Management Information Sheet
Assessment and the EYFS Profile from September 2012
On-entry assessment
The information we gave teachers at the Briefings in July regarding on-entry assessment has been changed in the new Ofsted Framework (September 2012). The Ofsted EYFS Lead, Elizabeth Elsom, has clarified this for me. We have copied the text of the email for you below. Please can you make sure that your Reception teachers are aware of this change.
"We would expect all schools to know where children are in relation to all seven areas of learning, but with particular emphasis on the prime areas. Then schools should be able to demonstrate the progress made across all seven areas by the time of the profile."
Teachers will be expected to have completed an on-entry assessment for the cohort within the first few weeks of the Autumn term. This should be done using the ages and stages of Development Matters. Schools will then be able to report on the percentages of children working below, at or above age-related expectations - not emerging, expected and exceeding - which is the terminology of the EYFS Profile at the end of the year.
New EYFS Profile
The Standards and Testing Agency (STA) will be publishing the guidance for the revised EYFS Profile this autumn, on the Department's website and the Foundation Years website. Guidance will include a revised Profile Handbook, exemplification materials and guidance on moderation. A pilot group of 19 local authorities trialled the materials in the spring and summer of 2012. STA, in collaboration with DfE policy colleagues, are currently reviewing the materials in the light of feedback from the pilot. They will let stakeholders know when the guidance will be available. There will also be an email sent out via the Foundation Years newsletter when the documents are available.
The Early Years Foundation Stage Profile Assessment and reporting arrangements contains detailed information on the assessment requirements for the EYFSP. It will be available in November to be downloaded from the DfE web page.
The new EYFS Profile will be completed in June, not before. Teachers will be expected to make a judgment as to whether a child is meeting, exceeding or emerging in relation to the Early Learning Goals (ELGs). There will no longer be profile points scores.
In addition to these judgments against the ELGs teachers will need to make an assessment against the 3 characteristics of effective learning. So, in total there will be the 17 ELG judgments on the basis of emerging, expected or exceeding levels and a written statement setting out how well a child is developing against the 3 characteristics of effective learning.
Other changes to EYFS
What has stayed the same?
Ofsted inspections and EYFS in schools
Inspectors are required to refer to the EYFS Framework when making judgements about EYFS. They will focus on:
Staffing requirements
PPA and cover
During teachers' non-contact time, and wherever possible during short-term teacher absence, one of the remaining members of staff must be assisting or supporting the work of a teacher; subject to the direction and supervision of a qualified teacher in accordance with arrangements made by the head teacher; and the head teacher must be satisfied that they have the skills, expertise and experience necessary. These are the conditions set out in the regulations made under Section 133 of the Education Act 2002 and which must be met by support staff carrying out 'specified work'.
The requirement that in nursery classes there must be at least one member of staff for every thirteen children remains the same at all times during the school day regardless of whether the teacher is present. Provided that the minimum ratios are maintained it is for head teachers to exercise their professional judgement in determining what cover is required for the lunch period and break-times.
Revised Early Years Foundation Stage documentation
The Government no longer provide printed paper copies of EYFS documents. The relevant documents are available to download from the Foundation Years website.
www.foundationyears.org.uk
If you have any questions about the Revised Early Years Foundation Stage Framework requirements, please contact Alison Orsborne, Senior Adviser Early Years and Primary, Achievement and Intervention (01603 303337 or alison.orsborne@norfolk.gov.uk)
The EYFS Framework Safeguarding and Welfare Requirements: advice for maintained schools with Early Years Provision
It is important that schools with an Early Years provision are fully aware of the Safeguarding and Welfare Requirements of the new EYFS. Schools are not required to have separate policies to cover EYFS requirements provided the requirements are already met through an existing policy. Advice is provided below in relation to two areas of the EYFS that have caused some confusion.
Child protection and the use of mobile devices
(EYFS Statutory Framework Paragraph 3.4)
The EYFS framework states that providers must have and implement a policy, and procedures to safeguard children. These should be in line with the guidance and procedures of the relevant Local Safeguarding Children Board (LSCB). Whilst there is no need to have a separate policy governing the Early Years provision in your setting, you must ensure that the safeguarding policy and procedures cover the use of mobile phones and cameras in the setting. This advice could be covered within your safeguarding policy and/or within an Acceptable Use of ICT Policy.
There is no requirement that these devices are banned from the school site but your policy should clearly state that mobile phones and other personal devices are strictly forbidden from any areas where children are present.
The Supervision Requirement
(EYFS Statutory Framework Paragraphs 3.19-3.20)
The EYFS Framework states that providers must put appropriate arrangements in place for the supervision of staff who have contact with children and families. For EYFS staff in schools, normal school arrangements for Performance Management will be in place.
If you have any questions regarding the Safeguarding and Welfare Requirements, please contact Kelly Waters, Safeguarding Adviser (01603 307729, kelly.waters@norfolk.gov.uk)
The information we gave teachers at the Briefings in July regarding on-entry assessment has been changed in the new Ofsted Framework (September 2012). The Ofsted EYFS Lead, Elizabeth Elsom, has clarified this for me. We have copied the text of the email for you below. Please can you make sure that your Reception teachers are aware of this change.
"We would expect all schools to know where children are in relation to all seven areas of learning, but with particular emphasis on the prime areas. Then schools should be able to demonstrate the progress made across all seven areas by the time of the profile."
Teachers will be expected to have completed an on-entry assessment for the cohort within the first few weeks of the Autumn term. This should be done using the ages and stages of Development Matters. Schools will then be able to report on the percentages of children working below, at or above age-related expectations - not emerging, expected and exceeding - which is the terminology of the EYFS Profile at the end of the year.
New EYFS Profile
The Standards and Testing Agency (STA) will be publishing the guidance for the revised EYFS Profile this autumn, on the Department's website and the Foundation Years website. Guidance will include a revised Profile Handbook, exemplification materials and guidance on moderation. A pilot group of 19 local authorities trialled the materials in the spring and summer of 2012. STA, in collaboration with DfE policy colleagues, are currently reviewing the materials in the light of feedback from the pilot. They will let stakeholders know when the guidance will be available. There will also be an email sent out via the Foundation Years newsletter when the documents are available.
The Early Years Foundation Stage Profile Assessment and reporting arrangements contains detailed information on the assessment requirements for the EYFSP. It will be available in November to be downloaded from the DfE web page.
The new EYFS Profile will be completed in June, not before. Teachers will be expected to make a judgment as to whether a child is meeting, exceeding or emerging in relation to the Early Learning Goals (ELGs). There will no longer be profile points scores.
In addition to these judgments against the ELGs teachers will need to make an assessment against the 3 characteristics of effective learning. So, in total there will be the 17 ELG judgments on the basis of emerging, expected or exceeding levels and a written statement setting out how well a child is developing against the 3 characteristics of effective learning.
| Evidence is needed to make judgements for the ELGs and this will still be moderated by the LA. | |
| Ongoing assessment is still an integral part of the learning and development process. | |
| Practitioners will observe children to understand their level of achievement, interests and learning styles, and then to shape learning experiences for each child reflecting those observations. | |
| Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. | |
| The best evidence is of 'significant' moments | |
| Parents should be actively involved in their children's learning | |
| At the end of the year, the Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution. |
Other changes to EYFS
| Stronger emphasis on each area of learning being implemented through planned, purposeful play | |
| Practitioners must reflect on the characteristics of effective learning and teaching and show how they plan for these | |
| They must also report on these at the end of YR | |
| Outside learning unless the weather is dangerous |
What has stayed the same?
| Still a requirement for using the key person approach | |
| Provision of safe and stimulating environments to promote children's learning indoors and outdoors | |
| An emphasis on playful learning | |
| An expectation that practitioners get involved in the children's playful learning |
Ofsted inspections and EYFS in schools
Inspectors are required to refer to the EYFS Framework when making judgements about EYFS. They will focus on:
| what the children are learning | |
| how schools assess the children on entry | |
| how teachers plan for individual children's needs | |
| how teachers plan for the next steps of learning | |
| how teachers involve parents in contributing to the Learning Journey | |
| how teachers involve parents in their child's transition through YR into Y1 and |
|
| have an expectation that all staff in EYFS will be able to articulate the process of observation, planning and assessment | |
| have an expectation that all staff in EYFS will be able to talk knowledgeably about the progress the children are making | |
| look at the different groups and the provision for them; whether the 'gap' is being closed for the most disadvantaged children. |
Staffing requirements
| Nursery classes must have 1 adult for every 13 children, with at least 1 adult who is a teacher and at least 1 other adult with a relevant Level 3 qualification | |
| Reception classes must be taught by a 'school teacher'. This does not include teaching assistants, higher level teaching assistants or other support staff. |
PPA and cover
During teachers' non-contact time, and wherever possible during short-term teacher absence, one of the remaining members of staff must be assisting or supporting the work of a teacher; subject to the direction and supervision of a qualified teacher in accordance with arrangements made by the head teacher; and the head teacher must be satisfied that they have the skills, expertise and experience necessary. These are the conditions set out in the regulations made under Section 133 of the Education Act 2002 and which must be met by support staff carrying out 'specified work'.
The requirement that in nursery classes there must be at least one member of staff for every thirteen children remains the same at all times during the school day regardless of whether the teacher is present. Provided that the minimum ratios are maintained it is for head teachers to exercise their professional judgement in determining what cover is required for the lunch period and break-times.
Revised Early Years Foundation Stage documentation
The Government no longer provide printed paper copies of EYFS documents. The relevant documents are available to download from the Foundation Years website.
www.foundationyears.org.uk
If you have any questions about the Revised Early Years Foundation Stage Framework requirements, please contact Alison Orsborne, Senior Adviser Early Years and Primary, Achievement and Intervention (01603 303337 or alison.orsborne@norfolk.gov.uk)
The EYFS Framework Safeguarding and Welfare Requirements: advice for maintained schools with Early Years Provision
It is important that schools with an Early Years provision are fully aware of the Safeguarding and Welfare Requirements of the new EYFS. Schools are not required to have separate policies to cover EYFS requirements provided the requirements are already met through an existing policy. Advice is provided below in relation to two areas of the EYFS that have caused some confusion.
Child protection and the use of mobile devices
(EYFS Statutory Framework Paragraph 3.4)
The EYFS framework states that providers must have and implement a policy, and procedures to safeguard children. These should be in line with the guidance and procedures of the relevant Local Safeguarding Children Board (LSCB). Whilst there is no need to have a separate policy governing the Early Years provision in your setting, you must ensure that the safeguarding policy and procedures cover the use of mobile phones and cameras in the setting. This advice could be covered within your safeguarding policy and/or within an Acceptable Use of ICT Policy.
There is no requirement that these devices are banned from the school site but your policy should clearly state that mobile phones and other personal devices are strictly forbidden from any areas where children are present.
The Supervision Requirement
(EYFS Statutory Framework Paragraphs 3.19-3.20)
The EYFS Framework states that providers must put appropriate arrangements in place for the supervision of staff who have contact with children and families. For EYFS staff in schools, normal school arrangements for Performance Management will be in place.
If you have any questions regarding the Safeguarding and Welfare Requirements, please contact Kelly Waters, Safeguarding Adviser (01603 307729, kelly.waters@norfolk.gov.uk)