STANDARD 6
An Early Years Teacher must:
6. Make accurate and productive use of assessment
Standard 6 requires students to demonstrate how assessment is implemented in their setting, and how this can be used in practical terms to form part of a child's learning experience and development.
There is also the requirement to show that the assessment strategies implemented provide accurate information and reliable, consistent results.
Denise Reardon, programme director of Early Years Teacher Status at Canterbury Christ Church University, gives her advice on Standard 6 throughout this feature.
OBSERVATIONS TO GUIDE PRACTICE
The information requires students to show that ongoing assessment (also known as formative assessment) forms an integral part of the learning and development process that they follow, and that:
- you are able to observe children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations
- your assessments do 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.'
In reporting on the Progress Check at Age Two, you are asked to show the following:
- when a child is aged between two and three, how you review their progress, and provide parents and/or carers with a short written summary of their child's development in the prime areas in which you identify the child's strengths, and any areas where the child's progress is less than expected
- where there is a significant emerging concern or an identified special educational need or disability, how you develop a targeted plan to support a child's future learning and development involving other professionals (for example, the provider's special educational needs co-ordinator or health visitor) as appropriate
- that you provided information for any child who moved settings between the ages of two and three - for example, sharing information from the progress check with other relevant professionals, including their health visitor, and/or a teacher (if a child moves to school-based provision at age three).
With regards to the Early Years Foundation Stage (EYFS) Profile assessment, which takes place at the end of the EYFS, you are required to clarify your understanding that:
- the EYFS Profile must be completed in the final term of the year in which the child reaches age five, and no later than 30 June in that term
- the profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child's knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1
- your role in the ongoing observational records held by the setting, plus discussions with parents and carers and any other adults the teacher, parent or carer judges to be suitable, can offer a useful insight into the world of the child
- teachers require a copy of the profile report together with a short commentary on each child's skills and abilities in relation to the three key characteristics of effective learning, to inform a dialogue between Reception and Year 1 teachers about each child's stage of development and learning needs, and assist with the planning of activities in Year 1
- the school has accountability to share the results of the profile with parents and/or carers, and explain to them when and how they can discuss the profile with the teacher who completed it
- when children are attending more than one setting, the profile must be completed by the school where the child spends most time. If the child moves to a new school during the academic year, the original school must send their assessment of the child's level of development against the early learning goals to the relevant school within 15 days of receiving a request
- if a child moves during the summer term, relevant providers must agree which of them will complete the profile
- the profile must be completed for all children, including those with special educational needs or disabilities. Reasonable adjustments to the assessment process for children with special educational needs and disabilities must be made as appropriate.
SUPPORTING STATEMENTS
6.1 Understand and lead assessment within the the EYFS framework, including statutory assessment requirements (see annex 1)
To fulfil the requirements of this section of the standard, students are required to show an ability to lead and support colleagues through the assessment process.
What you will need to demonstrate
- Your knowledge and understanding of all current relevant legislation relating to assessment.
- How you personally practice, and how you support your colleagues, to use any formative, summative and statutory assessments frameworks or policy followed in your setting.
- How you assess each child's level of development against the early learning goals and whether the child is meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels ('emerging').
6.2 Engage effectively with parents and/or carers and other professionals in the ongoing assessment and provision for each child
To cover this area of Standard 6, students are asked to demonstrate an ability to integrate information gathered from personal assessment with information supplied by those working in partnership to give a much fuller picture of a child's developmental and emotional requirements.
As in 6.1, it is important to ensure that you provide a clear rationale in your assessments. Show how you collaborate with colleagues and other professionals, including specialist services and health visitors, in order to:
- identify and address any concerns about the child's learning and development needs - for example, taking account of information from the progress check (which reflects ongoing, regular observation of children's development) to ensure that health visitors can identify children's needs accurately and fully at the two years health check
- develop appropriate strategies to support the child's learning and development needs.
Show also how you work in partnership with parents/carers to:
- explain the processes and systems that you have in place to engage with them
- keep them up to date with their child's progress and development
- agree when will be the most useful point to provide a summary of their child's learning and development
- review their child's progress and discuss how the summary of development can be used to support learning at home
- gain their consent in order to share information directly with other relevant professionals
- explain how you use information and contributions from parents/carers in the child's assessment
- plan how best to support the next steps of learning and development within the setting and at home.
6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals
When considering this final section of Standard 6, remember progress is totally individual to the child being assessed. Personal goals are what are being looked for here, not a one-size-fits-all set of achievement marks.
With such young children, it is all about the praise, and by reflecting this - when talking to children, and in feedback to parents and carers, and building on this in partnership - progress towards developmental goals, however small, can be attained.
RATIONALE
In your assessments, aim to give a clear rationale about how you personally practice and support your colleagues to work in partnership with children and their parents/carers - for example, to:
- understand that learning and development are not instant, and that children need constructive and sensitive feedback from those around them.
- support children to break down any barriers they may have that hinder learning
- help children to overcome any difficulties they may be experiencing and to think about what they need to do next.
- encourage children to assess their own progress when thinking about their next steps.
MORE INFORMATION
- Development Matters in the Early Years Foundation Stage, www.foundationyears.org.uk/files/2012/03/ Development-Matters-FINAL-PRINT-AMENDED.pdf
- Early Years Foundation Stage Profile Handbook, www.gov.uk/government/uploads/system/uploads/attachment_data/file/ %20249995/Early_years_foundation_stage_profile_handbook_2014.pdf
- Early Years Teachers' Standards, www.gov.uk/government/uploads/system/uploads/attachment_data/file/ 211646/Early_Years_Teachers__Standards.pdf
The next part of this series will focus on Standard 7, in Nursery World, 7-20 April.
