1. Welcome! Early Years Foundation Stage Profile Yeovil Federation
4th November 2014
Sarah McGahern (NS Early Years Consultant and Moderation Manager)

2. What worries/concerns do you have?
Check in!
What is going well for you in terms of being in/knowing about the EYFS and transition into Year 1?
What worries/concerns do you have?

3. Write it down!

4. Statutory Framework for the Early Years Foundation Stage
It’s the law.
Overarching principles.
Play is essential for children’s development.
Mix of adult-led and child-initiated activity through planned and purposeful play.
Balance will gradually increase to more adult-led activities.
School readiness.

5. Statutory Framework for the Early Years Foundation Stage
The Prime Areas of Learning:
Communication and Language: Listening and Attention, Understanding and Speaking
Physical Development: Moving and Handling and Health and Self-Care
Personal, Social and Emotional Development: Self-Confidence and Self-Awareness, Managing Feelings and Behaviour and Making Relationships
The Specific Areas of Learning:
Literacy: Reading and Writing
Mathematics: Numbers and Shape, Space and Measures
Understanding the world: People and Communities, The World and Technology
Expressive arts and design: Exploring and Using Media and Materials and Being Imaginative

6. Statutory Framework for the Early Years Foundation Stage
All areas of learning are important.
All areas of learning are inter connected.
0-3 focus on Prime areas as the basis for successful learning in the 4 Specific areas.
Progress check at age 2.
Equal focus on all areas of learning in Reception.

7. Statutory Framework for the Early Years Foundation Stage
In planning and guiding children’s activities, practitioners must reflect on the different ways children learn.
3 Characteristics of Effective Learning:
Playing and exploring;
Active learning; and
Creating and thinking critically.
20 items!

8. EYFSP Handbook
The handbook is a detailed reference material for all LA moderators and EYFSP practitioners.
The handbook has been developed to support practitioners in making accurate judgements about each child’s attainment.
14 HTML documents.

9. Primary Purpose of the EYFSP
The EYFS Profile summarises and describes children’s attainment at the end of the EYFS.
The EYFS Profile is based on ongoing observation and assessment in the three prime, four specific areas of learning and the three learning characteristics.
The main purpose of EYFS Profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS.
EYFS Profile data is used to:
inform parents about their child’s development against the ELGs and the characteristics of their learning;
support a smooth transition to Key Stage 1 by informing the professional dialogue between EYFS and KS1 teachers;
help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children.
In addition, the EYFS Profile provides an accurate national data set. The DfE uses this to monitor changes in levels of children’s development and their readiness for the next phase of their education both nationally and locally.
Secondary purpose to provide an accurate national data set for the end of the EYFS.

10. Ongoing Assessment

11. Ongoing Assessment
The EYFS Profile is not intended to be used for ongoing assessment or for entry level assessment for Early Years settings or Reception Classes.
The Government does not prescribe how ongoing assessment should be undertaken.
Development Matters or Early Years Outcomes.
It stresses on every page of Development Matters that it should not be used as a checklist.

12. Ofsted Guidance On Entry
Incorporated into Handbook
September 2014
September 2014
July 2014 12

13. Ofsted Guidance
‘Substantial proportion’ means more than the 20% that might be outside the definition of ‘most’.
‘Most’ means the majority of or nearly all children. Ofsted’s definition of ‘most’ is 80–96%.
Revised Subsidiary Guidance January 2013

14. Ofsted Teaching Definition
04/02/2014
‘Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term which covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment they provide and the attention to the physical environment as well as the structure and routines of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand and can do as well as take account of their interests and dispositions to learning (characteristics of effective learning), and use this information to plan children’s next steps in learning and monitor their progress’ (page 7).
August 2014 14

15. EYFSP Handbook
Observational Assessment Observational assessment involves reaching an understanding of children’s learning by watching, listening and interacting as they engage in everyday activities, events and experiences, and demonstrate their specific knowledge, skills and understanding. It is the most reliable way of building up an accurate picture of children’s development and learning, especially where the attainment demonstrated is not dependent on overt adult support. Observational assessment is key to understanding what children really know and can do. Some observations will be planned but some may be a spontaneous capture of an important moment. It is likely that observations of everyday activities will provide evidence of attainment in more than one area of learning.
Planning time to observe on the daily timetable.
Planning provocations then observing.

16. EYFSP Handbook
Responsible Pedagogy Responsible pedagogy enables each child to demonstrate learning in the fullest sense. It depends on the use of assessment information to plan relevant and motivating learning experiences for each child. Effective assessment can only take place when children have the opportunity to demonstrate their understanding, learning and development in a range of contexts. Children must have access to a rich learning environment which provides them with the opportunities and conditions in which to flourish in all aspects of their development. It should provide balance across the areas of learning. Integral to this is an ethos which respects each child as an individual and which values children’s efforts, interests and purposes as instrumental to successful learning.
Relevant, motivating, flexible and interesting curriculum.
High quality adult interaction.
Organisation of provision, resources, curriculum and people.
Page 16. Cultural experiences.

17. 04/02/2014
Complex? 17

18. Generous?

19. Surprising?

20. EYFSP Handbook
Child Initiated Activity Key aspects of effective learning characteristics include children: • being willing to have a go; • being involved and concentrating; • having their own ideas; • choosing ways to do things; • finding new ways; and • enjoying achieving what they set out to do. Accurate assessment of these characteristics depends on observing learning which children have initiated rather than only focussing on what they do when prompted. For children to develop learning characteristics to be assessed by the EYFS Profile, and to support lifelong learning, they require rich opportunities to initiate ideas and activities.

21. EYFSP Handbook
Embedded Learning and Secure Development A child’s embedded learning and secure development are demonstrated without the need for overt adult support. Where learning is secure it is likely that children often initiate the use of that learning. Judgements about this are made through observing behaviour that a child demonstrates consistently and independently, in a range of situations. Attainment in this context will assure practitioners of the child’s confidence and ownership of the specific knowledge, skill or concept being assessed. Skillful interactions with adults and learning which is supported by them are necessary on the journey to embedding skills and knowledge.

22. ‘Consistently and in a Range of Contexts’
‘Independently,
‘Consistently and in a Range of Contexts’
Gracie made a repeating pattern with the pegs (green, yellow, green, yellow, etc.). Child initiated (S.R.).
Gracie made a “really big mountain” with the ‘Tap-a-Shape’. Gracie identified that the repeating pattern went; “red, yellow, red, yellow” (child initiated). S.R.
Gracie made a three colour repeating pattern with the ‘Link ‘n’ Learn’. She said that she had to concentrate [to get it right] and that it was a “difficult pattern.” Child initiated (L.C.).

23. Practitioner Knowledge
Most evidence for EYFS Profile judgements will come from the practitioners knowledge of the child gained from observation of the child’s self-initiated activities. Adult-led activities can offer insight into children’s attainment.

24. Balance?

25. Levels of Development
Practitioners must review their knowledge of each child from all sources, and make a judgement for each ELG as to whether the child’s learning and development is best described by:
the description of the level of development expected at the end of EYFS;
not yet at the level of development expected at the end of EYFS (emerging); or
beyond the level of development expected at the end of EYFS (exceeding).

26. Making a Judgement
Because children do not necessarily achieve uniformly, the practitioner should judge whether the description within the ELG best fits the child’s learning and development, taking into account their relative strengths and weaknesses.
‘Best fit’ does not mean that the child has equal mastery of all aspects of the ELG.
Practitioners should look to the entirely of each ELG when making this summative judgement. Avoid splitting the descriptor into sections and ‘ticking them off’.
Practitioners must refer to the exemplification of expected descriptors when making decisions.

27. The Exemplification Materials
A variety of evidence and forms of presentation to demonstrate the wide range of ways in which information may be gathered to support EYFS Profile judgements.
Illustrates the Expected descriptors.
Pitch and breadth.
No one piece of evidence meets the ELG as a standalone item.

28. Completion of the Profile
All EYFS providers completing the EYFS Profile must give parents a written summary of their child’s attainment using the 17 ELGs and a short commentary on how a child demonstrates the three characteristics of effective learning (1-2 paragraphs).
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.
Page 19.

29. Internal Moderation and Transition
Year 1 practitioners should be involved in the EYFS Profile moderation in order for them to understand the judgements made by EY practitioners.
Exceeding judgements.

30. Assessment and reporting arrangements (ARA) 2014-2015
The ARA contains specific details of school & LA responsibilities for completion of the profile and associated activities.
4 HMTL documents.

31. Defining a Good Level of Development
the early learning goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and;
the early learning goals in the specific areas of mathematics and literacy.
No comparisons to past data.
3 years for a trend.
Starting a new.
Moderation cycle is new too.

32. National and Local Data
Good Level of Development
National
2013
North Somerset
Somerset
52%
64%
53%
National
2014
North Somerset
Somerset
60%
70%
61%

33. Supporting Measure for the Good level of Development
The average point score across all Early learning goals.
Assessment rating:
Emerging 1
Expected 2
Exceeding 3
This would measure the total number of points achieved on the EYFSP.
The national measure would be the average of every child’s total point score.
The new average measure may give a more robust figure regarding a cohorts attainment than in the past , but its primary purpose is to inform the Y1 teacher in planning appropriate learning
In the pilot the average score was around 31.

34. National and Local Data
A Supporting Measure for a GLD (APS)
National
2013
North Somerset
Somerset
32.8 APS
34.2 APS
33.8 APS
National
2014
North Somerset
Somerset
33.8 APS
35.1 APS
34.5 APS

35. National and Local Data
Narrowing the Gap Based on APS
National
2013
North Somerset
Somerset
36.6%
23%
33.6%
National
2014
North Somerset
Somerset
34.5%
24.8%
30%

36. Progress: Within the EYFS into KS1
September 2014 36

37. STA and LA Updates
Exceeding. ELGs for Speaking, Reading, Writing and Number. Visit note. Code A. Performance Descriptors. Baseline. 37

38. Future EYFSP Dates
23rd March Letters sent out to schools. Visit or cluster. 20th April Moderators will make contact with schools to arrange a visit. 7th OR 8th May 2015 EYFSP Cluster Meetings. 9am to 12noon OR 1pm to 4pm. EYFSP Completion window 8th June to 19th June. EYFSP Deadline 24th June EYFSP Visits in the weeks beginning 1st, 8th and 15th June Re-moderation 22nd June 2015. 38

39. Future KS1 Dates
23rd March Letters sent out to schools. Visit or cluster. 20th April Moderators will make contact with schools to arrange a visit. 27th OR 28th April KS1 Cluster Meetings. 9am to 12noon OR 1pm to 4pm. KS1 Deadline 15th June KS1 Visits in the weeks beginning 4th, 11th and 18th May Re-moderation 15th June KS2 Deadlines 22nd June 2015 NS and NCA Tools 26th June 2015. 39

40. Evaluation

41. Home Time!