EYFS Co-ordinators Network Meeting

July 2014

oTransition to Year 1 discussionsoFocus on ‘emerging’ and ‘exceeding’oFocus on ‘gaps’ for ‘expected’oFocus on Characteristics of Learning – ‘gaps’

Purpose

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.

Update on Assessment in the FS

The profile becomes non-compulsory from September 2016

www.education.gov.uk

Search – EYFS Baseline assessment

‘Reforming assessment and accountability for primary schools’

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: www.foundationyears.org.uk

School transitions may involve:

Learning a new languageLearning the new rules of the classroomMeeting new expectationsAcquiring a new identityA decrease in independent learning

The challenge is to …………

Scaffold the process of transition without making it too smooth

Make 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

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 HMI

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

“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

What is the EYFSP designed for?

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

17 assessment scales

What the scores mean……… Emerging – represented by 1

Not yet at the level of development expected at the end of the EYFS

Expected - 2

The description of the level of development expected at the end of the EYFS

Exceeding - 3

Beyond the level of development expected at the end of the EYFS

Achieving a “Good Level of Development”

Defined as achieving the ‘Expected’ level in:

Communication & language development; Physical development; Personal Social & Emotional development

and:

Literacy 12 out of 17

Mathematics

Secondary Measure:

An average of the cohort’s total point score across all the Early Learning Goals

Annex 2 – page 50

Exceeding Descriptors

Document:

‘An Exploration of the ‘Expected’ and ‘Exceeding’ descriptors’

www.schoolsonline.swindon.gov.uk

Resources/Early years resources/EYFS Profile

Useful Publications

Expected v. Exceeding

EYFS Profile Handbook

Page 20

Annex 3 – page 52

Characteristics of Effective Learning

To develop creative thinkers and

embed characteristics

of learning

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 sustained

shared thinking

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

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

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.

TA training: Thursday 25th September

EYFS Co-ordinators: 19th November and 11th February

Teachers training -New to EYFS:

Fri 3rd October/10th October

Future dates:

Evaluation / future networks

Thinking ahead..next year