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Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot March/ April 2014 Gerry Flaherty, Margaret Gun and Kathryn McChrystal Using SIMs.

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Presentation on theme: "Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot March/ April 2014 Gerry Flaherty, Margaret Gun and Kathryn McChrystal Using SIMs."— Presentation transcript:

1 Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot March/ April 2014 Gerry Flaherty, Margaret Gun and Kathryn McChrystal Using SIMs to Track Progress Through EYFS in Schools

2 Starting Life Well IN Salford House Keeping

3 Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot Objectives To explore the purpose of tracking children’s progress in EYFS in schools in relation to EYFS and Ofsted expectations How to use the SIMs Salford Tracker.

4 Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot Key Documents Ofsted School Inspection Handbook September 2013 Subsidiary Guidance Ref September 2013 v3 Statutory Framework for the EYFS DfE Early Years Outcomes September 2013 (EY Outcomes) EYFSP Handbook 2014 STA

5 Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot As with other key stages, the evaluation of the achievement of an individual child or a cohort in EYFS is based on consideration of their attainment and progress. Attainment can be evaluated in relation to ‘typical development age bands’ as described in DfE Early Years Outcomes. This document supports ongoing assessment (or formative assessment) of pupils in the EYFS. The Early Years Outcomes document includes age-band descriptors for 0-11 months, 8-20 months, months, months, months and months. (The descriptors are the same as listed under the unique child statements in Development Matters).

6 Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot

7 Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot At the end of the Reception Year summative judgements must be made using the statutory EYFS Profile (EYFSP). These are the attainment outcomes that are submitted to the DfE via the local authority (LA) to compile the national data against which schools are benchmarked. Early Years Foundation Stage Profile (EYFSP)

8 Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot Evaluating Progress through the EYOs When evaluating progress it is still helpful to consider three steps in each of the Early Years Outcomes typical development age bands. In Salford we advise practitioners to assess whether pupils are just within into the band, working within within the band, or secure the band. (These terms are explained further later)

9 Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot The Key is Progress not attainment Progress must always be measured from the child’s individual starting point. It is possible that a child with high attainment may not have made the expected amount of progress. Conversely a child may have made good progress whilst their development is still typical of a band lower than their age.

10 Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot Is the child just within (J), working within (W) or secure (S) within an age-band? We advise practitioners to consider: Is the child demonstrating a few / some of the elements of this band (having shown competence in the previous band)? - If the answer is yes, this child is just within. - If competence in the previous band has not been demonstrated the child is secure in the previous band even if they show some elements of the next. Is the child demonstrating many of the elements of this band? - If the answer is yes, this child is working within. Is the child demonstrating most of the elements of this band? - If the answer is yes, this child is secure.

11 Starting Life Well IN Salford “ In my beginning is my end.” T.S. Eliot Remember every child is Unique It must be remembered that children do not all progress in the same way – there is no set order or pattern in which different skills will be acquired. Therefore, children might sometimes be showing elements across different age-bands. Judgements made using the Early Years Outcomes age-band criteria will always, therefore, be a ‘best fit’, looking at the range of skills children are demonstrating. Evidence from a higher band must not over-ride evidence of significant gaps from the previous band. So, for example, even if a child demonstrates some elements of the band, if there are significant gaps in the band the child can, at best, be described as secure at not just within As stated in the EY Outcomes document on page 3, ‘best fit’ principles should be applied to make the judgement about whether a child is showing typical development for their age, may be at risk of delay or is ahead for their age.

12 Starting Life Well IN Salford Attainment on Entry to the EYFS Ofsted Subsidiary guidance September 2013v3 says: p8 Para 17 ‘There is no national data for attainment on entry to nursery and reception and no prescribed methods of assessing children when they start school. The age bands describe the ‘typical development’ for children at that age but schools do not have to use these and may have other ways of assessing………..’

13 Starting Life Well IN Salford ….. However School leaders should be able to discuss how they measure children’s starting points and the proportions of children that demonstrate development that is typical for their age. The ‘typical age band on entry for Nursery will be 30-50months Reception will be 40-60months

14 Starting Life Well IN Salford Identifying starting points Ofsted Subsidiary guidance September 2013v3 Para 18: Schools should have clear systems to: Make an assessment of children's starting points (baseline) Plan next steps that challenge children sufficiently Track the progress of individuals, groups of children and cohorts across the EYFS and into KS1 Identify how much progress is made by individuals as well as groups of children and the cohort

15 Starting Life Well IN Salford Most children’s journey, at age related expectations, will be: From - Entry to Nursery just within Exit (June-July) secure / just within (Taking into account age and time in school) Entry to Reception (September) just within Exit ELGs - EYFSP-Expected level

16 Starting Life Well IN Salford Assessing Cohort Progress in the EYFS Ofsted Subsidiary guidance September 2013 v3 p10 Para 29 ‘consider the proportions that have made typical or better progress taking account of staggered entry, attendance and the length of time children have been at the school’ ‘consider the achievement of different groups especially those who are vulnerable to underachievement’

17 Starting Life Well IN Salford Typical Progress in the EYFS Ofsted Subsidiary guidance September 2013 v3 p11 Para 30 ‘Where children progress steadily against what is a typical level of development for their age, they can be said to have made typical progress’ However If children start at a lower level of development and meet all the ELGs they may be said to be making rapid progress If a child starts at a higher level of development and meets all the ELGs but exceeds none of them this unlikely to be enough progress

18 Starting Life Well IN Salford Progress measures from the end of Reception Ofsted Subsidiary guidance September 2013 v3 p11 para31 ELGs do not translate precisely to NC levels However…… ‘Children who reach a good level of development at the end of Reception ought to be reaching at least Level 2b by the end of KS1’ ‘Children exceeding the ELGs ought to be reaching Level 2a as a minimum but more likely Level 3’

19 Starting Life Well IN Salford On what basis might you evaluate cohort achievement as ‘Good’ or ‘Outstanding’? There are no national data for progress across EYFS. However the Ofsted expectation is that most pupils will make expected progress in EYFS. The current Ofsted Handbook (September 2013 update) states: Good achievement – “From each different starting point, the proportions of pupils making expected progress, and the proportions exceeding expected progress are close to or above national figures.” Outstanding achievement – “From each different starting point, the proportions of pupils making expected progress, and the proportions exceeding expected progress are high compared with national figures.”


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