1. Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1
Headteacher’s briefing –
March 2013
Nikki Tilson – Assessment and Transitions Advisor – EYFS and Y1

2. 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

3. 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

4. PRIME AREAS OF LEARNING SPECIFIC 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

5. 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.”

6. 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

7. Expected levels of development
Three year olds/nursery classes
On- entry = Emerging
Dec = Developing
April = Secure
July = Emerging
Four year olds/reception classes
On- entry = Emerging
Dec = Developing
April = Developing
July = Secure (ELGs)
Termly - analyse children just below expected – what is common in terms of cohort and gaps?

8. 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?

9. Evaluating your tracking - SEF
Maths
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.

10. 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?