2 Agenda Good Level Development 2 year old data for Cheshire East National and Cheshire East2 year old data for Cheshire EastUpdatesTraining and agreement triallingDates 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 DevelopmentThe following Specific areas of learning…Literacy and Mathematics
4 Data specificationAssessment RatingEYFS judgement1Indicates a child who is at the ‘emerging’ level at the end of the EYFS2Indicates a child who is at the ‘expected’ level at the end of the EYFS3Indicates a child who is at the ‘exceeding’ level at the end of the EYFSAIndicates 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 exemptionAssessment and Reporting arrangements: The Early Years Foundation Stage Profile (page 3-5) section 3.2
8 Cheshire East picture62% - 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 learningBoys achieving expected %Girls achieving expected %Gap / Difference%LA78.788.910.2U80.587.87.3S78.587.16.6M&H184.108.40.206H&S88.595.06.5SC/SA85.090.85.8MF&B81.592.110.6MR84.792.47.7R68.981.012.1W62.577.815.3M72.379.77.4SS&M78.384.66.3Areas of learningBoys achieving expected %Girls achieving expected %Gap / Difference%P & C81.389.17.8TW220.127.116.11Tech89.390.91.6EM&M78.293.315.1BI78.591.813.3
11 EYFS statutory assessments The Progress Check at Age 2When 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 areasThe Early Years Foundation Stage ProfileIn 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.
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 ExcellenceGL AssessmentHodder EducationNational 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 profileExemplification 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 judgementsEYFSP 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 LoadingNowadays, 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 ActivityDarcy 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 picturesKnowledge of handling booksTurning pages in correct orderKnows the difference between the front and the back of the bookUsing the context to decode more complex wordsUsing picture clues and talking about themUsing her phonic knowledge to segment and blend words – nest, big and helpRecalls main events in the story after readingComprehensionTalks about how characters are feeling – early inference and deduction skillsCharacteristics of Effective LearningTom reading a familiar book they have read in class – refer to
22 ActivityDiscuss in groups the opportunities you provide for children to use their emerging reading skills…In your daily routineIn your environment
23 Opportunities for reading Environmental printPackagingDisplaysLabelsSignsChallengesExemplification materials - treasure hunt fun, physical challenges, games with instructionsRole playExemplification materials – lettersInstructionsExemplification materials – making pizzas, action gamesRevisiting familiar booksDiscuss inNote downFeedback
24 Role of the adult Modelling fluency, phrasing, intonation and expressionPause, prompt and praiseSpecific praiseBook choicesMaking connections, books that children will revisit, books with rhythm, rhyme and patterns, key interestsReading for a purposeProviding opportunities to apply and consolidate phonic knowledgeRecognise 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 ExecutiveRead on, get on campaign‘Talk is the sea upon which all else floats.’James Britton, 1970 (Psycholinguist)First hand experiencesVocabulary
26 Raising Early Attainment in Literacy (REAL) National Children’s Bureau training (Sheffield University)4 strands of early literacyOral languageBooksEarly writingEnvironmental printORIM framework – ways parents can help children with literacyOpportunitiesRecognitionInteractionModelling
27 REAL in Cheshire EastTargeted approach with settings linked to a children’s centre and in our super output areasA 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 descriptorEYFSP 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 ELGLook at the whole of each ELG description when making this summative judgementEYFSP handbook 2015 – section 2 EYFS profile purposes, principles and processes (point 3.1)
32 Professional dialogue Characteristics of Effective LearningPhysical DevelopmentShare practitioner evidence and exemplification for ELG 4 & 5Understanding the WorldShare practitioner evidence and exemplification for ELG 13, 14, 15Expressive Arts and DesignShare practitioner evidence and exemplification for ELG 16 & 17Remember to fill in paperwork for agreement trialling
33 Physical developmentMoving and handlingHealth and self-care
34 Understanding the World People & communitiesThe WorldTechnology
35 Expressive Arts and Design Exploring and using media and materialsBeing Imaginative
36 Moderation Cycle 2015Teachers in the following areas will receive a moderation visit:MiddlewichShavingtonNantwichTarporley / Broxton
37 Dates for your diary If your school is receiving a visit: April 23rd 2015: Pre–visit cluster meetingHunters Lodge, Crewestart – 3.30pm finishMay 2015 – visits will take place
38 Submission Date Friday 19th June Further Information: Website School bulletin
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