How far behind is this?

[Ouluckyduck]

a child currently in year one who is on point 3 of the eyfs for the writing and numeracy bits - how far behind is this?

It sounds quite far behind really. Points 1-3 are working towards achieving points in the Early Learning goals. Points 4-8 are skills that they have achieved, they do not necessarily achieve them in order (although almost always 1-3 are in place before 4-8 are reached), and point 9 is when all aspects of the area have been achieved.

EYFS on page 44, I think, gives you the break down of what is expected at each point for each area. Bearing in mind that most children reach the end or near the end of the early learning goals by the end of Reception, point 3 is not very high when we are now half way through the school year.

Is the child very young for the year? Has school expressed a concern? Is any support in place?

point 3 on the eyfs profile is average for entry to reception/end of nursery. (so about 1 and a half years behind)

counts up to 3 objects can say what is one more or one less than numbers up to 5 and can make pictures and patterns with shapes

in writing can represent some sounds correctly

I'm sure someone more knowledgeable will be along shortly...

If I remember correctly point 6 is where you would expect an average child to be at the end of reception, so I would guess that point 3 is roughly somwhere around where you would expect an average child to be when they enter reception, so I guess roughly 18 months behind average, but not sure if that is still within the normal range at this stage.

As a SENCO I would be concerned if a child was assessed at that point in Y1 and would be putting support in place

that slow at typing (and DH distracting me by talking to me!) that I x-posted with 2 people, but amazingly I'm in line with what mrz said woohooo (phew!)

Perhaps mrz the child in question just needs time to mature and develop.

When do p scales come in?

how long would you suggest waiting magdalene?
a year? two years? three? more?

P scales would be used in Y1 after the first term

Thank you. One more question, if a child left reception on say the average of 6 points on the eyfs, how does that translate into national curriculum levels? At what point do they become 1c?

There is no correlation between profile scores and NC levels which would be used to assess the child once they have achieved profile points 1-8

How many children in a typical year 1 class would be at this level?

For example, he cant write more than his name. He cant blend sounds. He cant count past twelve. He cant do any addition or subtraction.

It doesn't matter what the other kids in his class are doing.

All you need to focus on is him.

He is very behind and you should be very concerned.

I think he sounds worse than my DD was at that stage - she's in Y4 and can't read or write yet.

Magdalene - mrz is talking about putting support in place, which is surely a good thing?

op is he your child? Has the school raised any concerns?

What does his teacher say? I would arrange a meeting as soon as possible to sort out some support for him at school and to see what they suggest you do at home with him.

OP, if this is your child I would think a meeting with the class teacher and senco is needed as soon as possible (if of course it hasn't already and a support plan has not been put in place).

Is this your child or are you a student teacher?

Talk to hs teacher is the first step

It is my ds. The school are supporting him, but I wanted to get an idea how serious it was.

It could be that he does just need more time or it could indicate there is a problem but if the school have recognised there is a problem and are helping then i would suggest you ask for a meeting with the teacher and senco to see how you can work together to help him.

I think the thing is nobody can know 'how serious' it is.

Nobody can know whether he will catch up by himself, or catch up with support from school, or catch up with support from school and home, of if he won't catch up.

It is not possible to predict that.

But it's better to err on the side of caution - ie give him more support than he needs, rather than giving him less support.

And it is always going to be easier to catch up when you're 18 months behind, then when you're 2 or 3 years behind......

It's also easier to catch up before his self esteem is gone because he realises how behind he is.......

But I can tell you, it's a hard, hard, hard, road to catch up. I haven't managed it yet - DD is still very behind, despite an enormous amount of support from school and home and MN.

I wouldn't wish it on anyone.

And I certainly wouldn't recommend ignoring it, or trusting school, or thinking he's just young.....

magdalene surely your recommendation would be that this child learned their times tables along with everyone else in the class?

Does anybody have any experiences what materials I could best use at home to help him?

I think you need to find out why he is behind before moving onto looking at the how.
It could be something simple like glue ear or eye tracking issues which can be easily fixed with grommets or glasses.

Glasses don't fix or help with eye tracking.

Hearing and eye tests are a good idea.

LuckyDuck - when you get an eye test ask the optician to test for convergence insufficiency and eye tracking problems.

Would you say he's clumsy? Is he good with scissors? Can he ride a bike? Or swim?

When you're ready to help him with his phonics Bear Necessities is a good place to start.