Welcome!

Early Years Foundation Stage Profile

Yeovil Federation 4th November 2014

Sarah McGahern (NS Early Years Consultant and Moderation Manager)

Sarah.Mcgahern@n-somerset.gov.uk 07411 682 375

Check in!

What is going well for you in terms of being in/knowing about the EYFS and transition

into Year 1?

What worries/concerns do you have?

Write it down!

It’s the law. Overarching principles. Play is essential for children’s

development. Mix of adult-led and child-initiated

activity through planned and purposeful play.

Balance will gradually increase to more adult-led activities.

School readiness.

Statutory Framework for the Early Years Foundation Stage

Statutory Framework for the Early Years Foundation Stage

The Prime Areas of Learning:Communication and Language: Listening and Attention, Understanding and Speaking Physical Development: Moving and Handling and Health and Self-Care Personal, Social and Emotional Development: Self-Confidence and Self-Awareness, Managing Feelings and Behaviour and Making Relationships

The Specific Areas of Learning:Literacy: Reading and Writing Mathematics: Numbers and Shape, Space and Measures Understanding the world: People and Communities, The World and Technology Expressive arts and design: Exploring and Using Media and Materials and Being Imaginative

All areas of learning are important. All areas of learning are inter-

connected. 0-3 focus on Prime areas as the

basis for successful learning in the 4 Specific areas.

Progress check at age 2. Equal focus on all areas of learning

in Reception.

Statutory Framework for the Early Years Foundation Stage

In planning and guiding children’s activities, practitioners must reflect on the different ways children learn.

3 Characteristics of Effective Learning:

Playing and exploring; Active learning; andCreating and thinking critically.

20 items!

Statutory Framework for the Early Years Foundation Stage

EYFSP Handbook 2014-2015 The handbook is a detailed reference

material for all LA moderators and EYFSP practitioners.

The handbook has been developed to

support practitioners in making accurate judgements about each child’s attainment.

14 HTML documents.

Primary Purpose of the EYFSPThe EYFS Profile summarises and describes children’s attainment at the end of the EYFS.

The EYFS Profile is based on ongoing observation and assessment in the three prime, four specific areas of learning and the three learning characteristics.

The main purpose of EYFS Profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS.

EYFS Profile data is used to: inform parents about their child’s development against the ELGs and the characteristics of their learning; support a smooth transition to Key Stage 1 by informing the professional dialogue between EYFS and KS1 teachers; help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children.

In addition, the EYFS Profile provides an accurate national data set. The DfE uses this to monitor changes in levels of children’s development and their readiness for the next phase of their education both nationally and locally.

Ongoing Assessment

Ongoing Assessment The EYFS Profile is not intended to be used for

ongoing assessment or for entry level assessment for Early Years settings or Reception Classes.

The Government does not prescribe how ongoing assessment should be undertaken.

Development Matters or Early Years Outcomes. It stresses on every page of Development Matters

that it should not be used as a checklist.

Ofsted GuidanceOn Entry

July 2014September 2014

September 2014

Incorporated into Handbook

Ofsted Guidance

‘Substantial proportion’ means more than the 20% that might be outside the definition of ‘most’.

‘Most’ means the majority of or nearly all children. Ofsted’s definition of ‘most’ is 80–96%.

Revised Subsidiary Guidance January 2013

Ofsted Teaching Definition

August 2014

‘Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term which covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment they provide and the attention to the physical environment as well as the structure and routines of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand and can do as well as take account of their interests and dispositions to learning (characteristics of effective learning), and use this information to plan children’s next steps in learning and monitor their progress’ (page 7).

EYFSP Handbook Observational Assessment

Observational assessment involves reaching an understanding of children’s learning by watching, listening and interacting as they engage in everyday activities, events and experiences, and demonstrate their specific knowledge, skills and understanding.

It is the most reliable way of building up an accurate picture of children’s development and learning, especially where the attainment demonstrated is not dependent on overt adult support. Observational assessment is key to understanding what children really know and can do.

Some observations will be planned but some may be a spontaneous capture of an important moment. It is likely that observations of everyday activities will provide evidence of attainment in more than one area of learning.

EYFSP HandbookResponsible Pedagogy

Responsible pedagogy enables each child to demonstrate learning in the fullest sense. It depends on the use of assessment information to plan relevant and motivating learning experiences for each child. Effective assessment can only take place when children have the opportunity to demonstrate their understanding, learning and development in a range of contexts.

Children must have access to a rich learning environment which provides them with the opportunities and conditions in which to flourish in all aspects of their development. It should provide balance across the areas of learning. Integral to this is an ethos which respects each child as an individual and which values children’s efforts, interests and purposes as instrumental to successful learning.

Complex?

Generous?

Surprising?

EYFSP HandbookChild Initiated Activity

Key aspects of effective learning characteristics include children:

• being willing to have a go;

• being involved and concentrating;

• having their own ideas;

• choosing ways to do things;

• finding new ways; and

• enjoying achieving what they set out to do.

Accurate assessment of these characteristics depends on observing learning which children have initiated rather than only focussing on what they do when prompted. For children to develop learning characteristics to be assessed by the EYFS Profile, and to support lifelong learning, they require rich opportunities to initiate ideas and activities.

EYFSP HandbookEmbedded Learning and Secure Development

A child’s embedded learning and secure development are demonstrated without the need for overt adult support. Where learning is secure it is likely that children often initiate the use of that learning. Judgements about this are made through observing behaviour that a child demonstrates consistently and independently, in a range of situations. Attainment in this context will assure practitioners of the child’s confidence and ownership of the specific knowledge, skill or concept being assessed. Skillful interactions with adults and learning which is supported by them are necessary on the journey to embedding skills and knowledge.

‘Independently, ‘Consistently and in a Range of Contexts’

15.09. Gracie made a repeating pattern with the pegs (green, yellow, green, yellow, etc.). Child initiated (S.R.).

23.09. Gracie made a “really big mountain” with the ‘Tap-a-Shape’. Gracie identified that the repeating pattern went; “red, yellow, red, yellow” (child initiated). S.R.

24.09. Gracie made a three colour repeating pattern with the ‘Link ‘n’ Learn’. She said that she had to concentrate [to get it right] and that it was a “difficult pattern.” Child initiated (L.C.).

Practitioner Knowledge Most evidence for EYFS Profile judgements will come from the practitioners knowledge of the child gained from observation of the child’s self-initiated activities.

Adult-led activities can offer insight into children’s attainment.

Balance?

Levels of Development Practitioners must review their knowledge of each child from all sources, and make a judgement for each ELG as to whether the child’s learning and development is best described by: the description of the level of development expected at the end of EYFS; not yet at the level of development expected at the end of EYFS (emerging); or beyond the level of development expected at the end of EYFS (exceeding).

Making a Judgement Because children do not necessarily achieve uniformly,

the practitioner should judge whether the description within the ELG best fits the child’s learning and development, taking into account their relative strengths and weaknesses.

‘Best fit’ does not mean that the child has equal mastery of all aspects of the ELG.

Practitioners should look to the entirely of each ELG when making this summative judgement. Avoid splitting the descriptor into sections and ‘ticking them off’.

Practitioners must refer to the exemplification of expected descriptors when making decisions.

The Exemplification Materials A variety of evidence and forms of presentation to

demonstrate the wide range of ways in which information may be gathered to support EYFS Profile judgements.

Illustrates the Expected descriptors. Pitch and breadth. No one piece of evidence meets the

ELG as a standalone item.

Completion of the Profile All EYFS providers completing the EYFS Profile must give parents a

written summary of their child’s attainment using the 17 ELGs and a short commentary on how a child demonstrates the three characteristics of effective learning (1-2 paragraphs).

Year 1 teachers must be given a copy of the EYFS Profile report together with a narrative on how the child demonstrates the three characteristics of effective learning.

All EYFS providers must report EYFS Profile data (the 17 ELGs) to their Local Authority for each child, upon request. The narrative on how a child demonstrates the three characteristics of effective learning should not be submitted.

Internal Moderation and Transition Year 1 practitioners should be involved in the EYFS

Profile moderation in order for them to understand the judgements made by EY practitioners.

Exceeding judgements.

Assessment and reporting arrangements (ARA) 2014-2015

The ARA contains specific details of school & LA responsibilities for completion of the profile and associated activities.

4 HMTL documents.

Defining a Good Level of Development the early learning goals in the prime areas of

learning (personal, social and emotional development; physical development; and communication and language) and;

the early learning goals in the specific areas of mathematics and literacy.

National and Local DataGood Level of Development

National2013

North Somerset

Somerset

52% 64% 53%

National2014

North Somerset

Somerset

60% 70% 61%

Supporting Measure for the Good level of DevelopmentThe average point score across all Early learning goals.

Assessment rating:Emerging 1 Expected 2Exceeding 3

This would measure the total number of points achieved on the EYFSP.

The national measure would be the average of every child’s total point score.

National and Local DataA Supporting Measure for a GLD (APS)

National2013

North Somerset

Somerset

32.8 APS 34.2 APS 33.8 APS

National2014

North Somerset

Somerset

33.8 APS 35.1 APS 34.5 APS

National and Local DataNarrowing the Gap Based on APS

National2013

North Somerset

Somerset

36.6% 23% 33.6%

National2014

North Somerset

Somerset

34.5% 24.8% 30%

Progress: Within the EYFS into KS1

September 2014

STA and LA UpdatesExceeding.

ELGs for Speaking, Reading, Writing and Number.

Visit note.

Code A.

Performance Descriptors.

Baseline.

Future EYFSP Dates 23rd March 2015. Letters sent out to schools. Visit or cluster.

20th April 2015. Moderators will make contact with schools to arrange a visit.

7th OR 8th May 2015 EYFSP Cluster Meetings. 9am to 12noon OR 1pm to 4pm.

EYFSP Completion window 8th June to 19th June.

EYFSP Deadline 24th June 2015.

EYFSP Visits in the weeks beginning 1st, 8th and 15th June 2015. Re-moderation 22nd June 2015.

Future KS1 Dates 23rd March 2015. Letters sent out to schools. Visit or cluster.

20th April 2015. Moderators will make contact with schools to arrange a visit.

27th OR 28th April 2015. KS1 Cluster Meetings. 9am to 12noon OR 1pm to 4pm.

KS1 Deadline 15th June 2015.

KS1 Visits in the weeks beginning 4th, 11th and 18th May 2015. Re-moderation 15th June 2015.

KS2 Deadlines 22nd June 2015 NS and NCA Tools 26th June 2015.

Evaluation

Home Time!