Did anyone's child NOT get those EYFS points in their Reception reports?

[blisterpack]

I am confused because mine didn't. I thought it was the norm to give them out? The report just had comments about what the DC is or is not doing.

'Each area' being each column of the grid - there was a separate paragraph for each column I think.

There isn't a standard way of writing reports but working towards means they aren't secure in that area

My DS's report didn't contain the numbering but having just looked at a link to the EYFS document I've been able to cross reference almost all of the statements with his report.

Would I be right in thinking the 4/5 is average, above that is very good etc??

I thought that the children should have attained Level8 in all 13 areas - otherwise they hadn't effectively completed the 0-5 EYFS criteria before they were about to embark on Y1 work, so any column below 8 meant they needed to get up to speed over the summer hols.

I believe in England that 6 is the average, not sure though if that is average or 'expected'.
(In Wales, which uses a different scale, 5 is expected at end of reception).

points 4-8 are the Early Learning Goals for EYFS point 9 is working beyond the ELGs and points 1-3 are stepping stones towards

Why would 6 be the average I wonder bit of an odd system to have so much detail for 7 and 8 boxes on the grid and then a sort of big leap into anything over 9 - am glad they are simplyfying it from next year.

6 isn't "average" although it's often quoted as such

www.education.gov.uk/rsgateway/DB/SFR/s001033/sfr28-2011v2.pdf

Interestingly although they claim they are simplifying the profile the 17 new early learning goals contain 140 separate goals

DD2's teacher (the deputy head) said that 6 is the level that would be average for end of Reception- the level that they feel a child should be meeting by then.
Quite surprised there has been no score comparing in the playground actually.

I think from reading around (and on here) that it isn't a linear scale, so to score 6 means you have attained any 6 of the 9 goals. And that it is likely that if you get 6 goals you will go on to get level 2 in KS1 SATS, but if you achieved all 9 goals you will go on to get level 3. But as the EYFS goals aren't directly correlated with NC that is a general guide but not definite. However, that is all my interpretation of what I have read, so could be wrong.

Actually there is no correlation between profile scores and KS1 levels even though commercial publishers have tried their best to make one. The data actually shows some children who score 1 go on to achieve level 3 and some who score 9 don't achieve 2b

"? 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."^

ooooh - so which boxes on the grid are the super scale ones (ie the ones that could indicate my lad might be doing OK when we see him as a bit of a drifter!)

What I don't get is that the average child will presumably not get anywhere near achieving all the EYFS goals. How does that make sense - surely the goals should be realistic?

The way it is set up makes it sound like if your child ends up 'working towards' instead of 'achieving' the goals, they have somehow failed that column (for want of a better word) - which obviously isn't the case for the majority of children.

Only after seeing the grid that I realised that the the terminology in the report suggests the score they achieved, but it is so subtle that you'd probably not notice.

For eg. Tarquin has acheived all the early learning goals for dispositions and attitudes = Tarquin got a 9 for that, and Lucretia has attained the early learning goals in social development = Lucretia got an 8 for that.

Oh yes, what are the super scale points? I'd like to know too Mrz. Please.

I don't know how accurate this is but some are listed on page 4.

openeyecampaign.files.wordpress.com/2008/09/eye-published-research-article.pdf

DD got a a very thorough 4 page report from school on Friday and there were no EYFS scale points listed and, as pointed out by mrz and a few others, I understand why - a score of 6 means nothing without knowing which actual scale points had been achieved. I felt DD's report was very personal and that the teacher really knows my DD and I appreciate it. Of course there are parts from the EYFS table that are either paraphrased or c&p, but I guess that is so parents can work out what their DC have achieved and what they are still working towards.

Two of DD's PSNR scale points read like this:

Calculating:
BunnyjoDD is able to use the vocabulary in addition and subtraction and can explain how she carried out her calculations. BunnyjoDD enjoys adding and subtracting, independently writing down her calculations accurately using the appropriate symbols. She uses her mathematical knowledge and applies these to mathematical problems, such as the subtraction fish puzzle. BunnyjoDD can tell me up to 4 more or less than a given number between 1 and 20 and is able to recall number bonds up to 10. Excellent!

Shape, Space and Measures:
BunnyjoDD uses mathematical language to carry out comparisons while measuring length and weight of objects. She can order objects according to their height or length, stating which is the longest, shortest, tallest or smallest. She uses balancing scales to compare the weights of objects and she can easily identify heavier and lighter objects, as demonstrated when weighing the Queen's Jubilee parcels. BunnyjoDD is able to describe 2D shapes such as circle, square, rectangle, triangle and hexagon, along with their properties. Bunnyjo DD needs to work on consolidating her knowledge of 3D shapes.

From that, I am guessing that for calculating DD got a 9, but for SSM an 8 as she needs to consolidate her knowledge of 3D shapes to achieve scale point 9... Could be completely wrong though! I know, from previous parents evenings, that her full EYFS folder will be there for me to go through this evening, so I can discuss DD's attainment, and any concerns, with her teacher and vice versa.

I am immensly proud of DD; her report is full of positives and praise, and she seems to have thrived at school this year. Most importantly though, I am happy that she is a very settled and content little girl and that being a late August born does not seem to be holding her back academically.

Oh and, just so it doesn't look like I am stealth boasting, her report also says she is unable to catch a ball when it is thrown towards her. Bless!

"there were no EYFS scale points listed and, as pointed out by mrz and a few others, I understand why - a score of 6 means nothing without knowing which actual scale points had been achieved."

Yes I'd agree that a score on its own means nothing, but don't you think that if you hadn't seen the actual grid, the text by itself wouldn't be meaningful either? Unless the teacher also highlights that a specific area such as Calculating is 'weak', 'average' or 'strong' I mean?

I do get that it's not as straightforward as totting up the 'ticks' in each column to say how a child is achieving overall, but there has to be a point where only 2 ticks means a child is behind where they should be, for example? The reports I have seen seem to be all about 'Child A can do a, b, d, e' but nothing at all about what they can't do and whether or not this is a concern.

grid is here if anyone not sure what I'm on about

Having said that, a competent teacher will of course pick up on areas of concern and hopefully address them anyway, regardless of what they write in the report.

I see what you're saying WavingLeaves. I can only go by DD's report, which did detail what she had achieved, what she was working towards and what her goals were for the following year. There was information within the report that wasn't part of the EYFS scale points, but were achievements that DD had made. Obviously, there will be vast differences in the style, detail and information of reports and that will vary by teacher and by school. But, I was extremely impressed with how thorough and informative my DD's report was and, as I said in my previous post, I really feel like the teacher knows my DD.

I also think that many parents don't actually get to see their child's full EYFS folder, whereas we do at each parents evening. I think seeing the folder, and the background work, gives parents a greater understanding of the child's attainment and goals, moreso than a number.

Our school doesn't, iirc (about to find out for sure, as dd2 in Reception).

I'm sure I didn't have a clue what those numbers meant when dd1 was in Reception 3 years ago - and wouldn't now, if I didn't read MN threads!

Waving leaves - helpful grid, (being in Wales we use the Welsh Foundation phase goals and interesting to see English info).
I think the thing that was most useful in both my DSs reports (DS1 is in yr 5) is that as well as saying what they could do, it also gave at least one pointer as to what their next target was e.g. for DS2 in literacy he is now working on "including more adjectives in his written work to make it more exciting for the reader", (DS1 has to work no paragraph structure). I imagine that if DS2 hadn't fulfilled all the EYFS criteria that his target would be one of the EYFS goals so it is very clear how he is/isn't doing. If their report just stated a list of what they could do I agree they wouldn't have been as useful.

Got DDs report today and its an A4 page of cut and paste from the EYFS grid.

No scores as such, but its not too hard to deduce what level she is at as the teacher hasn't changed much of the wording!