Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1

1. Headteacher’s briefing – March 2013 Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1

2. Purposes – accurate description of a child’s achievements at the end of EYFS, to inform parents and yr 1 teachers and aid transition into KS1 Principles – observation of child in everyday activities, independent and consistent, range of contributors, underpinned by responsible pedagogy, teach and look for application EAL - CL and L must be assessed on English SEN – p scales not be used as alternative Greater emphasis on ….. Yr1 involvement in moderation Establishing transition meetings Embedding internal moderation meetings Quality assurance (sense checks) at all levels Revised EYFS Profile – what’s the same?

3. No more 9 point scales x 13 17 ELGs – for 7 areas of learning (3 prime and 4 specific) 3 characteristics of learning Best fit assessment - holistic Emerging, Expected, Exceeding Score of 1, 2 or 3 accordingly Not to be confused with “Emerging, Developing, Secure” in phases of development – tracking/formative assessment 80/20% balance replaced by “without need for overt adult support” and an acknowledgement that embedded learning is most likely to be seen in child initiated learning Revised EYFS Profile – what’s changed?

5. From 2013, children will be defined as having reached a GLD at the end of the EYFS if they achieve at least the expected level in: ELGs in the prime areas of PSED, PD and CL (from Tickell's review) and ELGs in the specific areas of mathematics and literacy (DfE priorities). “However, all areas of learning within the EYFS are important. To reflect this, the GLD measure will be supported by a measure of the average of the cohort's total point score across all the early learning goals. This will encourage the attainment of all children across all the early learning goals.” New Good Level of Development measure

6. Expected to moderate internally Visit letters – end of spring term Minimum 25% visit rota, non attendance at agreement training requests, concerns/anomalies, plus NQTs supported moderation Visit schools must submit interim judgements in May Visits – moderate all 17 ELGs Moderators select 5 children - sample Professional dialogue Evidence – illustrate, support, recall Agreement training - focus ELGs, 1 child Involvement of Year 1 teachers EYFS Profile moderation

7. Three year olds/nursery classes On- entry = 30 - 50 Emerging Dec = 30 - 50 Developing April = 30 - 50 Secure July = 40 - 60+ Emerging Four year olds/reception classes On- entry = 40 - 60+ Emerging Dec = 40 - 60+ Developing April = 40 - 60+ Developing July = 40 - 60+ Secure (ELGs) Termly - analyse children just below expected – what is common in terms of cohort and gaps? Expected levels of development

8. Retest for year 2’s who scored under 32 points last year Most of reception - phase 3+ Most of year 1 – phase 5+ Most of year 2 – phase 6 Targeted analytical approach for lowest 20% – intervention for whom and in what? Continuous tracking N – yr2+ Don’t get stuck at phase 3!!! Which scheme is most effective? Year 1 phonics screening check

9. Evaluating your tracking - SEF • Majority of children make good or excellent progress in Maths. End of EYFS stage • The 2012 and 2013 cohorts in reception are showing consistency in achieving above average standards because of good progress. • There is an improving trend across most areas in the EYFSP.

10. What IS possible in 2 weeks? (prime areas, parents, previous records…?) What are the barriers to making an on-entry assessment in two weeks? Who are the children who DON’T settle in 2 weeks and why? What issues must we consider when we review guidelines for both settling in and on-entry assessment? On entry assessment PILOT