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EYFS teachers: what is your criteria for exceeding in writing?

(72 Posts)
Iamnotminterested Wed 31-Jul-13 10:45:00

The posts about the new EYFS bandings seem to have created a fair bit of confusion, angst and wide differences between schools and LAs as to what constitutes emerging, expected or exceptional writing standards.

What in your view fits the latter? A properly punctuated story? A couple of sentences albeit properly spelt and punctuated?

Genuine question, genuinely interested.

mrz Thu 01-Aug-13 20:07:40

Your experience is very different to my own

simpson Thu 01-Aug-13 20:09:47

I thought the EYFS scores at the end of reception help predict KS1 SATS scores? At least this is I have been told...

Which means that they are a prediction of future ability (all be it, in 2 yrs time, not how academic a child will be at 18 obviously!!)

Tell me more about your experiences with the introduction and changes in the EYFS ?
I accept my comments are largely due to my experiences and observations in one class.

mrz Thu 01-Aug-13 20:17:28

I taught reception for many years and I will be teaching Y1 in Sept so have had EYFS input from the other side so to speak. The purpose is to identify where a child is developmentally at the end of reception so that Y1 teachers have a clear picture of what children need to progress not to label them for life because of a piece of paper when they are just 5.

Stillhopingstillhere Thu 01-Aug-13 20:27:13

Well I hope ds becomes more interested in writing by then! At the moment he has zero interest beyond writing his name. Badly. In large letters.

Ah, but his name is important to him Stillhoping - so, a good start in my book.
I'd still give him a gold star flowers

mrz Thu 01-Aug-13 20:40:36

As a reception teacher I would have been very happy for children who could write their name in large letters when they first start. It is unusual for our pupils to be writing names independently or knowing any sounds in nursery.

Periwinkle007 Thu 01-Aug-13 20:42:56

that sounds perfectly normal at that age stillhoping.

simpson Thu 01-Aug-13 20:44:32

My DS could not even read his name let alone write it when he started reception.

kitchendiner Thu 01-Aug-13 20:49:52

As the parent of a dyslexic DS, I would say, please don't muddle up correct punctuation, spelling and high Key Stage Levels with flair, imaginative and original writing - they are totally separate skills.

testedpatience Thu 01-Aug-13 20:52:17

What would be the expected level at the end of Yr1 if Ds received emerging in all 17 areas of development.

He can write his name (badly) but couldnt make a sentence or spell out words independently. He has just started blending but doesnt recognise any tricky words. The school have said he is doing fine and they are very pleased with his progressconfused

He does have SEN but gets absolutely no support other than small group phonics sessions with other DC so i dont know if i should push for more. He has Mild Cerebral palsy, Global development delay and speech and language disorder but the school are insistent he doesnt need additional support.

I read threads like these and feel intense panic that i'm not fighting his corner hard enough!

I don't know what would be predicted for the end of Y1 patience - but I hope you can be proud and pleased that ds can write his name and all the other progress he's made this year. School are pleased with his progress so that's good.
As I think I said before I do feel that too much stress on expected levels can be unhelpful to some children and families.

PeppermintCreamsSaga Thu 01-Aug-13 21:45:52

My son got exceeding for writing, and his teacher wrote in his report pretty much what mrz said.

He enjoys writing in different forms including wanted posters, lists, letters, and information pages. His work can be read by himself and others. He spells a growing amount of words accurately and makes phonetically plausible attempts at many more. He is trying very hard to make his letters smaller.

mrz Fri 02-Aug-13 08:58:47

The EYFS profile should not be used to predict KS1 levels and the Y1 teacher should be working to help him make as much progress as he can over the next's surprising what another year means in terms of maturity.

simpson Fri 02-Aug-13 10:57:50

But I thought all kids have a target for KS1 SATS before starting yr1.

I know DD does (but not what it is).

DS (just finishing yr3) has a target for yr6 given by the school (only know his numeracy one).

I guess these targets are not set in stone as in DS's case he finished reception significantly behind in everything (except reading) and as you say matured greatly in yr1 so I guess his end of yr2 target would have changed.

mrz Fri 02-Aug-13 11:25:55

When your son was in reception there was clear guidance from the National Assessment Authority sent to all schools, LEAs, SIPs and OFSTED stating that EYFS Profile scores should not be used to set targets or the predict future attainment. The current profile states that it's purpose is

The primary purpose of the EYFS Profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS.

The primary uses of EYFS Profile data are to:
inform parents/carers about their child’s development against early learning goals (ELGs) and the characteristics of their learning;

support a smooth transition to Key Stage 1 by informing the professional dialogue between EYFS and Key Stage 1 teachers;
help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children.

not to set targets

simpson Fri 02-Aug-13 14:34:13

So if a reception aged child (DD) has already had her KS1 targets set (was told this by the school in May) what is used to set them?

<genuine question>

Wafflenose Fri 02-Aug-13 15:33:46

Not sure - but it seems a daft thing to do. They should be setting targets for next term, and setting new ones when she reaches those. They know full well that children learn in fits and starts, and some will progress faster than others.

mrz Fri 02-Aug-13 15:45:50

Targets should be assessment for learning (things the child needs to learn/skills they need to develop) not levels unfortunately some schools buy into the level culture lock stock and barrel rather than looking at the steps.

simpson Fri 02-Aug-13 16:27:11

As I don't know what they are (nor do I want to) I cannot comment!

They (the school) have said that DD may not make much progress (on paper) in reading as she has to mature a bit.

I would assume that the targets are not set in stone as the kids are only 5!!

mrz Fri 02-Aug-13 16:56:17

No target is set in stone no matter the age of the child

I only take a passing interest in the targets set for my children. I have my own targets for them.

Things like get into a good school, and go to University. A few other things along the way too.

Sometimes I notice when the targets aren't what I think they could achieve - for example DDs was set rather low in PE I felt - actually she's quite sporty, active, and competitive. They just haven't noticed.

I don't think setting a target makes a lot of difference. Providing a stimulating environment with good teaching and learning support is much more important I think. IMHO children are rather unpredictable with regard to their rates of progress.

Good though for the children to understand what their next steps in learning and achievement would be. I think that area has come on a lot since I was at school.

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