Understanding the Reception report(57 Posts)
hi I wandered if anyone can help. We received my Ds report and don't understand the levels. he received 11 exceeding and 6 expected. the teacher didn't explain this in parents evening. can you tell me what level he is at. thanks
Children in the eyfs are not levelled at the end of their fs2 year, they are given a score of 1,2 or3 depending on whether they are emerging, expected, or exceeding the early learning goals. Of which there are far fewer than last year. If your child has received some exceedings then they are working beyond the eyfs and a discussion with the year one teacher and a national curriculum level will be discussed but not necessarily reported to you.
Thanks for replying as I understand it better now. it's good to know where they are with their learning because its easier to support them at home then.
I spoke with two primary school teachers today from different schools who said that the reception report grading means nothing. they also said that It isn't used for Year 1 in any way. What is the point of stating emerging, expected and exceeding then. Do any other teachers agree with this?
It is reported to the LEA and used to predict attainment and progress over key stage one, it should be used as a discussion between the year one and fs2 teachers. I most certainly will be discussing my classes attainment with their year one teacher and we will be working closely together to ensure that the children start in September from where they are now. The newly revised early learning goals have a far greater overlap with national curriculum level one so a discussion about that is hugely important if children are to make progress when hitting the national curriculum.
My son received exceeding in 11 out of the 17 and scored 45 points out of 51 including literacy and maths. Does that mean he is above average? if so will he be given work in Year 1 to fit his ability? I just want more understanding so I can support him in Year 1. Thanks
The average score is said to be 32 on my DD's report so your DS is doing well I believe all exceeding marks are discussed between reception and Yr 1 teachers so they will take into account your DS's achievements in reception.
The problem is that different schools seem to be using different criteria for judging exceeding.
Some schools give exceeding for NC level 1B, the school I volunteer in give exceeding for NC 1A and my DC school give exceeding for 2C.
Yes, me too!
OP, your DS is doing well. I don't think you have anything to gain by trying to compare with children in other schools within other LEAs. I would suggest that, once he has started in Y1 and possibly completed about 2 or 3 weeks, that you make an appointment to speak with his Y1 teacher to ensure you are happy. But honestly, in my experience, schools are very capable of "giving work in year1 to fit his ability"!
It also depends on the age of your DC - the new EY curriculum is worked out on age bands in months, each one overlaps by 10 months. The last is 40 - 60+ months. As the data has to go to most LEAs by the end of June, it's obvious that some children won't be 60 months by then. A good score is expected in all areas as long as your DC is 60 months. If they aren't, then emerging is perfectly acceptable. Exceeding means that they are working at National Curriculum level and that's really the equivilent of 9 on the old EYFS scoring.
My LEA has given us no moderating training at all; next Spring at the earliest! We didn't even clap eyes on the new curriculum until November!
Sorry, should have said that the judgements are best fit against the Early Learning Goals which are the summative assessment at the end of FS. These are only to be used as end of year judgements, we use the age band descriptors the rest of the year.
It sounds even more complicated. He is a December child. Will he be put into sets for his ability in Year 1 because he has quite a few exceeding? If not, how do the teachers challenge the more able kids? I wish they would just make it easier for us parents to understand.
In my DC school they put children into tables for ability (think there are 5) but it does not necessarily go in their reception report. The yr1 teacher will assess all kids at the start of the year.
Each table will have children of similar ability on. The only thing they do not set is phonics and the whole class does it together
which DD hates
simpson, how bizarre they don't set for phonics - we do that in Year R. The groups are very fluid and children move in and out of them during the year.
Our year 1 teachers take the children from where they are on their EYFS profile, plus any last minute assessments we do, - phonic checks/reading/number etc.
They had it set for reception (DD's current year) because there are 90 kids in one large room (bulge class) so had 3 groups, but when DS was in reception they didn't.
From yr2 they split the year into one higher and one lower group (adding both classes together so each yr2 teacher takes a group iyswim).
Tbh DD is in a very high ability year group so maybe they will do it differently next year.
A couple of teachers that I have spoken to have said that the scores mean nothing and are not an indication of the children's levels. Well why record it then?
I'm so confused after reading this! DD (June born) got 13 exceeding & 4 expected but nothing about a number?! What's the significance of the number?
exceeding -3 X13
expected - 2 X4
What is the point of that score then, mrz? Is it just a shorthand for recording levels nationally?
Funny how noone on mumsnet ever comes on and says 'my child got 11 emergings what this all about then?'
Agree nerf.. I'm always especially taken with the disingenuous follow up post which says "just want to know so I can support them at home".
Hello - my dc, younger half of the year birthday got nearly all "emerging", with 2 met and 1 exceeding. However, massive progress during period. If I am honest, a bit sad with all the emerging marks - but the narrative tells me he has come a long way. The met/exceeding were in the reading/numeracy areas. The teacher thinks that he is bright, but just still very young
I was told at my daughter's school that the report had to do with the child's independence, ie what s/he chooses to do when given a choice. For instance she's emerging in the creative area not because of the quality of what she produces but because she will not independently choose to do painting/modelling. I am still sceptical about how rigorous the assessment is and I wonder if anyone else has been given a similar explanation to the one I've had.
Lcb70 - I was specifically told that to achieve exceeding a child had to be working at NC level 2C.
One thing I wondered about this after DS1's report - is he as a September child expected to achieve the same benchmarks as a child born in May/June etc.
If so, it strikes me as unfair on the child and the school.
Yes, benchmarks are the same. Some summer birthdays stand out but some don't. My own dts have just finished reception, birthday end of March and i don't see it as unfair, it is what it is, kids catch up and have different interests.
lcb70 i was given a similar explanation re ds, he's a maths geek, always been obsessed with number - one of the reasons they gave him exceeded in this area is because he naturally extends and alters mathematical tasks given independently....
DD is obsessed with reading and writing and according to her teacher is always either in the reading corner or at the writing table.
She got exceeding for one but not the other, so go figure
DD is end of Jan birthday so kind of in the middle re age in her year.
DS (now finishing yr3) is Aug 31st birthday and no way could he have coped with the stuff DD does/did if he had just finished reception now.
My friend, who teaches reception, her yR daughter's school, my YR daughter's school and my school (I'm a ks1 teacher though) all seemed to have v v different criteria for allocating these statements!
I think the whole thing will be revised next year with some specific guidelines!!
they do all seem to be different.
My daughter got 16 exceeds, using the criteria the school had (I assume from the LEA having seen the sheet myself) that is fair and I know she is most definitely ahead of what would generally be expected in Reception and they said she was very unusual so it wasn't like they awarded them across the board. She writes poetry, science experiment reports and stories, her maths is very good, her reading is book band 11 and she is very mature and sensible for her age, helps others do things etc and is regularly found reading a childrens encyclopaedia, she has a real thirst for knowledge and remembers a lot. HOWEVER had they used the criteria Simpson's daughter's school did then she wouldn't have done so well.
Someone on here posted a link to an LEA criteria for exceeding and it looked almost identical to the one my daughter's school used and seemed much fairer than a 2c as a requirement for exceeding. My daughter's NC levels seemed to be 1bs and 1as.
I think the expected range is too broad in many cases and really doesn't give any indication of how well a child is doing. likewise emerging can be children who are nowhere near the level expected and children who are very very close so again can be pretty useless info for parents.
I think it all needs to be taken with a pinch of salt to be honest
Periwinkle - in the meeting with the school about her report, they had that sheet too
A friend whose child is at another school in the same borough got 5 exceedings
I think your daughter's school is strange. I mean for some of the categories how could a bright, mature, confident child NOT be exceeding?
I know it does not matter in the grand scheme of things but the fact that the school will probably change how they assess kids next year irks me somewhat <<sigh>>
yes I can understand why - mind it does prove that they know what they did this year wasn't in line with everyone else, even though they did it with the best of intentions.
Babiesarelikebuses - the issue with this kind of approach is : are children given the opportunity to reach the exceeding level? My daughter got exceeding in reading only and that is because I supported and pushed her a lot. I feel that she could have reached exceeding in writing and in some other areas if I had been aware of the criteria. She shows a lot of interest in a number of areas and I was told several times by her key worker that she was very clever, yet this is not reflected in her report.
Someone mentioned a link to an LEA sheet but I can't find it.
Lcb70 - are you me!!?!
My DD got exceeding in reading only as it is her "thing" but just feel that more could have been done to extend her writing. The ability is there and the only real reason she did not get exceeding is because she does not write non fiction.
I did notice when looking through the learning journey that they had made them write up making bread after doing it which now I realise was probably a direct attempt to give them the chance to do something non fiction related. It was quite early on in the year and they did some other things similar later in the year too.
Yes, DD did a pancake one too...for pancake day.
Which makes me even more especially on numeracy which had "next steps: to learn how to tell the time"
DD has been telling the time for ages...
that is something I think we might work on over the summer - telling the time. she can do on the hour, quarter past, half past and quarter to so most of the way there but I wouldn't say she was confident.
The other next steps was money which DD does not have a clue about, nor does she want to learn. One for her teacher I feel!!
oh yes - let them have that battle. DD1 loves money, she is always itching to pay for things when we are out and about.
I think sometimes schools can be cautious as they don't want to level kids too high too soon. They want to show progress through the years. Eg DS got 2b for reading (he is end of Y1). I would put his reading at L3 from what I know of the levels. However I guess he may not make that much "progress" during Y2 due to maturity etc etc, but if they give him 2b now and 3 next year it will look like he has . I don't really bide much by these levels thingies. Let common sense prevail I say.
ours were moving on to bigger numbers and checking/proof reading her work I think.
Some of her classmates were working with numbers to 30 and some to 10 and DD was working (very well) with numbers to 20 but not ready for numbers to 30 iyswim. Numeracy is not her strong point.
She does not get money at all (nor does she want to) and will just count the amount of coins she has rather than looking at them.
Freetrait - yes call me cynical but I do believe that happens to show progress (to Osfted etc) but hoping it does not happen with DD
as it happened with DS
I'm sure some schools are cautious to show progress and being a ks2 teacher i get why! I think the opportunities e.g. For writing and extending tasks are totally down to the quality and experience of the teacher. Ds has clearly felt secure in his class and with his teacher from the start. Screening on pips in sept indicated he was v high for maths so she provided extra tasks and equipment and asked open ended questions - one day she did estimating and weighing non standard objects with him and an able girl and i heard about it all evening, that's how exciting he finds maths. The equipment in our foundation rooms must've cost thousands and i'm sure that helps. We've also had short homework tasks all year and i've extended these at home, eg early on they were asked to write numbers to ten and he randomly went on to 137 at which point his hand hurt.
In writing they've made non fiction books about animals, written invitations, written lists of equipment needed and task order for the building site role play area... So ds entered reception being able to write his name but being disinterested and got exceeded there too, he has written up to a page at school
without throwing the pencil at the curtain which he does at home and his vocab is good.
I get your point about diff staff tho, dtd is in class next door and similar ability (not so unusual in maths but better in creative stuff, drawing, making etc) and she got 5 exceededs to his 12. But he is
more gobby confident where she would rather blend in. And her teacher MUCH younger. It does of course mean his targets will be higher.
Well, I don't really mind about the numbers if he continues to progress. My definition of progress at age 6/7 is to continue to remain engaged and excited about books and learning. To find the books that excite him, to explore lots of different texts etc. Can't see why this shouldn't happen.
Also, in some ways I would rather he has time to do things at his own pace rather than being "extended" at every opportunity. Challenge, yes, but sometimes there should be room for exploring and you need to be at a comfortable level to have the confidence to explore. There is plenty of time.
Babiesarelikebuses - what are the pips tests? The tasks and approach you describe at your school sound much more stretching than in my daughter's school. We have had very little in the way of homework, and certainly not on the scale you describe such as writing numbers etc... I do worry as my daughter's school has a number of children from deprived and immigrant background (but not overwhelmingly) and that teachers' expectations might be (wrongly imo) lower.
Having re-read the DTs' Reception reports there is no mention at all of grades.
There is no mention of levels/grades in dds reception report, just 'on target' or 'nearly on target' but more as a comment within the writing rather than a stand alone statement iyswim.
we haven't had homework really either. reading books - up to 3 a week if they have finished them, a little exercise book of phonics or writing homework (about 5 mins) once a week. that is all.
DD had loads of homework.
A numeracy task ie writing numbers to 10 or 20, one more/less than, counting in 2s and 5s or number sentences (sums to me!).
Literacy: writing what she did at the weekend, writing a food menu for a particular country, filling in a passport for a character (describing them etc).
She would get one task in literacy and numeracy per week, not all of the above at the same time!
Guided reading: comprehension questions (about 10) on the book given to be written down.
Extension homework: to do a book report on a book of her choice.
2 or 3 reading books per week.
And a task to make something ie binoculars, decorate a boiled egg, Easter Bonnet, a tractor out of 3D shapes, a shaker etc...
wow Simpson, that is a lot.
we had nothing like that. They did some of that stuff in school but nothing at home. I am still not sure they actually did guided reading at any higher than book band 3... DD1 is adamant they didn't do any reading at all in her literacy group, just the whole class on the interactive white board. No evidence of any comprehension questions in her learning journey either.
Well they still did not twig that in phonics the kids were asked to write a tricky word down and the first got a sticker, so DD wrote "I" every time <<sigh>>
She did guided reading at stage 8 although it was mainly non fiction.
She loves doing homework so was fine with it all and it sounds a lot but worked out maybe 10-15 mins a day. The only annoying bit was the making stuff.
But DS (yr3) would no way have coped with that amount when he was in reception.
hahahaha - crafty!
my daughter wouldn't have minded some bits but she was never keen on homework. she would happily make something or write something if she chose to do it but as soon as someone suggested she did it all hell broke loose.
lcb70 you can google pips tests, from what i can gather most schools ditched them years ago, but ours use them to get a general idea of reading and maths levels
they are so old they brought a teacher out of retirement to administer them
I think as a parent it was useful for them to see his maths level as at school nursery year nobody noticed this and i knew his interest in it was unusually high.
My main point was that a good quality teacher makes a huge difference, expectations in a mixed intake should not be lower as pre school experience and input is so diverse.
I'm not sure how important the homework has been, dd has enjoyed it all and ds has loved non-writing weeks and in the summer term writing much less of an issue now he is quicker at forming letters.
PiPs is an on entry baseline assessment developed by Durham University who use the data as part of ongoing educational research
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