Early Years Foundation Stage Profile (EYFSP)

1. Early Years Foundation Stage Profile (EYFSP)

2. The EYFSP The EYFSP summarises and describes children’s attainment at the end of the EYFS. It is based on; -on going observation and assessment in the 3 prime areas (PSE, CL & PD) 4 specific areas (L, M, UW, EAD) and the 3 learning characteristics (Playing & exploring, Active learning, Creating and thinking critically)

3. A completed EYFSP will consist of: 20 items of information; • Each child’s attainment in relation to the 17 early learning goals (ELG’s) • A short ( 1 to 2 paragraphs) narrative describing each child’s three learning characteristics

4. Assessment • Will be based primarily on observation of daily activities and events • Practitioners should note in particular the learning which a child demonstrates spontaneously, independently and consistently learning in a range of contexts • Will take account of a range of perspectives including those of the child, parents and carers and other adults who have significant interactions with the child. Assessment without the contribution of parents provides an incomplete picture of a child’s learning and development • Areas of learning and the ELG’s are often interlinked. • These may be related to the characteristics

5. Purposes of the EYFSP • The primary purpose is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS • The secondary purpose is to provide an accurate data set relating to levels of child development at the end of the EYFS which can be used to monitor changes in levels of children’s development and their readiness for the next phase of their education both nationally and locally.

6. The primary uses are; • To inform parents about their child’s development against the ELG’s and the characteristics of their learning • To support a smooth transition to KS1 by informing the professional dialogue between EYFS and KS1 teachers and • To help Y1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children

7. 1.1 Observational assessment • Involves reaching an understanding of children’s learning by watching, listening and interacting in everyday activities, events and experiences, and demonstrate their specific knowledge, skills and understanding • Is the most reliable way of building up an accurate picture of children’s development and learning through on-going observation of children participating in everyday activities, events and experiences especially where the attainment demonstrated is not dependent on overt adult support. This is key to understanding what children really know and can do

8. 1.2 Observational assessment • Some 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 • Does not require prolonged breaks from interaction with children, nor excessive written recording.

9. Embedded learning and secure development • Are demonstrated without the need for overt adult support • Children often initiate the use of this secure learning • Judgements are made through observing behaviour that a child demonstrates consistently and independently, in a range of situations.

10. EYFSP assessment processes • Make a judgement (drawing on your knowledge of the child and using the exemplification materials) for each ELG that ‘best fits’ the child’s attainment; • Emerging • Expected • Exceeding (Having considered the KS1 attainment targets and level descriptors, referred to the exceeding descriptors and discussed with Y1 teachers.)

11. Evidence and documentation • Practitioners may include the following to support their judgements; • Knowledge of the child • Materials which illustrate the child’s learning journey such as photographs • Observations of day to day interactions • video/tape/electronic recordings • The child’s view of his/her own learning • Information from parents and carers • Information from other relevant adults No assessments other than the EYFSP are required or expected.

12. Use of EYFSP for transition to Y1 • Should be seamless • Children’s learning experiences should be both valuable in reception and prepare the ground for Y1 • Y1 builds on the successful principles and approach encapsulated in the EYFS • It is crucial that EYFS practitioners and Y1 teachers are allocated time to discuss and expand on the information presented in the EYFSP

13. Inclusion • For children with SEND the setting will develop additional relationships with other professionals. It is vital that communication between all professionals and the child’s parent is strong so that a clear picture is gained of the child’s learning and development • Observational assessment is the most effective way of making judgements

14. Inclusion • Where a child’s attainment is judged to be ‘emerging’ the child’s learning should be described in relation to the earlier ‘Development Matters’ statements • Practitioners should also record details of any specific assessment and provision in place for the child and use this comprehensive record as a basis for discussion with parents and to support future learning

15. Children for whom English is not their home language • Practitioners need to find out as much as they can about a child’s prior language experience and any education experienced elsewhere • Parents as the first educators are an important source of information • Parents need to know that it is perfectly acceptable, even desirable for the child’s home language to be used. • Practitioners will need to observe the child over time and raise questions with the parents and/or bilingual support assistants to be confident about what the child knows and understands

16. Children for whom English is not their home language • There are 3 aspects to the assessment of EAL children; • Development in their home language • Development across areas of learning assessed through their home language • Development of English The ELG’s for Communication and Language and Literacy must be assessed in English

17. Children for whom English is not their home language • Children must have opportunities to engage in activities and first hand experiences that do not depend solely on English for success, and where they can participate in ways that reveal what they know and can do in the security of their home language • The environment must reflect their cultural and linguistic heritage

18. Completing the EYFSP

19. Completing the EYFSP

20. Reporting the EYFSP assessment • Parents must be given a written summary of their child’s attainment using the 17 ELG’s and a narrative on how the child demonstrates the 3 characteristics of effective learning • Y1 teachers must be given a copy of the EYFSP report with a narrative on how the child demonstrates the 3 characteristics of effective learning • EYFSP data (the 17 ELG’s) must be reported to the LA but not the narrative Detailed requirements around completion and reporting to parents are set out in the EYFS ARA