Three basic principles to keep in mind at all times High expectations secure good progress Accurate assessment enables robust data analysis Age and prior attainment advise the expectations we have of pupil achievement. Early Years Foundation Stage (EYFS) For recording purposes: Emerging = 1; expected = 2; exceeding = 3 The following is an extract from the (April This is currently the only national guidance Subsidiary Guidance for inspectors 2013). on progress in the EYFS. This may help deciding a judgement about progress for your cohort. Attainment on entry to nursery at age three Most children are likely to be working within the for 30–50 months, having shown competence in the ‘Development Matters’ band preceding band for 22–36 months. This may be referred to as the age-related expectation at the beginning of nursery. Attainment on entry is likely to be below age-related expectations where a substantial proportion of children in a school do not demonstrate competence in the 22–36 month band. Attainment on entry to reception at age four Most children are likely to demonstrate some of the skills, knowledge and understanding described by the development statements in the band for 40–60+ months, in addition to those in the preceding band for 30–50 months. This may be ‘Development Matters’ referred to as the age-related expectation at the beginning of reception. Attainment on entry is likely to be below age-related expectations where a substantial proportion of children in a school do not demonstrate competence in the 30–50 month band. The statutory early learning goals establish national expectations for most children to reach by the end of Reception Year. Judging progress in the Early Years Foundation Stage Where children make progress from age-related expectations at the beginning of nursery, to age-related expectations at the beginning of reception and the end of reception (where levels of development can be compared with Early Years Foundation Stage Profile national figures) this is likely to represent expected progress during the Early Years Foundation Stage. Note that these bands overlap and children will not necessarily progress sequentially through each statement within them. For take account of how children learn their development in relation to their starting points and capabilities together with the proportions that make and exceed the progress expected. Primary Schools
Three basic principles to keep in mind at all times High expectations secure good progress Accurate assessment enables robust data analysis Age and prior attainment advise the expectations we have of pupil achievement. Early Years Foundation Stage (EYFS) For recording purposes: Emerging = 1; expected = 2; exceeding = 3 The following is an extract from the Subsidiary Guidance for inspectors (April 2013). This is currently the only national guidance on progress in the EYFS. This may help deciding a judgement about progress for your cohort. Attainment on entry to nursery at age three Most children are likely to be working within the ‘Development Matters’ band for 30–50 months, having shown competence in the preceding band for 22–36 months. This may be referred to as the age-related expectation at the beginning of nursery. Attainment on entry is likely to be below age-related expectations where a substantial proportion of children in a school do not demonstrate competence in the 22–36 month band. Attainment on entry to reception at age four Most children are likely to demonstrate some of the skills, knowledge and understanding described by the development statements in the ‘Development Matters’ band for 40–60+ months, in addition to those in the preceding band for 30–50 months. This may be referred to as the age-related expectation at the beginning of reception. Attainment on entry is likely to be below age-related expectations where a substantial proportion of children in a school do not demonstrate competence in the 30–50 month band. The statutory early learning goals establish national expectations for most children to reach by the end of Reception Year. Judging progress in the Early Years Foundation Stage Where children make progress from age-related expectations at the beginning of nursery, to age-related expectations at the beginning of reception and the end of reception (where levels of development can be compared with Early Years Foundation Stage Profile national figures) this is likely to represent expected progress during the Early Years Foundation Stage. Note that these bands overlap and children will not necessarily progress sequentially through each statement within them. For take account of how children learn their development in relation to their starting points and capabilities together with the proportions that make and exceed the progress expected. Primary Schools
Progressandtargetsetting.docx