Reception report

[boating32]

DS got meeting expected standard in reading, writing, maths etc. but got 'working towards' on all of the communication and 'personal/social' EYFS criteria. How worried do I need to be? And does this failure to achieve the EYFS goals have on bearing on their KS1 achievements? He is a fairly smart kid, reading very well (reads blue band fluently), but also a bit dreamy and prone to not paying attention when he really should be.

If he’s a bit dreamy, that will likely be why he didn’t meet the personal/social goal as children are expected to give focused attention to the teacher.

For communication, what is his speaking like? How about his listening and ability to respond to questions both 1:1 and during whole class time? Can he pick up and use new vocabulary?

He is quiet by nature so unlikely to do things like 'ask questions to clarify their understanding' in a group setting. Although no problem 1-2-1. I feel like it is more difficult for the quieter kids to achieve these goals. I totally get that his attention needs some work although he was a 4-year old for most of the year so I am hoping that will improve as he gets older. The personal/social section I don't really see what they are taking issue with as he regulates himself very well. People always comment on what a versatile and independent child he is. I am guessing that because of the poor attention they just blanket marked those two sections. My concern is whether this will report will follow him into Year 1y. Do you know what this data is used for? Is it just government reporting or does the school use it also?

The Year 1 teacher will of course know where your child has been placed, but you don’t need to worry especially if your ds is one of the youngest in the year group. The data is used so that if your son gets to Y4 (for example) and is no longer reaching the expected standard in reading etc, then there has to be a reason why and the school has to justify it. If goes the other way and a child is ‘working towards’ in EY but but meeting or exceeding expectations higher up in the school, they can show that they have enabled the child to make more than the expected level of progress.

It’s worth remembering that this is one teacher’s judgement. It is not uncommon for teachers to disagree on where a child should be placed.

It will depend on the school. I teach Y1 and I only get their reading, writing and maths data but no data for the other early learning goals. I certainly have greater depth children in those areas who are extremely quiet and I imagine wouldn’t have been expected for communication in Reception.

Naturally, a 4 year old’s attention won’t be as good as an older child’s. But depending on the school Y1 can be very much ‘do work at desks’ from day one, so I would emphasise the importance of listening to the teacher when they’re explaining things.

Thanks for the replies and very useful to hear the teacher's perspective thank you.

I am reading up on how the EYFS data is used and I'm a bit concerned now that my DC might not have achieved GLD 'good level of development' because of the communication/personal social categories being at 'working rowards'. I also noted threat there was no offer to discuss rhe assessment with teachers on the report card.

I really wouldn't worry too much. Has the teacher spoke to you about it throughout the year? If you're concerned, you could just catch them at the end of the day, that's what a lot of my parents do if they are unsure and I never mind having a quick chat about things.

The new teacher will know but in year 1 it's a different curriculum to the EYFS framework so it won't follow them so to speak. Maybe over the summer play lots of speaking and listening games, attention and memory games to help raise his attention and just keep it very chilled. You might have the new teacher mention attention, listening etc but just be open to ideas and ask for as much support, see how they do things at school and repeat at home ☺️

I confirmed he definitely didn't meet GLD. I can't help but be disappointed. Despite the good reasons not to be which are described here! Definitely communication is not a strong point but he can meet all of the criteria one to one. It seems confidence is the key but my DC is naturally introverted. Taking all of my feelings aside it seems a strange system when a recently turned 5-year old is assessed to be not developing well having finished the school year with strong friendships, reading very well, writing well and maths to standard.

Why does it matter? No one, literally no one, later in life will be interested in whether he was assessed as GLD in Reception. The teacher clearly feels he is not confident enough AT THE MOMENT to be assessed as meeting the C&L standard but that doesn't mean he isn't capable in other areas. To be assessed as GLD a child has to meet expectations in all the areas covered, if even one isn't met, then GLD isn't reached.
Now, whether this is an appropriate " measure" of a 5 year old child is a different matter!