AnonyMouse_13789 Posted July 26, 2012 Posted July 26, 2012 Hi All I know many of us are on holiday and susposedly switching off from school/pre school but lets face it, that never happens! I have been mulling over in my head, how am I going to show and track progress from the start of reception year to the end? Currently my head asks for profile points each term so it is easy to show progress and also easy to track it in this way (for the purpose of giving it to the heads!). However, I have no idea how I am going to fulfil my head;s requirements termly, when I will be baselining them on Dev months and then not giving them a 'score' until the end of the year based on a best fit judgement, deciding whether they are emerging, expected or exceeding. I almost feel like I need to keep a running record of whether they are 'emerging' expected, 'developing' expected or 'secure' expected. However, that would be ludicrous and an enormous waste of time and energy. Have you lovely people, who are in a similar situation is schools, given this any thought?
Guest Posted July 27, 2012 Posted July 27, 2012 We track ours on dev matters - emerging, developing, secure on 30-50/40-60, or some exceeding by the end of the year. We do baseline then end of each term. In our authority we feed into our tracker programme and it produces graphs to show progress of all kinds of groups - summer bdays, FSM, boys, girls etc. But even the paper copy shows progress. Having said that, graphs highlights in green all children achieving 40-60 in reception, i.e expected attainment and this concerns me as some can come in emerging, and progress to developing, then secure - and are on the same band on entry and when they leave.....???
AnonyMouse_3307 Posted July 27, 2012 Posted July 27, 2012 Heads will just have to get used to children in reception being tracked through the EYFS like any other child in EYFS! Try using emerging, developing, securing to make a differentiation in your bands, then even if they stay in the same band they will have moved on paper. This is what our schools do for nursery and will carry on doing now into reception. This will be different then to the statutory summative judgement at the end of the key stage. cx
AnonyMouse_13789 Posted July 27, 2012 Author Posted July 27, 2012 Catma, I think that this is the way that I am going to have to do it. Do you use any quick reference 'guidance' as to what a 40-60 emerging, developing and secure is or do you just go on collative gut feeling?
Guest Posted July 28, 2012 Posted July 28, 2012 I agree Rufus, it is going to be difficult in schools for Heads who are used to having profile points each term. I think we will do as Catma suggests and use emerging, developing and secure within the bands. Does anyone have a grid to use in Reception Classes for recording progress like this? We used to have a grid with all the Profile points on one sheet (one per child) which we enlarged to A3 and highlighted at the end of each term to show progress.
AnonyMouse_3307 Posted July 28, 2012 Posted July 28, 2012 Catma, I think that this is the way that I am going to have to do it. Do you use any quick reference 'guidance' as to what a 40-60 emerging, developing and secure is or do you just go on collative gut feeling? Just a professional judgement. sometimes settings use just emerging and securing, but it's personal choice I guess. Some use a ladder tracker style to track and some use an excel spreadsheet style tracker. Cx Cx
AnonyMouse_13789 Posted August 5, 2012 Author Posted August 5, 2012 I have decided to use this tracker for each of my children. Not to labour through it each week but just to fill out termly or half termly, bsed on obs and Learning Journeys. Thought I would post it in case anyone wants to use it. Font's a bit small, will have to enlarge to A3. Tracking Progress in the EYFS 40-60.docx
Guest Posted August 5, 2012 Posted August 5, 2012 Rufus-this looks fab-thanks. Will you be going straight inh at 40-60 months as I've been told to start with 30-50?
AnonyMouse_13453 Posted August 6, 2012 Posted August 6, 2012 Thanks Rufus, It's a bit further on from me in Preschool, but interesting to see how you are planning it. Looks like you spent a lot of time on that!
AnonyMouse_13789 Posted August 6, 2012 Author Posted August 6, 2012 Rufus-this looks fab-thanks. Will you be going straight inh at 40-60 months as I've been told to start with 30-50? No I will be starting on 30-50 but decided to type the 40-60 first, so uploaded the one I had finished
AnonyMouse_19762 Posted August 7, 2012 Posted August 7, 2012 Thanks Rufus, It's a bit further on from me in Preschool, but interesting to see how you are planning it. Looks like you spent a lot of time on that! Ditto - thanks for sharing :1b
Guest Posted August 10, 2012 Posted August 10, 2012 This looks very clear, straightforward and usable... Thank you for sharing your idea and hard work.
AnonyMouse_36922 Posted August 28, 2012 Posted August 28, 2012 Hi, I'm not sure if this is any good. I came across it on TES so cannot take any praise however I can't remember where I found it. It is very similar to what you have already posted just layed out slightly differently. Hope it helps. Heidi Individual_Pupil_Tracker.doc
AnonyMouse_40917 Posted August 29, 2012 Posted August 29, 2012 I had this sheet sent to me from Gloucestershire Early Years Team, this is what I am planning on using to track progress throughout the year. Hope it helps L EYFS tracker Gloucestershire.doc
AnonyMouse_13789 Posted September 30, 2012 Author Posted September 30, 2012 Hi I attached a tracker sheet for 40-60 months. I have also done 30-50 which some people on here have messaged me about and the 22-36 months. So here it they are, hope they're helpful Tracking Progress in the EYFS 30-50.docx Tracking Progress in the EYFS 22-36.docx
AnonyMouse_19762 Posted September 30, 2012 Posted September 30, 2012 Very nice - thanks for sharing! :1b
Guest Posted September 30, 2012 Posted September 30, 2012 Thank you for these new documents- you're a star!
AnonyMouse_1012 Posted December 21, 2012 Posted December 21, 2012 HAve just found this thread as I am searching for what everyone else does baseline so I can put together a statement to support non-testing!!!!! And not in July on their day visits!!!! I have 2 things to add - sorry if any of this has been said before but here goes - subsidary guidance asks for on entry relating to ages and stages. We had always previously used profile points. This year - no profile = use ages and stages the new eprofile allows you to enter - entry, developing, secure - so you can track within a band. There you go. That's all - off to party!!!! Happy Chritmas Everyone
Guest Posted January 4, 2013 Posted January 4, 2013 Hi everyone Our school is in a catchment where you would expect children to enter with average attainment; however, when we completed our on-entry assessments of children entering reception in the first half term we placed the majority of children working withing 30-50 months in reading and writing rather than the expected 40-60 months band. Have other people found this to be the case with the new development matters?
Guest Posted January 4, 2013 Posted January 4, 2013 HI. I certainly found something similar. I think some of the differences between the old and new statements make it more difficult for children to achieve as highly as they might have previously done.
AnonyMouse_13789 Posted January 4, 2013 Author Posted January 4, 2013 Yes i found this, however I think it is much easier for a child to achieve 40-60 in writing than in reading, I don't think the expectations are similar. All children have to be able to do in writing to achieve 40-60 is to 'sometimes acsribe meaning to their marks' and 'to ascribe meaning to marks they see'. IF they can do that then they are 30-50s are entering 40-60, whereas they need to do loads more to even be 30-50D. Most of my class were 30-50E for reading on entry.
Guest Posted January 4, 2013 Posted January 4, 2013 Thanks! What worries me is that if children have achieved 30-50 statements but none in 40-60 month to make 'expected' progress they will have to make huge progress to achieve early learning goal, or to make 'good' progress, exceed the ELG. Recent OFSTED experience tells me that 'expected' progress is only satisfactory.
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