Presentation on theme: "Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1"— Presentation transcript:
1 Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing –April 2013ARA and handbook – resent the ARA so now no code 0 (for alternative assessment)Exemplification is now out. – v good, lots of itEYFSP overview sheets in moderation pack 2013Print EYFSP reference sheetNikki Tilson – Assessment and Transitions Advisor – EYFS and Y1
2 Characteristics of Learning – statutory framework (assessment) 2.8 Year 1 teachers must be given a copy of the Profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning (see paragraph 1.10). These should inform a dialogue between Reception and Year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in Year 1.
3 Characteristics of Learning - EYFS Profile handbook All EYFS providers completing the EYFS Profile must give parents a written summary of their child’s attainment using the 17 ELGs and a narrative on how a child demonstrates the three characteristics of effective learning.Year 1 teachers must be given a copy of the EYFS Profile report together with a narrative on how the child demonstrates the three characteristics of effective learning.All EYFS providers must report EYFS Profile data (the 17 ELGs) to their local authority for each child, upon request. The narrative on how a child demonstrates the three characteristics of effective learning should not be submitted.Reports should be specific to the child, concise and informative. They may include details from ongoing assessment, links to age related bands in Development matters and details from any other assessments appropriate to the individual child in order to help to identify the appropriate next steps in learning.
4 Creating and thinking critically Playing and Exploring(engagement)Active Learning(motivation)Creating and thinking critically(thinking)Finding out and exploring – engagementShowing curiosity about objects, events and peopleUsing senses to explore the world around themEngaging in open-ended activityShowing particular interestsBeing involved and concentratingMaintaining focus on their activity for a period of timeShowing high levels of energy and fascinationNot easily distractedPaying attention to detailsHaving their own ideasThinking of ideasFinding ways to solve problemsFinding new ways to do thingsPlaying with what they knowPretending objects are things from their experienceRepresenting their experiences in playTaking on a role in their playActing out experiences with other peopleKeeping on tryingPersisting with activity when challenges occurShowing a belief that more effort or a different approach will pay offBouncing back after difficultiesMaking linksMaking links and noticing patterns in their experienceMaking predictionsTesting their ideasDeveloping ideas of grouping, sequences, cause and effectBeing willing to ‘have a go’Initiating activitiesSeeking challengeShowing a ‘can do’ attitudeTaking a risk, engaging in new experiences, and learning from failuresEnjoying achieving what they set out to doShowing satisfaction in meeting their own goalsBeing proud of how they accomplished something – not just the end resultEnjoying meeting challenges fro their own sake rather than external rewards or praiseChoosing ways to do thingsPlanning, making decisions about how to approach a task, solving a problem and reaching a goalMonitoring how effectively their activities are goingChanging strategy as neededReviewing how well the approach workedSue RogersEarly Years Consultant
5 Expected levels of development Three year olds/nursery classesOn- entry = EmergingDec = DevelopingApril = SecureJuly = EmergingFour year olds/reception classesOn- entry = EmergingDec = DevelopingApril = Developing ON TRACKJuly (JUNE) = Secure (ELGs)Termly - analyse children just below expected – what is common in terms of cohort and gaps?
6 Formative Tracking using development matters Summative/StatutoryEYFSP22-36 – emerging- developing- secure30-50 – emerging40-60 – emerging- secure (ELG)National Curriculum“Emerging” …1ELG…“Expected” …2“Exceeding” …3Look at writing development matters….1/3 emerging…..2/3….developing…..most=secureTreat the the ELG as the last third of the statements in each of the aspects for
7 New Good Level of Development measure From 2013, children will be defined ashaving reached a GLD at the end of the EYFSif they achieve at least the expected level in:ELGs in the prime areas of PSED, PD and CL(from Tickell's review) andELGs in the specific areas of mathematicsand literacy (DfE priorities).“However, all areas of learning within the EYFS are important. To reflect this, the GLD measure will be supported by a measure of the average of the cohort's total point score across all the early learning goals. This will encourage the attainment of all children across all the early learning goals.”Expecting this to be 32 points – still not confirmed
8 PRIME AREAS OF LEARNING SPECIFIC AREAS OF LEARNING Communication and languageListening and attentionUnderstandingSpeakingPhysical developmentMoving and handlingHealth and self-carePersonal, social and emotional developmentSelf-confidence and self-awarenessManaging feelings and behaviourMaking relationshipsSPECIFIC AREAS OF LEARNINGLiteracyReadingWritingMathsNumberShape, space and measuresUnderstanding of the worldPeople and communitiesThe worldTechnologyExpressive arts and designExploring and using media and materialsBeing imaginative
9 Year 1 phonics screening check Retest for year 2’s who scored under 32 points last yearAll year 2s who weren’t tested in 2012 should be tested this year unless disappliedKeep delivery notes pleaseMost of reception - phase 3+Most of year 1 – phase 5+Most of year 2 – phase 6
10 EYFS Profile moderation Expected to moderate internallyVisit letters – end of spring termMinimum 25% visit rota, non attendance at agreement training requests, concerns/anomalies, plus NQTs supported moderationVisit schools must submit interim judgements in MayVisits – moderate all 17 ELGsModerators select 5 children - sampleProfessional dialogueEvidence – illustrate, support, recallAgreement training - focus ELGs, 1 childInvolvement of Year 1 teachers
11 Revised EYFS Profile – what’s changed? No more 9 point scales x 1317 ELGs – for 7 areas of learning(3 prime and 4 specific)3 characteristics of learningBest fit assessment - holisticEmerging, Expected, ExceedingScore of 1, 2 or 3 accordinglyNot to be confused with “Emerging, Developing, Secure” in phases of development – tracking/formative assessment80/20% balance replaced by “without need for overt adult support” and an acknowledgement that embedded learning is most likely to be seen in child initiated learning
12 Revised EYFS Profile – what’s the same? Purposes – accurate description of a child’s achievements at the end of EYFS, to inform parents and yr 1 teachers and aid transition into KS1Principles – observation of child in everyday activities, independent and consistent, range of contributors, underpinned by responsible pedagogy, teach and look for applicationEAL - CL and L must be assessed on EnglishSEN – p scales not be used as alternativeGreater emphasis on …..Yr1 involvement in moderationEstablishing transition meetingsEmbedding internal moderation meetingsQuality assurance (sense checks) at all levels