evaluation Achievement Self-Evaluation Refer to the School Inspection Handbook (September 2013) pages 29 to 34 Attainment and progress last year (Summer 2012 to summer 2013): EYFS (add/change rows if you formally record assessments at different times) DEVELOPMENT % OF CHILDREN WORKING WITHIN 40-60+ Development Matters Band MATTERS AGE (use sub groups to show progress A = Secure; B = Developing; C= entering) – BAND (ELG assessment 1 = emerging, 2 = expected, 3 = exceeding) – Expressive PSED Physical Communication Literacy Maths Understanding Arts and Development and Language of the World Design A: % A: % A: % A: % A: % A: % A: % B: % B: % B: % B: % B: % B: % B: % Entry: C: % C: % C: % C: % C: % C: % C: % A: % A: % A: % A: % A: % A: % A: % End of Term 3: B: % B: % B: % B: % B: % B: % B: % C: % C: % C: % C: % C: % C: % C: % 1 % 1 % 1 % 1 % 1 % 1 % 1 % – – – – – – – End of Term 6: 2 % 2 % 2 % 2 % 2 % 2 % 2 % – – – – – – – 3 - % 3 - % 3 % 3 - % 3 - % 3 - % 3 - % – Make an evaluative comment about skill levels on entry and about children’s progress as the year develops. NB Inspection update from September 2013 states that a greater account will be taken of how well younger children are must at least taught. Children who reach a GOOD level of development across the early learning goals be reaching a 2B by the end of KS1. Progress made by each year group from summer 2012 to summer 2013 as measured by APS: Attainment and progress data (APS) Reading Writing Maths
Achievement Self-Evaluation Refer to the School Inspection Handbook (September 2013) pages 29 to 34 Attainment and progress last year (Summer 2012 to summer 2013): EYFS (add/change rows if you formally record assessments at different times) DEVELOPMENT MATTERS AGE BAND % OF CHILDREN WORKING WITHIN 40-60+ Development Matters Band (use sub groups to show progress – A = Secure; B = Developing; C= entering) (ELG assessment – 1 = emerging, 2 = expected, 3 = exceeding) PSED Physical Development Communication and Language Literacy Maths Understanding of the World Expressive Arts and Design Entry: A: % B: % C: % A: % B: % C: % A: % B: % C: % A: % B: % C: % A: % B: % C: % A: % B: % C: % A: % B: % C: % End of Term 3: A: % B: % C: % A: % B: % C: % A: % B: % C: % A: % B: % C: % A: % B: % C: % A: % B: % C: % A: % B: % C: % End of Term 6: 1 – % 2 – % 3 - % 1 – % 2 – % 3 - % 1 – % 2 – % 3 – % 1 – % 2 – % 3 - % 1 – % 2 – % 3 - % 1 – % 2 – % 3 - % 1 – % 2 – % 3 - % Make an evaluative comment about skill levels on entry and about children’s progress as the year develops. NB Inspection update from September 2013 states that a greater account will be taken of how well younger children are taught. Children who reach a GOOD level of development across the early learning goals must be reaching at least a 2B by the end of KS1. Progress made by each year group from summer 2012 to summer 2013 as measured by APS: Attainment and progress data (APS) Reading Writing Maths evaluation
SEFandRAPSample.docx