Move beyond checklists. Explore meaningful on-entry assessment through observation, professional dialogue and responsive practice.

Cefnogi Dilyniant drwy Asesu Wrth Fynediad Ystyrlon

Datblygiad proffesiynol dan arweiniad Katrina Peters

Mae asesu wrth fynediad yn ofyniad statudol, ond dylai fod yn llawer mwy na dogfen wedi’i chwblhau neu dasg chwe wythnos. Pan gaiff ei wneud yn effeithiol, mae’n helpu ymarferwyr i ddatblygu dealltwriaeth gyfoethog o gryfderau, diddordebau a chamau nesaf plant, gan gefnogi penderfyniadau addysgu a dysgu o’r cychwyn cyntaf.

Bydd y cwrs hwn yn archwilio sut y gall asesu wrth fynediad ddod yn rhan ystyrlon o ymarfer bob dydd, yn hytrach na gweithgaredd ar wahân. Gan dynnu ar drefniadau asesu’r Cwricwlwm i Gymru a’r ddealltwriaeth gyfredol o ddilyniant, bydd cyfranogwyr yn ystyried sut y gellir defnyddio arsylwi, barn broffesiynol ac addysgu ymatebol i greu darlun cyfannol o bob plentyn.

Mae’r cwrs yn canolbwyntio ar bum elfen allweddol sy’n sail i ddull effeithiol:

Creu banc tystiolaeth drwy arsylwadau ystyrlon

Defnyddio systemau cydweithredol sy’n galluogi pob oedolyn i gyfrannu

Datblygu deialog broffesiynol i feithrin dealltwriaeth gyffredin

Defnyddio dadansoddiad naratif i nodi patrymau a llywio’r ddarpariaeth

Llunio crynodeb asesu wrth fynediad syml sy’n deillio o ymarfer parhaus

Drwy gydol y diwrnod, byddwn yn archwilio enghreifftiau ymarferol o ysgolion ledled Abertawe ac yn ystyried sut y gall asesu wrth fynediad gefnogi plant unigol yn ogystal â gwelliant ysgol gyfan.

Mae’r cwrs yn arbennig o berthnasol i ymarferwyr Meithrin, Derbyn a Dysgu Sylfaen, ond bydd hefyd o fudd i arweinwyr sy’n gyfrifol am asesu, dilyniant a datblygu’r cwricwlwm.

Bydd cyfranogwyr yn gadael gyda:

Dealltwriaeth glir o’r gofynion statudol

Dulliau ymarferol y gellir eu rhoi ar waith ar unwaith

Mwy o hyder wrth ddefnyddio arsylwi a barn broffesiynol

Fframwaith ar gyfer datblygu asesu wrth fynediad sy’n ystyrlon ac yn hylaw yn eu cyd-destun eu hunain

Mae’r cwrs hwn wedi’i gynllunio i gefnogi ysgolion i symud y tu hwnt i restrau ticio a gweithgareddau asesu untro, tuag at ddulliau sy’n llywio addysgu ac yn cefnogi dilyniant plant yn wirioneddol.

Supporting Progression through Meaningful On-Entry Assessment

A professional learning course led by Katrina Peters for Swansea Practitioners

On-entry assessment is a statutory requirement, but it should be much more than a six-week exercise or a completed document. When approached well, it provides a rich understanding of children's strengths, interests and next steps, helping practitioners make informed decisions about teaching and learning from the very start.

This course explores how on-entry assessment can become a meaningful part of everyday practice, rather than a separate task. Drawing on the Curriculum for Wales assessment arrangements and current thinking around progression, participants will consider how observation, professional judgement and responsive teaching can be used to build a holistic picture of each child.

The course focuses on five key elements that underpin an effective approach:

Building an evidence bank through meaningful observation

Using collaborative systems that enable all adults to contribute

Developing professional dialogue to support shared understanding

Undertaking narrative analysis to identify patterns and inform provision

Creating a simple on-entry summary that draws from ongoing practice

Throughout the day, we will explore practical examples from schools across Swansea and consider how on-entry assessment can support both individual children and whole-school improvement.

The course is particularly relevant for Nursery, Reception and Foundation Learning practitioners, but will also benefit leaders responsible for assessment, progression and curriculum development.

Participants will leave with:

A clear understanding of the statutory requirements

Practical approaches that can be implemented immediately

Greater confidence in using observation and professional judgement

A framework for developing meaningful and manageable on-entry assessment within their own context

This course is designed to support schools in moving beyond tick lists and one-off assessment activities, towards approaches that genuinely inform teaching and support children's progression.

Description supplied by the event organiser.