Foundation profile question

[dinsdale]

Are 9s across the board usual? Obviously very good, but what does it mean in relation to future predictions etc?

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I'm not a teacher so I have no idea how common it is. I would guess though that for a child to be working above expectations in all areas, the child must be naturally very able. If this is the case, then as long as the child remains motivated and keen to learn, they should do well all through school. If anyone disagrees, I'd be genuinely interested to hear why.

I thinl he is, but obviously am biased

It means nothing really... highest score is 117 btw.
Mean scores vary from authority to authority.

You cannot make future predictions reliably from EYFS profile, because in the early years children develop and progress at different rates, and in different areas at different times.

DH could not free-read until he was 8 or 9, yet he has a 1st in maths, a masters degree etc. I could read at 2, and scraped a 2ii.

The most useful indicators are the ones around PSE- attitude to learning etc, as they are the ones that show how willing children are to take instruction.

That said... 2 years ago my highest performer at GCSE was also my highest performer at foundation, but that could be coincidence as sample is only 150 children.

Is your son in a private or infant only school??

In my experience 9's are quite common but not the norm across the board (I'm an EYFS teacher) It means that your child is functioning at Level 1 which is above average for Reception.

cloudy - I thought that the EYFS grading and the NC levels were completely seperate ie. all 9's does not then equal a NC level 1? I might be wrong. Usually am.

CR, his score was 117

My ds, now 8, scored 9 across the board and is very able. He has been moved up two years at school and is going to move up again in the autumn.

Some of the points are more relevant than others I think

That's really bad practice though isn't it - moving kids up years at school? Thought that wasn't allowed by most LEAs?

Perfectly admissible in our LEA.

I'm quite surprised but then I think I'm only basing my assumption it isn't allowed based on what I've read on Mumsnet .

I guess the challenge is the social side in that situation. In some schools a child stays in their year but does certain lessons in higher years which seems sensible.

Ooh interesting thread. Another very proud mummy here too. Found out last week that DS also got 9s across the board too. Haven't had time to discuss this in any depth with his teacher - she just mentioned that this had been agreed during a LA moderating visit and that he had been observed. Thinking his end of year report may shed a bit more light? Or should I be asking more questions........

As a reception teacher, all nines across the board in our school would spark a moderation meetins. A child shouldnt really achieve a nine "across the board", although they may receive an average of nine.
This is purely because a child doesnt develop at the same rate in all areas of their learning, so a constant 9, in all 13 areas would be unusual. Plus, its easier to achieve a 9 in some areas, such as PSED emotional development, where all they have to do is be interested in learning! With contrast to a 9 in reading, which is fluent reading of war and peace almost!
If your child recieved a 9 in anything, I would be extremely proud of them, and yourself, for bringing up a smartie!

If a reception child were reading (and understanding to a reasonable level) books at say orange NC book band level would they get a 9?

Am curious as to what dd will get as she reads books at school at this level.

re the question about reading, to get a 9, the child has to choose and read their own books, afai understand it

full details to follow in next week's report

www.mewan.net/assessment/getfile.php?src=13/AAIA+North+West+Region+Inter+LA+Portfolio+2+revised+and+ extended.pdf

the example given for point 9 is a child fluently reading a letter to parents about a school visit in addition to books and other reading material

and the example from the profile handbook says

Jessica reads the whole of The very hungry caterpillar fluently and with expression, needing no help with the words. She explains that the caterpillar needs to eat a lot so that it can turn into a butterfly and says that people shouldn?t be as greedy as that.

This is interesting. I'm sure she will have read something at some stage unprompted. But wouldn't it be a bit insane if a child could read say year 2 or year 3 books and the teacher knew that but they hadn't happened to do it unprompted when the teacher was there to listen and spot it? In a class of 30 that could easily happen surely.

Insane yes but moderation doesn't require logic just evidence of independent application (indoors and outdoors)

Does it make you feel like your view and knowledge as an experienced teacher are not trusted given everything has to be evidenced to the hilt? I'm sure that's how it'd make me feel.

I for one hope the new government use some common sense here.

WOW 9's Dinsdale thats brilliant - I would ensue he is not stagnated in year 1 or held back - I feel mine was as his class was split and it appeared all the clever kids mainly girls were separated from him. He was put in a class with under achievers and younger ones so that I think they could learn off him but that halted his growth.

Have you seen your ds class for next term who is he with?

" choose and read their own books"? DD does that now, and she isn't in reception until September...
I guess she's on-track for that 2ii then...

Although the official line is that you shouldn't make predictions from the EYFSP, in reality LEAs do. The benchmark is to score at least 78 points overall which includes 6 in every area of PSED and 6 in every area of CLLD. Children who don't score this are less likely to get 2As in Y2 SATS etc etc.

Children who score 117, 9's in alll areas are pretty exceptional. The evidence is that for each point a child has to be seen to do ALL the things in each 'level' description consistently, over time and in their own independent activities.

Hope that helps?

ermnopecantthinkofanewnam? if you check out any of the early years teacher forums you will find plenty of tears and angst for just that reason. Many good teachers are losing confidence and leaving early years.

community.tes.co.uk/forums/t/420604.aspx?PageIndex=9
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