Early Years Foundation Stage Profiles
468 topics in this forum
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Hi, I'm a Childminder and have just started using Tapestry. I was wondering what people send / print off for parents at the end of each term? I have printed a copy of each child's Summative Assessments, is that enough, or do I also need to send them copies of their childs Next Steps....anything else? Any other tips or advice would be very welcome T.I.A
Last reply by AnonyMouse_62081, -
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Hi there, Does anyone know where I can find the national eyfsp data 2015 for pupil premium, sen and eal children? I have looked at the statistical release which gives information about gender. I have looked at the statistics tables but it does not give information about how these groups have done nationally in each area of learning. Thanks all :1b
Last reply by AnonyMouse_41501, -
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Hello everyone, I am interviewing on Wednesday for post of Early Years Assistant. I have just put my questions together and noticed I don't have one on Safeguarding, is there one anyone normally uses in particular? I was thinking of a scenario possibly? Thanks I have complete mind blank!
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Has the national figure been published yet? Has anyone received the data for this year in to their schools? We normally get it by the end of the term. Have heard nothing yet.
Last reply by AnonyMouse_38881, -
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Hi All. Can anyone help me before my brain explodes? I'm doing some data analysis for the EYFSP data. When looking at progress, I can't seem to find a definitive answer about what constitutes typical and rapid progress. Some LAs suggest 3 steps of progress, some seem to suggest you can only get rapid or typical if they achieve the ELG (despite many of our children having very low starting points). Can you let me know what you would class progress as in these examples please? 1. A child leaving F1 at 30-50 S and then getting a 2 in the EYFSP at the end of F2. 2. A child leaving F1 as 40-60 E and then getting a 2 in the EYFSP. 3. A child leaving F1 at 30…
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I am trying to put together some statements about progress and attainment for last year's reception cohort. I can make a statement like 'Ethel made typical progress in number and more than typical progress in speaking.' But I'm wondering whether it's possible (or if I should) make statements like 'Overall, progress in writing was more than typical.' Or, 'Progress in understanding was less than typical'. How do I go about making useful generalisations?
Last reply by AnonyMouse_26037, -
Electronic Tracking in Revised EYFS
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Hi there Can anyone recommend an effective tracking system which will suit school nursery class and YR? The school I work in bought the RM Integris (G2) EYFS bolt on tool as they already use G2 from Y1 upwards, but it starts at 22-36 months, and many of my children in nursery as well as some in Yr turned out to be in earlier age bands in some areas when I did the on entry data. I've asked the school office manager to contact RM to see whether earlier age bands can be added but still no joy. In the meantime, I'm having to do all the data manually, which takes forever. I've looked at Classroom Monitor as that covers all the DM age bands and the ELGs, but suspect I w…
Last reply by Helen, -
Printing full journals
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Just wondering if anyone knows a way in which to print off a full journal of a child? Currently we are having to go into each observation and print them off one by one. Anyone know a shortcut? Thanks! Joanne.
Last reply by AnonyMouse_6008, -
EYFSP data
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Could anybody point me in the right direction to find out what the national %s were for the numbers of Chdn achieving expected in reading/writing/ number and SSM please. Many thanks in advance
Last reply by AnonyMouse_47865, -
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OK - this is what I know about the baseline in the future. (Not the actual assessments but the timeline). The DFE published their criteria for the development of the baselines last summer. Companies who wish to become accredited are now trialling and developing their assessments. Some are contacting schools to ask if they can try them out One of the criteria is that the assessment must be an indicator of future outcomes at KS1/2. Difficult given we don't really know what that will look like at the moment but also NB it will therefore focus predictably on Literacy and Mathematics as they are the only matched areas of learning. The companies must submit their assessments b…
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