Presentation on theme: "EYFS Profile Training February 2015. Agenda Good Level Development –National and Cheshire East 2 year old data for Cheshire East Updates Training and."— Presentation transcript:
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 RatingEYFS 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 AIndicates 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
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 % - 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 U S M&H H&S SC/SA MF&B MR R W M SS&M Areas of learning Boys achieving expected % Girls achieving expected % Gap / Difference % P & C TW Tech EM&M BI
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.
The Standards and Testing Agency has approved the following providers for the reception baseline assessment: Centre for Evaluation and Monitoring, Durham University (CEM) Centre for Evaluation and Monitoring, Durham University (CEM) Early Excellence GL Assessment Hodder Education National Foundation for Educational Research (NFER) 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! 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 start – 3.30pm finish May 2015 – visits will take place
Submission Date Friday 19 th June Further Information: Website School bulletin