Development Matters

[Merlot]

I have a child of 3yo for a few hours a week. She is doing well in her development but it's sometimes difficult to assess her as she is quite set in her ways and isn't always willing to try different activities. She can be very boisterous, charge about and only play with toys she wants to play with. I've recently sent home her record for parents to read and explained to the parent that I need to observe something a few times to tick it off and it's sometimes difficult if their daughter isn't interested or willing to participate. I asked them to highlight anything they feel she does well that I haven't ticked off. I got the record back recently and most things are ticked off up to 60 months. There is no way that this child is at that level for most of the things. I hate to say that she is extremely spoilt being an only child and parents think she is fantastic at everything even though she is a real handful most of the time. I am going to speak to nursery after Christmas and where they have assessed her to.

I'm due an Ofsted inspection in the new year and not sure what else I should be doing regarding this child. I only have her for 5 hours per week and have 2 meals within that time so we only really get a couple of hours in between school runs for activities and observations.

Any advice?

[BallyH]

[QUOTE=Merlot;1414685]I have a child of 3yo for a few hours a week. She is doing well in her development but it's sometimes difficult to assess her as she is quite set in her ways and isn't always willing to try different activities. She can be very boisterous, charge about and only play with toys she wants to play with. I've recently sent home her record for parents to read and explained to the parent that I need to observe something a few times to tick it off and it's sometimes difficult if their daughter isn't interested or willing to participate. I asked them to highlight anything they feel she does well that I haven't ticked off. I got the record back recently and most things are ticked off up to 60 months. There is no way that this child is at that level for most of the things. I hate to say that she is extremely spoilt being an only child and parents think she is fantastic at everything even though she is a real handful most of the time. I am going to speak to nursery after Christmas and where they have assessed her to.

I'm due an Ofsted inspection in the new year and not sure what else I should be doing regarding this child. I only have her for 5 hours per week and have 2 meals within that time so we only really get a couple of hours in between school runs for activities and observations.

Any advice?[/QUOTE

You are working along the right tracks by getting the parents involved and especially asking them to highlight where they feel their child is. I also done this recently and had similiar results to yourself. It may help if you can document somewhere that you have explained to the parents that you want to witness the goals several times before you also agree that she has completed them. Plus document that you have agreed with her parents to concentrate on several of these goals and that your future planning will reflect her current interests as you have notice her play and learning is limited to her being reluctant to trying new things so you will expand her learning through her interests. It is very positive that you are approaching the nursery to see how they are observing her. (Parental permission to share information sought?). Document what you observe and discuss and agree with the nursery and if you can get their future planning so you can mirror it. Keep reminding Ofsted she attends for 5 hours a week if they question anything. Partnership with parents and the nursery will be paramount for your inspection. Best of luck. I'm also due after Christmas. And I'm dreading it!.

[blue bear]

When mine start nursery I pop in and explain that in order for them to show working in partnership for heir next ofsted (always make it sound like you are doing them a huge favur) I will photopcy any wow moment observations for them to put in their folder and please can they do the same for me so I can continue to support the children in their learning at nursery . I've found this works best, telling them rather than asking if you see what I mean.

[sarah707]

Early years outcomes is not a tick list - we don't need to tick off the statements - we don't need to observe a child a couple of times before ticking something off...

It is a guide to what a child might be doing but it's not a child development list I'm not sure who has advised you to use it that way.

For 5 hours a week you are looking at meeting the child's needs - providing some playful invitations to learn - supporting learning by playing together - managing behaviour so the child is learning to sit and listen and join in - helping pre-school and parents to prepare the child for school - supporting independence - singing and dancing - reading books - doing jigsaws - playing snap ... those sorts of things.

Hth

[halor]

I have to admit, and hoping this isn't wrong, I get behind with obs etc. Every now and then I will sit down, read through them and tick the ones they are already doing/have done. I honestly don't think I would have time to make sure I did a noted observation for everything.

I try to do as many obs and select all the outcomes linked with it though. There's so many things that include numerous statements

[Merlot]

Hi thank you all for your replies. Sarah it was my Pacey rep that advised me to do my childminding observations this way it's what I've done for the last few years and when I've spoken to other childminders in my area there all doing the same because the pacey rep has advised them to do it that way. I get the EYFS development matters and when I'm confident that a child can do something or has done it more than once I tick it off and try and look forward to the next steps. I'm only working on what I've been told to do so obviously I'm doing it wrong then? To be honest some of the observations I'm not even sure what they are that's why they have not been ticked I'm pretty sure the parent doesn't know either! 😁 A couple of childminders in my area also said that when they had their Ofsted inspection they told them because the child has started nursery they no longer continue with the observations. I thought we had to work together doing this. One of the childminders just said there's no point in both of us making observations. I thought it was all about working in partnership. Ofsted never said anything to her which I find very strange!

[Simona]

I am puzzled by the conflicting advice here but hope cms can decide for themselves on the link and differences between DM and EYO.
There are many other charts that can be used for our assessment as neither DM or EYO are statutory.

DM is a good guide on development by age and stage with EE and PR as part of the EYFS and helpful toward CoEL.
The original DM written for EYFS 2008 is even better, longer and more comprehensive and still available on the Foundation Years website.

What DM has that EYO lacks is theory and practice and that goes hand in hand with the CIF where Ofsted does not look for a specific teaching style and let's us decide which model we want to follow such as Montessori, Reggio or Steiner....hope we all concur with that?

EYO is the same list of next steps under Unique Child but 'without' the EE and PR....so it is not showing how children take the learning journey and how we can help/support/facilitate them to get to that step....it is an outcome based list.

Almost everyone in the EY sector believes EYO to be a tick list...why here is believed not to be so I am uncertain but would welcome an explanation.

EYO was written originally in that format by the DfE to help our badly trained inspectors who found it hard to navigate DM even in the shorter format of the EYFS 2012

There is also a belief that all obs should be written down....what we need written down is a 'short summary' and assessment of what we have observed as achievements...the EYFS requires ongoing formative assessment but it does not say it has to be in writing....the most important obs can be recorded but not all.
Someone needs to check this as cms are doing far too much unnecessary paperwork....check it out for yourself

[bunyip]

I tend to see Early Years Outcomes as a sort of cut-down version of Developement Matters (maybe just there to save paper: who knows?)

They can change DM to EYO. They can write, edit, re-write and re-edit different versions of EYO, DM, EY Trackers, EYFS, and The Revelation According to Saint John, etc, etc, etc. as many times as they like. They can switch from 5 aspects of child development to 7 in EYFS, and even make three of those areas especially 'shiny' and important by calling them "Prime Areas" (even if that does make me think they're taking about the best bits of a pig to use for making sausages .)

But at the end of the day and when everything is said and cliched, a child is still a child, no matter what bit of paper we measure them against.

I always considered DM (or EYO) as "not just a checklist", but "a checklist and so much more besides." I think we can use it as a checklist, so long as we don't kid ourselves into believing the whole thing begins and ends with the one document.

Merlot. Is it worth you keeping two lists, each with dates and cited evidence of developmental goals/milestones/current-trendy-term-for-stuff? One can be what you have positively observed, and the other based on Doting Mum's (ahem) "observations". I've a suspicion this sort of 'over-reporting' of alleged "progress" happens a lot. I've done similar in the past, albeit for a slightly different reason: i.e. when I suspected another EY setting of ticking things off a child's developmental list like crazy in a desperate bid to demonstrate progress to parents, Ofsted etc.

[loocyloo]

On my/individual child's copy of early years outcomes I highlight things I have seen and write next to things parents observe 'seen at home' :-)

[Simona]

I tend to see Early Years Outcomes as a sort of cut-down version of Developement Matters (maybe just there to save paper: who knows?)

They can change DM to EYO. They can write, edit, re-write and re-edit different versions of EYO, DM, EY Trackers, EYFS, and The Revelation According to Saint John, etc, etc, etc. as many times as they like. They can switch from 5 aspects of child development to 7 in EYFS, and even make three of those areas especially 'shiny' and important by calling them "Prime Areas" (even if that does make me think they're taking about the best bits of a pig to use for making sausages .)

But at the end of the day and when everything is said and cliched, a child is still a child, no matter what bit of paper we measure them against.

I always considered DM (or EYO) as "not just a checklist", but "a checklist and so much more besides." I think we can use it as a checklist, so long as we don't kid ourselves into believing the whole thing begins and ends with the one document.

Merlot. Is it worth you keeping two lists, each with dates and cited evidence of developmental goals/milestones/current-trendy-term-for-stuff? One can be what you have positively observed, and the other based on Doting Mum's (ahem) "observations". I've a suspicion this sort of 'over-reporting' of alleged "progress" happens a lot. I've done similar in the past, albeit for a slightly different reason: i.e. when I suspected another EY setting of ticking things off a child's developmental list like crazy in a desperate bid to demonstrate progress to parents, Ofsted etc.

I see your point Bunyip
I personally think our children are assessed, measured and tested well beyond what is actually required in comparison to the rest of the world where this sort of practice is not part of the daily routine and where teachers and pedagogues are in charge ...not the politicians with previous experience such as journalism or banking!!
Let's also remind ourselves Ofsted does not exist in the vast majority of the world where education is for children's benefit not to make sure we have enough paperwork for the inspector on the day of judgement...'just in case'...that is so dangerous.


Having said that I see DM as a comprehensive Child development chart ...but cut short now by The DfE who specialises in brutal 'editing' as in EYFS 2012 leaving a trial of confusion and destruction behind.

these charts exist since the days the MacMillan sisters invented them or even Montessori and then on to more recent people such as Tina Bruce and such like.

My question about EYO compared to DM is that DM helps those who have little knowledge of CD. in what they can do and what to expect...a bit like a recipe given to someone attempting to make bread for the very first time.

EYO is like telling someone that to get to Glasgow from London you need to get on the M1 without giving them the directions on how to get there....that was really my point

I think my point was also that EYO was a tick list for inspectors when outcomes was the focus...now we have shifted to teaching do they actually look at EYO and why do we need 2 charts taken from the same statutory framework?

Good luck whichever you prefer to use

[bunyip]

I see your point Bunyip
I personally think our children are assessed, measured and tested well beyond what is actually required in comparison to the rest of the world where this sort of practice is not part of the daily routine and where teachers and pedagogues are in charge ...not the politicians with previous experience such as journalism or banking!!
Let's also remind ourselves Ofsted does not exist in the vast majority of the world where education is for children's benefit not to make sure we have enough paperwork for the inspector on the day of judgement...'just in case'...that is so dangerous.


Having said that I see DM as a comprehensive Child development chart ...but cut short now by The DfE who specialises in brutal 'editing' as in EYFS 2012 leaving a trial of confusion and destruction behind.

these charts exist since the days the MacMillan sisters invented them or even Montessori and then on to more recent people such as Tina Bruce and such like.

My question about EYO compared to DM is that DM helps those who have little knowledge of CD. in what they can do and what to expect...a bit like a recipe given to someone attempting to make bread for the very first time.

EYO is like telling someone that to get to Glasgow from London you need to get on the M1 without giving them the directions on how to get there....that was really my point

I think my point was also that EYO was a tick list for inspectors when outcomes was the focus...now we have shifted to teaching do they actually look at EYO and why do we need 2 charts taken from the same statutory framework?

Good luck whichever you prefer to use

I can't argue with this.

................heck, but my New Year's Resolution has made it into Day 4 of 2016. (Possibly a record?)

[halor]

I think I do too little in regards to this. I do observations when the opportunity arises, I never do planned obs but perhaps this is something I should be doing. Sometimes I feel lost in the whole process.

Periodically i use it as a 'check list' so I know in the eyes of Ofsted etc they are where they need to be. Every now and then it highlights something I need to focus on and I do that when necessary. Otherwise my whole approach is quite laid back. I want the children to be confident little people who know their own mind and feel loved. That's probably something Ofsted won't like. I make sure there is lots of learning through play.

Sometimes reading everyone's comments makes me feel very inferior, that's no fault of anyone though, I can lack confidence in my own work at times - maybe too often.

[Merlot]

My DM chart is numbered for each area of development. When I make an observation and write it down, I relate it to that number so I can see where the child is at and also use a highlight pen to see where they are. I was always told to do this and someone told me last year I do far too much paperwork. When I spoke to other CM's in my area they all said they do the same.

I always write a detailed 2 yr progress check and work closely with parents on what I think the next steps should be according to how a child is learning. I do photos every month but don't mark them against the obs, just say what the child is doing in the picture.

To be honest, all my LO's will be full time soon and my babies will be at nursery and I'm considering moving away from under 3's as not only are they hard work but loads of paperwork too!

Halor I think you have a good system with your children. I encourage learning through every day activities and general life skills. I have very happy, healthy children and happy parents. All the CM's in my area are in demand. We are all full and turning work away. I've been full with the same families for the last 3 years so haven't needed to take on new children that I don't know. Everyone is happy but I do feel bogged down with paperwork - probably because I have 6 part time children on the EYFS which is a lot of paperwork! I plan my activities according to whatever is happening and changing seasons. I take observations from these activities. Every once in a while I will look at a child's record and if I'm not sure how they are doing with a particular area of development then I will set up an activity specifically for this. I try to encourage all children to do things out of their comfort zone and make it interesting if it's not their favourite subject/activity. By the end of the week, I don't know about other CM's but I feel drained when I've had weeks like that!

LoocyLoo I think I will tick "seen at home" with this LO. Afterall, I've no concerns with development, just wanted to know from parents what they had seen and I hadn't. She'll be FT school soon (Can't wait!)

[halor]

Thanks Merlot, you've made me feel more relieved. This is such a hard job as you can't tap your boss on the shoulder and ask 'am I doing this right?' because you are the boss. Thank goodness for everyone here!

[bunyip]

I think I do too little in regards to this. I do observations when the opportunity arises, I never do planned obs but perhaps this is something I should be doing. Sometimes I feel lost in the whole process.

Periodically i use it as a 'check list' so I know in the eyes of Ofsted etc they are where they need to be. Every now and then it highlights something I need to focus on and I do that when necessary. Otherwise my whole approach is quite laid back. I want the children to be confident little people who know their own mind and feel loved. That's probably something Ofsted won't like. I make sure there is lots of learning through play.

Sometimes reading everyone's comments makes me feel very inferior, that's no fault of anyone though, I can lack confidence in my own work at times - maybe too often.

I do very few planned observations in the sense of observing a 'planned' activity. This is evident from the written observations in my LJs, and thus was perfectly clear to my inspector. I ran a planned activity on the day (twice, as it turned out - and purely because I was led to believe she would be looking for such an activity) and the whole thing went completely t1t5-up. My inspector said it didn't matter because my obs, based on children's own free play, and things from home, were absolutely fine.

My inspector kept referring to 'planed' activities as "staged" activities, which kind of helps you to see them in something of a new light.