Guidance and advice on recording and tracking in the revised eyfs



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Guidance on recording and tracking children’s achievements in the revised EYFS for settings

September 2012

Oxfordshire County Council

Early Years Team




Guidance and advice on recording and tracking in the revised EYFS
This support pack includes:


  • Explanation of how to use the materials

  • ‘Cohort Details’

  • ‘Cohort tracker for the 7 Areas of Learning and Development’

  • ‘Attainment Overview on entry/autumn/spring/summer’

  • ‘Development Matters (Revised 2012)

This pack has been designed to support settings when recording and tracking children’s achievement across the EYFS. The above materials could be used as an effective tracking tool which would provide information for the planning and provision required to meet individual children’s needs. It also allows practitioners to show children’s progress across the year. The information collated will be useful for accountability e.g. Ofsted, Manager/Supervisor and Committee, action planning, self-evaluation etc.

The documents (Word) can be adapted to meet each setting’s requirements. For example, ‘Cohort Tracker for the 7 Areas of Learning and Development’ can be adapted to cover all 17 aspects of Areas of Learning and Development. Review periods can be altered/ added as required.
Each of the documents includes a sample page to show how it could be used.
This pack should be used in conjunction with the following:


  • Statutory Framework for the Early Years Foundation Stage (DfE May 2012)

  • Development Matters in the Early Years Foundation Stage (Early Education May 2012)

  • A Know How Guide The EYFS progress check at age two (DfE May 2012)



How to use the documents:
Cohort Details’
This sheet is designed to record details about each cohort such as number of children, gender, birth dates and more specific details about those on the SEN register; EAL children etc. These children should be carefully monitored to ensure their needs are met.
Cohort Tracker for the 7 Areas of Learning and Development
Please note that it does not include reference to the Early Learning Goals (ELGs) as these are part of the statutory assessment at the end of the EYFS.

This tracker could be used to record summative judgements at intervals within a child’s time in a setting. It shows a child’s progress and attainment throughout the year. This format can be adapted to cover all or some aspects of Areas of Learning and Development e.g. Reading and Writing could be added if this was a focus or an identified area for development.

The cohort tracker uses a best fit approach.
Best-fit judgements make it possible to consider the overall progress a child is making, and whether progress is generally in line with what is typical for a child of that age. The child’s learning and development is compared with a band of descriptors to see whether it roughly gives a picture of the child, and the band is identified which most closely describes the child.
Children can be awarded a C, B or A within each developmental age/stage band using a ‘best fit’ approach.


  • If the child is working just within the band record as a C (low):

  • if working comfortably within the age band record as a B (secure)

  • If working well within the band record as an A (high)

Because this is a ‘best fit’ judgement it does not involve recording evidence for every single Development Matters statement or highlighting every statement. Rather the child’s key person, in discussion with all others involved with the child, will make professional judgments about which level of development best describes the child at that moment on their developmental journey. These professional judgements will be based upon on-going observational assessment of the child as he/she engages with the environment and interacts in their play and planned activities. It will take account of information from the parents/carers about what the child does at home and outside the home.


To help monitor the attainment and progress of vulnerable learner’s, SEN (Early Years Action), EAL or LAC etc. could be noted under the child’s name.

Remember assessment should not entail prolonged breaks from interaction with the children or require excessive paperwork. (Statutory Framework for the Early Years Foundation Stage page 10, paragraph 2.2)

Attainment Overview (on entry/autumn/spring/summer’)

This record is a summary of the whole cohort’s attainment at given times throughout the year. It shows the % of children working within each of the age bands. It may be more appropriate with small cohorts to use numbers of children rather than percentages. Again, this can be adapted to show all or some of the aspects of Areas of Learning and Development.
Development Matters’
‘Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development.’

These statements can be used throughout the EYFS as a guide to making ‘best fit’ judgements about whether a child is showing typical development for their age, may be at risk of delay or is ahead for their age.



They are created in Word so it is possible to cut and paste as required. Each Area of Learning and Development fits onto 2 sides of A4. Please note that the 22-36 months band features on both sheets as this provides flexibility for practitioners working with different age groups to use whichever sheet is most appropriate. It can be deleted if necessary.
Moderation
Further support and guidance will follow in 2012-13 with moderation activities for practitioners working with F2 and F3 children; transition guidance; and training/moderation activities.


Cohort Details

Year group:

Total number of children:




Number of Boys:

Number of Girls:

Autumn







Spring







Summer











Vulnerable children:

(delete as appropriate)


Names:


EAL (English as an Additional Language)




SEN (Special Educational Needs)




Disadvantaged Two Year old Funding





LAC ( Looked After Children)




BME (British Minority Ethnic)






GRT (Gypsy Romany Traveller)





Forces (RAF, Army etc.)





Other groups






Name

Class 1: Reception



Month of review

Age in months

Areas of Learning and Development

PSED

Physical Development

Communication and Language

Literacy

Mathematics

Understanding of the World

Expressive Arts and Design

Ben Mills

On entry Sept ‘12

40

30-50 C

30-50 C

22-36 A

30-50 A


30-50 C

22-36 B

30-50 C


SAMPLE
Dec ‘12

43

30-50 B

30-50 B

30-50 C

30-50 A

30-50 B

22-36 A

30-50 B

March ‘13

46

30-50 A

30-50A

30-50 B

40-60 C

30-50 A

30-50 B

30-50 B

Jessica Watt

(LAC)

On entry

Sept ‘12


37






















Dec’12

40






















March ‘13

43

























On entry























Review 1


























Review 2




























On entry

























Review 1























Review 2





























On entry

























Review 1

























Review 2


























On entry

























Review 1

























Review 2




























On entry























Review 1

























Review 2

























Cohort Tracker for the 7 Areas of Development

Use a ‘best fit’ approach to complete the table.

  • If the child is working just within the age band record as a C (low);

  • if the child is working comfortably within the age band record as a B (secure);

  • if the child is working well within the age band record as an A (high).


Cohort Tracker for the 7 Areas of Development



Name


Month of review

Age in months

Areas of Learning and Development

PSED

Physical Development

Communication and Language

Literacy

Mathematics

Understanding of the World

Expressive Arts and Design




On entry

























Review 1

























Review 2


























On entry

























Review 2

























Review 3




























On entry























Review 1

























Review 2




























On entry

























Review 1























Review 2




























On entry

























Review 1

























Review 2


























On entry

























Review 1

























Review 2




























On entry























Review 1

























Review 2



























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