Reception: Observation, Assessment and Planning
A place for discussing how best to observe, assess and plan to meet the needs of your children in the unique learning space that is the reception class
44 topics in this forum
-
- 2 replies
- 744 views
Has anyone continued letters and sounds phase 1 in reception aut term with lower attaining chn and delayed phase 2 (phonics) until they can hear the initial sounds?
Last reply by AnonyMouse_30128, -
- 1 reply
- 733 views
Hi there, I'm an NQT new to Reception. I'm interested in hearing how Reception teachers plan and teach their Maths lessons. How do you differentiate? Do you differentiate the task or do you extend their learning onto something more challenging like a mastery task? What maths planning do you follow? Many thanks
Last reply by AnonyMouse_3307, -
- 4 replies
- 712 views
Hi, I hope somebody can help me. I am head of Early Years at a British school in Spain. I have a percentage of how many of our children met the ELGS, they are all EAL children. However as we are an independent school in Spain I don't have any comparable reuslts in order to see how we are doing. Are there any government statistics available or can anyone let me know their data if they have lots of EAL children. Thank you!!
Last reply by AnonyMouse_71972, -
- 0 replies
- 726 views
Hi all, I've been using Target Tracker today to do some data analysis for Reception and Nursery. When creating the attainment chart with the children's names on Target Tracker will colour the children working at 30-50b on-entry in Nursery and 40-60b on-entry to Reception as bring above expected. (22-36s+ and 30-50s+ is coloured as expected). However when I created the summary chart with % of children expected for each AOL it states at the bottom 30-50b and 40-60b are expected for Nursery and Reception on-entry. Has anyone found the same in Target Tracker. Also, what do other authorities/assessment programmes class as expected on entry? Thank you …
Last reply by AnonyMouse_4562, -
- 1 reply
- 604 views
Hi everyone, When you're assessing across all of the prime and specific areas, if you want to give an overall judgement in let's say CLL how do some of you average this out? There are 3 strands of 1) listening and attention, 2) speaking and 3) understanding.Many thanks for your help in advance
Last reply by AnonyMouse_7120, -
Amidst the various opinions that have been offered from the sector regarding the proposed Reception baseline BERA (British Educational Research Association) have fully analysed the proposal and their considered view is that "the proposed baseline assessment will not lead to accurate comparisons being made between schools, as policymakers assume. Perhaps most importantly, they will not work in the best interests of children and their parents." You can read the full report here: A baseline without basis. The validity and utility of the proposed Reception baseline assessment in England
Last reply by FSFRebecca, -
- 1 follower
- 1 reply
- 1.3k views
The DfE have announced this morning that NFER have 'won' the bid to provide the baseline assement for Reception children beginning in Autumn 2020. It seems from the various news pieces available that the other other two potential bidders Early Excellence and the Centre for Evaluation and Monitoring (CEM) both declined to bid saying that the Government's proposals did not make sense. It appears therefore, that although NFER 'won' the bid, they were the only contenders. You can read the DfE press release here. The TES piece is available on their site here.
Last reply by AnonyMouse_26037, -
- 1 follower
- 4 replies
- 1.2k views
Hi We have received the letter today to say that we have been selected for a moderation visit this year. Can someone clarify for me what 'interim judgements' are? Many thanks, Jo
Last reply by AnonyMouse_3307, -
- 1 reply
- 1.2k views
Hi, I'm teaching in a 2 form entry school and we are reviewing the planning and organisation of our reception classes for September. I've tried Googling timetables and they are all so different. Some do literacy and maths every day, and others don't. We do RWI daily, which takes 30 minutes, but other than that, we are free to organise the day how we wish. Currently we do 3 maths sessions a week, and each session involves group work, so all children do 3 maths activities a week. We also do a focused writing session, in one day, for all the children. From looking at some plans, some schools only work with each child once in the week for maths and the same for literacy. We a…
Last reply by FSFRebecca, -
- 1 follower
- 4 replies
- 698 views
Hi, I was wondering if you leave the 'Relative observations' as they are, with just the picture / video and what they have written, or do you edit them to link to the Development matters statements? As I know that you would only be going on what you could see, but otherwise the observations from the parents are not helping to build up an overall picture of the child? I can see pros and cons of both, but just wanting to know what other settings are doing. Thanks in advance. Helen
Last reply by AnonyMouse_30128,
