Emerging, Expected, Exceeding Question

[JL2017]

DD is coming to the end of Reception. She is generally doing well overall, some areas better than other but enjoys school and is happy so all is well.

This morning her teacher was chatting to me (before school started) about her reading, I was taking some books back. Anyway she said 'In 'Sophie's'report I have given her Expected level for her reading' but in actual fact she is Exceeding really, we just don't normally give that' I know she is doing quite well but wasn't really sure what to make of this. I had to rush off to work and people were around so I didn't want to ask too much at that time. Anyway DD has come on really well this month with it and I guess she may have already submitted the reports (fine) but I just wondered if anyone knew what they had to be doing to get the
Expected, Exceeding, Emerging bands? What is taken into consideration? All I know is what level Oxford Reading Tree books she is on, we don't get any other specific feedback from school on what they are looking at you see.

I thought someone might steer me in the direction of a useful website...

Thanks

I'm sure someone will be along with much more detailed knowledge but if you Google EYFS framework then it should show you the criteria for each ELG somewhere
HTH

The pressure from schools to show progress, now from Reception to Yr6 means that schools may assess children lower - eg expected rather than exceeding, at Reception so that progress measures are higher at the end of Yr6. Otherwise children who are assessed as exceeding n Reception will be expected to be attaining marks that would indicate greater depth in Yr6.

It is about self preservation in reported marks. Your child's teacher has a clear view of where your child is but is trying to help the school at the same time. Entry assessment to school is often more cautious to help reporting higher up he school.

Junior schools have a higher risk of being classed as coasting for this very reason - Infant schools are assessed from Reception to end of KS1 and so report in marks, but because they are teacher assessed, they are either honest, or may be tempted to inflate marks. The junior school has to be seen to be making an impact and can suffer from the assessment reported at the end of KS1.

The school is trying to help the school show progress measures by the end of KS2.

Thanks Charmatt, that makes complete sense. I also realise that by marking a child as 'exceeding' at something you are then putting some pressure on for that to continue into subsequent years...so in actual fact her being at 'Expected' is fine by me. It does make me realise it is probably worth us reading up on what the markers are though so that we personally have a good idea of where she's at. I just had a quick look and for example can see how she is 'exceeding' at reading but certainly not in other areas :-) we have only really be told some top line Literacy and Maths targets from the school and I think there's a whole lot more that we could do with being aware of. I can feed that back to the school but I know how short of time they are and I guess they just notify parents' of the priority areas.

This ones a good one with the statements:
www.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/informationforchildcareproviders/Toolkit/Exploration_of_Expected_and_Exceeding_EYFSP_%20descriptors.pdf

I have a similar thing ds got expected for reading and maths when a week earlier teacher had said he is above where he needs to be. Looking at the eyfs I guessed it was just he wasn't doing it consistently. The politics of showing progress sounds interesting. However I had been called in a few times about his writing being slow but report said expected. So I wa confused in 2 directions!
The written report was lovely and very much ds so I'm trying not to rely on the scores...he's summer born. It's all so new as long as he loves learning at this stage I'm trying not to worry - easier said than done sometimes 😊

The writing one is an odd one imo. My son has rather major fine and gross motor delays and needs interventions next year but got expected. But tbh I think that is because he can spell phonetically and his writing is just on this side of legible.
But missed out on getting exceeding on another as he can't stand up for himself. But at least I know I'm to blame with that one as I'm forever telling him to be gentle.

Thank you tomorrowwillbeachicken that is really useful! I guess all kids are going to vary across the board....My DD is exceeding in some of her Maths and Reading according to this however cannot tie her shoes or get herself dressed half of the time so I think there are plenty of areas I should be working on!!

For DS5 who is years ahead in maths and reading, tying his shoes and any semblance of organisational skills is pie in the sky atm. We still dress him sometimes in the morning and he cannot do buttons. They all develop in their own time and tbh as an autumn born he still struggles to even want to write and at the beginning of the year even refused to draw a picture.

Foundation staff are pressurised by their SLT to ensure that a 'quota' of FS2 pupils are assessed as 'exceeding'. Too many can raise massive long term issues for projected progress. It is in school's best interests to have more children achieving 'expected' and 'emerging' for them same children to over-perform at Y6. It will then show the school has made 'good+' progress.

If anyone says that this doesn't happen is seriously deluded and lives in a bubble. No school would EVER admit to doing it but I know from my own teaching experience that this happens - my own school (after realising that to 'beat' the system you may as well join it) PLUS other schools that we have cooperated with when moderating.

One school asked me (old levels days) how many level 3s I was ALLOWED that year?!?!? I questioned this and asked; "What do you mean how many I am allowed? I assess a level 3 as I see fit! If its 2 children or 20, then so be it!" I was naive back then! I (still do because I hate cheating) never cheated on my data.

DS achieved 'expected' for reading and writing. My own school where I teach disagree strongly and believe some control over assessment data has been going on.

I shrugged my shoulders. If that WAS the case - that DS was truly exceeding despite the school's official assessment - then in all likelihood he will probably exceed and be one of these children who they 'use' to boost their data.

Damned if they do and damned if they didn't.

I am the opposite OP, DD2 got exceeding for reading and I am . Dd1 OTOH got expected and was reading fluently at the end of reception, much better than dd2 as far as I can see. She's also above now in Y3 it makes no sense.

The only thing I can think is that dd2 reads better at school than she does at home...!