Need help understanding Foundation Profile scores

[Mij]

Hello everyone

Just had our first teacher consultation for my January starting DD1, we were so busy talking about other stuff that there was no time to discuss the Foundation Stage Profile Pupil Sheet they said they were required by law to give me.

There's headings, examples of statements and a score next to each one. I've no idea if the 'scores' are out of a number, or they're expected to reach a certain score on a continuum from 4 to age 16, or what. She's got scores from 3 to 7, mostly 4s and 5s.

Is there a resource I can look at (that's not the full assessment list) that can help me interpret what the hell it all means?

Thanks

There is a grid somewhere as we were given a copy at DD's meeting before starting reception. Basically at the end of foundation stage (ie end of reception) you should be told these scores.

They range from 1 to 9 in lots of different areas. I think average on starting reception is about 3 and average on leaving about 6. To get a 9 (highest score) you need to achieve all the other levels wheras you could get 5 without 4 being completed iyswim. I think you have to complete 1, 2 and 3 before you can get a 4.

Hopefully a teacher can come and explain that better than I can .

I think is like the grid I have seen. Although not sure what the different categories are. Sone like R for Reading and w for writing I know. Kuw is knowledge and understanding of the world and pd physical development.

Bother. Messed up link .

here it is

The average child will achieve points 1 to 3 by the time they leave pre-school and must be done in order. Points 4 to 9 can be achieved in any order. So, a child can have 7 points in an area, made up of 1,2,3,4,6,7,8. Once you reach point 9, you have achieved everything layed out in the EYFSP for that area of learning and are on NC levels. As the foundation Stage is a seperate key stage to KS1 and KS2, you are not supposed to predict any scores for SATS at either key stage from the Profile scores. But in reality that's what counties do. The goal we are working towards is that a child will leave reception with at least 78 points in total. This must include 6 points in each of the 4 areas of Communication, Language and Literacy(CLLD); and 6 points in each of the 3 areas of Personal, Social and Emotional Development(PSED). Children who score less are below expectations and children who score more are above expectations. You can score well academically but poorly in PSED, which really buggers up the number crunching!!

Hope that helps! :)

Lara2 - thanks for that info and thank you to the OP for the question! I twas something I was going to ask myself!

Lara, if I can further drill you. What movement in scores would you see between nursery and reception? For example, if 1 to 3 had already been achieved, and some 4s and 5s, would you expect that child to have moved, say one, two or three levels upward by the end of reception? Is it a linear progression?

Also, our reception class uses a scale that goes to 6 on the grid..should they be using the 9 grid?

Can you appeal the scores? It is well known that a child will often do something at home but will not 'perform' or 'evidence' that particular thing at school. If we have 'evidence' brought home FROM school showing the next box along, should we point that out? As technically, that is hard evidence FROM school that the teacher could use but possibly didnt as they were assessing a different pupil that day?

Also, sorry if they are on a reading scheme level that is the same as an NC level (1b) does that mean they have completed all bit of the reading line of the grid up to 9?

Thank you also to Miranda! Apologies for not mentioning earlier!

Sorry! Sorry! Another question. Was the 78 by the end of reception, yes? If a child had, say, 80 points by the end of nursery, what would you expect a natural progression to be at this stage of parent teacher interviews?

OP I am so so sorry for the hijack!!

ObscureReference no it isn't linear and with one exception points can be achieved in any order although point 9 can't be awarded (even if the child can fulfil the criteria) unless all of the previous 8 points have been achieved. Which sort of answers your final question - having a reading book at NC level doesn't mean that point 9 can be awarded.

Parents can contribute to evidence but the child would need to demonstrate skills/knowledge in a variety of situations not just in the home/outside the school for it to be awarded

They are not required to legally give you anything at this point. It is an end of reception statutory assessment. Schools are not required to complete it until the return date specified by their la - usually late June/ early July.

There is no average score on starting reception. This information is not collected. Some las may collect and may give an indication for their la but it is not national or expected. By the end of reception scores vary and it woukd be expected that if a school uses it as an on entry (which is not what it is intended for an not how ofsted say attainment on entry should be calculated) that the scores would vary at the start as well.

Points 4 to 9 cannot be attained in any order. You cannot attain 9 until you have the other 8. 4-8 can be attained in any order after a child has secured 1-3.

You canny use eyfsp to predict ks1 sats and las do not use it. Their is a 2009 dcsf chances data which some las use to benchmark.

The average points score is about 86 (that's off the top of my head). The aps within each of the 13 areas varies significantly and there is also significant variation bt gender and pupil characteristics. The 78 points is not average- it is a now defunct la psa target.

If a child had 80 at the end of nursery I would question the reliability of their assessment process.

It does not equate to a reading scheme level. It measures different things.

A nursery child should not have a score of 80 as it is not to be used in nursery classes.

Whoops. Typo this is my bandwagon. You cannot use (not canny) use eyfsp to predict ks1. The guidance and ofsted guidance are very clear that you can't and shouldn't.

The purpose of the eyfsp is to inform teaching in year 1.

The evidence is gathered through ongoing observation. It is not about a child performing on a day?

Why would you want to appeal it?

Sorry but point 4-8 can be achieved in any order

Scale points 4?8
Describe the attainment of a child in the context of the early learning goals.
They are not hierarchical and a child may achieve them in any order.

Mrz - two different nurseries, 6 months apart. First one was 77. Latest one was 80. Two different counties. I have them sitting in front of me.

Nursery staff will not be trained to use the eyfsp. It will not have been moderated and probably they won't have used the exemplification.

School nursery or PVI?

Not appeal as such. DH wanted to know can we point out in the interview that they can do it. I didnt mean appeal appeal! Sorry wrong word!

There are months to go until it is returned. Is she now in reception?

77 was a private setting.

80 was a school nursery where scores were moderated for all pupils by the head of EY. The report has photos and examples and eac is linked to a particular band of the grid. eg. XX knew you have to wash your hands after bring to the toilet and does this consistently. PSED 5(a)

I agree you can NOT use EYFSP to predict SATs... as I tell our head and School Improvement Partner every year as we set our KS1 targets at the Target Setting Meeting. I don't think they'd be happy until we set 101% (no not a typo!)children get a level 3.
A child might have 6 plus points on a EYFSP scale, but have a crucial gap in an area that means that even with "exceptional" progress they will only achieve a 2A. Others may be younger children / later developers who make rapid progress from 4 or 5 and easily achieve a level 3 in Year 2.
The EYFSP is to assess / monitor progress in EY and inform planning in Year 1, not to predict KS1 & 2 SATs results.

XX said 'if things are far away they seem to look smaller. thsi is perspective' PSR + N1 (9d)

Yes, in reception now.

I would seriously question both
as I said I've had a day nursery send in a score of 117 for a three year old and numerous 100+ scores for four year olds ...none of them accurate and not just because the profile shouldn't be used in nurseries.

Attainment on entry to a nursery class

The EYFS profile should not be used in nursery units and classes. Instead, children?s progress should be monitored using the phases of development from the EYFS framework.

Moderation is a statutory function of the LA. Schools may moderate across classes to ensure equity but the LA then moderates its schools to ensure consistency. LAs then moderate regionally and nationally.