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Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1...

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www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’ s briefing March 2013
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Page 1: Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing – March 2013.

www.southwark.gov.uk

Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1

Headteacher’s briefing – March 2013

Page 2: Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing – March 2013.

www.southwark.gov.uk

Revised EYFS Profile – what’s the same?• 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

Page 3: Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing – March 2013.

www.southwark.gov.uk

Revised EYFS Profile – what’s changed?

• 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

Page 4: Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing – March 2013.

www.southwark.gov.uk

PRIME AREAS OF LEARNING

Communication and language

• Listening and attention• Understanding• Speaking

Physical development • Moving and handling• Health and self-care

Personal, social and emotional development

• Self-confidence and self-awareness• Managing feelings and behaviour• Making relationships

SPECIFIC AREAS OF LEARNING

Literacy • Reading• Writing

Maths • Number• Shape, space and measures

Understanding of the world • People and communities• The world• Technology

Expressive arts and design • Exploring and using media and materials• Being imaginative

Page 5: Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing – March 2013.

www.southwark.gov.uk

New Good Level of Development measure

• 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.”

Page 6: Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing – March 2013.

www.southwark.gov.uk

EYFS Profile moderation• 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

Page 7: Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing – March 2013.

www.southwark.gov.uk

Expected levels of development• 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?

Page 8: Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing – March 2013.

www.southwark.gov.uk

Year 1 phonics screening check

• 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?

Page 9: Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing – March 2013.

www.southwark.gov.uk

Evaluating your tracking - SEFMaths

2012 - 2013

On entry

On exit Progress

Below 50% 13.5% •95% made good or better progress

Expected 41% 18% •46% made excellent progress

Above 4.5% 68.5% •41% more children at expected level + on exit

• 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.

Page 10: Www.southwark.gov.uk Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1 Headteacher’s briefing – March 2013.

www.southwark.gov.uk

On entry assessment PILOT• 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?


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