starting life well in salford “ in my beginning is my end.” t.s. eliot march/ april 2014 gerry...

Starting Life Well IN Salford

“ In my beginning is my end.” T.S. Eliot

March/ April 2014

Gerry Flaherty, Margaret Gun and

Kathryn McChrystal

Using SIMs to Track Progress Through EYFS in Schools


House Keeping



Objectives

• To explore the purpose of tracking children’s progress in EYFS in schools in relation to EYFS and Ofsted expectations

• How to use the SIMs Salford Tracker.



Key Documents

Ofsted School Inspection Handbook September 2013

Subsidiary Guidance Ref 110166 September 2013 v3

Statutory Framework for the EYFS

DfE Early Years Outcomes September 2013 (EY Outcomes)

EYFSP Handbook 2014 STA



• As with other key stages, the evaluation of the achievement of an individual child or a cohort in EYFS is based on consideration of their attainment and progress.

• Attainment can be evaluated in relation to ‘typical development age bands’ as described in DfE Early Years Outcomes. This document supports ongoing assessment (or formative assessment) of pupils in the EYFS. The Early Years Outcomes document includes age-band descriptors for 0-11 months, 8-20 months, 16-26 months, 22-36 months, 30-50 months and 40-60+ months. (The descriptors are the same as listed under the unique child statements in Development Matters).



At the end of the Reception Year summative judgements must be made using the statutory EYFS Profile (EYFSP). These are the attainment outcomes that are submitted to the DfE via the local authority (LA) to compile the national data against which schools are benchmarked.

Early Years Foundation Stage Profile (EYFSP)



Evaluating Progress through the EYOs

When evaluating progress it is still helpful to consider three steps in each of the Early Years Outcomes typical development age bands. In Salford we advise practitioners to assess whether pupils are just within into the band, working within within the band, or secure the band. (These terms are explained further later)



The Key is Progress not attainment

Progress must always be measured from the child’s individual starting point. It is possible that a child with high attainment may not have made the expected amount of progress. Conversely a child may have made good progress whilst their development is still typical of a band lower than their age.



Is the child just within (J), working within (W) or secure (S) within an age-band?

We advise practitioners to consider: Is the child demonstrating a few / some of the elements of this

band (having shown competence in the previous band)? - If the answer is yes, this child is just within.

- If competence in the previous band has not been demonstrated the child is secure in the previous band even if they show some

elements of the next. Is the child demonstrating many of the elements of this band?

- If the answer is yes, this child is working within.

Is the child demonstrating most of the elements of this band? - If the answer is yes, this child is secure.



Remember every child is UniqueIt must be remembered that children do not all progress in the same way – there is no set order or pattern in which different skills will be acquired. Therefore, children might sometimes be showing elements across different age-bands. Judgements made using the Early Years Outcomes age-band criteria will always, therefore, be a ‘best fit’, looking at the range of skills children are demonstrating. Evidence from a higher band must not over-ride evidence of significant gaps from the previous band. So, for example, even if a child demonstrates some elements of the 40-60 band, if there are significant gaps in the 30-50 band the child can, at best, be described as secure at 30-50 not just within 40-60.As stated in the EY Outcomes document on page 3, ‘best fit’ principles should be applied to make the judgement about whether a child is showing typical development for their age, may be at risk of delay or is ahead for their age.


Attainment on Entry to the EYFS

Ofsted Subsidiary guidance September 2013v3 says: p8 Para 17

‘There is no national data for attainment on entry to nursery and reception and no prescribed methods of assessing children when they start school. The age bands describe the ‘typical development’ for children at that age but schools do not have to use these and may have other ways of assessing………..’


….. However

School leaders should be able to discuss how they measure children’s starting points and the proportions of children that demonstrate development that is typical for their age.

The ‘typical age band on entry for Nursery will be 30-50monthsReception will be 40-60months


Identifying starting points

Ofsted Subsidiary guidance September 2013v3 Para 18:

Schools should have clear systems to:Make an assessment of children's starting points (baseline)Plan next steps that challenge children sufficientlyTrack the progress of individuals, groups of children and cohorts across the EYFS and into KS1Identify how much progress is made by individuals as well as groups of children and the cohort


Most children’s journey, at age related

expectations, will be:

From - Entry to Nursery - 30-50 just within Exit (June-July) - 30-50 secure / 40-60 just within

(Taking into account age and time in school) Entry to Reception (September) - 40-60 just within Exit ELGs - EYFSP-Expected level


Assessing Cohort Progress in the EYFS

Ofsted Subsidiary guidance September 2013 v3 p10 Para 29

• ‘consider the proportions that have made typical or better progress taking account of staggered entry, attendance and the length of time children have been at the school’

• ‘consider the achievement of different groups especially those who are vulnerable to underachievement’


Typical Progress in the EYFS Ofsted Subsidiary guidance September 2013 v3 p11 Para 30 ‘Where children progress steadily against what is a typical level of development for their age, they can be said to have made typical progress’HoweverIf children start at a lower level of development and meet all the ELGs they may be said to be making rapid progressIf a child starts at a higher level of development and meets all the ELGs but exceeds none of them this unlikely to be enough progress


Progress measures from the end of

Reception

Ofsted Subsidiary guidance September 2013 v3 p11 para31ELGs do not translate precisely to NC levels However……‘Children who reach a good level of development at the end of Reception ought to be reaching at least Level 2b by the end of KS1’‘Children exceeding the ELGs ought to be reaching Level 2a as a minimum but more likely Level 3’


On what basis might you evaluate cohort

achievement as ‘Good’ or ‘Outstanding’? There are no national data for progress across EYFS. However the Ofsted expectation is that most pupils will make expected progress in EYFS. The current Ofsted Handbook (September 2013 update) states: Good achievement – “From each different starting point, the proportions of pupils making expected progress, and the proportions exceeding expected progress are close to or above national figures.”

Outstanding achievement – “From each different starting point, the proportions of pupils making expected progress, and the proportions

exceeding expected progress are high compared with national figures.”

starting life well in salford “ in my beginning is my end.” t.s. eliot march/ april 2014 gerry...

Documents

starting life

eliot slide

attainment progress

salford house

attainment outcomes

sta slide

later slide

previous band