EYFS: Assessment - On the record

One of the most contentious aspects of the EYFS has always been that of assessment; and by implication, the paperwork that many believe must accompany it.

Much of the DfE's commitment to reduce bureaucracy under the revised framework appeared to be aimed at the belief within the sector that copious written observations, photographs and Post-it notes were required as evidence for every word, action and thought demonstrated by a child in the setting. Although this was never the intention of the EYFS or the EYFS Profile, many practitioners believed this level of unnecessary excess was a statutory requirement.

CLEAR PURPOSE

The new document goes to great lengths to make it clear that the process of assessment has a clear purpose. This purpose is to identify children's interests, abilities and achievements in order to plan and support their continued development. Practitioners use assessments, their knowledge of children, to challenge, support and extend learning.

The revised statutory framework for the EYFS notes, 'Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. 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.'1

The document is unequivocal in challenging the myth of excessive notation, that assessment's purpose is not to generate paperwork nor detract or distract the practitioner from their role to support learning.

Paragraph 2.2 explains, 'Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. Paperwork should be limited to that which is absolutely necessary to promote children's successful learning and development.'2

PROGRESS CHECK

From September, there will be a new summative assessment in the EYFS, more safely described as a 'progress check'. Practitioners working with children between the ages of two and three will be required to provide a short written summary that indicates their level of development within the Prime areas of learning.

The purpose of the 'two-year-old check' is to describe the child's current level of development, but more critically to identify any aspects that may indicate developmental concerns and how these are being addressed.

The statutory framework explains, 'This progress check must identify the child's strengths, and any areas where the child's progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child's future learning and development involving other professionals ... as appropriate ... It must describe the activities and strategies the provider intends to adopt to address any issues or concerns.'3

The downloadable document The EYFS progress check at age two. A Know How Guide4 provides valuable information regarding the purpose of the assessment, the importance of engaging all adults involved with the child and how this should be viewed within the context of effective on-going formative assessment. It notes, 'The check:

• should be completed by a practitioner who knows the child well and works directly with them in the setting. This should normally be the child's key person;

• arises from the ongoing observational assessments carried out as part of everyday practice in the setting;

• is based on skills, knowledge, understanding and behaviour that the child demonstrates consistently and independently;

• takes account of the views and contributions of parents;

• takes into account the views of other practitioners and, where relevant, other professionals working with the child;

• enables children to contribute actively to the process.'5

EYFS PROFILE

Much of the existing approach to the EYFS Profile will be familiar to practitioners. We will have to wait until autumn for the publication of the final Handbook, and the results of the current pilot. However, it is clear from the document that practitioner observations and discussion with other adults will inform judgements that will then be assessed against the revised early learning goals (ELGs). This process will continue to be moderated by the LA to ensure consistency and the national data set will continue to be published annually.

Bands of attainment

As well as the change in the ELGs, the system of recording assessments will be different. The nine-point scale will be replaced by three separate 'bands' of attainment. Practitioners will be required to exercise a 'best fit' judgement to decide the most accurate description for each child. Each of the 17 revised ELGs will need to be considered and recorded separately.

These three bands will describe a child's attainment in relation to the specific ELG:

• 'Emerging' will indicate that a child is not secure within the ELGs and is working below the level this requires. This is roughly comparable to children working within scale points 1 - 3 in the current EYFS Profile

• 'Expected' will indicate that a child is working securely within the specific ELG; roughly equivalent to children working within Scale Points 4 - 8 in the current EYFS Profile

• 'Exceeding' will indicate that the child has attained the ELG and is working above and beyond that level of development. Currently, this would be described as scale point 9 in the existing EYFS Profile.

The basis for making these judgements will be the ELGs themselves, with the content of each providing the criteria for the assessment. Exemplification and guidance will focus on the 'expected' band in order to secure consistency and understanding of what is required. There will not be any statements or criteria for children who are 'emerging' or 'exceeding' for any specific ELG.

As this has been developed in order to streamline and simplify the process, practitioners will need to adopt a 'default' approach. If children are not attaining the ELG securely, they will be described as 'emerging'; if they are attaining beyond the ELG, they will be described as 'exceeding'. It has been suggested that the 'exceeding' band will eventually be consistent with National Curriculum attainment in Key Stage 1.

Key characteristics

Practitioners will also need to be aware that in addition to making judgements about children's attainment in relation to the ELGs, the EYFS Profile will also require them to provide, 'a short commentary on each child's skills and abilities in relation to the three key characteristics of effective learning'.6

How children demonstrate their learning, abilities and individual approaches for 'Playing and exploring,' 'Active learning' and 'Creating and thinking critically' will form an important part of the information that the new EYFS Profile contains. It is clear the purpose for this will be a 'formative' one and that this information 'should inform a dialogue between Reception and Year 1 teachers about each child's stage of development and learning needs and assist with planning activities in Year 1'.7

CONCLUSIONS

• The revised EYFS reassuringly builds on existing effective assessment practice; reaffirming the important role of observation and knowledge of the child as a basis for understanding and supporting their learning.

• It also clarifies the need for practitioners to exercise professional judgement in terms of the amount of recording and documentation required.

• Although the 'two-year-old progress check' will be a new feature of the EYFS, practitioners should be aware that this too will reflect existing good practice and ultimately be a 'more formally recorded' expression of the information they have always had. Additionally, this will hopefully provide a stronger lever to access additional and specialised support where required.

• The Government has made much of its move to reduce the number of goals from 69 to 17 in a bid to reduce bureaucracy, particularly within the EYFS Profile. But it is evident that the 'reconfiguration' of the ELGs does not reduce the amount of actual content, but merely extends the amount of statements within a single ELG. Assessment for the EYFS Profile will retain the number of 'components' that it had before, compressed into a single ELG rather than spread out over several.

•  The requirement to include a summary of the 'Characteristics of Effective Learning' as part of the EYFS Profile will potentially make a powerful contribution to supporting an appropriate transition into Y1 by providing teachers with key aspects of unique and individual learners.

FOOTNOTES

1 P10 2.1, Statutory framework for the Early Years Foundation Stage, DfE, March 2012

2 P10 2.2 ibid

3 P10 2.3 ibid

4 The EYFS progress check at age two. A Know How Guide, NCB March 2012

5 P3 2.2 ibid

6 P11 2.8 Statutory framework for the Early Years Foundation Stage, DfE, March 2012

7 ibid