Presentation on theme: "Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1"— Presentation transcript:
1 Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing –March 2013Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1
2 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 KS1Principles – observation of child in everyday activities, independent and consistent, range of contributors, underpinned by responsible pedagogy, teach and look for applicationEAL - CL and L must be assessed on EnglishSEN – p scales not be used as alternativeGreater emphasis on …..Yr1 involvement in moderationEstablishing transition meetingsEmbedding internal moderation meetingsQuality assurance (sense checks) at all levels
3 Revised EYFS Profile – what’s changed? No more 9 point scales x 1317 ELGs – for 7 areas of learning(3 prime and 4 specific)3 characteristics of learningBest fit assessment - holisticEmerging, Expected, ExceedingScore of 1, 2 or 3 accordinglyNot to be confused with “Emerging, Developing, Secure” in phases of development – tracking/formative assessment80/20% 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
4 PRIME AREAS OF LEARNING SPECIFIC AREAS OF LEARNING Communication and languageListening and attentionUnderstandingSpeakingPhysical developmentMoving and handlingHealth and self-carePersonal, social and emotional developmentSelf-confidence and self-awarenessManaging feelings and behaviourMaking relationshipsSPECIFIC AREAS OF LEARNINGLiteracyReadingWritingMathsNumberShape, space and measuresUnderstanding of the worldPeople and communitiesThe worldTechnologyExpressive arts and designExploring and using media and materialsBeing imaginative
5 New Good Level of Development measure From 2013, children will be defined ashaving reached a GLD at the end of the EYFSif they achieve at least the expected level in:ELGs in the prime areas of PSED, PD and CL(from Tickell's review) andELGs in the specific areas of mathematicsand 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.”
6 EYFS Profile moderation Expected to moderate internallyVisit letters – end of spring termMinimum 25% visit rota, non attendance at agreement training requests, concerns/anomalies, plus NQTs supported moderationVisit schools must submit interim judgements in MayVisits – moderate all 17 ELGsModerators select 5 children - sampleProfessional dialogueEvidence – illustrate, support, recallAgreement training - focus ELGs, 1 childInvolvement of Year 1 teachers
7 Expected levels of development Three year olds/nursery classesOn- entry = EmergingDec = DevelopingApril = SecureJuly = EmergingFour year olds/reception classesOn- entry = EmergingDec = DevelopingApril = DevelopingJuly = Secure (ELGs)Termly - analyse children just below expected – what is common in terms of cohort and gaps?
8 Year 1 phonics screening check Retest for year 2’s who scored under 32 points last yearMost of reception - phase 3+Most of year 1 – phase 5+Most of year 2 – phase 6Targeted analytical approach for lowest 20% – intervention for whom and in what?Continuous tracking N – yr2+Don’t get stuck at phase 3!!!Which scheme is most effective?
9 Evaluating your tracking - SEF MathsOn entryOn exitProgressBelow50%13.5%95% made good or better progressExpected41%18%46% made excellent progressAbove4.5%68.5%41% more children at expected level + on exitMajority of children make good or excellent progress in Maths.End of EYFS stageThe 2012 and 2013 cohorts in reception are showing consistency in achieving above average standards because of good progress.There is an improving trend across most areas in the EYFSP.
10 On entry assessment PILOT What IS possible in 2 weeks? (prime areas, parents, previous records…?)What are the barriers to making an on-entry assessment in two weeks?Who are the children who DON’T settle in 2 weeks and why?What issues must we consider when we review guidelines for both settling in and on-entry assessment?