ARK - Frequently Asked Questions

How many observations do we need to do?

There is not a finite number of observations that should be completed. It is good practice to undertake a range of observations while the child is in the setting. The observations will be undertaken when the child is involved in both child initiated and adult led/initiated activities. However in order to observe consistent independent behaviour and find out what a child can do it is important to observe the child in child initiated play.

Do we need to have an observation for every I can statement?

No. There is no requirement to have an observation or evidence for each I can statement. Effective practice requires that we should have a range of observations and practitioner’s professional judgement is an important element of this. It is also important to remember that the statements are I can and should not be misinterpreted as I nearly can or can with adult support and guidance.

Does every observation need to be referenced to the I can statements in the Child Development Record?

No. If the observation has been placed in the child’s Special Book and is being used to support the Child’s Developmental Record then it should be referenced to the I can statements. However if the decision is made that the observation will not be placed in the child’s Special Book it does not need to be referenced. The collection of observations is concerned with quality rather than quantity.

Do we have to start at the beginning of the I Can statements on the Child Development Record for every child?

No. Each record should start from where the child is. The Child Development Record is a record of children’s achievements and is from Birth to Five. If a child enters a setting when they are three it is not expected to complete the statements retrospectively.

What happens if the observation does not fit into the statements?

The observation will provide information about what the child can do. This may show a whole I can statement but may be information towards that statement. It will then be necessary to return to the Early Years Foundation Stage learning maps to consider the next steps  and opportunities/experiences required to enable the child to develop. It is important to remember the I can statements are for assessment and should not be used as learning intentions or objectives. The Early Years Foundation Stage Development Matters elements are the framework for learning and development and this must be used in conjunction with the I can statements.

Can the I can statements on the Child Development Record just be ticked?

No. The Child Development Record is not intended to be used as a ticklist and should not be used in isolation. It is intended that the Child Development Record is supported by the Special Books and together the documentation provides practitioners with a clear picture of children’s achievements and their learning journey.

Do we need to use the Early Years Foundation Stage?

Yes. The Child Development Record must be used in conjunction with the Early Years Foundation Stage. The Observation, Assessment and Planning process is underpinned by the Early Years Foundation Stage Principles. The process and documentation cannot be effectively undertaken if settings are not implementing the Early Years Foundation Stage principles, themes and commitments. The Child Development Record is an assessment document. The Early Years Foundation Stage Development Matters elements are the framework for learning and development.

Do the I can statements need to be completed in order?

It is likely the statements will be completed in order, however as child development is not linear and all children are individuals children may complete the statements out of order. It is important that practitioners  have time to discuss the statements and use the draft exemplification to ensure judgements made are consistent.

What should we pass onto the next setting?

The Child Development Record and Special Book should be passed on to the next setting and then this would be returned to the parent as a record of their child’s achievement and learning journey through the Early Years Foundation Stage.