1. Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1
Headteacher’s briefing –
April 2013
ARA and handbook – resent the ARA so now no code 0 (for alternative assessment)
Exemplification is now out. – v good, lots of it
EYFSP overview sheets in moderation pack 2013
Print EYFSP reference sheet
Nikki 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 – engagement
Showing curiosity about objects, events and people
Using senses to explore the world around them
Engaging in open-ended activity
Showing particular interests
Being involved and concentrating
Maintaining focus on their activity for a period of time
Showing high levels of energy and fascination
Not easily distracted
Paying attention to details
Having their own ideas
Thinking of ideas
Finding ways to solve problems
Finding new ways to do things
Playing with what they know
Pretending objects are things from their experience
Representing their experiences in play
Taking on a role in their play
Acting out experiences with other people
Keeping on trying
Persisting with activity when challenges occur
Showing a belief that more effort or a different approach will pay off
Bouncing back after difficulties
Making links
Making links and noticing patterns in their experience
Making predictions
Testing their ideas
Developing ideas of grouping, sequences, cause and effect
Being willing to ‘have a go’
Initiating activities
Seeking challenge
Showing a ‘can do’ attitude
Taking a risk, engaging in new experiences, and learning from failures
Enjoying achieving what they set out to do
Showing satisfaction in meeting their own goals
Being proud of how they accomplished something – not just the end result
Enjoying meeting challenges fro their own sake rather than external rewards or praise
Choosing ways to do things
Planning, making decisions about how to approach a task, solving a problem and reaching a goal
Monitoring how effectively their activities are going
Changing strategy as needed
Reviewing how well the approach worked
Sue Rogers
Early Years Consultant

5. Expected levels of development
Three year olds/nursery classes
On- entry = Emerging
Dec = Developing
April = Secure
July = Emerging
Four year olds/reception classes
On- entry = Emerging
Dec = Developing
April = Developing ON TRACK
July (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/Statutory
EYFSP
22-36 – emerging
- developing
- secure
30-50 – emerging
40-60 – emerging
- secure (ELG)
National Curriculum
“Emerging” …1
ELG…“Expected” …2
“Exceeding” …3
Look at writing development matters….
1/3 emerging…..
2/3….developing…..
most=secure
Treat 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 as
having reached a GLD at the end of the EYFS
if they achieve at least the expected level in:
ELGs in the prime areas of PSED, PD and CL
(from Tickell's review) and
ELGs in the specific areas of mathematics
and 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 language
Listening and attention
Understanding
Speaking
Physical development
Moving and handling
Health and self-care
Personal, social and emotional development
Self-confidence and self-awareness
Managing feelings and behaviour
Making relationships
SPECIFIC AREAS OF LEARNING
Literacy
Reading
Writing
Maths
Number
Shape, space and measures
Understanding of the world
People and communities
The world
Technology
Expressive arts and design
Exploring and using media and materials
Being imaginative

9. Year 1 phonics screening check
Retest for year 2’s who scored under 32 points last year
All year 2s who weren’t tested in 2012 should be tested this year unless disapplied
Keep delivery notes please
Most of reception - phase 3+
Most of year 1 – phase 5+
Most of year 2 – phase 6

10. EYFS Profile moderation
Expected to moderate internally
Visit letters – end of spring term
Minimum 25% visit rota, non attendance at agreement training requests, concerns/anomalies, plus NQTs supported moderation
Visit schools must submit interim judgements in May
Visits – moderate all 17 ELGs
Moderators select 5 children - sample
Professional dialogue
Evidence – illustrate, support, recall
Agreement training - focus ELGs, 1 child
Involvement of Year 1 teachers

11. Revised EYFS Profile – what’s changed?
No more 9 point scales x 13
17 ELGs – for 7 areas of learning
(3 prime and 4 specific)
3 characteristics of learning
Best fit assessment - holistic
Emerging, Expected, Exceeding
Score of 1, 2 or 3 accordingly
Not to be confused with “Emerging, Developing, Secure” in phases of development – tracking/formative assessment
80/20% 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 KS1
Principles – observation of child in everyday activities, independent and consistent, range of contributors, underpinned by responsible pedagogy, teach and look for application
EAL - CL and L must be assessed on English
SEN – p scales not be used as alternative
Greater emphasis on …..
Yr1 involvement in moderation
Establishing transition meetings
Embedding internal moderation meetings
Quality assurance (sense checks) at all levels