At our school, ongoing assessment is an integral part of the learning and development process. Using observational assessment recorded in individual children’s special books, a rich picture of each child is built up over time across the seven areas of learning and development. This information is used to plan next steps and inform our practice and provision alongside observations shared by parents and carers.
Teachers attend pupil progress meetings each term. Where children are identified as working below their age related expectation, plans are put in place to support learning and progress. We assess whether a child is operating at a typical level for their chronological age which ensures that a child is not labelled as lower ability when they are simply one of the youngest in their class.
Within the first 6 weeks that a child starts reception, staff will administer the Reception Baseline Assessment (RBA).
At the end of the EYFS, staff complete the EYFS profile for each child. Pupils are assessed against the 17 early learning goals, indicating whether they are:
The profile reflects ongoing observations, and discussions with parents and/or carers. The results of the profile are shared with parents and/or carers for their child and with Year 1 teachers on transition.
The profile is moderated internally and in partnership with other local schools, to ensure consistent assessment judgements. EYFS profile data is submitted to the local authority.
The Senior Leadership Team ensures quality and consistency of provision through regular informal monitoring visits, special book scrutinies and EYFS moderation both in house and across the ALT hub of schools. National exemplification is used to ensure consistency of judgements.
Data and information gathered from our own summative assessments and the The Early Years Foundation Stage Profile is also used to monitor and improve the effectiveness of our teaching and provision.