Title: The EYFS profile
1The EYFS profile
Camden LA
- Principles into Practice
- 17th September 2008
- Pam Mundy
-
- Support and Development Officer
- Early Years Foundation Stage profile
2This afternoon
- Reassertion of principles and purpose of the EYFS
profile - The EYFS profile handbook
- Video exemplification
- EYFS profile web pages
- Continuing the Learning Journey
3The EYFS profile
- Technicalities
- Statutory from September 2008 (for July 2009)
- Replaces the FSP
- Handbook
- Optional booklet
- 6 Areas of Learning 13 assessment scales
- 9 scale points on each scale score is based on
accumulated attainment of scale points - Responsibilities for moderation to ensure
consistency, reliability and confidence - Submission of data
4Principles and purposes
- Key principles
- Assessment based on observation of predominantly
self-initiated activity - Judgements based on consistent and independent
behaviour - Assessment is formative and summative
- All scales have equal status
- Accurate reflection of unique child
- Rigorously moderated by LAs
- Key purposes
- Information for transition to key stage 1
- Information for schools, settings and parents
- Embedding effective approaches to assessment
- Use of data
5EYFSprofile handbook
QCA/08/3657 naa.org.uk/eyfsp
6EYFS profile handbook guidance
Source EYFS profile handbook, chapter 2, page 6
7Patterns of scoring
- 1 2 3 4 5 6 7 8 9
- 1 2 3 4 5 6 7 8 9
- 1 2 3 4 5 6 7 8 9
8Ed and Beverley CLL Language for communication
and thinking
- Both have a total of 6 points in this scale
- Ed
- 4 Listens with enjoyment to stories, songs,
rhymes and poems, sustains attentive listening
and responds with relevant comments, questions or
actions - 6 Interacts with others in a variety of contexts,
negotiating plans and activities and taking turns
in conversation - 8 Speaks clearly with confidence and control,
showing awareness of the listener - Beverley
- 4 Listens with enjoyment to stories, songs,
rhymes and poems, sustains attentive listening
and responds with relevant comments, questions or
actions - 5 Uses language to imagine and recreate roles and
experiences - 7 Uses talk to organise, sequence and clarify
thinking, ideas, feelings and events, exploring
the meaning and sounds of new words
9EYFS profile handbook guidance
- Scale points 13
- Describe the attainment of a child who is still
progressing towards the early learning goals in
that scale (which are expressed in points 48).
Practitioners should only describe childrens
attainment in these terms if no early learning
goals have been attained in that scale.
Attainment of any early learning goals (scale
points 48) must include an assessment of scale
points 13 as these are developmental steps
leading to the attainment of scale points 48. - Source EYFS profile handbook, chapter 2,
page 5
10 EYFS profile handbook guidance
- Scale point 9
- Describes the attainment of a child who has
achieved scale points 18 and developed further,
working consistently beyond early learning goals.
Scale point 9 will be attained by children who
have significant abilities or experiences in an
area of learning. Its purpose is to identify
these abilities to year 1 teachers and enable
them to ensure that these childrens specific
development and learning needs will be met. - Source EYFS profile handbook, chapter 2, page 6
11EYFS profile handbook guidance
- Making the assessments
- Judgements are made through assessing behaviour
that a child demonstrates consistently and
independently in a range of situations. This
behaviour will need to demonstrate the childs
confidence and ownership of the specific
knowledge, skill or concept being assessed. - Source EYFS profile handbook, chapter 3, page 8
12 EYFS profile handbook guidance
- practitioners need to ensure that no more than
20 of the total evidence for each scale point is
gained from (adult-led and adult-directed
activities). The remainder of evidence should be
drawn from knowledge of the child, observations
and anecdotal assessments. Practitioners are
neither expected nor required to create onerous
systems in order to demonstrate this, but need to
be aware of this ratio when considering the
evidence in order to finalise their EYFS profile
judgements. - Source EYFS profile handbook, chapter 3, page
10
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17EYFS profile - video exemplification
- Key issues and challenges addressed
- Observation of predominantly self initiated
behaviours - Some clips are time lapsed
- Scale Points 1 3
- Scale Point 9
- Composite scale point demonstration
- Active contributions by parents and children
18Ellis
19 Ellis discussion questions
- What have we learnt about Ellis?
- What factors may have contributed to Ellis
current level of development? - How can we find out about the cohort of children?
- What are the implications for 1 Ellis and 2
school improvement?
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22Key questions for schools
- Transition processes
- Knowledge of current cohort
- Unpicking patterns of attainment
- Planning and provision in Year1
23Layers of data
- Following slides look at some aspects of data
analysis at a school level - Become familiar with how your LA data is
presented in order to see patterns and anomalies - Understanding the data enables the posing of
relevant questions directs you to more detailed
research - Points for Action Planning naturally arise out of
discussions of patterns of attainment
24Sample radar graph School A pupils scoring 6
25Sample bar chart pupils scoring 6
26School B Children scoring 6
27School B Children scoring 6
28School C children scoring 6
29School C Children scoring 6
30Vulnerability factors? Autumn born children
31Spring born children
32Summer born children
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34Purpose of the EYFS profile
- The primary purpose of the EYFS profile is to
provide year 1 practitioners with reliable and
accurate information about each childs level of
development at the end of the foundation stage.
This will enable them to plan an effective,
responsive and appropriate curriculum that will
meet their needs. Judgements need to be made
through interpreting a range of evidence gained
predominantly through observation of the child in
self-initiated contexts. This process of
collecting information about childrens learning
is a critical part of the assessment process and
is vital in order to ensure that the judgements
made against the 13 scales produce data that is
accurate and reliable.
35 Continuing the Learning Journey a process not
an event
- Principles
- Promoting good practice of seamless transition
- Seeing/understanding of the learning in the EYFS
- Using EYFS profile data for school development
36 Aims for Section 4 The EYFS profile and school
improvement
- To show how the outcomes of the EYFS profile
can be used to - identify strengths and points for improvement in
the provision of the EYFS. - inform school improvement planning.
- provide comparisons of achievement for different
groups, for example, by gender, ethnicity,
English as an additional language. - make the curriculum in year 1 responsive to
childrens needs. - support performance management.
37 Section 4 has five key areas
- General introduction to using the EYFS profile
for school improvement. - Analysing information from the EYFS profile to
make comparisons of achievement for the different
groups by gender. - Analysing information from the EYFS profile to
identify strengths and weaknesses in provision. - Using the EYFS profile information to make the
curriculum in year 1 responsive to individual
childrens needs. - Using information from the EYFS profile to
improve your school.
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