In the Foundation Stage we set realistic and challenging expectations linked to the needs of our children, so that most achieve the Early Learning Goals by the end of the foundation stage. Some children progress beyond this point. We help them do this by planning to meet the needs of both boys and girls, of children with special educational needs, of children who are more able, of children with disabilities, of children from all social and cultural backgrounds, of children from different ethnic groups, and of those from diverse linguistic backgrounds.
Assessment in EYFS is predominantly done through observations which are recorded and documented on Seesaw. Every child in the EYFS has a workbook in which written work and other examples may be gathered. Children in Reception class also record work in English and Maths books. Each week children will complete 2 pieces of work in both English and Maths books.
Observations by EYFS staff must be purposeful and meaningful. They will be completed when new learning or ‘WOW’ moments are identified. When completing summative assessments staff will use these observations as evidence but the main source of evidence will be the staff knowledge of each individual child.
During the first two weeks in Nursery or Reception the teacher will assess each child’s ability. This will be done through observations, teacher led activities as well as teacher’s knowledge of the child.
These on entry assessments allow us to understand what steps staff need to take next with regards to the individual or groups of children and teaching can be tailored accordingly.
Assessments will occur at regular intervals when ‘Durham LA tracking sheets’ will be updated. This enables staff to identify any areas of development or concern and plan for the teaching and learning ahead. If any concerns are raised with regards to individual children’s progress and development, staff will share these concerns with the SENCO. Parents will be informed and collectively a plan will be made on how we can address these concerns.
Early Years Foundation Stage Profile
At the end of EYFS all children are assessed against the Early Years Foundation Stage Profile (EYFSP). The EYFSP provides a summary and describes children’s learning. It provides children’s outcomes in relation to the 17 Early Learning Goal descriptors. Staff will also complete a short narrative describing the child’s characteristics of effective learning. The outcome of the profile will be shared with parents.
Progress check at age 2
If a child is admitted to Little Acorns, staff will review their progress between the ages of 2 and 3. A written summary of the child’s development in the prime areas will be produced and shared with parents. The child’s strengths and any areas where less than expected progress has been made will be identified within the written summary.
Whenever possible these progress checks will be completed as an ‘integrated review’ where parents, staff and health visitors or other agencies will discuss the child’s progress. If any significant concerns are raised within this review, then a targeted plan will be produced to support the child’s future learning. This plan will involve parents and carers, SENCO and other professionals such as Health Visitors and Speech and Language Service.
What to expect, when?
Parents play a vital role in a child’s development. If you want to know more about how you can help support this development follow this link to the document What to expect, when?
What to expect, when? is a simple guide which takes parents through the expectations of each age band in the EYFS and how they can support their children’s learning and development.