1. EYFS Head Teacher Briefings Summer 2013

2. New EYFS Profile Handbook and Exemplification EYFSP Pilot information

3. EYFS Profile Guidance Handbook Guidance Handbook is a detailed reference material for all LA moderators and EYFSP practitioners. The Handbook has been developed to support practitioners in making accurate judgements about each child’s attainment.

4. Purpose of the EYFS Profile The primary purpose of EYFS Profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS. –To inform parents/carers ; –To support a smooth transition to Key Stage 1; and –To help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children (EYFS Profile handbook page 7 section 2.1)

5. Evidence and documentation There is no requirement that:- –evidence should be formally recorded or documented; –it is recorded in any specific manner; –it is recorded at specified points in time. The majority of evidence will come from the practitioners’ observations of the child's self-initiated activities and provides the basis on which judgements are made (and will be the focus of a moderation dialogue).

6. The exemplification material Includes… A variety of evidence and forms of presentation to demonstrate the wide range of ways in which information may be gathered to support EYFS Profile judgements. –‘one off’ observations –samples of children’s work –photographs –contributions from parents. Some examples are part of a collection of material for an individual child or a group of children.

7. Practitioners should be familiar with:- The description of the area of learning. The developmental steps leading to each ELG. The level of development expected at the end of the EYFS for each ELG. The explanatory note.

8. Levels of Development Practitioners must review their knowledge of each child from all sources, and make a judgement for each ELG as to whether the child’s learning and development is best described by: –the description of the level of development expected at the end of EYFS –not yet at the level of development expected at the end of EYFS (emerging) –beyond the level of development expected at the end of EYFS (exceeding).

9. Using the material The ELGs are numbered according to the statutory data collection. Goals may appear in a different order in other supporting documentation. When making a decision practitioners must consider the entirety of each ELG. To create the most accurate picture of the child’s overall embedded learning an holistic view of the descriptor should be taken. Sections of each descriptor must not been seen in isolation. (EYFS Profile handbook Page 23,section 5.2)

10. Making a judgement Because children do not necessarily achieve uniformly, the practitioner should judge whether the description within the ELG best fits the child’s learning and development, taking into account their relative strengths and weaknesses. ‘Best fit’ does not mean that the child has equal mastery of all aspects of the ELG. Practitioners should look to the whole of each ELG description when making this summative judgement.

11. Defining a Good Level of Development The changes that we have made to the EYFSP mean that we cannot continue to use the old Good Level of Development (GLD) 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:  the early learning goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and;  the early learning goals in the specific areas of mathematics and literacy.

12. Defining a Good Level of Development  As Dame Clare Tickell’s review of the EYFS made clear, the prime areas of learning are essential for children’s healthy development.  The Government believes that a good foundation in mathematics and literacy is also crucial for later success, particularly in terms of children’s readiness for school.  We want to encourage schools to strengthen children’s knowledge and understanding in all these important areas.  All areas of learning within the EYFS are important. We will also help to promote the attainment of children across all the early learning goals through a measure of the average of the cohort’s total point score across all the early learning goals.

13. Supporting measure for the Good level of development The average point score across all Early learning goals This would measure the total number of points achieved on the EYFSP The national measure would be the average of every child’s total point score.

14. Data Specification

15. Information from the EYFSP pilot 19 Local Authorities took part in the pilot, assessing children against both old and new Profiles. Children taking part had not experienced the revised curriculum 41% children attained a ‘good level of development’ compared to 64% Nationally using the previous measure The average point score was 32 (the maximum is 51, a child attaining ‘expected’ in every ELG would average 34 points)

16. Pilot data: Attainment gaps In terms of those who attained a ‘good level of development’ there was: A 13 percentage point gap between children whose first language is not English and children whose first language is English; A 14 percentage point gap between boys and girls; A 21 percentage point gap between those eligible for FSM and non FSM children; A 22 percentage point gap was between autumn and summer born children.

17. Moderation It is important for practitioners to build a shared understanding of the ELGs and the national exemplification of standards and to discuss their assessment of children’s attainment with colleagues two practitioners discussing an observation about a child’s development staff meetings and/or staff training days collaboration between a range of different settings to share experience and develop assessment skills. County moderation events

18. Data analysis There will be a PDF data handbook for EYFS Profile Should be available early in the autumn term Will enable comparisons between your data and the LA ( and National when updated in October) Will allow comparison between children in receipt of FSM and non-FSM

19. Tracking Several systems now allow schools to track children using ‘Development Matters’ age bands with each band divided in ‘entering, developing and secure’ (including Eprofile, Assessment Manager, EAZmag and Classroom Monitor) No national data for ‘satisfactory’ or ‘good’ progress, but if children progress one full ‘age band’ in one year that would be at least ‘satisfactory’ and any more may definitely be regarded as ‘good’

20. Good Practice in EYFS Getting the balance right Guided Groups – how often? Observations – what to look out for Characteristics of Effective Learning

21. Updates Including: Two year old free entitlement niki.coupe@nottscc.gov.uk niki.coupe@nottscc.gov.uk Language for Life – using the expertise of the SALT team

22. Website details https://fronter.com/nottsslp/ nottsguest password joanne.sharpe@nottscc.gov.uk liz.kitts@nottscc.gov.uk