Different observation tools that can be used in your Early Years setting
Observations are important in Early Years settings and can offer practitioners and children a range of support. There are a variety of different tools that can be used to plan for and support children through observation, here are some examples.
Settling in Observation
It is a good idea to carry out an observation on the child during their settling in period. This enables the practitioner to ensure the child is happy and engaged during their time at nursery. Settling in observations can identify areas for support and enable practitioners to plan for the child’s next steps. These can be shared with parents to show how well their child is doing at the nursery. Settling in observations may also highlight any interests a child may have, enabling practitioners to plan for these.
Observation sheets
Observing children is a statutory requirement on all practitioners in the Early Years under the EYFS. This ensures they can plan appropriately to meet children’s individual needs and highlight any areas for support or concern. There are a range of observations that can be used to observe children in a range of situations and areas. Snapshot observations enable practitioners to quickly note down any milestones that are met by the children whilst significant observations can also be used to observe during set activities. Timed observations can support practitioners in identifying any patterns of behaviour and also highlight any barriers in the room or areas that may not be accessed for whatever reason. This can support the practitioners in assessing the environment in meeting the needs of all children.
Next steps
Observations should highlight areas to support or enhance development. Practitioners should carefully consider these areas with regards to the EYFS and identify a child’s individual next steps for development. Using a next steps flower is a great idea, this enables all practitioners to see the children’s next step ideas for each. A photo of the key person will sit in the middle of the flower, with each petal representing one child in the key group. The child’s next steps will be written on the petal and displayed in the room. When the child has achieved their next step, photo evidence can be attached and then added to their learning journey.
Individual Support Plan
Children with additional needs may require an individual support plan. This can aid practitioners and other professionals to support children’s individual needs. This individual support plan is broken down into areas of development such as speech and language. The key worker can then write a short summary of the child’s needs within that area and identify any targets. Individual Support Plans can be used to meet the additional or complex needs of any child; however they are most commonly used with children who have SEND.