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“Reporting has two main purposes. Firstly, it provides clear, positive and constructive feedback about children’s and young people’s learning and progress, looking back on what has been achieved against standards and experiences. Secondly, it creates an agenda for discussions between learners and those teaching and supporting them about their next steps in learning.”
“Reporting has two main purposes. Firstly, it provides clear, positive and constructive feedback about children’s and young people’s learning and progress, looking back on what has been achieved against standards and experiences. Secondly, it creates an agenda for discussions between learners and those teaching and supporting them about their next steps in learning.”
Building the Curriculum 5 – a framework for assessment: reporting
Building the Curriculum 5 – a framework for assessment: reporting
In Early Learning and Childcare we participate in ongoing reporting, through sharing information with our families naturally in a variety of ways including,
In Early Learning and Childcare we participate in ongoing reporting, through sharing information with our families naturally in a variety of ways including,
meetings with parents/carers (formal and informal)
social events sharing learning (nativity, art exhibition) this might be an opportunity to engage and ask questions about Learning Journals – written/photographic information
contributing significant learning and relevant moments to a child’s learning journals
engaging parent/carers in the setting (stay and play, as helpers)
workshops on early learning and development
seeking parents/carers views
Reporting to Families
The purpose of reporting is to ‘support and improve learning’ through a variety of activities that allow for ‘regular, meaningful and ongoing’ dialogue throughout the year (Reporting to Parents and Carers – Guidance for Schools and ELC Settings).
Practitioners and leadership teams are best suited to consider what may be most effective for their setting, children and families. The following document, Guidance for High Quality Reporting & Tracking Within Early Learning and Childcare, contains examples and guidelines for activities that could be part of ongoing flexible reporting that can provide rich opportunities to support the learning conversation,
Quality Group Reporting - FINAL.pdfReporting can be explored in the East Lothian Guidance for High Quality Reporting and Tracking document, which should be available in all local authority and funded provider settings or press on the link on the picture to view.
This guidance can be used to evaluate your current reporting system and give ideas for development to be inclusive of practitioner, children and family voice and in an inviting and less a formal manner.
Suggested Reading to Develop Knowledge and Understanding
Suggested Reading to Develop Knowledge and Understanding
Discussion Questions for Self-Evaluation and Development
Discussion Questions for Self-Evaluation and Development
Q: How often do you report to families?
Q: How often do you report to families?
Q: How do you currently report to families?
Q: How do you currently report to families?
Q:Who in your setting reports to the families?
Q:Who in your setting reports to the families?
Q: How is the child's voice heard in the reporting process?
Q: How is the child's voice heard in the reporting process?
Q. Do you need to develop your reporting system?
Q. Do you need to develop your reporting system?
Q: Has your setting engaged and reflected on the High Quality Reporting and Tracking document as team?
Q: Has your setting engaged and reflected on the High Quality Reporting and Tracking document as team?
Q. Can the Early Learning and Childcare Team support with your development?
Q. Can the Early Learning and Childcare Team support with your development?
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