Countdown to EYFS profile 2013
The EYFS Profile
How should we assess children in the meantime?
• The EYFS Profile is the summative assessment which practitioners
should complete during the summer term in which a child turns 5. It is
not intended to be used for ongoing assessment, or, for example,
for entry level assessment to early years setting or reception
classes. The Government does not prescribe how ongoing assessment
should be undertaken. An updated version of Development matters in
the Early Years Foundation Stage was published alongside the EYFS in
March 2012, which early years providers we hope will find useful in
helping them to make judgements about ongoing monitoring and
assessment of children, prior to undertaking the EYFS Profile
•
New FAQ’s www.foundationyears.org.uk
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Objectives
Practitioners will:
• Understand the assessment requirements
within the revised EYFS
• Consider ways to record assessments
• Share materials for tracking progress
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Assessment requirements
“Assessment plays an important part in helping
parents, carers and practitioners to recognise
children’s progress, understand their needs, and
to plan activities and support.
Ongoing assessment (also known as formative
assessment) is an integral part of the learning
and development process. It involves
practitioners observing children to understand
their level of achievement, interests and learning
styles, and to then shape learning experiences
for each child reflecting those observations.
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In their interactions with children,
practitioners should respond to their own
day-to-day observations about children’s
progress, and observations that parents
and carers share.”
Statutory framework p.10 para 2.1
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Good assessment practice.....
• Includes the child’s perspective and the views of those
who know the child.
• Is based on holistic observations of the child by adults
who can tune into the variety of ways a child
demonstrates knowledge skills and understanding.
• Is accurate and reliable when based on child
initiated/independent activity in a variety of contexts.
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Good observational assessment will:
• Make learning visible to enable
effective interpretation of the
child’s knowledge, skills and
understanding and inform
provision.
• Enable tracking of children’s progress.
• Support effective dialogue about learning with the child,
parents, colleagues, senior managers.
• Demonstrate how well the school is meeting needs and
supporting attainment.
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Characteristics of effective learning
• What are they....
Playing and exploring (engagement)
Active learning (motivation)
Creating and thinking critically (thinking)
• How will they influence provision....
Threaded through entire curriculum
• Requirements....
– short commentary to accompany
EYFSP passed on to Y1 teacher
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Quote from letter to children at an
outstanding school
“You told us that you like school and we could see why,
particularly when we saw the interesting lessons you
have and the exciting activities you have outside. …
Teaching is excellent and all the adults care about you a
great deal and work hard on your behalf.
We could see that your attainment is above average
and you make outstanding progress because
teachers and teaching assistants keep a close eye
on how well you are getting on.
Your head teacher and teachers provide excellent
leadership and are always working hard to make your
school such an exciting place to be.”
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Data!!!!
• Why collect data?
• What do you want it to show?
• Examples - ways of collecting including target
tracker.
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Tracking and demonstrating progress
• Progress in EYFS will be judged as a cumulative result and
impact of the following factors:
• Outcomes at the end of EYFS in relation to the Early Learning
Goals
• End of EYFS profile data in relation to children’s starting points.
This will be particularly important to determine accelerated
progress of any individuals or groups of children including EAL,
SEN, More Able, Boys etc
• for those schools where children are aged three and four years
old and move to primary school before any nationally
comparable assessments are made, the judgement should be
based on an evaluation of children’s learning and progress
relative to their age and evidence of their starting points
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Progress will also be based on…
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Observations of lessons/sessions or other experiences and learning
activities including that supported through the indoor and outdoor
environments over time as a result of rich continuous provision and
effective interaction and partnership from supportive adults.
Any evidence – material or anecdotal ie. learning Journeys,
photographs, dialogue, parental comments and information etc.. will
demonstrate progress and the quality of teaching and learning. This is
particularly important for the lowest attaining children
Discussion with parents and other significant adults working with the
children
Discussion with the children – ‘Explore and Explain’ Mantra from
Nursery Class September 2012.
Children’s progress in EYFS in the last three years – noting trends in
performance significantly above or below national, particularly for CLA,
SEN, Boys etc..
the proportions meeting and exceeding expected progress from different
starting points compared with national figures
How schools are judged- achievement
Achievement has an increased focus on…
The proportions of children in comparison with national figures (yet
to be released!) who, from each starting point,
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Make expected progress
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Make more than expected progress
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