EARLY YEARS ASSESSMENT

Transcription

1 EARLY YEARS ASSESSMENT

2 Promoting children's learning is the principle aim of schools. Assessment lies at the heart of this process... it should be an integral part of the educational process, continually providing both "feedback and "feed forward" It therefore needs to be incorporated systematically in teaching strategies and practices at all levels. (TGAT 1988) The assessment of children's learning within the reception classroom is fundamental to their progression across the Foundation Stage. It is only through formative assessment that appropriate experiences can be planned to assist their development and learning. As stated in Practice guidance for the foundation Stage (DfES 2012) "All effective assessment involves analysing and re viewing what you know about each child's development and learning. You can then make informed decisions about the child's progress and plan next steps to meet their development and learning needs." At Knop Law we aim to meet each child's individual needs by building upon the knowledge and skills base that they bring to our Early years setting. We work closely with the EYFS documentation to ensure that each child is being progressed meaningfully across each area of learning. Each child is assessed across the seven areas of learning in order to provide a qualitative picture of their progress. On entry to school we draw on the child's records from pre-school settings. In the first two weeks we also carry out a programme of baseline assessments which include PIPS. These assessments provide useful information on a number of levels: - To establish a profile of each child on entering school. To inform future planning that will cater to individual needs.

3 To ensure continuity in the transition from nursery/home to school. To identify children who may have special educational needs in order to make suitable learning/support provision. To use as a basis for measuring future progress. Initial records are collated using information from the PIPS (Performance Indicators In Primary Schools) and also from our own assessments. Assessment continues throughout the reception year as, "Information gathered regularly is used by teachers for making decisions in ongoing work and planning to assist in adjusting the challenges given to children to match their existing ideas and skills." (Harlen 1996) We engage in an ongoing process of observational assessment with each child in reception that "informs and guides everyday planning"(dfes 2008). We also conduct half termly assessments in literacy and numeracy that aid the planning of differentiated tasks for individual pupils. These coupled with individual pupil profiles, the collection of evidence from all areas of learning, ongoing daily reviews of progress and observational findings ensure that the ELG's that each child achieves are tracked qualitatively. This also ensures that the interface between the Foundation Stage and National Curriculum objectives can be crossed where appropriate. The EYFS Profile is completed to provide our summative data and forms the basis of each child's starting point in their transition to year one. We also carry out end of year PIPS that give a measure of "value added" for each pupil. Assessments are used throughout the year to provide information to parents about their child's progress. At Knop Law we recognise parents as the primary educators of their

4 own children and as partners in the education process. We fully support the principle that "parents and practitioners should work together in an atmosphere of mutual respect within which children can have security and confidence." (QCA) We therefore hope that through our twice-yearly report writing and parental conferences, our open door policy, and our home/school record book, that liaison between home and school will enrich the learning opportunities of all of our children. If we have concerns about a child's progress parents are invited to come into school to discuss how both home and school can work together to support individual need. Summative assessment at the end of reception is submitted to the LEA through the completed Foundation Stage Profile data. Each child's progress is shared with parents at an end of year open evening. Records are sent to Year One to ensure continuity and progression of education for each individual. We also continue to use PIPS as an indicator of value added progress. These assessments demonstrate how effective the school has been in progressing a child's learning. They are also used to compare children across similar schools in the Newcastle LEA. Reviewed January 2012 Next review date January 2016

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