Teaching in Year R builds on the experiences of the children in their pre-school learning.
This assessment forms an important part of the future curriculum planning for each. We are avult aware that all children need the support of parents and teachers to make good progress in school. We strive to build positive links with the parents of each child by keeping them informed about the way in which the children are being taught and how well each child is progressing.
Early Years Foundation Stage Baseline entry assessment —Delivered as a one to one chat with your child assessing basic and language skills. Ongoing assessment of progress across the whole curriculum recorded as an Early Years Profile. By doing this they are constantly making formative assessments, in other words noting what you child needs to do next to keep moving forward in their understanding.
This information is used to help make summary judgements at the end of each term and this information is recorded using a data management system.
This system will apply to each year group from Pupils who are working ificantly above their peers and beyond the curriculum for their year group may be working on objectives from the year above but this will be an exception and not an expectation. Pupils may however be working at a level lower than their peers and may be judged against objectives below their year group. This would aduult to an overall judgement that a pupil in this situation would not be working at age related expectation.
All pupils in years are now expected to attain the end of year outcomes appropriate to their year group and progress is now recorded as emerging, embedding, exceeding or mastery level. Expectations for all pupils are set adulr in The National Curriculum and detail what cannington adult chat should be able to do and know by the end of each year and at the end of each key stage.
Year One This chst takes place in June and is delivered one to one by the class teacher. Schools are required to retest children with this assessment in year two if they do not reach the expected score.
Year Two These assessments take place during May or June and are delivered by cannintgon class teacher as a normal teaching session. These assessments take place in May. They consist of: A statutory Reading test — 1 paper A statutory Grammar, spelling and punctuation test — 2 papers A statutory Mathematics test — 3 papers A percentage of schools each year are chosen to sit science tests — 3 papers.
There is likely to be a test of multiplication skills …we will let you know. The scores will be reported to you as a numerical score with an explanation of what this score means.
It is vital we make these moves as smooth as possible to ensure all pupils are able to continue to make good progress. All children spend time with their new teacher in order to begin to develop positive relationships, beginning to get to know one another.
Meetings will take place between practioners including key workers, teaching and support staff, special educational needs coordinators, safeguarding cat and pupil premium mentors from both settings. On entering Year R all children are now formally assessed to provide a baseline on entry to school. This will become a statutory requirement from September This includes evidence found within records from settings, information from parents that can be validated, and observations of and interactions with the children themselves during their initial period in YR through self-initiated play, small group activities and adult directed tasks.
This allows us to take of information that reflects the whole. In the final term of the year in which your child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each. It is based on ongoing observation and assessment in the three prime and four specific areas of learning, and the three characteristics canninggon effective learning. The Profile must reflect: ongoing observation; all relevant records held by the setting; information from parents, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.
Progress is measured at the end of this stage by means of statutory testing. Again, teachers meet to discuss each child as a learner and as an individual. Transition Point Four At this point pupils begin to prepare to leave our school and move to their chosen secondary provider. Strengths and areas for development are identified and all progress records are transferred.