Q about first school report, can anyone help, please?

[Eggrules]

We had a parent's evening for (YR) DS at Easter. His teacher said he was making good progress and would be given 8 or 9 on most the EYFS milestones. She did not give details or examples. I'm not sure I agree with this assessment and don't know what to expect from a first report. Will he be assessed at NC level if that is appropriate?

There won't be a parent's evening or a pre-arranged opportunity to discuss the contents. The reports are given out and the will be an open evening two days evening. This is an hour after school for all the DC and parents (a whole different issue).

School assumes that parents are up on lingo and this can make it confusing when getting feedback. I know from Google/MN that RML is more likely to mean Ruth Miskin Literacy than Ray Mallock Ltd (motorsports racing team and engineering company). Currently, things feel very rushed. By the time I understand what they are talking about the conversation is over. OFSTED are due imminently and understandably they do not have time to meet and I wouldn't ask.

I am happy with his progress. He struggled last year and is now doing really well. I want to understand where he is at and what I can do to support him. BTW DH thinks school reports for infant school DC are a waste of time.

TIA

I'm not sure I understand the difference but that is not you; it's me. The NC levels are baffling at the moment, hence my concern.

All reception children must be assessed using the EYFS profile not NC levels.
A child who has achieved all the early learning goals and is working at point 9 is covering some parts of NC levels but not enough to be awarded the level. Children will always be taught what they need to progress towards NC levels.

That makes sense, thanks.

I should have said that he isn't working at a consistent y1 level.

As nursery and YR follow the EYFS system, it has been easy to chart progress. If he has been performing up to level 8/9, I am not sure how the progress since then will be rated and/or explained.

I know NC is different to EYFS. It seems complicated and more comprehensive. There is a hill to climb to understand it all.

The current government plan to scrap the levels

and replace it with?

It is better to compare a child against a set of agreed milestones than against a cohort of peers.

They haven't thought of that yet

Not an insignificant change, must drive you mad.

The current government closed down my office of 350 people. I'm not feeling the love.

It would be nice if they thought things through before making an announcement. They've published the new EYFS which will be statutory from September2012 but they haven't worked out the profile so they are publishing it in Spring 2013

So teachers can just work it our whilst they are teaching children

No there is a curriculum that says what to teach just not how teachers will assess them.

I was being facetious; teachers not not having the tools they need is going to be disruptive. Not sure many teachers have a paperwork and red tape vocation. Change should be implemented when the new protocol is ready in it's entirety.

I was attempting irony

Just received Dd reception report. Is about 4 lines long all the usual spiel polite, fun, pleasure to teach -lovely. The only bit about how she is doing says "working well beyond expectations in all areas".
Of course this is great but should I not have abit more info like some scores or something? Did with DS a few years ago. Just want to know if I am entitled to be asking for them?

You can ask for scores but they are a bit meaningless. The school is required by law to provide a summary of your child's attainment.

Gottcha, just after the nick of time

pinktortoise "working well beyond expectations in all areas". Same here at parent's evening in March. Good to know there is nothing to worry about but this is a bit vague.

Can I just say though that site you linked to comes in in September 2012, so technically they would be using the current EYFS framework.

Not had report yet but have a concern

Dd is doing well. I would expect 8 and 9's. I will accept whatever is given, even though it's not a great school.

Her friend is doing exceptionally well, undoubtedly 9 across board (maybe not the sporty one ). I have often felt this year that extra attention has been given to this super smart child.

I know a teacher needs to witness a child doing something to award a scale point. If DD's best friend (they are never apart, glued together) scores a 9, would it be totally unreasonable to assume DD should also have been witnessed doing the same task?

How does it work in actually scoring a child? DD at home (aren't they all?) is most capable of scoring 9. I guess I am forbearing that she won't score 9 and how that will make me feel.

Sorry the Department of Education site takes you there for EYFS. I can't find the current one applicable to school year ending Summer 2012.

shattereddreams I understand that you may feel your DD may be more capable than school have witnessed. I think they look for evidence during a lot of different activity and when in groups. For example, Social development could be evidenced during PE, Show and Tell, Literacy, chat about assembly, anything else. My DS has a very close friend and he is in a lot of different groups (on purpose I expect).

8/9's across the board is excellent progress and scores of 6/7 are average. I don't think many children will score 9 for every scale point.

Somebody more knowledgeable than me should be able to clarify.

www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-00261-2008