Individual Planning and Assessment

  • Child profile – written by families at the beginning of the year.
  • Child’s Development File – contains observations, time-samples, narratives, jottings, IEP’s, notes and assessments from other professionals such as speech therapists etc.
  • Progressive jottings and observations are reviewed at the end of each term.
  • A summative assessment is written and placed in the child’s journal and development file. Goals for the following term are set and parents are invited to contribute their goals too.
  • Chat sheets based on the 5 EYLF Learning Outcomes.
  • Child’s Journal

Group Planning and Assessment

  • Broad goals are set for each class at the beginning of the term and reviewed throughout the term. These are based on the needs and interests of the group.
  • For example: Term 1 – developing a sense of belonging to the group and learning about routines and expectations within the class.

Provisions and Things to Do Evaluation/Outdoor Journal

This is a core document that we use to plan together as a team and it influences what we do in the coming weeks. It covers all areas of the program including indoors, outdoors, small and large group experiences, children to observe, behaviour guidance strategies, confidential information and conversations with families, provisions needed, ways to differentiate the program for children with additional needs etc. The evaluation describes what worked and what didn’t, how to extend the learning, where to next and what provisions to add. Principles, practices and outcomes are linked into this document. Deeper reflection comes from these evaluations too.

Reflective Journal

Each educator has a reflective journal where they jot down what they’re noticing – about the children, the classroom, the physical or social environment etc. A place to record what’s happening, reflect on why that might be and to come up with ways to move forward. A place to jot down notes, conversations, ideas, keep interesting articles, brainstorm etc. A place to raise questions and answer them. We also use reflective tools at our Educator’s Meetings to review our practice, decide on a group action and evaluate the changes made. These written plans are kept in our reflective journals.

Quality Area Journals

To communicate with the preschool community about how we are meeting the 7 Quality Areas within the National Quality Framework. These journals also contain our Quality Improvement Plans.

Class Stories

A narrative and reflection of the interests and learning journey that the class have been focussing on. Also a way of educating parents about why we do certain things, our philosophy, our curriculum etc. It is emailed to families in the form of an e-newsletter.

Daily Slideshow

A visual snapshot of the learning experiences that the children have been involved with that day. The slideshow is a powerful talking point between the parents and a child and is a springboard into talking about the events of the day.

Student-led learning, based around play - perfect for their age group.