2.2 Describe how, when and why to conduct the observation, assessment, and planning cycle to analyse and respond to children’s development and interests

This guide will help you answer 2.2 Describe how, when and why to conduct the observation, assessment, and planning cycle to analyse and respond to children’s development and interests.

Understanding the observation, assessment, and planning cycle is a core part of an Early Years Practitioner’s role. It helps support children’s development and interests. This cycle ensures that every child is valued and given opportunities to progress and thrive. In this guide, we will look at each part of this process to explain how, when, and why it is done.

How to Conduct Observations

Observations are the foundation of understanding a child’s needs and interests. These can be conducted in several ways, depending on the purpose. Each method provides valuable insight into the child’s development.

Types of Observations

• Narrative observations: Writing a detailed account of the child’s actions during play or an activity.
• Time sampling: Observing a child at regular intervals and recording what they are doing.
• Event sampling: Focusing on specific behaviours, often triggered by particular events or interactions.
• Photographic/video observations: Capturing moments where the child demonstrates learning or interest.
• Post-it/comments-based observations: Writing short, specific notes about observed behaviours or achievements.

Steps to Observe

1. Choose your focus – Decide what you are observing, such as communication, physical skills, or social interaction.
2. Prepare materials – Use observation sheets, post-it notes, or digital tools, depending on your setting.
3. Position yourself appropriately – Observe in a way that does not interrupt the child’s natural behaviour.
4. Record what you notice – Stick to objective observations, describing what the child says or does without making assumptions.

Why Objectivity Matters

Observations should avoid assumptions or personal interpretations. For example, instead of saying, “Ben was upset,” record what Ben did, such as “Ben folded his arms, turned away, and said, ‘I don’t want to’.”

When to Conduct Observations

Observations should happen regularly in natural, everyday situations. Waiting for planned moments may overlook spontaneous learning opportunities. Key times for conducting observations include:

• When a child is playing freely.
• During planned activities, such as storytime or craft sessions.
• When the situation highlights strengths or challenges in development (e.g., trying a new skill).
• After introducing new resources, materials, or themes.

Using a mixture of planned and spontaneous observations creates a rich picture. It ensures that the child’s abilities and preferences are viewed comprehensively across various contexts and scenarios.

Why Conduct Observations

Observations help practitioners identify:

• Individual strengths and achievements.
• Developmental progress in relation to frameworks, such as the Early Years Foundation Stage (EYFS) in England.
• Specific needs, such as areas where extra support or challenge is required.
• Emerging interests that can guide future planning and engagement.

They are also essential for spotting potential concerns. For example, delays in speech may need input from a speech therapist or involve creating strategies to foster language development.

How to Conduct Assessments

Assessment involves analysing the information gathered through observations. This step helps practitioners understand what milestones the child has reached and what areas need attention.

Ways to Assess Development

1. Link to developmental frameworks
   Comparing observations to EYFS Development Matters or other guidance ensures expectations are realistic and age-appropriate.
2. Look for patterns
   Reviewing multiple observations helps identify consistent behaviours, skills, or interests.
3. Consider the whole child
   Assess not only intellectual skills but also emotional, physical, and social development.
4. Take a collaborative approach
   Work with parents/carers and other team members to reflect on the child’s development.
5. Document findings
   Include observations, notes, or Learning Journals that track a child’s progress over time.

When to Conduct Assessments

Assessments should be ongoing. They occur after observing and regularly reviewing information collected. Examples of key times include:

• At the end of each term to summarise progress.
• Before meetings with parents, in preparation for effective discussions.
• When concerns arise about the child’s development.
• When a child transitions to a new room, setting, or school.

Regular assessments ensure that parents and professionals stay informed about how the child is progressing. They also help maintain accurate and useful records.

Why Conduct Assessments

Assessments:

• Highlight what a child has achieved and any areas where they are falling behind.
• Help practitioners plan appropriate next steps for learning and development.
• Allow parents to understand their child’s progress and how they can support learning at home.
• Support early intervention if additional help or specialist input is required.

Sharing assessment outcomes lets everyone involved in the child’s care work together.

How to Plan for the Next Steps

Once assessments are complete, practitioners must plan activites to improve learning opportunities. Planning involves adapting the environment and teaching methods to match developmental goals.

Steps for Effective Planning

1. Set learning intentions
   Identify what you want the child to achieve (e.g., practising fine motor skills through threading beads).
2. Incorporate the child’s interest
   Make learning fun and engaging by including things the child enjoys, like dinosaurs or music.
3. Use appropriate resources
   Provide tools, toys, or materials that will help stimulate learning.
4. Plan for inclusivity
   Ensure all planned activities work for children with different needs or abilities.
5. Create a flexible structure
   While planning is important, you may need to adapt if the child leads play in different directions.
6. Document the plan
   Make simple notes in the child’s Learning Journal or a shared planning document so your team follows the same steps.

When to Plan

Planning is an ongoing process. It happens after assessments and often feeds into weekly and daily lesson plans. Times to plan include:

• After noticing consistent interests (e.g., lots of role play in the home corner).
• When addressing specific goals (e.g., helping with early number recognition).
• Following a review – for example, where gaps in learning have been identified.

Planning doesn’t have to be time consuming. What matters most is how practitioners tailor activities to individual needs and abilities.

Why Planning Is Important

Planning helps provide structure and direction. It ensures:

• That activities cover a wide range of developmental areas (e.g., cognitive, social, and physical).
• Children feel supported but also challenged.
• Learning becomes meaningful and builds on what the child already knows.
• Resources, time, and space are being used wisely.

It makes learning manageable for staff, as activities are prepared with all needs in mind.

Linking the Cycle Together

The observation, assessment, and planning cycle is not a one-off process. Practitioners revisit each stage on an ongoing basis to support continual learning.

Example of the Cycle in Action

1. Observe
   A child repeatedly stacks boxes while playing.
2. Assess
   They demonstrate problem-solving and early mathematical skills, such as balancing and sizing.
3. Plan
   Provide more opportunities for stacking, pattern-making, or constructing towers. Include resources like counters or bricks.
4. Reassess with new observations
   By continuing observations, practitioners see whether the new activities extend the child’s skills.

This cycle ensures that practitioners remain responsive to the changing needs and interests of the child.

Working in Partnership with Parents

Involving families in this cycle makes it more effective. Share observations or Learning Journals with parents to keep them updated on their child’s development. Encourage them to share what their child enjoys at home. This way, planning will reflect the child’s full picture of development.

Supporting Individual Needs

This cycle supports all children, including those with additional needs. Practitioners can work with external agencies (e.g., speech therapists or occupational therapists) to make sure that planning includes specialist strategies when required.

Conclusion

The observation, assessment, and planning cycle brings thoughtfulness to child-centred learning. It helps practitioners recognise the child’s abilities, potential, and personality, while responding flexibly to strengths, needs, and interests. Building this cycle into your daily practice supports both the child and their family effectively.