In the Moment Planning

What is In the Moment Planning?

In the Moment Planning is a concept that involves allowing child initiated, real time and learning through play based on the children’s interests at current time. There is none (or very little) forward planning or directed learning (carpet time sessions). Young children have a natural desire to learn, explore and question. Our setting and our practitioners offer core provisions and an environment which allows for the interests of every child to be captured ‘then and there.’ Careful observations by practitioners is key to utilising the In the Moment Planning approach – opportunities to seize the moment when a child shows a level of interest and curiosity that can be drawn out and then enhanced and built upon need to be recognised - these are normally called ‘teachable moments’. Written ‘planning’ is then done retrospectively in the form of observations, records of the interactions and notes on outcomes.



Teachers plan to each child’s individual needs and interests:

Sharing With Parents

Teachers meet with parents at the beginning and end of 1 week to discuss targets, share concerns and celebrations, barriers to learning, enhancement opportunities, additional support needed and outside community support available.

Parents take home a camera to record their child’s experiences beyond school e.g. their bedroom, favourite toy, the park, library, family and pets etc. The parents then bring the camera back into school after 2 days and the photos are shared with the whole class. The children are so excited to TALK all about their home experiences, building their confidence and relationships with others. This supports our school ethos LOVE greatly.

All observations of one child is recorded on a large Focused Sheet. This shows the whole development of one child on one page. We use clear language to promote and move learning on (highlighted in yellow). Each child has one sheet each term (Autumn, Spring and Summer) which provides a snap shot of progression during child initiated learning