EYFS Profile Training
February 2015
Agenda
 Good Level Development
– National and Cheshire East
 2 year old data for Cheshire East
 Updates
 Training and agreement trialling
 Dates for your diary
What is a Good Level of
Development?
 Children will be defined as having reached a Good
Level of Development if they achieve at least the
expected level in the ELGs of…
– All Prime areas of learning…
• Communication and Language, Physical Development and Personal, Social and
Emotional Development
– The following Specific areas of learning…
• Literacy and Mathematics
Data specification
Assessment Rating
EYFS judgement
1
Indicates a child who is at the ‘emerging’ level at the end of
the EYFS
2
Indicates a child who is at the ‘expected’ level at the end of
the EYFS
3
Indicates a child who is at the ‘exceeding’ level at the end of
the EYFS
A
Indicates a child who has not been assessed due to long
periods of absence, for instance a prolonged illness; a child
who arrives too late in the summer term for teacher
assessment to be carried out i.e. within 2 weeks of the data
submission date; or a child who has an exemption
Assessment and Reporting arrangements: The Early Years
Foundation Stage Profile (page 3-5) section 3.2
National picture
Cheshire East picture
 62% - The proportion of children achieving a good level of
development. This is up 6% points from 56% last year.
 34.7 - The average EYFSP point score for 2014; an increase
of 0.9 points from 33.8 in 2013.
 58.7% - The proportion of children achieving at least the
expected level in all 17 early learning goals.
 17%pts - The gender gap between the percentage of girls and
boys achieving a good level of development. 71% of girls
achieved a good level of development compared to 54% of
boys.
Comparing National EYFSP data
with Cheshire East data
Cheshire East EYFSP Comparison data Boys and Girls – June 2014
Areas of learning
Boys achieving expected
%
Girls achieving expected
%
Gap / Difference
%
LA
78.7
88.9
10.2
U
80.5
87.8
7.3
S
78.5
87.1
6.6
M&H
84.1
93.9
9.8
H&S
88.5
95.0
6.5
SC/SA
85.0
90.8
5.8
MF&B
81.5
92.1
10.6
MR
84.7
92.4
7.7
R
68.9
81.0
12.1
W
62.5
77.8
15.3
M
72.3
79.7
7.4
SS&M
78.3
84.6
6.3
Areas of learning
Boys achieving expected
%
Girls achieving expected
%
Gap / Difference
%
P&C
TW
Tech
EM&M
BI
81.3
82.1
89.3
78.2
78.5
89.1
87.3
90.9
93.3
91.8
7.8
5.8
1.6
15.1
13.3
*Highlight - indicates areas with widest gaps of 9.8 and above.
EYFS statutory assessments
 The Progress Check at Age 2
– When a child is aged between two and three, practitioners must
review their progress, and provide parents and/or carers with a
short written summary of their child’s development in the prime
areas
 The Early Years Foundation Stage Profile
– In the final term of the year in which the child reaches age five,
and no later than 30 June in that term, the EYFS Profile must be
completed for each child. The Profile provides parents and carers,
practitioners and teachers with a well-rounded picture of a child’s
knowledge, understanding and abilities, their progress against
expected levels, and their readiness for Year 1.
Updates
 Handbook 2015
https://www.gov.uk/government/publications/early-years-
foundation-stage-profile-handbook
 Assessment and reporting arrangements 2015
https://www.gov.uk/government/publications/early-yearsfoundation-stage-assessment-and-reporting-arrangements-ara
 Exemplification materials
– Speaking
– Reading
– Writing
– Numbers
https://www.gov.uk/government/publications/eyfs-profileexemplication-materials
Baseline Assessment Updates
The Standards and Testing Agency has approved the
following providers for the reception baseline
assessment:
 Centre for Evaluation and Monitoring, Durham
University (CEM)
 Early Excellence
 GL Assessment
 Hodder Education
 National Foundation for Educational Research
(NFER)
 Speech Link
Early Years Foundation Stage
profile handbook 2015
Early Years Foundation Stage profile
moderation:
essential requirements and effective
practice for local authorities
Specific EYFS profile training
Specific EYFS profile training, which includes agreement
trialling, is provided for practitioners responsible for the
completion of the EYFS profile
Exemplification of national standards is used to support
training and ensure national consistency with regard to the
principles and processes of EYFS profile assessment and
accuracy of judgements
EYFSP Handbook 2015 – Early Years Foundation Stage profile moderation: essential
requirements and effective practice for local authorities
Literacy – Reading
Children read and understand
simple sentences. They use
phonic knowledge to decode
regular words and read them
aloud accurately. They also
read some common irregular
words. They demonstrate
understanding when talking
with others about what they
have read.
ELG 09 - Reading
Experimental Evaluation of The Durability
of A Composite-Composite Pasted
Assembly Under Quasistatic Loading
 Nowadays, most of the forecasting models of
viscoelastic behaviour of the materials are based on
analogies or Ferry's time-temperature equivalence
principles, in which the temporal variable is a function of
the temperature. This approach is suitable for the
analysis of the thermorheological process. It is especially
convenient for engineering calculations because one can
instantly test under high temperature and predict the
behaviour of the material for low temperatures for
extended loading periods. However, this approach is
possible only in a domain of stationary creep in which
deformations increase linearly with time.
Activity
 Darcy has chosen to look at a book; what reading
skills is she applying?
Complex process!
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Chooses a familiar book
Making connections to her own life (baby)
Understanding of difference between text and pictures
Knowledge of handling books
– Turning pages in correct order
– Knows the difference between the front and the back of the book
Using the context to decode more complex words
Using picture clues and talking about them
Using her phonic knowledge to segment and blend words – nest, big
and help
Recalls main events in the story after reading
Comprehension
Talks about how characters are feeling – early inference and
deduction skills
Characteristics of Effective Learning
Activity
 Discuss in groups the opportunities you provide for
children to use their emerging reading skills…
– In your daily routine
– In your environment
Opportunities for reading
 Environmental print
– Packaging
– Displays
– Labels
– Signs
 Challenges
– Exemplification materials - treasure
hunt fun, physical challenges, games
with instructions
 Role play
– Exemplification materials – letters
 Instructions
– Exemplification materials – making
pizzas, action games
 Revisiting familiar books
Role of the adult
 Modelling
– fluency, phrasing, intonation and
expression
 Pause, prompt and praise
– Specific praise
 Book choices
– Making connections, books that
children will revisit, books with
rhythm, rhyme and patterns, key
interests
 Reading for a purpose
 Providing opportunities to apply
and consolidate phonic knowledge
Importance of communication
and language
 ‘Language is the rock on which reading rests.’
Virginia Beardshaw ICAN Chief Executive
Read on, get on campaign
 ‘Talk is the sea upon which all else floats.’
James Britton, 1970 (Psycholinguist)
Raising Early Attainment in
Literacy (REAL)
National Children’s Bureau training (Sheffield University)
 4 strands of early literacy
– Oral language
– Books
– Early writing
– Environmental print
 ORIM framework – ways parents can help children with literacy
– Opportunities
– Recognition
– Interaction
– Modelling
REAL in Cheshire East
 Targeted approach with
settings linked to a
children’s centre and in
our super output areas
 A range of joint
sessions are taking
place linking children’s
centres, schools and
settings
Literacy - Writing
Children use their phonic
knowledge to write words
in ways which match their
spoken sounds. They also
write some irregular
common words. They write
simple sentences which
can be read by themselves
and others. Some words
are spelt correctly and
others are phonetically
plausible.
ELG 10 – Writing
EYFS profile assessment processes
 You must consider the
whole of each ELG when
making your decision.
 Avoid splitting the
descriptor into sections
and “ticking them off”
 The most accurate picture
of the child’s overall
embedded learning will
come from the holistic view
of the descriptor
EYFSP handbook 2015 – section 2 EYFS
profile purposes, principles and processes
(point 3)
Judging “expected” category
 “best fit” doesn’t mean
that the child has equal
mastery of all aspects of
the ELG
 Look at the whole of each
ELG description when
making this summative
judgement
EYFSP handbook 2015 – section 2 EYFS
profile purposes, principles and processes
(point 3.1)
White copy - School
Peach copy - LA
Professional dialogue
Characteristics of Effective Learning
Physical Development
• Share practitioner evidence and exemplification for ELG 4 & 5
Understanding the World
• Share practitioner evidence and exemplification for ELG 13, 14, 15
Expressive Arts and Design
• Share practitioner evidence and exemplification for ELG 16 & 17
Remember to fill in paperwork for agreement trialling
Physical development
• Moving and handling
• Health and self-care
Understanding the World
• People & communities
• The World
• Technology
Expressive Arts and Design
• Exploring and using media and materials
• Being Imaginative
Moderation Cycle 2015
Teachers in the following
areas will receive a moderation
visit:
Middlewich
Shavington
Nantwich
Tarporley / Broxton
Dates for your diary
If your school is receiving a visit:
April 23rd 2015: Pre–visit cluster meeting
Hunters Lodge, Crewe
12.45 - 1.00 start – 3.30pm finish
May 2015 – visits will take place
Submission Date
Friday 19th June
Further Information:
• Website
• School bulletin