EYFS Profile Training

February 2015

Agenda

Good Level Development– National and Cheshire East

2 year old data for Cheshire East

Updates

Training and agreement trialling

Dates for your diary

What is a Good Level of Development?

Children will be defined as having reached a Good Level of Development if they achieve at least the expected level in the ELGs of…

– All Prime areas of learning… • Communication and Language, Physical Development and Personal, Social and

Emotional Development

– The following Specific areas of learning… • Literacy and Mathematics

Data specificationAssessment Rating EYFS judgement

1 Indicates a child who is at the ‘emerging’ level at the end of the EYFS

2 Indicates a child who is at the ‘expected’ level at the end of the EYFS

3 Indicates a child who is at the ‘exceeding’ level at the end of the EYFS

A Indicates a child who has not been assessed due to long periods of absence, for instance a prolonged illness; a child who arrives too late in the summer term for teacher assessment to be carried out i.e. within 2 weeks of the data submission date; or a child who has an exemption

Assessment and Reporting arrangements: The Early Years Foundation Stage Profile (page 3-5) section 3.2

National picture

Cheshire East picture

62% - The proportion of children achieving a good level of development. This is up 6% points from 56% last year.

34.7 - The average EYFSP point score for 2014; an increase of 0.9 points from 33.8 in 2013.

58.7% - The proportion of children achieving at least the expected level in all 17 early learning goals.

17%pts - The gender gap between the percentage of girls and boys achieving a good level of development. 71% of girls achieved a good level of development compared to 54% of boys.

Comparing National EYFSP data with Cheshire East data

Cheshire East EYFSP Comparison data Boys and Girls – June 2014

Areas of learning Boys achieving expected %

Girls achieving expected %

Gap / Difference%

LA 78.7 88.9 10.2

U 80.5 87.8 7.3

S 78.5 87.1 6.6

M&H 84.1 93.9 9.8

H&S 88.5 95.0 6.5

SC/SA 85.0 90.8 5.8

MF&B 81.5 92.1 10.6

MR 84.7 92.4 7.7

R 68.9 81.0 12.1

W 62.5 77.8 15.3

M 72.3 79.7 7.4

SS&M 78.3 84.6 6.3

*Highlight - indicates areas with widest gaps of 9.8 and above.

Areas of learning Boys achieving expected %

Girls achieving expected %

Gap / Difference%

P & C 81.3 89.1 7.8TW 82.1 87.3 5.8

Tech 89.3 90.9 1.6EM&M 78.2 93.3 15.1

BI 78.5 91.8 13.3

EYFS statutory assessments

The Progress Check at Age 2– When a child is aged between two and three, practitioners must

review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas

The Early Years Foundation Stage Profile – In the final term of the year in which the child reaches age five,

and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1.

Updates Handbook 2015https://www.gov.uk/government/publications/early-years-

foundation-stage-profile-handbook

Assessment and reporting arrangements 2015https://www.gov.uk/government/publications/early-years-

foundation-stage-assessment-and-reporting-arrangements-ara

Exemplification materials– Speaking– Reading– Writing – Numbers

https://www.gov.uk/government/publications/eyfs-profile-exemplication-materials

Baseline Assessment Updates

The Standards and Testing Agency has approved the following providers for the reception baseline assessment:Centre for Evaluation and Monitoring, Durham University (CEM)Early ExcellenceGL AssessmentHodder EducationNational Foundation for Educational Research (NFER)Speech Link

Early Years Foundation Stage profile handbook 2015

Early Years Foundation Stage profile moderation:

essential requirements and effective practice for local authorities

Specific EYFS profile training

Specific EYFS profile training, which includes agreement trialling, is provided for practitioners responsible for the

completion of the EYFS profile

Exemplification of national standards is used to support training and ensure national consistency with regard to

the principles and processes of EYFS profile assessment and accuracy of judgements

EYFSP Handbook 2015 – Early Years Foundation Stage profile moderation: essential requirements and effective practice for local authorities

Literacy – Reading

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

ELG 09 - Reading

Experimental Evaluation of The Durability of A Composite-Composite Pasted Assembly Under Quasistatic Loading

Nowadays, most of the forecasting models of viscoelastic behaviour of the materials are based on analogies or Ferry's time-temperature equivalence principles, in which the temporal variable is a function of the temperature. This approach is suitable for the analysis of the thermorheological process. It is especially convenient for engineering calculations because one can instantly test under high temperature and predict the behaviour of the material for low temperatures for extended loading periods. However, this approach is possible only in a domain of stationary creep in which deformations increase linearly with time.

Activity

Darcy has chosen to look at a book; what reading skills is she applying?

Complex process! Chooses a familiar book Making connections to her own life (baby) Understanding of difference between text and pictures Knowledge of handling books

– Turning pages in correct order

– Knows the difference between the front and the back of the book Using the context to decode more complex words Using picture clues and talking about them Using her phonic knowledge to segment and blend words – nest, big

and help Recalls main events in the story after reading Comprehension Talks about how characters are feeling – early inference and

deduction skills Characteristics of Effective Learning

Activity

Discuss in groups the opportunities you provide for children to use their emerging reading skills…

– In your daily routine – In your environment

Opportunities for reading Environmental print

– Packaging

– Displays

– Labels

– Signs Challenges

– Exemplification materials - treasure hunt fun, physical challenges, games with instructions

Role play

– Exemplification materials – letters Instructions

– Exemplification materials – making pizzas, action games

Revisiting familiar books

Role of the adult

Modelling – fluency, phrasing, intonation and

expression Pause, prompt and praise

– Specific praise Book choices

– Making connections, books that children will revisit, books with rhythm, rhyme and patterns, key interests

Reading for a purpose Providing opportunities to apply

and consolidate phonic knowledge

Importance of communication and language

‘Language is the rock on which reading rests.’

Virginia Beardshaw ICAN Chief Executive Read on, get on campaign

‘Talk is the sea upon which all else floats.’

James Britton, 1970 (Psycholinguist)

Raising Early Attainment in Literacy (REAL)

National Children’s Bureau training (Sheffield University)4 strands of early literacy

– Oral language– Books– Early writing – Environmental print

ORIM framework – ways parents can help children with literacy– Opportunities– Recognition– Interaction– Modelling

REAL in Cheshire East

Targeted approach with settings linked to a children’s centre and in our super output areas

A range of joint sessions are taking place linking children’s centres, schools and settings

Literacy - Writing

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

ELG 10 – Writing

EYFS profile assessment processes

You must consider the whole of each ELG when making your decision.

Avoid splitting the descriptor into sections and “ticking them off”

The most accurate picture of the child’s overall embedded learning will come from the holistic view of the descriptor

EYFSP handbook 2015 – section 2 EYFS profile purposes, principles and processes (point 3)

Judging “expected” category

“best fit” doesn’t mean that the child has equal mastery of all aspects of the ELG

Look at the whole of each ELG description when making this summative judgement

EYFSP handbook 2015 – section 2 EYFS profile purposes, principles and processes (point 3.1)

White copy - School Peach copy - LA

Professional dialogue

Characteristics of Effective Learning

Physical Development•Share practitioner evidence and exemplification for ELG 4 & 5

Understanding the World•Share practitioner evidence and exemplification for ELG 13, 14, 15

Expressive Arts and Design•Share practitioner evidence and exemplification for ELG 16 & 17

Remember to fill in paperwork for agreement trialling

Physical development

• Moving and handling • Health and self-care

Understanding the World

• People & communities• The World• Technology

Expressive Arts and Design

• Exploring and using media and materials

• Being Imaginative

Moderation Cycle 2015

Teachers in the following areas will receive a moderation visit:

Middlewich

Shavington

Nantwich

Tarporley / Broxton

Dates for your diary

If your school is receiving a visit:

April 23rd 2015: Pre–visit cluster meeting

Hunters Lodge, Crewe

12.45 - 1.00 start – 3.30pm finish

May 2015 – visits will take place

Submission Date

Friday 19th June

Further Information:• Website

• School bulletin