EYFS to NC levels

[Rosebud05]

How do EYFS correlate to NC levels, or don't they?

If, for example, a reception child is working beyond the EYFS (ie 9s) will they then assessed under NC levels, or will that wait until year 1?

They don't correlate
orderline.education.gov.uk/gempdf/144590750X/Factsheet_FSP_QA_v6aWO.pdf
It is currently not possible to use EYFS profile data to calculate a numerical statement of ?value added? during the EYFS year. This exercise would not take into account the child?s individual starting point or the fact that each child learns at a varying rate and pace that may fluctuate across the year according to many factors. Neither is it possible to make predictions about children?s future attainment as there is no correlation between EYFS profile data and key stage 1 or 2 outcomes or national
curriculum levels.

They don't - only EYFS scales in Reception

At parents evening DS was "above age related" on literacy and numeracy, and I think he was given a number related to NC for one of them, but it didn't mean anything to me, it was enough to know he was "above age related".

I think his teacher got a bit keen and gave him a level as the school have had to pull their socks up big time on assessment and attainment after the last ofsted . There had been an evening explaining the levels to parents not long before the parents evening (DH went to that not me so I was clueless ;-)).

So how will DD be assessed if she has reached a point 9 in one thing already in nursery???

Will I just be told she is ahead of where she needs to be next school yr when she is in reception???

DD has been given a NC level for literacy. She's in reception. I guess it depends on the school

I think most schools are very wary of point 9 in nursery as nurseries should even be using the profile to assess and often don't follow the same strict criteria as reception teachers. If a child enters reception on point 9 (and in 12 years I've never met one although I've had a lot of nurseries assessing that high) then the child would follow the NC which is the next step. Most children enter reception between 1-3 on the profile.

I also think, but could be wrong, that the school wont just accept what level the nursery say she's at on the EYFS. They'll need to assess her themselves and see her do everything needed to get a 9 wont they which will take a few terms

Sorry muffin I did not explain properly

It is the nursery school attached to the school she will be in sept who have assessed her at this level and her nursery class teacher is also going up to reception with her so will teach her next yr too.

Sorry Mrz X post too

Her nursery school teacher said she has had a sept born child finish nursery on a point 9 (ie they would have done 5 terms in nursery) but DD has only been there since Oct and has another term to go.

She is a point 7 in reading also.

muffinflop schools are cautious with completed profiles because long experience shows that those children arriving assessed as achieving the ELGs haven't ...they can do the things 1-1 with an adult but they don't demonstrate them independently in their everyday activities which is the expectation for end of reception and as I said nurseries shouldn't be assessing using the profile they should be using developmental matters which are much broader.

Sorry, it is a nursery school (aged 3-4) attached to a school. Should they not be using EYFS??

I should also say the current profile will be replaced in September so it is all a bit irrelevant at the moment until teachers know what the new profile requires

They should teach using the EYFS curriculum but they shouldn't be using the profile for assessment.

Ah ok, thanks.

TBH they only mentioned this because she is so ahead in her comprehension. I am not sure that everything is assessed (don't quote me though) I just think its because they wanted to see where she was in this particular area.

The EYFS Profile is the summative assessment completed by practitioners at the and of the EYFS. It summarises children?s progress towards the early learning goals. It can also be formative in that it informs and guides the medium- and long-term planning done by Year 1 teachers in order to support and extend children?s learning as they move into KS1.

cw.routledge.com/textbooks/9780415485586/data/EarlyYearsFoundationStage-PracticeGuidance.pdf

and

Assessment, based on observation of children's learning and development, is an integral part of the EYFS. All early years providers must complete an EYFS profile for each child during the academic year they reach the age of five (for most children this is the reception year in primary school).

www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/delivery/education/b00197227/about-the-early-years-foundation-stage-eyfs-profile

Actually, scrap that last post of mine I have just remembered the teacher said that the children should reach point 3 in nursery and point 6 at the end of reception.

Mrz - will look at your links now

Hmmm... I was told that reception DS is 6 or below for the scores on communication, language and literacy but would be 1b if assessed on NC levels for reading.

On the EYFS profile there are 4 strands for communication language and literacy

Speaking and listening
Linking sounds to letters
reading
writing

each have 9 scale points

and I'm afraid a score of 6 or below wouldn't equate to anywhere near a level 1B

Yes, I did wonder about that, but he's apparently reading very well for a summer-born reception (level 6 ORT books and other types in orange band), and very expressive. He's also very, very shy and won't volunteer information or willingly answer questions, which is apparently the cause of his low scores.

To achieve a 6 on the profile a child only has to be able to recognise a few familiar words such as their own name and common environmental print

So what's an expected level to finish reception on? If they reach 5 or 6 will EYFS continue in yr1 until level 9 is achieved or do all dc,s begin yr1 on NC

I'm a Y2 teacher and we still use the EYFS for those children who haven't yet started on the NC.

"Point scores are levels of achievement and not the points in the profile, i.e. a score of 6 does not mean profile 6, it means point 3, plus 3 aspects achieved of sections 4-8. Children with the same points score will therefore probably have a different level of achievement.

? The FSP is for organising children`s learning, not target setting.The forthcoming NAA Report will recommend training for all stakeholders, particularly in the inappropriate use of profile data. There will also be inter-LA moderation conferences. (NAHT has asked for schools to be included in these).

? Some scale points, known as ?super scale points?, with research, appear to have a greater link to KS1 outcomes than others, particularly those that involve creativity, thinking and applying, rather than rote learning. Some specific scale points (the ?super scale points?) seem to indicate that without them, a child is unlikely to achieve more than 2c at KS1.

? It is therefore not enough to say that the acquisition of 6 scale points is indicative as an acceptable basis for the next stage; it depends upon the particular scale points achieved .

Are parents usually informed letseatgrandma

letseatgrandma do these children have SEN?