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Early Years Foundation Stage

Early Years Foundation Stage. Head teacher Conference Wednesday 22nd September 2010 The Hatton Jean Millar and Una McCall. Communication, Language and Literacy (CLLD). EYFS Profile scores increased by 5% this year at a ‘good’ level scale 6+ (56% from 51%)

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Early Years Foundation Stage

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  1. Early Years Foundation Stage Head teacher Conference Wednesday 22nd September 2010 The Hatton Jean Millar and Una McCall

  2. Communication, Language and Literacy (CLLD) • EYFS Profile scores increased by 5% this year at a ‘good’ level scale 6+ (56% from 51%) • CLLD:10 target schools. 80% scored a ‘good’ level • Universal offer- extended support for phonics teaching extended into KS1 and KS2 • Joint working with EYFS team and Literacy team to review provision and monitor progress • Joint training with both teams supporting learning environments and application of phonics in reading and writing

  3. Parent Partnerships • Resources targeted to support groups of children at risk of underachievement and the schools they attend, with their parents • Ocean Maths and Crescent Literacy now running parent workshops in 50% of schools regularly for up to 5 sessions per term (75% improved scores) • Home language project supporting EAL and bi-lingual learners with their parents • Universal offer extended to other schools via SLA requests

  4. Narrowing the Gap • Targeted schools where gap between the lowest 20% and the median was the greatest based on EYFS Profile scores • Gap has been narrowed by 3% overall (details still to be analysed) • Leuven Scales of Well-being and Involvement central training for all and support given to 7 schools and continuing to be offered to another 7 this year (funding to be supported by the PHSE team) • Forest school approach. Following Leuven, giving children natural materials and experiences to enhance their curiosity and imagination and hence their well-being

  5. Training • High staff turnover: 50% of NQTs were in the EYFS and Year 1 this year • Other EYFS practitioners appointed with little or no knowledge of the EYFS • EYFS leader meetings-twice termly. Strong group of leaders and well attended meetings • EYFS support group meetings-twice termly held in school venues to look at good learning environments. Well attended by whole EYFS teams in schools • Full training programme based on identified needs, practical organisational and environmental changes with focus on 2 areas of learning being moderated each year

  6. Next Steps • The Gender Agenda: review boys’ and girls’ roles in the EYFS • CLLD and CD foci for this year’s EYFS Profile moderation • Quality assurance of data: internal moderation and visits to EYFS to monitor good practice

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