3.7 EYE

1. Unit 3.7 Understand the needs
or the child preparing for School

2. Starter Activity
Read the article below take notes and discuss your thoughts with
the group.
http://www.bbc.co.uk/news/education-26976726

3. Learning outcomes
• Identify the meaning of ‘school readiness’
• Describe characteristics of ‘school readiness’
• Describe ways in which a practitioner can
prepare a child to start school

4. • When children start school they will all have very different
abilities, skills and experiences.
• Being school ready is not about being able to read and write.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.1
School readiness

5. School
readiness
Confident
Independent
Self-help
skills
Curious
Problem
solver
Sociable
Cooperative
Keen
LO1. Understand school readiness in relation to the role of the early
years practitioner .
Board blast what skills would children need to have developed by the
time they start School?

6. • Children who have been to a nursery setting will have
experiences and skills that will support them to be ready for
school.
• They will have experienced leaving their parent/carer on a
daily basis.
• They will have had opportunities to play with other children,
sometimes in large groups.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.1
School readiness

7. Before a child starts school there are some key skills they need
that will help them to be ready for school.
These include:
• Being able to be around others
• Being used to turn taking and sharing
• Being able to carry out basic self care
• Being open to learn new things and to work things out for
themselves
• Knowing that their parent/carer will be back to pick them up.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.1
School readiness

8. Time: 15 mins
Discuss opportunities for turn taking and sharing in the nursery
setting and think about how these will help a child to be ready
for school.
Consider:
• School class sizes
• Working in ability groups
• Play time and lunch time in the school.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.1

9. • If children have developed their self-confidence before they
start school they will be more able to ask questions and not
be afraid to get things wrong.
• Independence will support them to be confident in all areas of
the school day, from play time to going to the toilet to getting
on with tasks in the classroom.
• If children are keen and interested to learn then school will be
an exciting and interesting experience.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.1
School readiness

10. Time: 15 mins
Discuss the importance of being sociable as part of school
readiness.
Consider:
• What does it mean?
• The impact on the child.
• The benefits of being sociable to help adapt to new situations.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.1

11. Time: 15 mins
How would the practitioner prepare the child for the transition
to School?
Consider:
• Making friends
• Feeling confident
• Wanting to go back every day.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.1

12. Time: 15 mins
Describe your own experiences of a setting supporting a child to
be ready for school.
Consider:
• Peer support
• Visits to the school or from the class teacher
• Activities and stories to help prepare the child
• Research the policies and procedures of the setting for
supporting a child to be ready for school.
LO1. Understand school readiness in relation to the role of
the early years practitioner 1.1

13. Time: 15 mins
Which element of school readiness do you think is the most
important? Give your reasons why.
Consider:
• Being able to be around others
• Being used to turn taking and sharing
• Being able to carry out basic self care
• Being open to learning new things and working things out for
themselves
• Knowing that their parent/carer will be back to pick them up.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.1

14. School readiness
What does ‘School readiness mean?’
There are 3 key elements of the term ‘School readiness:-
Children's readiness for school - What children should know and be able to do in
order to enter school ready and eager to learn, thereby enabling a successful
transition to a primary school environment.
Schools' readiness for children - School environments and practices that foster
and support a smooth transition for children into primary school and later years.
These practices also promote the learning of all children.
Ready Families - Family and community supports and services that contribute to
children's readiness for school success
Parental and caregiver attitudes towards and involvement in their children’s early
learning and development and transition to school.

15. Task
Matching pairs activity
Communication Skills
Children who rely heavily on adults to carry out basic activities may find starting School more
challenging. Seemingly simple things such as putting on and doing up their own coat or
remembering to go to the toilet without being reminded are important, as well as being able
to get themselves changed for PE, or use a knife and fork. Children will increasingly need to be
able to think for themselves and act independently – for example, remembering to put their
lunch box or book bag in a particular place in the morning.
Self – confidence
This refers to children who are able to manage their feelings and talk about what is
happening. Children who understand the need for appropriate behaviour and follow the rules
will find it easier to settle into school routines.
Independence
Children who are more confident in themselves may be more willing to try new activities or
to tell adults when they need help. This will affect their experiences and how they work with
others.
Co-operation
Children who have limited pre-school experiences may find it difficult to adapt to their new
routines. Starting school may be daunting and they may be reluctant to leave parents and
carers.

16. Summary
 All children can be helped to be ready for school.
 Children do not need to be able to read and write before they start
school.
 Rich, varied life experiences will support a child to be ready for school.

17. Summary: plenary activities
1. Name three skills that will help a child’s school readiness.

18. Unit 3.7 Understand the needs
or the child preparing for School

19. Starter activity
Watch the clip list the benefits of working with others when
supporting children into School
http://www.educationscotland.gov.uk/video/p/video_tcm46510
67.asp

20. Learning outcomes
Describe factors affecting children’s readiness for school
• Explain how the early years practitioner supports children to prepare
for school

21. There are many factors that may affect whether or not a child is
ready for school but they can be summarised as:
• The individual child’s readiness for school
• The school’s readiness for the individual child
• Parent/carer’s support of the individual child’s readiness for
school.
Factors affecting school readiness
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.2, 1.3

22. The individual child’s readiness for school can include whether
the child has had the opportunities to develop the necessary
skills.
These can include:
• Opportunities to play, share and be with other children their
own age. If children have not had these experiences then
going to school can be a daunting and confusing experience.
• A level of self-confidence and independence. If children are
totally reliant on others then they may find themselves
struggling to cope with day-to-day expectations.
Factors affecting school readiness
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.2, 1.3

23. The school needs to be ready for the individual child. Before a
child starts at school and in the early stages of a new term,
schools need to consider:
• Effective information sharing with previous settings and
parents/carers
• An open, welcoming environment where every child is valued
and respected
• The role of the key person in supporting a smooth transition
• Adapting activities and opportunities to meet the individual
needs of the child.
Factors affecting school readiness
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.2, 1.3

24. Parents and carers play a vital role in preparing a child to be ready for
school.
They need to consider:
• Providing the individual child with a range of experiences that
enable them to develop the necessary skills for school readiness
• Having conversations about going to school in a positive and
supportive manner
• Information sharing with the school about any particular needs the
child may have including health, dietary or special needs.
Factors affecting school readiness
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.2, 1.3

25. Time: 15 mins
Discuss the impact of the following factors affecting a child’s
school readiness:
• A shy or withdrawn child
• A child who has moved to a new area and starts school the
following day
• A child whose parent or carer had a poor school experience
and doesn’t see the point in children going to school.
LO1. Understand school readiness in relation to the role of the
early years practitioner [AC 1.2, 1.3]

26. • The early years practitioner has an important role in preparing
children to be ready for school.
• The early years practitioner will have enabled children to get used
to routines.
• They will have supported children’s self-reliance and self-help skills.
• Early years practitioners will have provided the children with a wide
range of activities, experiences and opportunities to develop the
skills necessary to be ready for school.
• They will have also supported the children to be ready for the
change in environment and staff.
The role of the early years practitioner
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.2, 1.3

27. Time: 15 mins
How does your setting help children to be ready for school?
Consider:
• Day-to-day routines
• Working with a group of children who are all moving together
• Changing expectations of the older children
• Visits to or from the school.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.2, 1.3

28. • The early years practitioner will have observed and
documented the individual child’s progress and development.
• This information will be vital for the new staff as this will help
settle the child and move them on to their next stage of
development and learning.
The role of the early years practitioner
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.2, 1.3

29. How can the practitioner support the child in preparing for
school ?
Supporting
children’s
preparation
for School
What stories
might you read?
What would
you talk to
teachers
about?
What would you
talk to parents
about?
What
information
could you give
out?

30. Time: 15 mins
How does your setting help children to be ready for school?
Consider:
• Day-to-day routines
• Working with a group of children who are all moving together
• Changing expectations of the older children
• Visits to or from school.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.2, 1.3

31. Time: 15 mins
Prepare an information leaflet to give to staff about how they
can prepare their key children to prepare for School
Consider:
• How to make it an exciting opportunity for the children
• Answering the children’s questions truthfully
• Talking to the children when they return from the visit.
LO1. Understand school readiness in relation to the role of the
early years practitioner 1.2, 1.3

32. Summary
 Children need to be ready for school for them to have a smooth
transition.
 The school has to get ready for the child by gathering all the necessary
information and fully preparing for the child’s individual needs and
interests.
 Parents and carers play a vital role in preparing children for school
readiness.

33. Summary: plenary activities
1. Describe three factors that may affect a child’s school readiness.
2. Describe three things a practitioner can do to enable a child to be
school ready.

34. Unit 3.7WB Understand the
needs or the child preparing for
School

35. Learning outcomes
• Describe areas of learning and development within the current
framework which relates to School readiness
• Identify assessment strategies in relation to the current framework
• Evaluate the current framework’s assessment process in supporting
children’s preparation for school

36. LO2. Understand school readiness in relation to the current
framework 2.2, 2.3
Time: 15 mins
How do you prefer to be assessed?
Consider:
• Written work
• Exams
• Discussions.
Which method do you like the least? Why?

37. LO2. Understand school readiness in relation to the current
framework 2.1
Look at you copy of the EYFS
Note down the areas in which relate to ‘school readiness’
Describe what is covered within these areas of Learning and
Development

38. • The assessment of a child’s learning and development is a
continual process.
• There are formal and informal strategies for assessing
children.
• The EYFS has specific assessment requirements that are to be
carried out at set times.
• Practitioners will use a range of methods to assess a child’s
learning and development.
Assessment strategies
LO2. Understand school readiness in relation to the current
framework 2.2, 2.3

39. • Practitioners will use information gathered from observing
children to assess their learning and development.
• They will carry out planned observations to assess specific
areas of learning and development but they will also carry out
regular brief observations of all children as they play and
learn.
Assessment strategies
LO2. Understand school readiness in relation to the current
framework 2.2, 2.3

40. Time: 15 mins
Describe how practitioners carry out observations in your
setting.
Consider:
• Planned observations
• Spontaneous observations
• What happens to the observation once it has been written?
LO2. Understand school readiness in relation to the current
framework [AC 2.2, 2.3]

41. • Practitioners can assess children through day-to-day
conversations by using open-ended questions to check
learning and understanding.
• Reviews of the child’s progress with their parents/carers will
enable practitioners to get a holistic view of the child’s
learning and development.
• Photographs and videos of the children at play will give
practitioners and parents/carers the opportunity to see a
snapshot of a child’s learning and development as it happens.
Assessment strategies
LO2. Understand school readiness in relation to the current
framework 2.2, 2.3

42. Assessment
methods
Planned
observations
Photos
Examples of
work
Meetings
with parents/
carers
Video
Spontaneous
observations
Talking to the
child
LO2. Understand school readiness in relation to the current
framework 2.2, 2.3

43. • Assessing children as an ongoing process is known as
formative assessment.
• Summative assessments summarise the child’s learning and
development at a given time.
• The EYFS requires that practitioners carry out both formative
and summative assessments.
Assessment strategies: formative and summative
LO2. Understand school readiness in relation to the current
framework 2.2, 2.3

44. The EYFS includes two main summative assessments:
• Progress check: carried out when a child reaches two. This is a
written summary of the child’s learning and development.
• EYFS profile: completed when children are at the end of the
EYFS in the Reception class.
Practitioners, parents and where relevant other professionals
will contribute to these summative assessments.
Summative assessments
LO2. Understand school readiness in relation to the current
framework 2.2, 2.3

45. Time: 15 mins
Discuss the benefits of formative and summative assessments.
Consider:
• Why do we need both types of assessment?
• What are the benefits of each type?
• What are the drawbacks?
LO2. Understand school readiness in relation to the current
framework 2.2, 2.3

46. • The EYFS assessment process will enable practitioners to
determine whether children have developed the skills to be
ready for school.
• If there are any concerns about the child’s progress then the
EYFS profile will provide the Year 1 teacher with vital
information and this will help them to support the child in
school.
Assessment process
LO2. Understand school readiness in relation to the current
framework 2.2, 2.3

47. Time: 15 mins
How effective is the EYFS profile in supporting Year 1 staff in
planning?
Consider:
• How many profiles they may have to be read
• The quality of each profile
• The effects of a summer break between the end of Reception
and beginning of Year 1.
LO2. Understand school readiness in relation to the current
framework 2.2, 2.3

48. Time: 15 mins
How do you think children should be assessed at the end of the
EYFS?
Consider:
• How the assessment will be carried out
• How the assessment will look
• How the information will be interpreted.
LO2. Understand school readiness in relation to the current
framework 2.2, 2.3

49. Summary
 There are many different assessment strategies.
 Formative assessment supports summative assessment.
 Practitioners and parents/carers contribute to the assessment process.
 Assessing children will provide practitioners with vital information that
will support their learning and development.

50. Summary: plenary activities
1. What is the difference between formative and summative assessment?
2. Name the two summative assessments with the EYFS.
3. List four assessment methods.

51. Unit 3.7 Understand the needs
or the child preparing for School

52. Starter activity
How many words can you make out of:
Language Rich Environment

53. Learning outcomes
• Identify others involved in helping children prepare for school
• Describe the information required to enable the School to meet the
individual needs of the child during transition
• Explain the role of the early years practitioner in encouraging parents/
carers to take an active role in their child’s play, learning and
development in preparation for School readiness

54. • Everyone has a role to play in preparing children for school.
• Parents/carers know their child best and are able support
them with skills they will need at school.
• Practitioners will have the opportunity to prepare children for
their next stage of learning and development.
• Other professionals may be involved and will support the
specific needs of a child to be ready for school.
Helping children prepare for school
LO3. Understand how working in partnership with others contributes to
children’s School readiness

55. • When a child starts school the school will require a range of
information about the child to help them meet their
individual needs.
• Some of the information will be about personal details and
some will be about the child’s learning and development so
far.
• The child’s previous setting will provide the school with an
EYFS profile and this will be a summative assessment of the
child’s abilities.
Information sharing
LO3. Understand how working in partnership with others contributes to
children’s School readiness 3.1

56. Information
on the child
Full name
Preferred
name
Date of
birth
Position in
family
Dietary
requirements
Individual
needs
Health
information
Summative
assessment
LO3. Understand how working in partnership with others
contributes to children’s School readiness
What are the roles of
others when
gathering this
information?

57. Time: 15 mins
Describe how knowing personal information about a child will help the
school to support the individual needs of the child.
Consider:
• Correct spelling of their name
• Preferred name to be used
• Health issues
• Dietary requirements
• Likes and dislikes
• Previous experiences i.e. have they been to a nursery or
childminder? Who would you get this information from?
LO3. Understand how working in partnership with others
contributes to children’s School readiness 3.2

58. The child’s EYFS profile will provide Year 1 staff with information
about the child’s learning and development in the seven areas of
learning.
The profile will describe whether a child has met each of the
Early learning goals (ELGs).
These will be described as:
• Emerging – this means the child has not yet met the ELG
• Expected – this means the child has met the ELG
• Exceeding – this means the child has exceeded the
expectations of the ELG.
Information sharing
LO3. Understand how working in partnership with others
contributes to children’s School readiness 3.2

59. Time: 15 mins
Early learning goals (ELGs)
How does the explanation of ‘emerging’, ‘expected’ or
‘exceeding’ achievements support the school in meeting the
individual needs of the child?
Consider:
• The child who has not yet met certain ELGs
• The child who has met every ELG
• The child who has exceeded in one or more of the ELGs.
LO3. Understand how working in partnership with others
contributes to children’s School readiness 3.2

60. • The child’s parents/carers play a key role in children’s school
readiness.
• This will range from preparing their child for school by
answering questions and talking to them about school to
actually helping them get ready for school on a day-to-day
basis.
• Practitioners need to share experiences with parents/carers
that are supporting children’s school readiness.
• This could include encouraging and praising independence
and visits to or from the school.
Work with parents/carers
LO3. Understand how working in partnership with others
contributes to children’s School readiness 3.2

61. Time: 15 mins
Discuss the benefits of encouraging parents/carers to take an
active role in preparing their child for school readiness.
Consider:
• Benefits to the child
• Benefits to the setting
• Benefits to the parents/carers.
LO3. Understand how working in partnership with others
contributes to children’s School readiness

62. Time: 15 mins
How well does your setting work with others to support
children’s school readiness?
Consider:
• Teamwork within the setting
• Liaison with the school
• Partnership with parents/carers.
LO3. Understand how working in partnership with others
contributes to children’s School readiness

63. Make a poster to inform Parents / Carers on how they can take
an active role at home in helping to prepare their child for School
www.gov.uk/government/publications
https://www.pacey.org.uk/working-in-childcare/spotlight-on/be
ing-school-ready/
LO3. Understand how working in partnership with others
contributes to children’s School readiness
Parents’ Guide to the
Early Years Foundation Stage Framework
Exciting times ahead for you and your child

64. Time: 15 mins
You have been asked to arrange an event to encourage
parents/carers to support their child’s school readiness. What
would you do?
Consider:
• Timing
• Location
• Activities
• Who will attend
• Proposed outcomes.
LO3. Understand how working in partnership with others
contributes to children’s School readiness

65. Summary
 Partnership with parents/carers will support a child’s school readiness.
 Accurate information about the child will enable the school to meet the
individual needs of the child.

66. Summary: plenary activities
1. List three things the school would need to know about the child before
they start school.
2. What are the three words, that all start with the letter ‘E’ that describe
how well a child has met an early learning goal (ELG)?

67. Homework
1. Prepare for externally set assignment to hand in September 2016
2. Extended Essay 2
3. The Extended Essay (EE 2) title is:
4. The Early Years Educator follows the current early years framework in the development
of children’s school readiness
5. The Extended Essay will be graded D to A*.
6. To achieve the Extended Essay learners must achieve the minimum of a D grade.
7. The Extended Essay must be undertaken by following these criteria:
8. D grade
9. D1 Describe how practitioners support children’s readiness for school.
10. D2 Explain why it is important for practitioners to give effective support to children to
prepare for school.
11. D3 Show evidence of reading and use of sources.
12. Assignment Due date for 3.7, 5/9/16
13. Please have your externally set assignment first draft printed out for when Sharon
Observes you in September