The EYFS profile

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The EYFS profile
Camden LA

• Principles into Practice
• 17th September 2008
• Pam Mundy
• Support and Development Officer
• Early Years Foundation Stage profile

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This afternoon

• Reassertion of principles and purpose of the EYFS
  profile
• The EYFS profile handbook
• Video exemplification
• EYFS profile web pages
• Continuing the Learning Journey

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The EYFS profile

• Technicalities
• Statutory from September 2008 (for July 2009)
• Replaces the FSP
• Handbook
• Optional booklet
• 6 Areas of Learning 13 assessment scales
• 9 scale points on each scale score is based on
  accumulated attainment of scale points
• Responsibilities for moderation to ensure
  consistency, reliability and confidence
• Submission of data

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Principles and purposes

• Key principles
• Assessment based on observation of predominantly
  self-initiated activity
• Judgements based on consistent and independent
  behaviour
• Assessment is formative and summative
• All scales have equal status
• Accurate reflection of unique child
• Rigorously moderated by LAs
• Key purposes
• Information for transition to key stage 1
• Information for schools, settings and parents
• Embedding effective approaches to assessment
• Use of data

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EYFSprofile handbook
QCA/08/3657 naa.org.uk/eyfsp
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EYFS profile handbook guidance
Source EYFS profile handbook, chapter 2, page 6
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Patterns of scoring

• 1 2 3 4 5 6 7 8 9
• 1 2 3 4 5 6 7 8 9
• 1 2 3 4 5 6 7 8 9

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Ed and Beverley CLL Language for communication
and thinking

• Both have a total of 6 points in this scale
• Ed
• 4 Listens with enjoyment to stories, songs,
  rhymes and poems, sustains attentive listening
  and responds with relevant comments, questions or
  actions
• 6 Interacts with others in a variety of contexts,
  negotiating plans and activities and taking turns
  in conversation
• 8 Speaks clearly with confidence and control,
  showing awareness of the listener
• Beverley
• 4 Listens with enjoyment to stories, songs,
  rhymes and poems, sustains attentive listening
  and responds with relevant comments, questions or
  actions
• 5 Uses language to imagine and recreate roles and
  experiences
• 7 Uses talk to organise, sequence and clarify
  thinking, ideas, feelings and events, exploring
  the meaning and sounds of new words

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EYFS profile handbook guidance

• Scale points 13
• Describe the attainment of a child who is still
  progressing towards the early learning goals in
  that scale (which are expressed in points 48).
  Practitioners should only describe childrens
  attainment in these terms if no early learning
  goals have been attained in that scale.
  Attainment of any early learning goals (scale
  points 48) must include an assessment of scale
  points 13 as these are developmental steps
  leading to the attainment of scale points 48.
• Source EYFS profile handbook, chapter 2,
  page 5

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EYFS profile handbook guidance

• Scale point 9
• Describes the attainment of a child who has
  achieved scale points 18 and developed further,
  working consistently beyond early learning goals.
  Scale point 9 will be attained by children who
  have significant abilities or experiences in an
  area of learning. Its purpose is to identify
  these abilities to year 1 teachers and enable
  them to ensure that these childrens specific
  development and learning needs will be met.
• Source EYFS profile handbook, chapter 2, page 6

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EYFS profile handbook guidance

• Making the assessments
• Judgements are made through assessing behaviour
  that a child demonstrates consistently and
  independently in a range of situations. This
  behaviour will need to demonstrate the childs
  confidence and ownership of the specific
  knowledge, skill or concept being assessed.
• Source EYFS profile handbook, chapter 3, page 8

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EYFS profile handbook guidance

• practitioners need to ensure that no more than
  20 of the total evidence for each scale point is
  gained from (adult-led and adult-directed
  activities). The remainder of evidence should be
  drawn from knowledge of the child, observations
  and anecdotal assessments. Practitioners are
  neither expected nor required to create onerous
  systems in order to demonstrate this, but need to
  be aware of this ratio when considering the
  evidence in order to finalise their EYFS profile
  judgements.
• Source EYFS profile handbook, chapter 3, page
  10

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EYFS profile - video exemplification

• Key issues and challenges addressed
• Observation of predominantly self initiated
  behaviours
• Some clips are time lapsed
• Scale Points 1 3
• Scale Point 9
• Composite scale point demonstration
• Active contributions by parents and children

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Ellis
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Ellis discussion questions

• What have we learnt about Ellis?
• What factors may have contributed to Ellis
  current level of development?
• How can we find out about the cohort of children?
• What are the implications for 1 Ellis and 2
  school improvement?

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Key questions for schools

• Transition processes
• Knowledge of current cohort
• Unpicking patterns of attainment
• Planning and provision in Year1

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Layers of data

• Following slides look at some aspects of data
  analysis at a school level
• Become familiar with how your LA data is
  presented in order to see patterns and anomalies
• Understanding the data enables the posing of
  relevant questions directs you to more detailed
  research
• Points for Action Planning naturally arise out of
  discussions of patterns of attainment

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Sample radar graph School A pupils scoring 6
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Sample bar chart pupils scoring 6
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School B Children scoring 6
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School B Children scoring 6
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School C children scoring 6
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School C Children scoring 6
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Vulnerability factors? Autumn born children
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Spring born children
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Summer born children
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Purpose of the EYFS profile

• The primary purpose of the EYFS profile is to
  provide year 1 practitioners with reliable and
  accurate information about each childs level of
  development at the end of the foundation stage.
  This will enable them to plan an effective,
  responsive and appropriate curriculum that will
  meet their needs. Judgements need to be made
  through interpreting a range of evidence gained
  predominantly through observation of the child in
  self-initiated contexts. This process of
  collecting information about childrens learning
  is a critical part of the assessment process and
  is vital in order to ensure that the judgements
  made against the 13 scales produce data that is
  accurate and reliable.

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Continuing the Learning Journey a process not
an event

• Principles
• Promoting good practice of seamless transition
• Seeing/understanding of the learning in the EYFS
• Using EYFS profile data for school development

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Aims for Section 4 The EYFS profile and school
improvement

• To show how the outcomes of the EYFS profile
  can be used to
• identify strengths and points for improvement in
  the provision of the EYFS.
• inform school improvement planning.
• provide comparisons of achievement for different
  groups, for example, by gender, ethnicity,
  English as an additional language.
• make the curriculum in year 1 responsive to
  childrens needs.
• support performance management.

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Section 4 has five key areas

• General introduction to using the EYFS profile
  for school improvement.
• Analysing information from the EYFS profile to
  make comparisons of achievement for the different
  groups by gender.
• Analysing information from the EYFS profile to
  identify strengths and weaknesses in provision.
• Using the EYFS profile information to make the
  curriculum in year 1 responsive to individual
  childrens needs.
• Using information from the EYFS profile to
  improve your school.

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