Assessment and Observations

1. Assessment and Observations • Assessments within the Foundation Stage take a variety of forms. • There are two main types of assessment 1) Formal 2) Informal

2. Formal Assessments • These include assessments based on letter sound recognition, letter name recognition and high frequency word recognition. These assessments are used to establish which book bands/levels the children are working at. Phonics assessments again are used to see which level of development the children are working at. • Numeral recognition, number order, application of number knowledge to solve calculations and shape recognition are some examples of specific formal styles of assessment.

3. Formal assessments continued… • These assessments are used to inform the teachers planning. • To cater for the individual needs of each pupil. • In some cases to group similar abilities of children so that we can support and develop the knowledge and skills of these children in the most effective manner.

4. Informal Assessments • These usually take the form of observations. • They can also take the form of photographic evidence and the gathering of artefacts and creations produced by the children during some independent and child-initiated activities.

5. Assessments • Assessments within the Foundation Stage consist of a 80 – 20% split. • 80% of our assessments are informal. • 20% of our assessments are formal. • This demonstrated the significance of learning through play and the need for children to explore and develop their own skills and interests independently. All children will be provided with support where necessary.

6. Assessments • All early years teaching assistants and teachers are skilled practitioners who have the ability to help provide meaningful learning opportunities. Early years staff will record observations, take photographic evidence and ask ‘open’ questions to support and develop children’s knowledge.

7. Foundation Stage Profile • This assessment is a government requirement that has to be completed by all reception teachers. • The profile covers all 6 areas of the curriculum. CLLD – is broken down into four sections – communication for language and thinking, linking sounds and letters, reading and writing. PSRN – is split into three key areas – numbers for labels and counting, calculating and shape space and measures. PSED – is split into three key areas – social development, emotional development and disposition and attitudes, KUW, PD and CD.

8. Foundation Stage Profile • Our assessments against these areas have to be based in 20% formal assessments and 80% of informal assessments. • This ensures that we have provided a balanced curriculum for all. • It also ensures that we have catered for all learning styles and interests of children. • It alleviates the pressures normally associated with more formal styles of assessments (TESTS).

9. 50/50 Split • As previously mentioned there is an expectation that 50% of learning and learning opportunities will be provided in the outdoor environment. • May not always be the case on a daily basis but on an average throughout the week this is what we aim for. • It ensures that children who learn best through being active have ample opportunity and a suitable environment to have their learning needs catered for.

10. Website • www. burrowmoor. net • Go into pupils and then click on the appropriate year group.

11. Questions?