Jones and pound (2008) (cited E105, block1, p.24) believes that the early years provision is too demanding to be met exclusively by one person in particular. They use the phrase ‘inclusive leadership’ reinforcing the importance of every member of the team playing their part and showing the confidence in doing so. My aim and long term goal is to develop my confidence and the ability in order to be a more effective member of the whole team.

PP3 Planning and Assessment

I have also chosen to rate myself a 3 in this particular area.
I gave myself a rating of 3 in this area is because I feel that as being a practitioner I feel confident enough in assessing the children using the Development Matters in the Early Years Foundation Stage (EYFS).I use the statements within this document to assess the child’s development and then these assessments are used to plan the next steps needed to enable them to achieve the targets. This information is then used by the setting leader when planning activities and lessons. I feel that I could have more input into the actual planning process in order to improve my rating to 4.
As a key worker it becomes my responsibility to collect evidence, both formal and spontaneous assessments on the children. This is done by observing the child’s play or initiated activity which is done on a daily basis. We also take photographs whilst taking the notes on what has been visually seen and heard of the child. I then use the development matters of the EYFS to assess the children’s developmental stages which are based on the observations. I am also responsible for the formative assessments of the children which are done on a termly basis. These assessments are used to track the child’s progress which then gives me an opportunity to plan for personalised learning. I am confident in assessing and observing the children as I do this as part of my daily routine.
On a weekly basis I discuss the outcomes of the assessments taken with my setting...