Download Catching Them at it: Assessment in the Early Years by Sally Featherstone PDF

By Sally Featherstone

Practitioners operating in the EYFS are nonetheless doubtful of precisely find out how to deal with evaluation. This booklet will take them throughout the approach step-by-step. It explains the terminology concerned, exhibits practitioners the way to flip 'observation' into 'assessment' and within the ultimate bankruptcy units out easy methods to deal with and interpret all of the details they've got accrued. This publication is an important a part of all early years bookshelves because the govt expects eighty% of the decisions on development in the direction of the Early studying targets to be in response to observations of kids in 'child-initiated' play environments.

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Extra info for Catching Them at it: Assessment in the Early Years

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The Education (Pupil Information) (England) Regulations; 2005 48 Catching them at it! Reception teachers What records are Reception teachers required to keep? O O O O O O O O a record for every child, including the key information about each child; update this record at least once a year; include a curricular record and other relevant information, but NOT the notes teachers keep for their own use; add a copy of the most recent report to parents; keep the records safe and secure; share these records with parents and make copies available if requested; send relevant information to the local authority; keep copies of the records in a secure place ‘for a reasonable time’ after the child has left (for schools this period is three years).

Can we sustain the model we currently have? 3. Records must capture the range of children’s attainment, achievement and progress. Do our records really celebrate the whole child or do they lean towards literacy and numeracy, allowing important areas of interest and learning to take second place (or no place at all)? Do we include all the areas of learning identified in our planning? What are my legal responsibilities? 51 4. Records will reflect the individuality of every child and the diversity of their backgrounds.

Use alternative methods for assessing children who may be working below the levels of the scales in the EYFS Profile. Record a level for each against the 13 scales of the EYFS Profile. Provide access to the assessment process and recorded information to local authorities, who must submit data to the government. Take part in reasonable moderation activities. Provide for parents: – a written report which summarises the child’s progress against early learning goals and assessment scales; – a copy of the EYFS Profile if parents want it; – details of when and where the report can be discussed with the practitioner.

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