Helen

So sorry we missed this post- I'll move it into the Tapestry section! Tapestry looks at each of the assessments you've made and averages them. So, if you had one at 22-36 emerging and one at secure, the result would be 22-36 developing. Does this explain what you're seeing in your summative assessment screen?

I am in awe of teaching and support staff in schools and settings. Nobody could have ever been prepared for what they've had to deal with and they have coped superbly, with such positivity and support for each other.

I absolutely love the phrase 'Energy never dies, it is transferred'. How true that is. I'm sure we can all remember colleagues who radiate energy that we can absorb and hopefully pass onto others. What a wonderful image!

What struck me with this article was the 'expectation' element and how we might not always have the same high aspirations for all children. I remember when I had my very first class as an NQT, the children's previous teacher gave me a sheet of paper with the children's names, and then a brief description of them. I was horrified to see words such as 'lazy', 'disinterested', and 'bright' against the children's names. This was 30 years ago, and I would sincerely hope that sort of attitude isn't held by any teachers now. I wonder how on earth she thought this might help me?

Yes, absolutely, you can. Using the new DMs won't have any affect on your assessments using the existing DM framework. But to be honest, I'd just leave it until next year- you have enough to deal with at the moment. Maybe if things settle down in the spring, you might be able to look at it then? That will still give you 6 months to get to know it before you make the decision whether or not to use it in September. 🙂

Hi Finlaysmaid, I can really empathise; the current situation does not lend itself to quality discussions in the staff room, or when tidying up for the day, and I know many many settings will be struggling in the way you describe. I'm sorry- I didn't mean for my article to sound like it was a list of instructions for already overworked staff. It was more of an aspirational viewpoint- how could we start to share our knowledge of our children with that of our colleagues and what would the impact be for children's progress if we discussed it with colleagues and made plans for taking their learning further? I know of schools and settings who have set up whatsapp groups, held zoom meetings, and use all sorts of software to record their reflections and ideas, sharing them with their colleagues. Tapestry Reflections is proving popular but maybe not for you, just now. 🙂 Can you expand on your questions- 'I wonder how Tapestry is going to organise this? maybe we could have a preview setting so that we can start to plan how that will look in our settings? ' What did you have in mind?

The idea now is that we don't evaluate children according to any statements/learning objectives, but to think about the bigger picture and the unique child. More about narrative observations about the children's characteristics of effective learning, and unique learning that they are demonstrating. We have articles in our observation hub which will help you move over to the new way- and don't forget, we have until next September to think about it! There are some checkpoints for the 3-4 ages, too.

Hello! Hop on over to these forum areas for discussion around the new DMs 🙂

FSF content editor and education advisor, Jules, and I spoke to Dr Julian Grenier about the new Development Matters document. You can watch the vodcast here. 🙂

New to the Development Matters document, are the 'observation checkpoints' in the prime areas of learning for the birth to 3 pathway (for around 6 months, 12 months, 18 months, 2 years, and 3 years). These are clearly summative assessments - making sure you can identify if a child needs any extra help. As the document states, The observation checkpoints can help you to notice whether a child is at risk of falling behind in their development. You can make all the difference by taking action quickly, using your professional judgement and your understanding of child development'. Examples of checkpoints are: Around 6 months: does the baby respond to familiar voices, turn to their own name and 'take turns' in conversations with babbling? Around 12 months: is the baby beginning to use single words like mummum, dada, tete (teddy)? Around 18 months: is the toddler using a range of adult like speech patterns (jargon) and at least 20 words? I'm wondering if this will help avoid the other statements (ie not the checkpoints) becoming a ticklist? I hope so 😃

I'm pleased to see that the overlapping age-bands from the previous DM have been replaced by wider bands- notably the birth to 3 pathway. I'm really hoping this gives practitioners scope to think of birth to 3 in very much the way we used the old Birth to Three Matters document- as flexible periods of development not tied to a particular tight age-band, in which statements need to be ticked off before moving onto the next band. I always really liked the categories that featured in that document: Heads up, lookers and communicators Sitters, standers and explorers Movers, shakers and players Walkers, talkers and pretenders We now have the opportunity, not to turn these new statements into another ticklist, but to approach observations and assessments in a narrative way- observing and writing about what the children can do, what they know, how they learn, and what they're interested in. For example, instead of ticking the statement, 'Use gestures like waving and pointing to communicate', we can write a narrative piece in answer to an open question such as 'How does the baby/child communicate their needs?' We all have an opportunity now to make observations truly unique to each child. The 3 and 4 year old sections are great for preschool rooms in nurseries- of course, there's nothing to stop practitioners still looking at the birth to 3 sections, but I think separating this age-group from birth to 3 helps us to understand and appreciate just how much learning and development goes on during that year. What are your views on having separate sections for 3s and 4s, and reception? One really great thing about this document is the way it's dealt with the appalling programme for knowledge and understanding of the world! I was very concerned that the programme didn't emphasise science-based, investigative activities and favoured books over active learning. The new DM really does focus on children exploring the natural world and materials, using their senses, and talking about what they notice.

I like the section on the characteristics of effective learning (CoEL) in the new Development Matters document and particularly on the first page: The characteristics of effective teaching and learning weave through them all. (7 areas of learning) That's because children in the early years are becoming more powerful learners and thinkers. These characteristics develop as they learn to do new things, acquire new skills, develop socially and emotionally, and become better communicators. Weaving through the areas of learning- a concept that's easy to assimilate, I think. Especially if you use Tapestry! 🤣 Playing and exploring- still includes exploration, showing interest in open-ended resources, and doing things independently- so, the idea of choices and challenges are still there. Active learning- still includes children meeting their own goals by persevering through various strategies. Creating and thinking critically- still includes solving problems, making links and having their own ideas. Of course, an enormous area where we can all learn a great deal more- from excellent books such as : Helen Moylett's, Characteristics of Effective Early Learning Nancy Stewart's How Children Learn : the characteristics of effective early learning How do you observe children's CoEL and assess their strengths?

The new DM document was released yesterday - a non-statutory guidance document for early adopters of the revised EYFS. This forum area is to discuss its content and how teachers and practitioners can use the guidance to provide the very best possible care and education for their children. I've split the forum topics up into the first 8 pages- introductory sections (this forum) and set up separate forum topics to discuss: the CoEL, the seven areas of learning- the statements headed ''Children will be learning to....' , the suggested examples of how to support learning the new sections called 'Observation checkpoint'. I'll start the ball rolling, then 😃 Each quote from the document I've highlighted in purple. Well, you can't go wrong with the first sentence of the entire document: No job is more important than working with children in the early years I think everyone working with babies and our youngest children believes this, or we wouldn't be working in the sector. It's good to see this acknowledged at the very beginning of the document. Dev Matters offers a top-level view of how children develop and learn. It guides, but does not replace, professional judgement. Seeing some of the worries and concerns about the new DM on social media over the last 24 hours, there are disparate views on the purpose of the document itself. Some have said it's patronising and insulting, too descriptive and prescriptive to be useful for experienced practitioners, whilst also presenting a narrow description of children's learning and development which is not helpful to those new to the profession. I struggle to understand that it can be both! It's either too detailed or not detailed enough- and I don't think it's either. Under the 'seven key features of effective practice- number 5 (assessment), the document states, Effective assessment requires practitioners to understand child development. We cannot get away from the fact we need teachers and practitioners who are well-trained, highly educated, motivated to learn and increase their own knowledge about early years education and have regular and frequent access to CPD. A guidance document can't do this. I really like the emphasis on depth of learning now- rather than ticking statements to 'get to the next age-band' which I know many practitioners have felt under pressure to do. We've now been given 'permission', if you like, to stop doing that and it's up to all of us not to fall into that trap again: Depth in learning matters much more than moving from one band to the next or trying to cover everything. A child's learning is secure if they show it consistently and in a range of different contexts. The 'Seven key features of effective practice', I think, offer a summary of ideas that we can all follow up in more detail- by reading widely, studying relevant research, attending training and discussing with fellow professionals: The best for every child High-quality care The curriculum Pedagogy (I especially like the different approaches- 'Children learn through play, by adults modelling, by observing each other, and through guided learning and teaching') Assessment (especially 'Assessment is about noticing what children can do and what they know. It is not about lots of data and evidence...before assessing children, it's a good idea to think about whether the assessments will be useful) Self-regulation and executive- a hugely important area and one we all need to know more about. Partnerships with parents (reinforcing how important this is, including 'listening regularly to parents and giving parents clear information about their children's progress. Has anyone else had a chance to read it, yet? What do you think about the first 8 pages? 😃

Keels- let us know how your talk goes about In the Moment Planning. 😀

I agree that now is the time to perhaps look for the positives- and I, like you, hope the revised DM will have all that we want. The general government moves towards a knowledge-based curriculum can be counteracted by brave, well-qualified and experienced practitioners sticking to what they know about child development and best practice. We all need to support the workforce to not turn the next DMs into another ticklist, but to offer guidance, discussion, articles, podcasts, training.....anything we can think of, to dissuade settings from doing all that again. My hope is that pressure from Ofsted, or what we think Ofsted want, and also that from LAs, will not lead to settings feeling that they need to assess individual statements anymore but to look at the broader picture of the child's development and their CoEL.

I loved creating stories with my nursery children! I used to have a 'Story box' made from a decorated shoe box, and I used to pop in a few items that could be used, by the staff or the children, to prompt storytelling. I'd change the contents frequently; it could be a feather, sparkly stone, a piece of interesting wood and a key. It was wonderful to see groups of children take this box and squirrel themselves away in a homemade den and get storytelling. 🙂

Gill Jones and Wendy Ratcliff have just announced in the Ofsted Big Conversation that Ofsted will conduct interim visits in the autumn term, for settings previously judged as inadequate or requires improvement, who were issued actions for a breach of one or more of the EYFS safeguarding and welfare requirements. They will not be, initially, carrying out EIF inspections, due to the relaxation of the EYFS requirements during the pandemic. Therefore, these visits will not result in a judgement, but a short summary will be written and included on the provider page of the website. However, from September 25th, providers must once again meet the learning and development requirements in full. Usual inspections may start in December to start to clear those that were judged as inadequate or RI.

What an inspiring article from Rebecca and Kathy. 😃 I was so struck by the positive spin on 'not knowing'; we are often afraid of exposing our ignorance and devise various ways of disguising it. How refreshing it is to be given the permission to acknowledge that our journey to gaining knowledge, is just that- a journey. I really liked where Rebecca described Kathy's method of 'documenting what she did not know, rather than listing what she did'. And similarly, via a child's Tapestry journal, being curious about the child's needs and discussing these with the parents and carers. We are all on a learning journey; it's a lifelong experience, hopefully. And, as Rebecca says, 'For those nurseries that enable practitioners to reflect and 'to not know' alongside the children, will encourage the love of learning together'.