Kemble Primary School
Assessment is an essential part of the learning and development of children in the EYFS. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations.
On entry to Reception we carry out baseline assessments for each child. This usually takes place within the first 6 weeks of school. These assessments form the basis of target setting for the year ahead in EYFS. The data and targets are shared with Headteacher, Governors and Trustees.
To ensure we have evidence of a child’s progress in the EYFS we use a range of strategies all of which come together in their Learning Journey. The Learning Journeys are a collection of children’s work, photos and observations which create a detailed picture of the child. Where appropriate, we include individual next steps for children’s learning. These next steps are discussed by the EYFS team in informal meetings after school each day and in the weekly planning meetings, these next steps inform planning for the next day and week ahead. Staff have their own iPad which is used to capture and note observations and next steps for learning using the app 2Simple. These observations are regularly shared with parents and carers. Parents and Carers are encouraged to contribute to Learning Journeys through the use of our WOW vouchers. WOW vouchers are where significant events that happen at home can be recorded, they are available in bookbags and are completed at home and then brought into school to share. There are also termly Parents meetings where individual progress can be discussed.
The Class Teacher submits end of term assessment data to the Head Teacher showing each child’s development across the seven areas of learning. This allows us to measure pupil progress and ensure that individuals are on track to meet expectations. This data is shared with Governors and Trustees.
At the end of Reception, the class teacher assesses each child against the 17 Early Learning Goals (ELG) and comments on whether their development within each ELG is either ‘emerging’, ‘expected’ or ‘exceeding’. This information is also communicated to parents and carers in the Reception child’s end of year report and can be discussed in the final Parents’ Evening. The Learning Journey is given to parents at the end of the year.
The Reception class has its own facilities including a well-equipped outside space where children are educated in an integrated approach to learning. The children have the opportunity to use all the space and free flow between classes and outside and are taught in mixed ability groups. Reception classes follow the Early Years Foundation Stage, whereby the curriculum is delivered through structured play where learning has been clearly identified.
The Foundation Stage curriculum includes all the experiences, opportunities and activities that are offered to help children learn.
Each child is viewed as an individual with specific needs being met in appropriate ways, and with individuality being encouraged. Independence is fostered and each child is encouraged to reach their full potential. The curriculum balances a range of developmental experiences focussing both on indoor and outdoor activities. Activities are based around themed units which are taken from a carefully planned curriculum.
We introduce skills and concepts relevant to their ability and interests.
The Early Years Foundation Stage focuses on effective learning and teaching within seven areas:
• Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
• Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
• Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
• Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
• Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
• Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
• Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
There are many ways that parents can be involved in their child’s learning in Reception – listen to your child read daily; help with home learning; ensure your child wears full school uniform and has PE kit in school, read stories together, offer any expert help relevant to the topics, send in materials we can use for junk modelling, share WOW moments that you observe with the class adults. Wow moments are when you see your child try or do something new which can be anything from laying the table independently to climbing to the top of a climbing frame or dancing in front of an audience to helping a younger sibling learn letter sounds.