1. EYFS Profile Training
February 2015

2. Agenda Good Level Development 2 year old data for Cheshire East
National and Cheshire East
2 year old data for Cheshire East
Updates
Training and agreement trialling
Dates for your diary

3. 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

4. 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

7. National picture

8. Cheshire East picture
62% - The proportion of children achieving a good level of development. This is up 6% points from 56% last year.
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.

9. Comparing National EYFSP data with Cheshire East data

10. 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
81.3
89.1
7.8 TW
82.1
87.3
5.8
Tech
89.3
90.9
1.6
EM&M
78.2
93.3
15.1 BI
78.5
91.8
13.3

11. 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.

13. Updates Handbook 2015 Assessment and reporting arrangements 2015
Assessment and reporting arrangements 2015
Exemplification materials
Speaking
Reading
Writing
Numbers
Removed level descriptors from NC
Headteachers declaration form
Updates to handbook

14. Baseline Assessment Updates

15. 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

16. Early Years Foundation Stage profile handbook 2015
Early Years Foundation Stage profile moderation: essential requirements and effective practice for local authorities

17. 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

18. Literacy – Reading ELG 09 - 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

19. 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.

20. Activity
Darcy has chosen to look at a book; what reading skills is she applying?
Handout on table with observation and photo

21. Complex process! 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
Tom reading a familiar book they have read in class – refer to

22. Activity
Discuss in groups the opportunities you provide for children to use their emerging reading skills…
In your daily routine
In your environment

23. 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
Discuss in
Note down
Feedback

24. 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
Recognise the CEL – keeping on trying, being involved

25. 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)
First hand experiences
Vocabulary

26. 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

27. 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

28. Literacy - Writing ELG 10 – 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

29. 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)

30. 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)

31. White copy - School
Peach copy - LA

32. 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

33. Physical development
Moving and handling
Health and self-care

34. Understanding the World
People & communities
The World
Technology

35. Expressive Arts and Design
Exploring and using media and materials
Being Imaginative

36. Moderation Cycle 2015
Teachers in the following areas will receive a moderation visit:
Middlewich
Shavington
Nantwich
Tarporley / Broxton

37. Dates for your diary If your school is receiving a visit:
April 23rd 2015: Pre–visit cluster meeting
Hunters Lodge, Crewe
start – 3.30pm finish
May 2015 – visits will take place

38. Submission Date Friday 19th June Further Information: Website
School bulletin