Planning Pack

Click on an icon below to explore the forms we use in NCN

Regular Planning

EYFS Parent Forms
EYFS Room Forms
PITM forms
Key Person Forms

Practitioner Learning and Development

Child Development Rainbows
Strategic Development
Outstanding Practice

Regular Planning

In this section you will find forms that are used daily by practitioners 

Click on these titles to jump to the section

EYFS Parent Forms
EYFS Room Forms
PITM Forms
Key Person Forms

EYFS Parent Forms

These forms are all used by parents to share with us their child’s interests and progress. 

Overview of Parent's involvement in planning

This document gives a simple overview for parents and staff of their role in the EYFS.

All About Me (0-1yrs)

This form is used by the parents, when a child starts at nursery or when the child transitions between rooms.

All About Me (3-5yrs)

This form is used by the parents, when a child starts at nursery or when the child transitions between rooms.

Parent Consultation sheet

When a child is a Focus Child, the parent should complete this form to feed into the week's review.

All About Me (1-2yrs)

This form is used by the parents, when a child starts at nursery or when the child transitions between rooms.

Spotlight Form

This form is used by a parent, when a child starts at nursery and before a Key Person meeting.

All About Me (2-3 yrs)

This form is used by the parents, when a child starts at nursery or when the child transitions between rooms.

EYFS Room Forms

These forms are used to record the assessments of each child in our care. 

Room Cohort Planning

This form is used by the room team to assess if a child is on target or off target. The form is used to record the baseline and then according to the spotlight schedule for the child based on their birthdate.

2 Year Check Form

When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected. For any assessment of development to be meaningful and useful, a complete picture of a child should be obtained. This will be best realised when parents, the child and all practitioners and professionals who know or gave involvement with the child participate fully in the process. The EYFS places a strong emphasis on working with parents as partners.

Room Pattern Tracking

This form is used to establish if there are any patterns of weakness in the teaching of a group of children

Parents Method of Contribution

This form is used to check that all parents are being fully engaged in their child's development. Room leaders should check that all

Blank Spotlight Schedule Form

This form is used to record the child's planned spotlight reviews. Each month there will be a collection of children reviewed by the room team, all scheduled from their birth date.

Transition Form

This form is used to hand over knowledge of a child when they transition between rooms.

PiTM Forms

We aim to minimize the paperwork needed for assessment of the children in our care. This form is the key one used when a child is a the focus child. 

Focus child Form

The whole room team should contribute to this form when a child is the 'Focus Child' . I advance the parent should have completed a Parent Consultation sheet so staff know their interests from home.

Key Person Forms

Key Person meetings take place every 6 months for every child. They are planned around the child’s birth date. 

Key Person Meeting Planning Form

This Key Person planning form assists practitioners cover all the relevant topics in a key person meeting.

Additional Forms

In this section you will find

EAL
SEN forms
– Glos specific
– South Glos specific
EYPP

EAL Forms

When a child joins our setting who has English as an Additional Language, it is vital that we understand their needs and progress

(EAL) EYFS Statutory Guidance | Learning and Development Considerations

(1.13)   For children whose home language is not English, providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin year 1. When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.

Celebrating Language Form

When an EAL child joins our setting, we should embrace and celebrate their language by ensuring we know basic key words. We use this form to collect that knowledge from parents. Work with your manager to ensure this document is in place.

EAL Assessment Sheet

When a child has EAL, they are assessed every 3 months to ensure they are making clear and positive progress.

EAL Practice Audit

Managers will use this checklist to ensure we are fully supporting all EAL children in our care.

SEN Forms

The forms we use to support SEN children are specific to the LA. We do need to ensure we use the latest forms, so rather than downloading the templates etc, we should always refer back to the LA to ensure we are using the latest ones. 

Glos SEN Forms

We follow Gloucestershire’s Tiered Level of Intervention SEND Offer. The offers Additional Provider Support (after completion of an ‘Ordinarily Available Provision’ Audit), Individual ‘Emerging’ or Individual ‘High Needs’ Support. 

Tier 1 - Additional Provider Support, offered on completion of the OPA Audit

Before support is offered to a child by the LA, the setting has to Audit itself using this form.

Glos Families Directory

All the latest templates and forms for SEND are stored in the Glos Families Directory.

South Glos SEN Forms

We follow South Gloucestershire’s The South Glos way principles to a graduated approach of communicate, record and monitor. As the processes may change we simply refer to the LA website for the latest forms. 

http://sites.southglos.gov.uk/safeguarding/children/the-south-glos-way-inclusion-toolkit/

The latest forms and templates are found on the VLE at the following locations

  • VLE/Early Years/SEND
  • VLE/Early Years/SEND/Graduated response
  • VLE/Early Years/SEND/Quick Guide to SEND forms, plans and guides
  • VLE/Early Years/Inclusion Fund (menu at the top for forms PINK)

A Celebratory Approach to SEND Assessment in the Early Years

A small group of professionals was tasked with developing a celebratory assessment tool for children with special educational needs and/or disability.

EYPP Forms

Children may be allocated EYPP funding (£302) for a number of reasons, e.g. financial hardship, they are a ‘looked after’ child or they are adopted. At NCN we have a hieracy of how we spend the money. 

  1. If we believe that a family cannot afford the basic necessities to meet the child’s well-being needs e.g. food – we are able to apply the funding to food costs at the setting
  2. If the child has specific learning needs that require specific dedicated resources, we buy resources specifically based on this child’s needs
  3. If the child has no specific needs we would look to the cohort they learn within to find group resources that all the children would benefit from. 

If you are a keyperson for a child with EYPP funding, you should discuss with your manager their needs.  

EYPP tracking Form

Managers use this form Termly to track the use of EYPP funding for each child identified as receiving the additional money. This is in arrears each term, as it may not be until the end of a term that the Council advises of the additional money.

Practical tips on allocating Early Years Pupil Premium funding

Guidance from the Learning Together About Learning project,
funded by the Department for Education (2016)

Practitioner Learning and Development

Child Development sheets

All practitioners need to understand Child Development. These simple ‘rainbows are for display in the rooms as an aide memoir.

0-18m Child Development Rainbow (EYFS1-54 P1)

We take the 3 prime areas and identify what a typical child 'can do'.

18-36m Child Development Rainbow (EYFS1-54 P2)

We take the 3 prime areas and identify what a typical child 'can do'.

36-60m Child Development Rainbow (EYFS1-54 P3)

We take the 3 prime areas and identify what a typical child 'can do'.

SDP sheets

Nursery Strategic Development Plan sheet

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'Room' Outstanding Practice Sheet

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Room Leader Checksheet

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LA Supporting Documents