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EYFS PLANNING – Can it all be relevant to meet each child’s needs?

Planning, many settings do a handwritten plan a week in advance, often as a chart to show what activities will be presented at different times of the day. These are generally around a theme. Activities are then presented to the children. Staff supervise and record what they see as the children do and achieve. Some settings make the planning relevant to children either as a Key Group or for a specific individual, as it is known they are moving house or expecting a new sibling, for example.

Planning with sparkPRO begins with the child, based upon where they are ‘AT’ now, and guides the adult. What are their Next Steps? Answer: the software suggests what could be incorporated within the child’s interests. This is based upon the unique Observational Journey embedded within sparkPRO, designed to help staff to assist the children to achieve appropriately and to accomplish their Development Matters Statements. There may be a topic, but there will always be Next Steps and ways to record each child’s interests. Engaging children through what they are interested in supports greater involvement; a higher level of learning. This can be achieved, using sparkPRO, as practitioners incorporate exciting activities and scenarios, in tune with each child’s needs. There may be a topic, but there will always be Next Steps and ways to record each child’s interests.  Engaging children through what they are interested in supports greater involvement; a higher level of learning.

Using the settings own continual provision, teams can organise their enhanced provision and activities. Then map where children are likely to play and add what they hope the child will learn (their own personal plan) when the child chooses that play and activity.

As the adult is keenly aware of their own expectations, the observations are instantly recorded, backed up with a photograph if desired and the observation immediately linked to the Areas of Learning, Characteristics of Effective Learning and the Six Thinking Streams linked to Sustained Shared Thinking, producing instant graphs and charts to show child’s outcomes.

Planning can be continually appropriate for the group and each child as modifications can be made from where the child is currently ‘AT’ and as interests change. Every plan can be printed out, just like the old written plans for display. As appropriate they can be electronically sent to parents to gain their participation and saved to prove how your team sensitively meets the holistic needs of the group and specific needs of each individual. More importantly, sparkPRO will support practitioners and educators to ‘get it right’ for every child who attends and therefore, optimum progress in learning and development is, as desired, the outcome.

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