Kintore Way Children's Centre

Planning at Kintore Way Nursery School

We have taken on the planning from ‘The Nursery Year in Action’ by Anna Ephgrave, Assistant Head Teacher at Carterhatch Infant School in Enfield.

The cycle of observation, assessment, planning, observation is carried out on a moment-by-moment basis.

We work in this way because…

“Babies and young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference. By using this cycle on a moment-by-moment basis, the adult will be always alert to individual children (observation), always thinking about what it tells us about the child’s thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment).”

From National Standards document Learning, Playing and Interacting P.22 – 23

The revised EYFS advises us to continue using this document.

The adults interact with children where they are playing and will extend their knowledge and learning at that time. We record this differently and this can be seen on the following sheets.

OFSTED – September 2015

“Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term that covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment adults provide and the attention given to the physical environment, as well as the structure and routines of the day that establish expectations.”

Recording our “teaching” on planning sheets

Our role/interaction

When might we do this?

I commented

Extending Language, thinking out loud

I modelled

I demonstrated

Using a new resource, technique or language, e.g. language to describe thinking to support children to think about their learning.
Applying knowledge e.g. knowledge of counting or letter sounds.

I asked

I wondered

Posing a problem to encourage deeper thinking or involvement.
It could be part of modelling thinking out loud as you and a child explore a problem together.

I helped

Helping a child to do something so that they can see an idea through and continue to engage in the activity.

I explained

Providing information linked to a child’s activity/interest that increases their knowledge/understanding.

I encouraged

Supporting children to negotiate conflicts, agree rules or find a way to take turns.

Offering emotional support so the child feels ok to have a go at something new.

I introduced

I suggested

Perhaps giving new information to extend an activity e.g. suggesting that there is a fire in the woods where the children are playing firefighters.

I provided

Perhaps providing additional resources or suggesting the right resources for the task the child is trying to complete.

It could be getting a book or iPad to find out information the child is looking for e.g. videos of cows being milked.

Other useful descriptors from Ofsted definition of teaching, September 2015: Showed, explored, questioned, recalled, facilitated, challenged and providing a narrative for what they are doing.

You can download a blank example of our learning journey plan document here