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 languageLearning the new rules of the classroomMeeting new expectationsAcquiring a new identityA decrease in independent learning
7 The challenge is to ………… Scaffold the process of transition without making it too smoothMake the new culture meaningfulQuestion the assumptions of the schoolHave a common languageTry to ensure some continuity of adult supportDevelop 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 – anevaluation by HMIPoints for action drawn out for :National levelLA leveland school level
9 Audit of current practice Complete the audit of organisational strategies and discussAre there any other strategies you have in place to promote effective transition?FeedbackFEEDBACK 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 2014Thank 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 developmentCommunication & language development;Physical development;Personal Social & Emotional developmentLiteracy developmentMathematics developmentUnderstanding of the WorldExpressive arts and designPrime AreasSpecific Areas
12 17 assessment scales ELG 01 Listening ELG 10 Writing ELG 02 UnderstandingELG 11 NumbersELG 03 SpeakingELG 12 Shape, space and measuresELG 04 Moving and handlingELG 13 People and communitiesELG 05 Health and self-careELG 14 The worldELG 06 Self-confidence and self-awarenessELG 15 TechnologyELG 07 Managing feelings and behaviourELG 16 Exploring and using media and materialsELG 08 Making relationshipsELG 17 Being imaginativeELG 09 Reading1-3 – Communication and Language4&5 - Physical Development6,7 & 8 – Personal, social and emotional development9&10 – Literacy11&12 Mathematical13,14 &15 Understanding the world16&17 Expressive arts and design
13 What the scores mean……… Emerging – represented by 1Not yet at the level of development expected at the end of the EYFSExpectedThe description of the level of development expected at the end of the EYFSExceedingBeyond 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 developmentand:Literacy out of 17MathematicsSecondary Measure:An average of the cohort’s total point score across all the Early Learning GoalsExpected in all 17 = 34 pointsNumber achieving a Good Level of DevelopmentAll childrenAt 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%.GenderAt 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 measureThe 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.
18 Why continue with child initiated play in Year 1 ? To enable children at the emerging level to move to expectedTo offer opportunities for children to operate at high cognitive levelTo develop creative thinkers andembed characteristicsof learningWhy continue with child initiated play in Year 1 ?To develop sustained shared thinkingEvolution 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 childrenPlan for children who are gifted and talented in one or more areas of the curriculumPlan 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 curriculumPlan 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