1. Spring 2015

2. Contents Introduction The assessment in detail What teachers have said Practicalities

3. Introduction

4. NFER is … A not-for-profit organisation A registered charity dedicated to improving education through research Committed to establishing a thorough research background for our products NFER has many years of experience in assessing young children, including leading the development of the original EYFS Profile in 2000- 02, under contract to DfES The development team have experience in early years assessment, teaching and research

5. Brief reminder of policy context Reception baseline assessments introduced from 2016, or 2015 if schools choose Choice between six accredited providers Completed during the first half-term of starting reception Used as a starting point from which progress at the end of KS2 will be measured

6. Brief reminder of policy context DfE criteria for accreditation: –Communication, Language, Literacy and Mathematics areas of EYFS (but providers can add other elements) –‘Single, objective, binary decision’ –Provide a single overall score for each pupil.

7. NFER has produced an accredited reception baseline assessment The NFER Reception Baseline Assessment is research-based and principled For Reception teachers: It is a systematic way of collecting the information about children that they need as they get to know their new class It uses face-to-face activities as the basis for reliable observations Checklists based on ongoing observations supplement the tasks For children: It is interactive, practical and child-friendly with attractive resources

8. The NFER Reception Baseline Assessment - overview The NFER Reception Baseline Assessment: measures the core areas of Communication and Language, Literacy and Mathematics includes an optional Foundations of Learning component to provide a holistic overview of a child is manageable for practitioners including resource pack and electronic scoring/recording system

9. The NFER Reception Baseline Assessment structure Core components: Mathematics Tasks 1-11 Communication, Language and Literacy Tasks 1-10 Communication, Language and Literacy Checklist (16 items) Optional component: Foundations of Learning Checklist (22 items)

10. The NFER Reception Baseline Assessment - development The development process: Evidence-based research Mapped to the EY outcomes and KS1 programmes of study Valid and reliable - trialled in over 500 schools - has benefited from consultation with advisory and practitioner steering groups and cultural review

11. The NFER Reception Baseline Assessment - evidence based research The NFER Reception Baseline Assessment is underpinned by a review of relevant research: Communication and language skills: essential for access to curriculum, literacy development and overall academic success Literacy skills: importance of phonological awareness, letter knowledge, inference skills, understanding of story structure, vocabulary knowledge, grammatical skills Mathematics skills : predictors of later mathematical achievement such as early number competence, understanding pattern and structure, mathematical reasoning Foundations of learning : self-directedness, persistence, curiosity, attentional orientation, motor skills, social and emotional skills

12. The NFER Reception Baseline Assessment - mapped to the EY outcomes At the beginning of Reception, some children will have reached the Early Learning Goals (ELGs) but many will not, as the ELGs relate to the end of the Early Years Foundation Stage In developing the mapping, we have referred to the ELGs and also to the development statements in the age/stage bands in Development Matters, for 30-50 months and 40-60 months In the following slides, the tasks and checklists of the NFER Reception Baseline Assessment are mapped to the ELG and the development statements leading up to that ELG

13. Specific areas of learning: Literacy development Reading ELG 09 Literacy tasks 4 and 5: Phonics Literacy task 6: Sequencing Literacy tasks 8 and 9: Word reading Writing ELG 10 Literacy task 4: Phonics Literacy task 10: Name writing

14. Specific areas of learning: Mathematics development Numbers ELG 11 Mathematics tasks 1-3: Counting and ordering Mathematics tasks 4-9: More, less, addition, subtraction Shape, space and measures ELG 12 Mathematics task 10: Shapes Mathematics task 11: Pattern recognition

15. Prime areas of learning: Communication and language Listening and attention ELG 01 Literacy task 7: Listening comprehension CLL checklist Understanding ELG 02 Literacy tasks 1 and 3: Vocabulary CLL checklist Speaking ELG 03 Literacy task 2: Vocabulary CLL checklist

16. Prime areas of learning: Physical development Moving and handling ELG 04 Foundations of Learning Checklist Health and self- care ELG 05 Foundations of Learning Checklist

17. Prime areas of learning: Personal, social and emotional development Self-confidence and self-awareness ELG 06 Foundations of Learning Checklist Managing feelings and behaviour ELG 07 Foundations of Learning Checklist Making relationships ELG 08 Foundations of Learning Checklist

18. The assessment in detail

19. Practical activities with paper or online recording

20. Colourful and attractive resources that children can handle and manipulate Designed to encourage positive interaction between teacher and child Routing and discontinuation rules ensure that children do not become discouraged by tasks they cannot complete Tasks based on developmental progression The NFER Reception Baseline Assessment in detail

21. The NFER Reception Baseline Assessment - Communication, Language and Literacy Tasks TaskDescriptionAbilities assessed 1Vocabulary – simple receptiveReceptive language 2Vocabulary – simple expressiveExpressive language 3Vocabulary – complex receptiveReceptive language, grammatical skills 4Phonics - segmentingPhonological awareness 5Phonics - blendingPhonological awareness 6Picture sequencing and story prediction Comprehension, understanding of story structure, drawing inferences 7Listening comprehensionComprehension, understanding of story structure, drawing inferences 8Reading simple wordsPhonological awareness, letter knowledge, grammatical skills, comprehension 9Reading simple sentencesPhonological awareness, letter knowledge 10Name writingPhonological awareness, letter knowledge

22. The NFER Reception Baseline Assessment - Communication, Language and Literacy

23. The NFER Reception Baseline Assessment – Communication, Language and Literacy Checklist Measures a sample of language and communication skills that are not amenable to assessment by single activities Assessed by observing the child during normal classroom activities in a range of contexts The items within the checklist demonstrate a comprehensive coverage of the learning outcomes for listening and attention, understanding and speaking, together with identification of a clear pathway to the KS1/2 spoken language requirements.

24. The NFER Reception Baseline Assessment - Mathematics Tasks TaskDescriptionAbilities assessed 1CountingArithmetic 2Identification of numeralsNumeral identification 3Sequencing numeralsRelations between numbers 4Finding ‘more’Mathematical reasoning 5Finding ‘one less’Mathematical reasoning 6Practical additionArithmetic 7Practical subtractionArithmetic 8Written additionArithmetic 9HalvingMathematical reasoning 10ShapesAwareness of mathematical structure 11Pattern recognitionMathematical reasoning

25. The NFER Reception Baseline Assessment - Mathematics

26. The NFER Reception Baseline Assessment - Foundations of Learning Checklist (optional) A checklist designed to measure aspects of learning and development over the following areas: Personal, social and emotional development Physical development Characteristics of effective learning

27. The NFER Reception Baseline Assessment - scoring and recording options 2 options available for recording assessments: Fully supported electronic/online scoring / recording system –via PC, laptop or tablet –automated routing and discontinuation rules (for laptop / tablet) Or Paper instructions / pupil record booklet –data is uploaded manually by school No totalling of scores is required with either option

28. The NFER Reception Baseline Assessment - scoring and recording outputs Outputs: Overview class record showing strengths and weaknesses Scaled scores (and guidance on their interpretation) –single overall score –separate scaled scores for: Mathematics; Communication, Language and Literacy; and Foundations of Learning Age-adjusted scores (and interpretation) Guidance on making use of the information from the scores Additional analyses (under development) e.g. tracking progress to end KS1

29. What teachers have said

30. The NFER Reception Baseline Assessment - what teachers have said … Engaging for children: ‘Practical resources and tasks that keep children engaged and involved’ ‘The activities were child-friendly and the children enjoyed counting with the teddies and placed them around the picnic rug.’ ‘The time it allows pupils and teachers to spend time together on a one- to-one basis. All the children clearly enjoyed this aspect.’ 92% of teachers stated that concrete resources that children can manipulate (e.g. counting bears) were important

31. The NFER Reception Baseline Assessment - what teachers have said … Ease of administration: ‘Precise questioning, clear instructions and appropriate tasks linked to EYFS ages and stages.’ ‘It was very clear and straightforward to use.’ ‘It is easy to follow and has clear set up and moving on instructions.’ Literacy and mathematics assessment activities were reported by teachers as being easy to set up (80% and 86% respectively)

32. The NFER Reception Baseline Assessment - what teachers have said … Useful outcomes: ‘ Provides good indication / evidence of what children already know.’ ‘It quickly identifies children’s strengths and areas that need developing which can then be used to assist planning.’ ‘It gave them opportunity to show their learning / understanding.’ 83% of teachers stated that the NFER Reception Baseline Assessment allows pupils to demonstrate the skills and knowledge they bring to school

33. Practicalities

34. The NFER Reception Baseline Assessment - what the assessment package includes Assessments of Literacy, Language and Communication and Mathematics, plus an optional Foundations of Learning checklist (included in the assessment package) A comprehensive Teacher Guide A full boxed set of resources to accompany the task-based activities Fully supported electronic scoring/recording system for use via PC, laptop/tablet or paper pupil record booklet Free scoring and analysis package including a class record identifying strengths and areas for development Dedicated helpline and support Modified assessment materials will be available on request (VI)

35. The resource pack

36. Costs £225 flat fee, regardless of size of school, for everything listed on previous slide Additional resource packs, if needed, £50 each If you choose to use the paper recording system: Pupil Record Booklets are £10 for a pack of 10 Data from these will need to be transferred to the online system to allow reports

37. Time commitment Mathematics Tasks: 15 minutes per child Communication, Language and Literacy Tasks: 15 minutes per child Communication, Language and Literacy Checklist: 5 minutes per child Foundations of Learning Checklist (optional): 5 minutes per child Scoring and analysis is done automatically

38. Children with special educational needs Assessment is in the classroom context and under the control of the practitioner, so circumstances are familiar Routing and discontinuation rules ensure that children do not become discouraged by tasks they cannot complete Teacher can give help and support as long as their assessment judgements recognise this Assessments can provide valuable screening information Modified large print versions of the materials are available to order

39. Contact us email: products@nfer.ac.ukproducts@nfer.ac.uk tel: 01753 637007 fax: 01753 790114 website: http://www.nfer.ac.uk/schools/baseline- assessmenthttp://www.nfer.ac.uk/schools/baseline- assessment

40. NFER provides evidence for excellence through its independence and insights, the breadth of its work, its connections, and a focus on outcomes. National Foundation for Educational Research The Mere, Upton Park Slough, Berks SL1 2DQ T: 01753 574123 F: 01753 691632 E: enquiries@nfer.ac.uk www.nfer.ac.uk