'Expected' in writing and maths?

[AnonyMouse_5892]

I am currently completing my EYFSP and the amount of children achieving 'Expected' for writing is very low (less than 50%) and not much better for maths.

As I have no benchmark (apart from the GLD from the pilot) and I haven't been externally moderated, I would really appreciate it if you could let me know how your class have got on in these two areas.

 

Thank you in advance for any replies :1b

[AnonyMouse_3307]

Even moderation won't give much of an idea as it's just focused on sampling. I've seen some spreadsheets where there were a lot at expected and others with far less...but then we only moderate a minimum of 25% of schools anyway. Until we get a national figure it's going to be hard to pitch. I do think the GLD will be higher than the pilot because the teachers had the materials so late then and also the curriculum expectations were not the same last summer but have no idea how much!! All I know is if we, as an LA are not at or above the national, our team will be in trouble!!!

 

Cx

Edited June 11, 2013 by catma

[AnonyMouse_26037]

Catma - what was the GLD from the pilot? I'm remembering either 32 or 36 but can't find where I had it written down.

 

Millhill - I would say that I have about 30% at emerging for writing. However, this cohort is far more able than my previous 2 years. In fact at a pupil progress review meeting yesterday where we were looking at EYFS, Y1 and Y2 data I looked at last year's cohort and realised that if I'd been 'marking' them using the same scale less than half would have got expected for writing whereas I think it was something like 75/80% that got 6 points.

 

The thing I feel I'm going to have to make clear is that within the expected judgement I still have a range of abilities all of whom I feel are 'expected' (and I have been externally moderated) but there are those who can write a sentence and those who are only just not exceeding.

[Guest]

For a child to be exceeding in writing are you using as a bench mark?

[Guest]

I have about 60% at expected for writing and the rest emerging except for 1 child at exceeding. I have 50% at expected for Maths the rest emerging and again 1 exceeding. The goalposts have moved significantly in Maths and so like by like comparisons to last years cohort and profile points are difficult, in previous years I had around 80% achieving 6 points or more in cll and Maths.

Deb

[AnonyMouse_30128]

so can i ask which ELG's are the children finding the most difficult to acheive? (just interested!)

[Guest]

In the EYFS Profile Handbook, page 53, there is additional information for the exceeding judgement covering all areas - hope this helps.

[Guest]

Numbers! to achieve 6 points previously they just needed to be able to use the vocabulary of addition and subtraction and be able to add and subtract 1. They now need to add and subtract single digit numbers by counting on and double, half and share that's quite a jump and equivalent to the previous 9 surely. I have children who would have achieved the previous 6 points but are now quite a way from what is 'expected'. I have a much higher number of children achieving expected in shape,space and measures though.

Deb

[AnonyMouse_3307]

To be fair though, the doubling and halving etc was in the additional guidance for problem solving point 8 for calculation! The numbers ELG combines calculation strategies which builds on understanding the number sequence, it relies on using and applying number concepts... It does say "using quantities and objects" though so doesn't mean it has to be mental addition or subtraction.

 

The GLD (expected in all the first 12 ELGs) was about 41%. The supporting measure outcome was 32 from memory (average of all outcomes totalled)

Edited June 11, 2013 by catma

[AnonyMouse_5664]

Think we are going to have about 46% with a GLD.

[AnonyMouse_26037]

To be fair though, the doubling and halving etc was in the additional guidance for problem solving point 8 for calculation! The numbers ELG combines calculation strategies which builds on understanding the number sequence, it relies on using and applying number concepts... It does say "using quantities and objects" though so doesn't mean it has to be mental addition or subtraction.

 

The GLD (expected in all the first 12 ELGs) was about 41%. The supporting measure outcome was 32 from memory (average of all outcomes totalled)

 

Thanks - I was mixing up those 2 numbers. Our GLD will be higher but without knowing what people got when I'm not surprised by that. For example I know that I have 'pushed' counting on/back far more with this year's cohort than I would have done last year's. Now, of course, I'm worrying that I haven't done enough on combining 2 groups to make a total! :rolleyes: Having said that I always worry about something relating to the profile! Last year I had nightmares that my HT was shouting at me endlessly that my scores weren't good enough (he never has and never would!) but it was exhausting dreaming it!

[AnonyMouse_41501]

Hi all, I am so glad that everyone has questions about the 'expected' level of the elg's. Can I just say that I have less than half of the children achieving it in all areas. However, our children enter reception very low and when you look at the bigger picture (breaking down the emerging) they have made so much progress from when they started. I will be discussing this at length with my head prior to sending off the data and when we are visited I will be discussing the progress made too. It can be a little stressful when you have nothing to compare it to!

[Guest]

It is tricky I had a 'discussion' with our moderator regarding exceeding in writing as I have a couple, she stated I didn't have enough evidence, I then pointed out that the 1c criteria required less! We were at an impasse.

We have a good percentage 60% plus at expected in both writing and maths, but have been very aware of what we had to achieve, knowing the goal posts had moved when we started in September. We are in an area where our children arrive at a lower that average level, so have to find a way to really boost their learning in a fun interactive way. We have had whole class numeracy inputs for 20 mins daily similar to our phonics sessions and this has really meant we have been able to cover areas needed, then putting out activities that follow on from the inputs and small group/1:1 sessions to see what they know. We have found this has really worked for us, the input sessions inc practical activities, ICT, songs, mini white boards, demos etc.. As kinaesthetic as possible! Also I would like to say we have been using something called 'action words' to teach our HF words and that has had a massive impact on the writing so worth looking at (and not expensive)..

[AnonyMouse_3307]

The exceeding writing has been particularly tricky when I have been moderating (and the one most practitioners wanted to discuss)because:

 

a) The NC was in place before the raised expectations for phonics outcomes at phases 3+ (as the expected outcome for reception) were fully in place

b ) The changes in emphasis in writing for meaning and application of phonics in the EYFS mean that just using the NC level descriptors does not really help much.

c) The Exceeding guidance references the statutory NC level descriptors and attainment targets not the APP breakdowns or similar.

d) The Tickell exceeding descriptors were just made up for the draft EYFSP report and don't reference anything else very well.

 

However, I have agreed exceeding for writing where the following patterns of outcomes have been discussed:

 

a)The elements of exceeding in ELG04 Moving and handling: Children can hop confidently and skip in time to music. They hold paper in position and use their preferred hand for writing, using a correct pencil grip. They are beginning to be able to write on lines and control letter size.

 

b ) ELG10 Writing: Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. (This I think is about more accurate spelling, applying knowledge consistently) They use key features of narrative in their own writing. (The specific, independent use of narrative features is key I think)

Interestingly the ELG additional guidance references writing in a range of genres yet exceeding only refers to narrative, this is an example of how it doesn't all yet join up fully as the Tickell bit was tacked on.Originally there was to be no guidance for exceeding.

 

c) EN3 level 1 attainment target - Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used.(ie they are aware of phrasing created by grammatical use of full stops when they read and will understand how full stops are used to complete a meaningful sentence. If the goal asks for them to make sense of what they have written then this is a logical next step) Letters are usually clearly shaped and correctly orientated.(ie handwriting is matched to the exceeding expectations in ELG 04)

 

This has helped us discuss the range of writing skills, grammar, composition, use of genre, handwriting that would be evident in yr 1.

 

It must be remembered that for exceeding this is a "transitional year" as the NC is revised for 2014. STA have said to "take a common sense approach to exceeding" and I have focused very strongly in my trainings and moderation visits on simply getting the Expected judgement accurate. If that is clearly understood (which I am proud to say has been a real strength in my LA moderations this year and a testament to the hard work my team have put into supporting our schools with the new assessments) then the emerging and exceeding judgements should stand out as being outside the norm of expected. It is still a best fit!!

 

Cx

Edited June 12, 2013 by catma

[Guest]

Thanks Catma that's been very useful x

[AnonyMouse_26037]

In an informal way my exceeding judgements for writing have used the following criteria:

 

1) I think it's flippin brilliant!

2) Anyone else looks at it and says "That's never reception writing is it?!"

 

Don't worry I have been more rigorous than that really but once I've done the more rigorous stuff the 2 judgements above definitely apply!

[AnonyMouse_3307]

In an informal way my exceeding judgements for writing have used the following criteria:

 

1) I think it's flippin brilliant!

2) Anyone else looks at it and says "That's never reception writing is it?!"

 

Don't worry I have been more rigorous than that really but once I've done the more rigorous stuff the 2 judgements above definitely apply!

That works just as well!!!

Cx

[AnonyMouse_26037]

Interestingly I was showing my HT some work my children had done today - thank you letters for the paramedic dad who brought an ambulance to show us yesterday. I also had in my hand some the Y3/4 class had written. The Head looked at the top one and asked "What level have you given that?", I was thrown slightly and said "Well, it's exceeding..." I got a 'duh' look in response and "I know - what NC level?" I was amused that that was his first question and probably another exceeding criteria - if another non-reception teacher automatically wants to level it it's probably exceeding!

[AnonyMouse_5169]

I agree this has been very useful, thank you so much. I have been to a meeting today and was beginning to feel I had put judgements too high but feel more confident now, especially writing. I have some excellent writers and they are far better than my judgments for expected!

[AnonyMouse_36922]

Hi,

 

I was looking for a thread regarding Pupil Progress meeting and this one popped up and was of interest! We use Target Tracker, haven't been moderated and I'm struggling how to show the progress term on term that the children have made when I sit down with my Head/Deputy. I update TT every term however I just cannot get my head around it at all this year. Is there any way of showing the progress made term on term in target tracker? As the children are within bands and its not as easy as points its really hard to put progression as a percentage. Also what is everyone doing for assessments going into year one? Some of the 'Secure' seems to be very similar to level 1c/b at NC level. Currently I have 60% at Good level of Development. I haven't a clue if this is good or bad? Any lovely reception teachers/ moderators out there who could give advise would be greatly received! My head really is in a pickle this evening!

 

H x

[AnonyMouse_46803]

Hi there,

 

Not sure if this will be useful at all but.... the GLD on the pilot was 41%. I have 42% at GLD but our baseline was massively low. We were moderated though and all our judgments were correct. I agree it is difficult to show progress term on term. Obviously it's a little easier at the end of the year and we've got an A3 sheet showing above, in line and below for on entry, Spring and Final assessment. Has anybody else noticed that the percentage of children above (so at 40-60 secure) in Autumn term is higher in some areas than at their final assessment? This doesn't seem to make much sense as it was quite easy for children to achieve 40-60 secure in some areas in Autumn and its difficult for children to achieve 'Exceeding' now. Any thoughts appreciated!

 

xxx