One staff member writes the overview of the week which is on view for the following week. All practitioners understand the new approach and have ownership of the process.
After half a term practitioners realised that there was no overview of the skills which had been observed. The team designed a ‘tree’ document summarising all the ideas related to a particular theme. The branches form the idea or gift with leaves being the observed skills. This provides practitioners with a useful map of the children’s journey.
Recently practitioners realised that they need to track individual children more closely. They are continuing to work on this aspect. Currently they are using the skills overview record but are actively looking for a more visually effective design.
What impact has this work had on provision and children’s standards?
The impact has been transformational. The planning, observation and reflection process is now a whole team effort. All practitioners actively take part and complete the documentation as they know that it’s effective.
An unexpected outcome is that areas they have traditionally found difficult to cover such as mathematical skills are being observed and captured on a regular basis. This is reflected in the rag ratings in the self-evaluation reports shared with the link teacher. The process has enabled practitioners to be more aware of the skills that are not recorded as regularly, which means they bring them more naturally into play when the opportunity arises.
How have you shared your good practice?
The setting has shared practice with other providers through their work with their Local Authority link teacher. They have also provided a display demonstrating their approach at a celebration event of all Early Education settings within the Local Authority.