Observation, Assessment and Planning
EYFS Statutory Assessment
The Early Years Profile is to remain statutory for the time being. However, following the decision to abandon on-entry assessment of children entering reception classes last year there has now been a consultation: Primary Assessment in England which invited views about the perceived need for a form of baseline assessment. And, not unexpectedly this was endorsed so, it is now in the offing. Meanwhile the government is to review its approach to early assessment of young children, focusing on PSED, PD and C&L together with mathematics and literacy – possibly abandoning assessment of EAD and UW – as predicted in the last chapter of Facilitating Learning in the EYFS (2014).
Partnership with Parents
We know that when parents and practitioners in the early years work together what a direct impact it has on children’s development and learning. Both partners have much to learn from one another and a great deal to share with each other. Working together to really understand and meet a child’s individual needs begins with valuing and respecting the different roles that each partner plays. It is a process that involves sharing information and skills and building relationships based on mutual respect and trust. Open two-way communication is vital to make sure that knowledge and expertise is shared between partners. Central to all partnerships is the child who remains the priority.
Put simply observation is the practice of looking at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the experiences on offer. It is important that parents and practitioners share what they know about these three things so that they can decide whether the child’s development is at the expected stage, whether the resources such as toys and equipment are suitable for the child and to focus them on what to provide in future to support the child to develop new interests, learn new skills and acquire new knowledge.
Observations of children are vital. Because each child has a unique set of abilities and talents, observations in different situations capture these first hand. The starting point is always with the child. Observing what children choose to do, what their interests are and who and what resources they enjoy playing with, provides adults with reliable information about children as individuals. The Observing What a Child is Learning approach in the Development Matters in the Early Years Foundation Stage document can support developing systematic observations. Observation also provides opportunities to gauge children’s needs and so more accurately plan next steps in their learning. Observations take place on a regular basis as part of daily routines. Discussing these with the child, their parents and team members gives a starting point for a holistic approach that will ensure that the child is always central to what is planned.
The prime areas of learning:
• personal, social and emotional development
The specific areas of learning:
• literacy
The learning characteristics:
• playing and exploring
• active learning
• creating and thinking critically
A completed EYFS Profile consists of 20 items of information: the attainment of each child is assessed in relation to each of the 17 Early Learning Goals descriptors, (ELGs) together with a short narrative describing the child’s ways of learning expressed in terms of the three characteristics of learning. For each ELG, practitioners will judge whether a child is meeting the level of development expected at the end of the Reception Year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging).
‘The EYFS Profile is not intended to be used for on-going assessment or for entry level assessment for Early Years settings or Reception classes’.
The primary purpose of the EYFS Profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS.
The primary uses of EYFS Profile data which have informed the development of the Profile are as follows.
• To inform parents about their child’s development against the ELGs and the characteristics of their learning.
• To support a smooth transition to Key Stage 1 by informing the professional dialogue between EYFS and Key Stage 1 teachers.
• To help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children.
In addition, the Department considers that a secondary purpose of the assessment is to provide an accurate national data set relating to levels of child development at the end of the EYFS which can be used to monitor changes in levels of children’s development and their readiness for the next phase of their education both nationally and locally (school level results are not to be be published in the Performance Tables).
Source STA EYFSP Handbook.