Click on an icon below to explore the forms we use in NCN
EYFS Parent Forms
These forms are all used by parents to share with us their child’s interests and progress.
EYFS Room Forms
These forms are used to record the assessments of each child in our care.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
- 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
- If the child has specific learning needs that require specific dedicated resources, we buy resources specifically based on this child’s needs
- 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.
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.
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.