Guidance on Recording and Tracking Children S Achievements in the Revised EYFS for Settings

Guidance on recording and tracking children’s achievements in the revised EYFS for settings

September 2012

Oxfordshire County Council

Early Years Team

Guidance and advice on recording and tracking in the revised EYFS

This support pack includes:

Explanation of how to use the materials
‘Cohort Details’
‘Cohort tracker for the 7 Areas of Learning and Development’
‘Attainment Overview on entry/autumn/spring/summer’
‘Development Matters (Revised 2012)

This pack has been designed to supportsettings when recording and tracking children’s achievement across the EYFS. The above materials could be used as an effective tracking tool which would provide information for the planning and provision required to meet individual children’s needs. It also allows practitioners to show children’s progress across the year. The information collated will be useful for accountability e.g. Ofsted, Manager/Supervisor and Committee, action planning, self-evaluationetc.

The documents (Word) can be adapted to meet each setting’s requirements. For example, ‘Cohort Tracker for the 7 Areas of Learning and Development’ can be adapted to cover all 17 aspects of Areas of Learning and Development. Review periods can be altered/ added as required.

Each of the documents includes a sample page to show how it could be used.

This pack should be used in conjunction with the following:

Statutory Framework for the Early Years Foundation Stage (DfE May 2012)
Development Matters in the Early Years Foundation Stage (Early Education May 2012)
A Know How Guide The EYFS progress check at age two (DfE May 2012)

How to use the documents:

‘Cohort Details’

This sheet is designed to record details about each cohort such as number of children, gender, birth dates and more specific details about those on the SEN register; EAL children etc. These children should be carefully monitored to ensure their needs are met.

‘Cohort Tracker for the 7 Areas of Learning and Development’

Please note that it does not include reference to the Early Learning Goals (ELGs) as these are part of the statutory assessment at the end of the EYFS.

This tracker could be used to record summative judgements at intervals within a child’s time in a setting. It shows a child’s progress and attainment throughout the year. This format can be adapted to cover all or some aspects of Areas of Learning and Development e.g. Reading and Writing could be added if this was a focus or an identified area for development.

The cohort tracker uses a best fit approach.

Best-fit judgements make it possible to consider the overall progress a child is making, and whether progress is generally in line with what is typical for a child of that age. The child’s learning and development is compared with a band of descriptors to see whether it roughly gives a picture of the child, and the band is identified which most closely describes the child.

Children can be awarded a C, B or A within each developmental age/stage band using a ‘best fit’ approach.

If the child is working just within the band record as a C (low):
if working comfortably within the age band record as a B (secure)
If working well within the band record as an A (high)

Because this is a ‘best fit’ judgement it does not involve recording evidence for every single Development Matters statement or highlighting every statement. Rather the child’s key person, in discussion with all others involved with the child, will make professional judgments about which level of development best describes the child at that moment on their developmental journey. These professional judgements will be based upon on-going observational assessment of the child as he/she engages with the environment and interacts in their play and planned activities. It will take account of information from the parents/carers about what the child does at home and outside the home.

To help monitor the attainment and progressof vulnerable learner’s, SEN (Early Years Action), EAL or LAC etc. could be noted under the child’s name.

Remember assessment should not entail prolonged breaks from interaction with the children or require excessive paperwork. (Statutory Framework for the Early Years Foundation Stage page 10, paragraph 2.2)

‘Attainment Overview (on entry/autumn/spring/summer’)

This record is a summary of the whole cohort’s attainment at given times throughout the year. It shows the % of children working within each of the age bands. It may be more appropriate with small cohorts to use numbers of children rather than percentages. Again, this can be adapted to show all or some of the aspects of Areas of Learning and Development.

‘Development Matters’

‘Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development.’

These statements can be used throughout the EYFS as a guide to making ‘best fit’ judgements about whether a child is showing typical development for their age, may be at risk of delay or is ahead for their age.

They are created in Word so it is possible to cut and paste as required. Each Area of Learning and Development fits onto 2 sides of A4. Please note that the 22-36 months band features on both sheets as this provides flexibility for practitioners working with different age groups to use whichever sheet is most appropriate. It can be deleted if necessary.

Moderation

Further support and guidance will follow in 2012-13 with moderation activities for practitioners working with F2 and F3 children; transition guidance; and training/moderation activities.

Cohort Details

Year group:

Total number of children:

Number of Boys: / Number of Girls:
Autumn
Spring
Summer
Vulnerable children:
(delete as appropriate) / Names:
EAL (English as an Additional Language)
SEN (Special Educational Needs)

Early Years Action
Early Years Action Plus
Statement

Disadvantaged Two Year old Funding
LAC ( Looked After Children)
BME (British Minority Ethnic)
GRT (Gypsy Romany Traveller)
Forces (RAF, Army etc.)
Other groups
Name
Class 1: Reception / Month of review / Age in months / Areas of Learning and Development
PSED / Physical Development / Communication and Language / Literacy / Mathematics / Understanding of the World / Expressive Arts and Design
Ben Mills / On entry Sept ‘12 / 40 / 30-50 C / 30-50 C / 22-36 A / 30-50 A / 30-50 C / 22-36 B / 30-50 C
Dec ‘12 / 43 / 30-50 B / 30-50 B / 30-50 C / 30-50 A / 30-50 B / 22-36 A / 30-50 B
March ‘13 / 46 / 30-50 A / 30-50A / 30-50 B / 40-60 C / 30-50 A / 30-50 B / 30-50 B
Jessica Watt
(LAC) / On entry
Sept ‘12 / 37
Dec’12 / 40
March ‘13 / 43
On entry
Review 1
Review 2
On entry
Review 1
Review 2
On entry
Review 1
Review 2
On entry
Review 1
Review 2
On entry
Review 1
Review 2

Use a ‘best fit’ approach to complete the table.

If the child is working just within the age band record as a C (low);
if the child is working comfortably within the age band record as a B (secure);
if the child is working well within the age band record as an A (high).

Name / Month of review / Age in months / Areas of Learning and Development
PSED / Physical Development / Communication and Language / Literacy / Mathematics / Understanding of the World / Expressive Arts and Design
On entry
Review 1
Review 2
On entry
Review 2
Review 3
On entry
Review 1
Review 2
On entry
Review 1
Review 2
On entry
Review 1
Review 2
On entry
Review 1
Review 2
On entry
Review 1
Review 2

Use a ‘best fit’ approach to complete the table.

If the child is working just within the age band record as a C (low);
if the child is working comfortably within the age band record as a B (secure);
if the child is working well within the age band record as an A (high).

PERIOD: ENTRY/AUTUMN/SPRING/SUMMER (HIGHLIGHT AS APPROPRIATE) YEAR GROUP: 3 to 4 years

Calculate the percentage of children working within an age band within the prime and specific areas using the information from the table ‘Cohort Tracker for the 7 Areas of Learning and Development’

DEVELOPMENT MATTERS AGE BAND / % OF CHILDREN WORKING WITHIN BAND
PSED / Physical Development / Communication and Language / Literacy / Maths / Understanding of the World / Expressive Arts and Design
40 -60+ months / 0% / 0%
30 -50 months / 77% (23/30 X 100 = 76.6)
Where 30 = total number of children / 83% (25/30 X 100=83.3)
22 -36 months / 23% / 17%
16 – 26 months / 0% / 0%

NB – When calculating the above for small numbers of children percentages can be misleading

PERIOD: ENTRY/AUTUMN/SPRING/SUMMER (HIGHLIGHT AS APPROPRIATE) YEAR GROUP:

NB – When calculating the above for small numbers of children percentages can be misleading

Making relationships / Self-Confidence and self-awareness / Managing feelings and behaviour
Birth - 11 months / Enjoys the company of others and seeks contact with others from birth.
Gazes at faces and copies facial movements. e.g. sticking out tongue, opening mouth and widening eyes.
Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements.
Recognises and is most responsive to main carer’s voice: face brightens, activity increases when familiar carer appears.
Responds to what carer is paying attention to, e.g. following their gaze.
Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin. / Laughs and gurgles, e.g. shows pleasure at being tickled and other physical interactions.
Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention. / Is comforted by touch and people’s faces and voices.
Seeks physical and emotional comfort by snuggling in to
trusted adults.
Calms from being upset when held, rocked, spoken or sung
to with soothing voice.
Shows a range of emotions such as pleasure, fear and
excitement.
Reacts emotionally to other people’s emotions, e.g. smiles
when smiled at and becomes distressed if hears another child crying.
8 -20 months / Seeks to gain attention in a variety of ways, drawing others into social interaction.
Builds relationships with special people.
Is wary of unfamiliar people.
Interacts with others and explores new situations when supported by familiar person.
Shows interest in the activities of others and responds differently to children and adults, e.g. may be more interested in watching children than adults or may pay more attention when children talk to them. / Enjoys finding own nose, eyes or tummy as part of naming games.
Learns that own voice and actions have effects on others.
Uses pointing with eye gaze to make requests, and to share an interest.
Engages other person to help achieve a goal, e.g. to get an object out of reach / Uses familiar adult to share feelings such as excitement or pleasure, and for ‘emotional refuelling’ when feeling tired, stressed or frustrated.
Growing ability to soothe themselves, and may like to use a comfort object.
Cooperates with caregiving experiences, e.g. dressing.
Beginning to understand ‘yes’, ‘no’ and some boundaries
16 - 26 months / Plays alongside others.
Uses a familiar adult as a secure base from which to explore independently in new environments, e.g. ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious.
Plays cooperatively with a familiar adult, e.g. rolling a ball back and forth. / Explores new toys and environments, but ‘checks in’ regularly with familiar adult as and when needed. Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others).
Demonstrates sense of self as an individual, e.g. wants to do things independently, says “No” to adult. / Is aware of others’ feelings, for example, looks concerned if
hears crying or looks excited if hears a familiar happy voice.
Growing sense of will and determination may result in feelings
of anger and frustration which are difficult to handle, e.g. may
have tantrums.
Responds to a few appropriate boundaries, with encouragement and support.
Begins to learn that some things are theirs, some things are shared, and some things belong to other people.
22 -36 months / Interested in others’ play and starting to join in.
Seeks out others to share experiences.
Shows affection and concern for people who are special to them.
May form a special friendship with another child. / Separates from main carer with support and encouragement from a familiar adult.
Expresses own preferences and interests. / Seeks comfort from familiar adults when needed.
Can express their own feelings such as sad, happy, cross, scared, and worried.
Responds to the feelings and wishes of others.
Aware that some actions can hurt or harm others.
Tries to help or give comfort when others are distressed.
Shows understanding and cooperates with some boundaries and routines.
Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do.
Growing ability to distract self when upset, e.g. by engaging in a new play activity.

Children develop at their own rates and in their own rates. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development.

Making Relationships / Self-Confidence and Self-awareness / Managing Feelings and Behaviour
22 - 36 months / Interested in others’ play and starting to join in.
Seeks out others to share experiences.
Shows affection and concern for people who are special to them.
May form a special friendship with another child. / Separates from main carer with support and encouragement from a familiar adult.
Expresses own preferences and interests. / Seeks comfort from familiar adults when needed.
Can express their own feelings such as sad, happy, cross, scared, worried.
Responds to the feelings and wishes of others.
Aware that some actions can hurt or harm others.
Tries to help or give comfort when others are distressed.
Shows understanding and cooperates with some boundaries and routines.
Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do.
Growing ability to distract self when upset, e.g. by engaging in a new play activity.
30 - 50 months / Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children. Initiates play, offering cues to peers to join them.
Keeps play going by responding to what others are saying or doing.
Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. / Can select and use activities and resources with help.
Welcomes and values praise for what they have done.
Enjoys responsibility of carrying out small tasks.
Is more outgoing towards unfamiliar people and more confident in new social situations.
Confident to talk to other children when playing, and will communicate freely about own home and community.
Shows confidence in asking adults for help. / Aware of own feelings, and knows that some actions and words can hurt others’ feelings.
Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.
Can usually adapt behaviour to different events, social situations and changes in routine.
40 - 60+ months / Initiates conversations, attends to and takes account of what others say.
Explains own knowledge and understanding, and asks appropriate questions of others.
Takes steps to resolve conflicts with other children, e.g. finding a compromise.
Early Learning Goal
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. / Confident to speak to others about own needs, wants, interests and opinions.
Can describe self in positive terms and talk about abilities.
Early Learning Goal
Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. / Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
Aware of the boundaries set, and of behavioural expectations in the setting.
Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.
Early Learning Goal
Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.