Hi, this is all about how the children's learning records are managed and organised within your specific setting. Could you ask if there is a policy, procedure or specific practice that governs your school's record keeping?
Find out the type of information kept: eg attendance records, pupil's personal details - name/dob, general & emergency contact details, medical, SEN, financial, schemes of work or planning, reading records, target setting ..
What is your role in all of this information - do you undertake and share the findings of observations made formally or informally .. through the written/creative work of children, pre-planned observations, verbal information given by other colleagues, parents, carers and children themselves? What do you do with this infomration.
The validity and reliability of information provides an underpinning evidence of what the children are currently enjoying, doing well in, have accomplished and areas they may need support in. Children's development can be rapid, staggered, they may achieve goals competently, with ease or need time to perfect a skill before moving on. Having information on record that changes as the child changes ensures you can meet their most currrent needs and evidence what they're learning and understanding.
Are there contractual sole and shared duties that you've noticed between yourself and other colleagues - taking the register, individual child support, helping children select reading books ..
How do you share the information you gather through daily activities eg. meetings, at the end of lessons, as and when otherwise necessary and where does that information travel on from there ..
How are the learner records updated, new targets identified and set, how does your role in collecting information through monitoring and observing help to inform each child's learner record?
What information is kept and where - on paper, on a computer & software programme, who has access to the electronic data & where is paperwork stored. How easy is it to update or adjust records when the need arises.
If a child shows signs of not understanding what's being said or begins to falter in their confidence of asking, answering, joining in, what systems or programmes does your setting have that offers dedicated support, learning styles identified that help to plan for individual support.
Awareness of neglect, medical and learning history - tiredness, lack of sleep, hunger, loss of focus, dyslexia, concentration will prompt safeguarding, well-being & child protection procedures.
I hope this helps a little xx
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