1. EYFS Co-ordinators Network Meeting
July 2014

2. Purpose Transition to Year 1 discussions
Focus on ‘emerging’ and ‘exceeding’
Focus on ‘gaps’ for ‘expected’
Focus on Characteristics of Learning – ‘gaps’

3. Update on Assessment in the FS
From 2016 the YR Baseline assessment will be the only measure used to assess progress of children who enter YR. The assessment will be linked to the L&D requirements (EYFS) and to KS1 NC in English and Maths. The STA has developed the criteria to be used for the baseline assessments. DfE will publish a list of assessments that meet this criteria in early 2015.
In C&L / Literacy & Maths

4. The profile becomes non-compulsory from September 2016
Search – EYFS Baseline assessment
‘Reforming assessment and accountability for primary schools’

5. EYFS Statutory Requirements
The EYFS statutory framework has been updated and will be in effect from 1 September 2014.
The revisions reflect changes which apply to Section 3 on Safeguarding and Welfare.
There have been no changes to the areas of learning and development, including the early learning goals.
The updated document can be found on the Foundation Years web site:

6. School transitions may involve:
Learning a new language
Learning the new rules of the classroom
Meeting new expectations
Acquiring a new identity
A decrease in independent learning

7. The challenge is to …………
Scaffold the process of transition without making it too smooth
Make the new culture meaningful
Question the assumptions of the school
Have a common language
Try to ensure some continuity of adult support
Develop an understanding of EYFS philosophy/pedagogy

8. Points for action Schools should:
“ensure that learning experiences in Year 1 build upon the practical approaches and structured play in Year R”
Transition from the Reception Year to Year 1 – an
evaluation by HMI
Points for action drawn out for :
National level
LA level
and school level

9. Audit of current practice
Complete the audit of organisational strategies and discuss
Are there any other strategies you have in place to promote effective transition?
Feedback
FEEDBACK ANY NEW IDEAS

10. What is the EYFSP designed for?
“The primary purpose of the EYFSP is to provide year 1 teachers with reliable and accurate information about each child's level of development as they reach the end of the EYFS, enabling the teacher to plan an effective, responsive and appropriate curriculum that will meet all children’s needs”
Early Years Foundation Stage Profile Handbook 2014
Thank you for that…………………
So moving on we are now going to give you an overview of the Profile, referring to the new handbook. SHOW - 2 copies of this have gone into all schools but we would recommend that you have your own copy.
As the quote says the primary purpose of the profile as an assessment too,l is to enable year 1 teachers to plan effectively for the children as they move into Y1. This obviously has implications for Y1 teachers and for some of the schools you work in transition issues may need further consideration .

11. The Early Years Foundation Stage Profile
Covers seven areas of learning and development
Communication & language development;
Physical development;
Personal Social & Emotional development
Literacy development
Mathematics development
Understanding of the World
Expressive arts and design
Prime Areas
Specific Areas

12. 17 assessment scales ELG 01 Listening ELG 10 Writing
ELG 02 Understanding
ELG 11 Numbers
ELG 03 Speaking
ELG 12 Shape, space and measures
ELG 04 Moving and handling
ELG 13 People and communities
ELG 05 Health and self-care
ELG 14 The world
ELG 06 Self-confidence and self-awareness
ELG 15 Technology
ELG 07 Managing feelings and behaviour
ELG 16 Exploring and using media and materials
ELG 08 Making relationships
ELG 17 Being imaginative
ELG 09 Reading
1-3 – Communication and Language
4&5 - Physical Development
6,7 & 8 – Personal, social and emotional development
9&10 – Literacy
11&12 Mathematical
13,14 &15 Understanding the world
16&17 Expressive arts and design

13. What the scores mean………
Emerging – represented by 1
Not yet at the level of development expected at the end of the EYFS
Expected
The description of the level of development expected at the end of the EYFS
Exceeding
Beyond the level of development expected at the end of the EYFS
‘Practitioners should refer to the descriptors of age bands in Development Matters to determine which age band best describes a child’s development’ EYFSP handbook p45

14. Achieving a “Good Level of Development”
Defined as achieving the ‘Expected’ level in:
Communication & language development;
Physical development;
Personal Social & Emotional development
and:
Literacy out of 17
Mathematics
Secondary Measure:
An average of the cohort’s total point score across all the Early Learning Goals
Expected in all 17 = 34 points
Number achieving a Good Level of Development
All children
At a National Level, 52.0% of children achieved a Good Level of Development (those achieving at least the expected level within the three prime areas of learning: communication and language, physical development and personal, social and emotional development and in the early learning goals within the literacy and mathematics areas of learning). In Gloucestershire, the figure was also 52.0%.
Gender
At a National level 60.0% of girls achieved a Good Level of Development compared with 44.0% of boys. In Gloucestershire 60.2% of girls achieved a Good Level of Development compared with 43.9% of boys.
Secondary measure
The average score for all children in England was 32.8 points and in Gloucestershire 33.9 points.
The average point score achieved in England by girls was 34.1 points compared with 31.6 points for boys. In Gloucestershire the average point school for girls was 35.1 points compared with 32.6 points for boys.

15. Exceeding Descriptors
Annex 2 – page 50

16. Expected v. Exceeding Document:
‘An Exploration of the ‘Expected’ and ‘Exceeding’ descriptors’
Resources/Early years resources/EYFS Profile
Useful Publications

17. Characteristics of Effective Learning
EYFS Profile Handbook Page 20 Annex 3 – page 52

18. Why continue with child initiated play in Year 1 ?
To enable children at the emerging level to move to expected
To offer opportunities for children to operate at high cognitive level
To develop creative thinkers and
embed characteristics
of learning
Why continue with child initiated play in Year 1 ?
To develop sustained shared thinking
Evolution of CI play?

19. Scrutinise the data………
Are there particular areas of learning where attainment is low or high?
Are there any patterns within the cohort of specific Early Learning Goals not being achieved?
Are there any particular groups of children or individuals who have underachieved or have exceeded expectation

20. What next ?
Accurately plan next steps in learning for individuals and groups of children
Plan for children who are gifted and talented in one or more areas of the curriculum
Plan for children who have special educational needs

21. Plan for children who have a specific weakness in one area of the curriculum
Plan for socially and emotionally immature children who need a modified curriculum
Plan for children who have experienced a disrupted and unsettled time in the Foundation Stage.

22. Future dates:
TA training: Thursday 25th September EYFS Co-ordinators: 19th November and 11th February Teachers training -New to EYFS: Fri 3rd October/10th October

23. Thinking ahead..next year
Evaluation / future networks