Understanding the EYFS Gloucestershire Primary NQT CPD Programme 2016 Understanding the EYFS Fiona McMorrow Cath Davenport Introductions – tutors Establish EYFS experience Establish year groups e.g. Mixed age?.....

Aims of the session To : develop familiarity with essential documentation underpinning EYFS practice develop an understanding of the key elements of effective EYFS provision in schools.

Key Documents Statutory Framework for the EYFS Development Matters in the EYFS Early Years Outcomes ARA EYFS 2016 EYFS Profile Handbook Gloucestershire Early Years Summative Development Pack Ofsted Common Inspection Framework 2015 Ofsted School Inspection Handbook 2015 National Strategies publications Now a separate Ofsted judgement recorded in the report and this contributes to the overall judgement

The Learning and Development Requirements 7 areas of learning and development make up the framework - 3 Prime and 4 Specific areas Early Learning Goals Development Matters statements (non-statutory) 3 Characteristics of Effective Teaching and Learning. Documentation to share - Statutory Framework , Development Matters document   The New Statutory Framework identifies Personal, Social and Emotional Development, Communication and Language and Physical Development as the essential foundations for healthy development, positive attitudes to relationships and learning  and for making  progress in key skills such as reading and writing. Personal, Social and Emotional Development, Communication and Language and Physical Development are referred to as the 3 Prime Areas of learning and development in the EYFS. Providers must also support children in 4 Specific areas : literacy, mathematics, expressive arts and design and understanding the world through which the Prime areas are strengthened and applied. These With the youngest children practitioners are expected to focus strongly on the prime areas, for the older age range the balance should shift towards a more equal focus on all areas of learning- You need to be mindful of this all the time when children are in school, but at this stage be covering all areas with most children ‘

The Four Themes of the EYFS Children are born ready, able and eager to learn. Development is not an automatic process. It depends on each unique child having opportunities to interact in positive relationships and enabling environments We know from research evidence that from birth we have the potential for learning as part of our making sense of the world, however the development of these skills and knowledge is dependant on the stimulation and support from other people and the physical world. This is the start on the journey to becoming an effective learner for life. Development is not an automatic process however it depends on each unique child having opportunities to interact in positive relationships and enabling environments in ways that are in tune with how they prefer / or are stimulated as an individual to learn. Use the Dev Matters book to demonstrate how they equation works A Unique Child Positive Relationships Enabling Environments Learning and Development

Formative assessment Observation Planning Look, listen & note Analyse observations Planning What next? Formative assessment at the heart of good early years practice. Start with observation Observe children as they act and interact in their play, everyday activities and planned activities, and learn from their parents about what they do at home. USE these observations Consider the unique child column to help identify where a child is in their own unique developmental pathway USE this information to Consider ways to support the child to deepen/strengthen their current L&D. Reflect on Pos Rel and En Env to plan – to challenge and extend HANDOUT P21 Dev Matters Talk through Obs/ass/plan cycle.....

Communication and Language: Speaking activity Take time to study the Unique Child column. Discuss what you may do to consolidate and challenge children’s learning. Cover or fold handout so that Pos Rel and En Env cannot be seen. Discuss Turn over. Recognise the practical nature of the suggested activities also the amount of speaking involved.

Child Initiated Learning through Play Documents - Nat Strat docs Play The EYFS continues to recognise ‘the central importance of play in children’s learning’ and that children need to be introduced to formal learning in their foundation years in a way and at a time appropriate to their individual level of development.’ Outdoor play The importance of outdoor play also remains central in the revised EYFS. 2 halves of a whole. NOT a direct copy of the inside - outside Organisation of the day Planning, adult role, the environment, routines, structure, independence............. Common misconceptions Adults hands off Not all about CIP Adult led need to be table based/formal Show Nat Strats docs – L,P&Int and Fascinations Mention Carol Dweck – mindsets and Ken Robinson – finding your element

The Characteristics of Effective Learning Playing and Exploring – finding out and exploring, playing with what they know, being willing to have a go Active learning - being involved and concentrating, keeping n trying, enjoying achieving what they set out to do Creating and Thinking Critically - having their own ideas, making links, choosing ways to do things Playing and exploring’, ‘active learning’ and ‘creating and thinking’ critically are highlighted in the EYFS as 3 Characteristics of Effective Teaching and Learning. (1.10 p6)They are to be used to describe how children learn rather than what they learn

Positive Relationships Activity Work in pairs. Support partner, using handout. Play with open ended resources and support each other thinking about effective interactions Discuss importance of positive relationships and enabling environment. ‘Research has consistently shown that if practitioners can become aware of how their own language impacts upon children’s communication and can modify it, then this change would have a greater impact on children’s language than anything else.’ Inclusion Development Programme

Why are the “Characteristics of Learning” important? Children need to become learners for life. Children need to have self belief, confidence and ownership of learning. From birth we have the roots of these characteristics for learning.

Wingate Children’s Centre Think about the opportunities for developing as learners presented in this slide show….. Discuss

Break

Starting Points Baseline Throughout the year End of the year Beyond EYFS data Starting Points Baseline Throughout the year End of the year Beyond Requested from several HT last term. Frequent requests for help with this.

The initial summative assessment Make informed judgements Involve previous professionals, parents and children Reflect on the individual child and cohort data The age bands from EYO/Dev Matters (clarify) describe the typical development for children at that age but schools do not have to use these and may have other ways to assess children when they start school but suggests EYO could be used to make best-fit judgements whether children are showing typical development for their age, at risk of delay or ahead for their age. Your chosen baseline will provide you with information that contributes to building a bigger picture in this way….You need to consider all areas of learning areas as well as literacy and maths to ensure that children develop all the foundations of learning. Without strong foundations a house is wobbly and likely to fall down and the same is true of children and learning – we need strong foundations to build on

The Early years report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2015 (Ofsted) If schools are acting in the best interests of children, they will have strong partnerships with all the early education providers that the children in their Reception classes are most likely to attend The research underpinning the Tickell review identifies the transition from early education to school as a particular area where some children, particularly more vulnerable children, can encounter difficulties. Report notes “We therefore note with concern that some nurseries and preschools reporting a negative response from schools when they have made an approach to develop a partnership with the school” “They can share expertise and develop shared practices so that they work collaboratively with parents to ensure that the transition from pre-school to school is seamless” “ It is within the gift of motivated school leaders to work collaboratively with other early education providers to improve children’s readiness for school” Show the document that we have given to pre schools and explain that they expect to be discussing this information with feeder schools so be open to contact and pro active about making contact. The document is on the website for you to use and direct settings to if they have yet to see it.

Identifying starting points Make an assessment of children’s starting points (baseline) Plan next steps that challenge children sufficiently Track the progress of individuals, vulnerable groups and cohorts across EYFS into KS1 Identify how much progress is made by individuals, groups, cohorts Inspectors should discuss with schools HOW they measure children’s starting points and the proportions of children that demonstrate development that is typical for their age. They are looking for schools to have clear systems. The new SEN code of practice requires us to collect information for all children about their needs/preferences/ways of learning etc Baseline 1. Cohort information Term of birth Boy/girl Group e.g. SEN, FSM, EAL etc Pre-school experience 2. Assessment Data – 2 possibilities Using age bands to support judgements made as to whether children have started at a level of development which is Typical Risk of delay Ahead Or Significantly below Below but not significant (suggests will catch up quickly) Above (indicates potential to exceed the ELGs by the end of reception) Plan next steps – is your data annotated and used to inform planning – MTP for class, STP for groups and individuals – is this reviewed? Track progress – this comes into ‘throughout the year/ongoing assessment’ Identify how much progress is made – ongoing and end of year…..

Cohort information Term of birth Boy/girl Groups e.g. EAL, FSM, SEN.. Pre-school experience Key messages from pre-school transition records Page within summative record to support this Also pages to record proportions of children attainment for 17 aspects

Throughout the year Currently “The government does not prescribe how ongoing assessment should be undertaken. The EYFS Profile is not to be used for ongoing assessment or for entry level assessment for reception classes.” Two slides give the message of what NOT to do………

“There is no requirement that evidence should be formally recorded or documented. You should keep paperwork to the minimum you need to illustrate, support and recall your knowledge of the child’s attainment” Early Years Foundation Stage Handbook 2016

“Ongoing assessment is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and then shape learning experiences for each child reflecting those observations.” Statutory Framework for the EYFS Last two slides said what not to do but within the STATUTORY requirements it stresses the importance of ongoing assessment. P3 in development matters supports teachers in understanding formative/ongoing assessment and guides them through the observation/assessment/planning cycle. Repeat messages around the use of Development Matters supporting schools achieve a good early years outcome. To continue to’ plan next steps that challenge children sufficiently’ we would advise schools to have times within the year that summative assessments are made using the development statements within the age bands. If using electronic systems, schools own, glos summative dev record it is important to periodically assess, make conclusions, identify actions and respond accordingly through planning. Pupil progress meetings Would encourage you to discuss CofEl with class teachers as well as development within the 17 aspects

End of year Judging progress across the EYFS and into KS1 Discussion with the staff and children Analysis of assessment records Observations of: - children’s dispositions to learning (C of EL) - what children know, understand and can do Inspectors should must consider the proportions that have made typical or better progress taking into account….. They should consider under achievement as well as readiness for Y1 Evidence for these judgements should be made through…………………(use slide) Would advise that HTs (throughout as well as at end of year) also adopt this approach/use these strategies to judge progress……. etc. Not just data

EYFS Profile The EYFS Profile is based on ongoing observation and assessment in the three prime, four specific areas of learning, and the three characteristics of learning.  A completed EYFS Profile will consist of 20 items of information: the attainment of each child assessed in relation to the 17 early learning goal descriptors a short narrative describing the child's three learning characteristics Data analysis will involve the Profile – statutory summative assessment Emerging/expected/exceeding outcomes Exp/Exceeding descriptors booklet available on our website to support teachers when making judgements. Would encourage you to discuss CofEl with class teachers as well as development within the 17 aspects. YR teachers need to have opps to discuss their children’s profiles before the point of transition. Often forgotten for mixed age classes. Teacher still needs to have that discussion – who with ?? Suggest HT, Ass co SLT…. You should have been invited to the moderation workshops and Dispelling the myths of moderation training

School Inspection Handbook the proportions of children who have made at least typical or better progress from their starting points, including disabled children, those with special educational needs and the more able the attainment of children at the end of Reception compared with Early Years Foundation Stage Profile national figures, including the proportion that achieve a good level of development whether achievement is consistent across areas of learning, particularly in the prime areas and the specific areas of literacy and mathematics, and if any groups are underachieving To support you in demonstrating ‘typical’ progress etc you would use the records that have been built up throughout the year, culminating in the profile outcomes. Many of you have electronic systems that support you with this however, if you are looking for a simple paper version you may want to look at the Summative Record for schools on our website. This is what Ofsted will want to see/discuss at the inspection

Evaluation of achievement should also consider attainment at the end of reception in comparison with EYFSP national figures and in terms of how well it prepares children for KS1. SFR provides national data Consider adding your schools data into the SFR with highlighter pen? Not sure what the future hold for this

Beyond…….. Analysis of schools own data Gloucestershire EYFS Profile Analysis Data and Performance team 01452 425329 Statistical First Release DfE website Ensure all analysis is acted upon. Conclusions should be made and action points identified for BOTH new reception intake and those that have moved on into Y1 Schools own – use Questions for interpreting EYFSP data in schools from our website

EYFS Profile moderation Internal Inter-school (Cluster) Moderation training Local authority Cross local authority STA external moderation Internal – who – when – what Involve appropriately at diff times thro yr: CLT, TA, PPA, Y1, pre-sch, Ass co, Lit/math Co, HT, EY gov…… Earlier on in year will be mod of attainment within age bands. Only at end of year will it be the Profile Create a timetable….. Cluster Good practice. Well established. Consider a change and/or visit a diff cluster….. Paperwork available thro our website including an agenda. MUST complete and return your ‘cluster arrangements’ by….. Moderation training ‘Workshops’ already started. Involve updates, training element around C&L and Math this year. Also agreement trialling opportunities using teachers own evidence and writing samples as requested. LA will explain shortly XLA moderation – our LA moderators meet termly with colleagues from neighbouring counties to moderate. This year the plan is to shadow/sample visits in each others county STA moderate all counties nationally over a period of time – could be our turn! They meet with moderation manager, accompany a moderator on their visit – talk to HT. class teacher, report on robustness of the county model.

LA moderation visits Local authorities are required to visit all schools and settings on a four year cycle For moderation purposes, interim judgements against all the ELGs will need to be completed at the beginning of May for children in the final year of the EYFS. In Gloucestershire moderation visits take place during May. Some moderation visits will be shadowed for training or quality assurance purposes. Glos Moderation Plan available on our website You will be informed by the end of February if you are being moderated this year.

Moderation visit involves Selecting 5 profiles from cohort that offer a range of attainment Discussion around the Characteristics of Effective Learning Reviewing evidence and referencing national exemplification Decision making Are practitioner judgements accurate with reference to national exemplification? Have assessments been made in line with the principles of EYFS profile?

Recording the outcome – accurate / not accurate Feedback to class teacher/s and Head Teacher Written outcome sent to schools/settings within two weeks of visit Follow up actions and/or training may be recommended

QA of EYFS Profile data Practitioners, school managers, setting leaders and LA have a responsibility within their settings for ensuring the quality, accuracy and reliability of data arising from EYFS Profile assessment. to ensure that the pattern of outcomes for an individual child makes sense in relation to wider knowledge of children’s learning and development. to ensure that the resulting data is an accurate record of practitioner judgements. A QA review is also undertaken by the LA after submission of data. HTs should be actively involved in the quality assurance process within the setting prior to submission to the local authority, and later if the local authority quality assurance process generates enquiries - page 42 Handbook – “final checking and sign-off by the headteacher /manager prior to submission to the local authority.”

“Not everything that counts can be counted, and not everything that can be counted counts.” Sign on Einstein’s office wall, Princeton University Guy Claxton describes the need for ‘split-screen thinking’, keeping part of your view on developing skills and knowledge within the curriculum areas while the other part keeps an observant eye on learning to learn. Read from page 104 ‘Learning to learn has been identified....

Any questions? Comfort break if needed.

Signposting Newsletter, training directory, FAQs and further information available on our web pages – www.gloucestershire.gov.uk/earlyyearsteam Training and general enquiries – Ingrid Stringfellow 01452 427224 For all EYFS documentation and FAQs – www.foundationyears.org.uk