SUMMARY CHART FOR RECEPTION CHILDREN – Making accurate judgements

Development Matters and the EYFSP (Please refer to the guidance overleaf)

Cohort year ______Number of children ______

Start of Reception

Attainment on entry / Percentage of children working within each Area of Learning & Development
Prime / Specific

PSED

/ PD / CL / LIT / MATH / UW / EAD
Development Matters
22 -36 months
Development Matters
30 – 50 months
Development Matters
40 - 60 months
Children working beyond Development Matters
40 - 60 months

End of Reception

Attainment at the end of the EYFS / Percentage of children working within each Area of Learning & Development
EYFSP emerging
EYFSP expected
EYFSP exceeding

Grey; age related/expected

PSED: Personal, social and emotional development; PD: physical development; CL;communication and language: LIT; literacy: MATH; mathematics: UW;understanding the world: EAD; expressive arts and design (see Development Matters 2012 for more detail on the aspects within the prime and specific areas)

GUIDANCE NOTES FOR THE SUMMARY CHART FOR RECEPTION CHILDREN

Keeping an overall summary chart will enable senior leaders to draw together key records and data about the children in reception and consider at the end of the year whether expected progress has been made for the cohort. The chart is aid schools in making an overall judgment about where children are in terms of age related expectations at the start of Reception then comparing this with an overall summary at the end of the year.

This will help inform self evaluation regarding progress, summing up the further levels of detail that the school will have for tracking through the year, and for individuals and groups. Similarly inspectors consider this important data when making judgements about achievement; "progress from the age-related expectations ……. at the beginning of reception, on to the end of reception where they can be compared with EYFSP national figures is likely to represent expected progress during the EYFS" (from Handbook for School Inspection, Sept 2012)

On entry to the reception class

"Attainment on entry to the reception at age four; most children are likely to demonstrate some of the elements of skill, knowledge and understanding within the development matters band for 40-60+ months, in addition to all of the elements in the preceding band for 30-50 months" (from Subsidiary Guidance, Ofsted Sept 2012)

The grey banding on the chart shows where most children (80% - 95%) would be. If a substantial number (more than 20%) fall outside this banding comments would need to be made in your self evaluation. Remember this may refer to only one area of learning and development. To provide a more accurate picture of your school you should consider the attainment over a three year period.

Senior leaders are advised to work with practitioners to clarify this overall baseline judgment further. It would be helpful for practitioners to ascertain the degree of security of each child (and groups of children) within the age banding they are currently working in on entry. For example, schools could consider the results for each child, and collate percentages for groups (eg boy/girl, summer born etc), within the bands.Remember the grey shading is meant to indicate that a child/group is working within this age band and has met the expected levels of development for the previous age band.

Information to form these judgements may come fromthe following – transition information from nursery or pre school settings, parents, visits the practitioner makes to the nursery or home visits, observations of children during the induction period and the first couple of weeks in Reception.

Attainment at the end of the EYFS

From September 2012 onwards, schools will be assessing attainment at the end of the EYFS for the areas of learning, considering whether children have met the expected standard (or are emerging or exceeding). Further guidance on this will be published by the DfE/STA in the autumn term 2012.The progress at the end of the year should be considered against the starting points e.g. if a substantial number of children are working below age related expectation at the start of Reception and then meet the expected standard at the end of reception they will have made good progress. Conversely a high starting point may only indicate satisfactory progress at the end of the EYFS. Again data over a three year period will ensure a more accurate picture of your school.