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Improving the use of ICT in the Foundation Stage: NE Lincs

A case study describing a project that used Virtual Learning Environments (VLEs) and ICT equipment to create interactive websites allowing parents to view how their children’s learning was being documented.

Rationale

Information about how the ICT equipment was chosen and what training was delivered to allow all settings to participate. The project team trained participants in using cameras and methods for transferring images into documents. A further day's training was provided by the local Virtual Learning Environment (VLE) provider.
Process

20 LAs were involved in the ‘Using ICT in Early Years Project’. The main thrust of the project was to support the raising of children’s achievements in ICT capability within the Early Years. NE Lincolnshire's project investigated the use of Virtual Learning Environments (VLEs) in order to create an interactive website for parents that document each child’s learning journey. The project involved a wide range of settings including childminders, day nurseries, pre-schools, nursery and reception classes. Equipment used included digital cameras, camcorders, slide shows and video presentations.
Practices and impact

An overview of the impact of the project on practitioners, pupils and parents, which was particularly strong in helping them learn about the uses of ICT.
Conclusions and possibilities

A summary of the plans and priorities for future development of the project.

Case study: Bringing Early Years Foundation Stage and Key Stage 1 together

This local authority has reviewed the Early Years Foundation Stage (EYFS) alongside the National Strategies Primary Framework, as well as the EYFS Profile alongside Assessing Pupils' Progress (APP) materials. Advanced Skills Teachers (ASTs) in the authority are now trialling the use of these Bringing it together documents.

What was planned?

This section of the case study outlines the school's preparation for building bridges between Reception and Year 1.
What was done, when and how?

This section of the case study outlines the transition process when building bridges between Reception and Year 1.
Impact and verification

This section of the case study outlines the impact of building bridges between Reception and Year 1.
Lessons learned and next steps

This section is a summary of the lessons learned through building bridges between Reception and Year 1.

Improving the use of ICT in the Foundation Stage: Cornwall

Twenty LAs were involved in the ‘Using ICT in Early Years Project’. The main thrust of the project was to support the raising of children’s achievements in ICT capability within the Early Years. In particular, practitioners in Cornwall's case study wanted to celebrate children’s successes.

Rationale

Information about the initial questions that arose at the start of the project and how the enquiry was set up.
Process

Information about how the study progressed and who was involved.
Practices and impact

A detailed list of the impact on practitioners and the impact on children and their learning.
Conclusions and possibilities

Ideas about the possible next steps in the process, which included sharing the Foundation Stage Profiles and photo albums with parents and families and continuing the development of Assessment for Learning through children’s evaluations of their work using interactive whiteboards.

Case study: Supporting children’s personal, social and emotional development from Reception to Year 1

The profile of children entering Year 1 at this school showed low levels of personal, social and emotional skills. The school addressed the Year 1 learning environment, and the planning and assessment of learning to support all children to be successful learners building on their experiences and skills learned in the Early Years Foundation Stage (EYFS).

What was planned?

This section of the case study outlines the school's preparation for building bridges between Reception and Year 1.
What was done, when and how?

This section of the case study outlines the transition process when building bridges between Reception and Year 1.
Impact and verification

This section of the case study outlines the impact of building bridges between Reception and Year 1.
Lessons learned and next steps

This section of the case study is a muuary of the lessons learned through building bridges between Reception and Year 1.

Improving the use of ICT in the Foundation Stage: Halton

20 LAs were involved in the ‘Using ICT in Early Years Project’. The main thrust of the project was to support the raising of children’s achievements in ICT capability within the Early Years. Halton’s project aim was to create transition passports for children from pre-school to Reception Year. The information was used to evidence an e-portfolio for the Foundation Stage Profile (FSP). Equipment used included digital cameras and laptops.

Rationale and process

Details of the rationale behind the project and the obstacles that had to be overcome before the project could progress.
Practices and impact

A list of the main findings that emerged from the project and quotes from practitioners giving examples of how the impact was measured.
Conclusions and possibilities

Information about the ideas for further steps including continuing the project to promote dialogue between the settings,
Case study evidence 1: A pre-school case study

An example of a project that focused on the transition from preschool to reception class. The aim was for the children to develop their computer skills and gain confidence in using the digital camera throughout the foundation stages.
Case study evidence 2: A pre-school case study

Information about a project that focused on supporting children in the transition from home into pre-school and the transitions from pre-school into school reception, introducing the digital camera using key words ('ready', 'steady' and 'click').
Case study evidence 3: A reception case study

Information about a project that focused on an ICT transition study between pre-school and reception class that involved 'showing' the children in the pre-school the activities that the reception class engage in using pictures and writing. The selected children used the digital camera to take pictures of their activities, downloaded them onto a laptop, imported them into a software package and annotated the pictures.
Case study evidence 4: The process of collecting pictorial information in a reception class

Information about a project that focused on using the ICT equipment as a means of collecting information pictorially to evidence the children's progress in mathematical and physical development.
Case study evidence 5: How children in reception used digital cameras in their own work and play

Information about a project that focused on observing four children using the digital camera during creative music sessions then downloading their photographs, with support, onto the laptop to show to children in the playgroup – thus starting the transition process.
Case study evidence 6: A reception child’s learning story

A learning story written from the perspective of a child in Reception Year.
Case study evidence 7: A reception child’s learning story

A learning story written from the perspective of a child in Reception Year.
Case study evidence 8: A reception child’s learning story

A learning story written from the perspective of a child in Reception Year.

Improving the use of ICT in the Foundation Stage: Northamptonshire

A case study of a Foundation Stage project which involved videoing children during learning and sharing the footage with children in order to discuss what they had learnt.

Rationale and process

A list of settings for the project and description of how they were chosen. They included a childminder, two pre-school playgroups, three primary schools and two day nurseries for three to four year olds.
Practice and impact

A summary of how the project helped participants by raising awareness of the possibilities offered by ICT, improving ICT skills, and increasing knowledge of the strengths and weaknesses of pupils. A list of the obstacles that needed to be overcome.
Conclusions and possibilities

Summary of the main factors the project team considered before starting the project and an overview of planned developments to be implemented in future.
Appendices

Two appendices: A questionnaire designed to find out the impact of the project on practitioners' ICT skills, their knowledge of the children involved and the effect on relationships with carers and parents. A table designed to elicit information in the form of comments about participants' baseline ICT skills and how participants had progressed as a result of the practice.
Case study evidence: Example evaluations

Two examples of real-life evaluations of children in the learning environment, made during implementation of the project. The evaluations cover children’s personal, social and emotional development (PSED), their mathematical development, physical development, communication language and literacy (CLL) and creative development.

Case study: Timetabling opportunities for child-chosen, child-initiated and child-negotiated learning beyond the Early Years

This primary school identified that children’s involvement in confident, creative learning was not sustained from Reception to Year 1. The school decided to trial half a day (later extended to two days) each week where children chose and negotiated their own learning, from or beyond an overview of learning opportunities offered.

What was planned?

This section of the case study outlines the school's preparation for building bridges between Reception and Year 1.
What was done, when and how?

This section of the case study outlines the transition process when building bridges between Reception and Year 1.
Impact and verification

This section of the case study outlines the impact of building bridges between Reception and Year 1.
Lessons learned and next steps

This section of the case study is a brief sumarry of the lessons learned through building bridges between Reception and Year 1.

Case study: Communicating with Reception children and their parents before the move to Year 1

In this case study the school developed a range of ways to communicate with Reception children and their parents before the move to Year 1. They developed innovative photograph booklets, constructed questionnaires with Reception children and hotseats for pupils from Year 1, gave the Reception children opportunities to visit their new class and teacher and then invited them to show them to their parents.

What was planned?

This section of the case study outlines the school's preparation for building bridges between Reception and Year 1.
What was done, when and how?

This section of the case study outlines the transition process when building bridges between Reception and Year 1.
Impact and verification

This section of the case study outlines the impact of building bridges between Reception and Year 1.
Lessons learned and next steps

This section of the case study summerises the lessons learned through building bridges between Reception and Year 1.

Every Child a Talker: An audience with Michael Rosen

Every Child a Talker: An audience with Michael Rosen are a collection of six video clips intended to highlight the importance of talking with children in everyday situations (01178-2009DVD-EN).

Talking with children

Michael Rosen discusses the importance of talking with children in everyday situations.
Rhyme, rhythm and speech patterns

Michael Rosen talks about 'memorable language' and shares the Joe and the Bun Factory rhyme.
Different ways of speech

Michael Rosen discusses the importance of engaging children in talk and playing with words.
The sounds of language

Michael Rosen talks about the sounds in words and shares the Something Drastic poem.
Books and words

Michael Rosen discusses the importance of sharing books with young children and answering their questions.
We're Going on a Bear Hunt

Michael Rosen talks about the book We're Going on a Bear Hunt and shares the rhyme.

Early Years

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