AnonyMouse_2157 Posted February 4, 2015 Posted February 4, 2015 For those of you who haven't had a chance to look here they are https://www.gov.uk/reception-baseline-assessment-guide-to-signing-up-your-school
AnonyMouse_47127 Posted February 4, 2015 Posted February 4, 2015 Interesting list - shorter than I thought it would be!
Guest Posted February 5, 2015 Posted February 5, 2015 Who knows - I really wish they'd just give us one, then we could unite in disliking it!!, but at least we'd get on with it instead of worrying. I'm meeting with some local schools to have a look at them all after half term, and we'll make a decision about which one we will all go for, so at least we have some consistency locally. I'm hoping the LA will have a view too, but it's early days yet. Bang goes my 'me' time over half-term anyway!
AnonyMouse_30128 Posted February 5, 2015 Posted February 5, 2015 had an interesting email from early excellence.....sounded like they might be on the right lines! (no testing!!)
AnonyMouse_2157 Posted February 5, 2015 Author Posted February 5, 2015 Here's Huddersfield Early Excellence outline of theirs http://www.earlyexcellence.com/baseline_assessment_001.html
AnonyMouse_73 Posted February 6, 2015 Posted February 6, 2015 Personally I am pleased that Early Excellence have won a bid as theirs is based on the Leuven scales and characteristics of effective learning. I haven't attended a briefing yet to see how it works but I think it be the closest to what most of you already do It will be good to share what you all decide to do or not do and how you get on with them
AnonyMouse_1027 Posted February 6, 2015 Posted February 6, 2015 I personally would go with Early excellence heard Jan talk about it the other day and its observation based and fits in with everyday planning - all the others are testing and some of the questions are awful
AnonyMouse_3307 Posted February 6, 2015 Posted February 6, 2015 That would be my preferred option, but our schools need to make their own decisions we feel. Cx
AnonyMouse_5664 Posted February 6, 2015 Posted February 6, 2015 Will there be a pressure to choose "the hardest one" so that there will be more progress shown at the end?
AnonyMouse_26037 Posted February 6, 2015 Posted February 6, 2015 That would be my preferred option, but our schools need to make their own decisions we feel. Cx My LA are running a 'marketplace' event which they are hoping all the providers but have specifically said they won't be endorsing one or the other. I need to look, absorb and talk to my head about what he wants to get out of it too.
Guest Posted February 7, 2015 Posted February 7, 2015 Any thoughts on 'Hodder'? Reminds me of the old 'PIPS' on-entry baseline assessment that our school was using in 2005.
AnonyMouse_5904 Posted February 8, 2015 Posted February 8, 2015 Without wishing to sound cynical at such an early stage, on first look you'd have to say Early Excellence know their market audience well. Only closer inspection will really reveal whether the work expected within the first two weeks from any of these baselines is realistic, meaningful, purposeful or just fulfilling the governments agenda of setting full accountability across the whole school. 1
AnonyMouse_19683 Posted February 10, 2015 Posted February 10, 2015 We're hopefully going with Early Excellence. They share our eyfs philosophy and vision and therefore deserve our support.
AnonyMouse_19683 Posted February 11, 2015 Posted February 11, 2015 Ok, after that little speech we have decided to go with GL Assessment... Will update later on in the year with thoughts and opinions etc.
AnonyMouse_19683 Posted February 11, 2015 Posted February 11, 2015 (edited) Don't want to go into detail on a public forum Steve. Early Excellence is still my personal preference however, but GL just suits us better at this moment in time. I do like the idea of their 'dual iPads approach' and the tracking software they offer. Of course we only have to commit for 12 months, so we may change to Early Excellence in 2016. Edited February 11, 2015 by ChrisAR
Steve Posted February 11, 2015 Posted February 11, 2015 Sure, no problem Chris. It'll be interesting to hear how it goes. :1b
Guest Posted February 12, 2015 Posted February 12, 2015 We seem to be leaning towards these CEM and EE There are some webinars for CEM coming up... http://cem.org/base-events (free online seminars you just need to sign up) and there are courses for Early Excellence althoigh its a bit of a shame these carry a cost and are quite booked up already....http://www.earlyexcellence.com/baseline_assessment_002.html
Steve Posted February 15, 2015 Posted February 15, 2015 We're happy to let folk know that we've been chatting to Early Excellence, and Tapestry will be linking to their Baseline Assessment. Those of you who use Tapestry will know that we already enable observations to be tagged with CoEL and Leuven assessments, and we feel our observation based learning journal system will be a natural fit. :1b We'll let you know if/when we agree to incorporate other systems. 2
AnonyMouse_73 Posted February 15, 2015 Posted February 15, 2015 Good news Steve, I wondered if you align any with Tapestry, and Early Excellences certainly seems to fit 1
AnonyMouse_5013 Posted February 17, 2015 Posted February 17, 2015 We're happy to let folk know that we've been chatting to Early Excellence, and Tapestry will be linking to their Baseline Assessment. Those of you who use Tapestry will know that we already enable observations to be tagged with CoEL and Leuven assessments, and we feel our observation based learning journal system will be a natural fit. :1b We'll let you know if/when we agree to incorporate other systems. That's great. I may be wrong but its the only one I can see that will meet the needs of SEN children.
AnonyMouse_3307 Posted February 18, 2015 Posted February 18, 2015 Without wishing to sound cynical at such an early stage, on first look you'd have to say Early Excellence know their market audience well. Only closer inspection will really reveal whether the work expected within the first two weeks from any of these baselines is realistic, meaningful, purposeful or just fulfilling the governments agenda of setting full accountability across the whole school. They don't stipulate 2 weeks - it says on their website somewhere within the first half term. This is because they use the screenings for wellbeing before doing any other judgements. Must be OK cos the DfE says so!! Cx
AnonyMouse_3307 Posted February 18, 2015 Posted February 18, 2015 That's great. I may be wrong but its the only one I can see that will meet the needs of SEN children. None of this is about meeting needs, but defining a fixed point to me measured later against a fixed point in Yr 6. You would still have to deliver ie assess, plan, teach towards the ELGs in all aspects as that is still statutory. This is a schools baseline not the child's per se. Cx
AnonyMouse_5013 Posted February 18, 2015 Posted February 18, 2015 None of this is about meeting needs, but defining a fixed point to me measured later against a fixed point in Yr 6. You would still have to deliver ie assess, plan, teach towards the ELGs in all aspects as that is still statutory. This is a schools baseline not the child's per se. Cx I appreciate what you are saying and I probably didn't express myself very well. My point is that the DfE say the assessment must be accessible to at least 99% of children. I may be wrong because I haven't looked in depth but from what I have seen I have seen very little of this. Early Excellence is about the whole child and not testing which is what we do now when a child arrives in our setting. We have robust systems in place currently to baseline children and certainly isn't about 'testing' but observing children. It isn't mandatory so I doubt very much we will adopt an approved baseline because it tells us nothing just as the EYFS profile doesn't. I am talking about children who are 'significantly' lower than the typical developmental stage of children arriving in reception and bet that is more than 1%.
AnonyMouse_3307 Posted February 18, 2015 Posted February 18, 2015 I think we're both actually saying the same thing. Some of the tests do give you a standardised score as well as the raw score required for the DfE. Re not doing it you will need to ensure you will always meet the 85% floor standard alone in the future - personally I would say this was a risky gamble if you have significant SEND. At least having done the baseline you will also have a progress measure if you get a low achieving cohort. For small schools where each child is 3% of the outcome, even a 1 child variance could be the difference between intervention or no intervention from elsewhere! Cx 1
AnonyMouse_26037 Posted February 18, 2015 Posted February 18, 2015 For small schools where each child is 3% of the outcome, even a 1 child variance could be the difference between intervention or no intervention from elsewhere! Cx We have a cohort at the moment where each child is worth 10%! Statistically a nightmare!
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