Would anyone like to interpret my dd's school report?

[treedelivery]

You would? Really?

Ok, we had a parents eve thing, but I fluffed it. I didn't dare ask, and felt really silly. Like I wanted her hot housing or something.

The general feedback was; no worries, will do well, bright child. I feel a bit lost in those phrases, they could mean anything really. I like details, and am interested in the whole thing in general, not just for dd's sake.

The actual report says she is working above the expected early learning goals, and it is split into the EYFS six areas of learning.

So does that mean she has reached scale 9 in each area?

If it does, or that she shortly wil, what scales/assessment tools will be used in year one?

TIA

In year one they use the National Curriculum, I think I'm right in thinking that even if a child hasn't reached level 9 on EYFS, end of reception that's it, draw line under that scheme and start on NC.

Thank you rainbow fizz. That's interesting.

Thank you Pixie. So she is above expected levels, and am I to take it that the expected levels are the average - rather than the 'top level' or finishing score of 9.
Be easier if they just gave me the score, would they think I'm a loon if I asked?

Am I right in thinking the National Curriculum levels will be more...er..erm...exacting? I don't know what I'm trying to say really!

Thanks.

I had a YR transition parents' evening tonight (reports out tomorrow) and I really wanted to ask whether they would give us the EYFS scores, but chickened out as didn't want to seem pushy .

I hope we do get them as I am genuinely interested and know I won't dare ask for them if we don't!! It sounded like we wouldn't tbh - I'll probably be in the same position as you Tree so will watch the thread with interest

The score pixie is that worked out just by adding what box was completed on EYFS chart?

For example (this is not my child's scores I'm using this as example only)

if they had 7 boxes at level 1 = 7 points
4 boxes at level 2 = 8
2 boxes at level 3 = 6

Scored 21?

I dunno, I haven't got the boxes!

It's all in the framework guidebook though, which in on the national strategies website. It's an interesting read [if you like that sort of thing].

I got my dd's report today with a bar chart of the EYFS. It's a bit hard to understand as the bars have different shading! 3 of the bars reach 9 and the rest reach 8....I'm assuming her score is 107!
Who knows! I will have to ask
Bee

I think that's what my psyche needs. A bar chart. I like charts. Phrases open to interpretation make my chakras wobble

Ours was a spider chart, showing the National average for 2008/09 vs DDs on all the different competencies. Interestingly the national average is 7.

This link takes you to a page where you can download the EYFS Profile assessment details. It's a one page sheet, with the 6 areas for assessment across and a description of what the child is expected to be doing to achieve each level.

Hope it makes things clearer.

Thanks piprabbit. I think my botheration is that I don't know where she is on that chart. Only that she is working above expected levels.
Maybe that is level 7-9 if 7 is average, as qouted by florenceuk.

at the spider chart

I know it doesn't matter in the long term, but it is very interesting.

I'd ask the school for some numbers to go with the words - because otherwise they are pretty meaningless.

If your DD is working to level 9, she is working consistently beyond the requirements of EYFS and there should be some planning in place to make sure her needs are met in Yr1. I've been led to believe this is pretty exceptional and few children will achieve a 9 across all areas.

6 points or more indicate that your child is working securely within the early learning goals.

So it sounds like your DD could be working anywhere between a 6 and a 9 - depending what the school mean by exceeding expected levels.

No wonder you are confused.

She could be at 9 across the levels and the school not comment - friend's DD had this, we only knew because I had a look at the report and the wording seemed terribly familiar (the teacher had copied & pasted from the EYFS profile). All the words equated to 9s, but the levels weren't given, and the school didn't indicate that this was exceptional. If you DD ends up with her reading age assessed as double her chronological age in Yr1, you might be onto something ...

DD's school DID give the levels in YrR, but hasn't in Yr1, so now I'm the one somewhat n the dark!

Now I'm going to have a proud parent moment because DD got a 9 in all but two categories. But no mention of this at all as worth noting to me, just some generally nice comments. BTW DD is bright but nowhere near as bright as some of the kids mnentioned here on MN which always make me feel slightly inadequqte, eg. she can read well but not a free reader by any means, defo not steaming through chapter books, can do maths but not maths whizz - I would class her key thing as being just very well rounded - well behaved, good at most things, nice to other kids, always keen to do stuff. And one of the oldest in the year, which always helps.

Anyway, Treedelivery, if you are up to it you can decode your DD's report because the wording will most probably mirror exactly whatever level she is on and so you can match levels to phrases (or just ask the teacher!)

Thanks justa. It's true, I am interested n the system. So I'm not actually lying

florenceuk, congratulations on the report. She must be pleased with herself. I like your idea, I have had a look at the phrases, and I suspect she is 7 and 8, the odd 9. I have then given her my assessment, and get her at 10 7/odd 8 and a few 9's. this is a cracking resource.

It will be interesting to see where it's all at . As an exercise in how well you can assess your own child, and just how blinkered your blinkers can be

I promise I'll fess up whatever she has gained and I also promise to well pleased. I am mainly just delighted she settled, got through the year without pooing her pants. So I am very grounded SHe was still screaming going into class at Christmas, and only started the reading scheme then too. BNow she is a happy little school girl with a sticker and skipping rope fetish. Bless.

We had a version of that, printed with a tick box at the end of each row, so you knew if your child was achieving each of the targets... I thought that was a good way of identifying whether there were any areas that needed working on - but making it a tick box situation, with a box for comments after each section, made it not TOO onerous for the teachers

piprabbit thanks SO much for that chart! it rocks! I have just been able to translate my DD reception report into something which will show my neurotic husband that DD is doing fine and exactly how!

The thing about the EYFSP is that the point scoring isn't always very logical to parents.

Points 1-3 are heirarchycal (sp?)
Points 4-8 can be gained in ANY order

An average child would be expected to achieve points 1-3 at preschool.
An average child at the end of Year R would be expected to achieve at least 78 points overall which must include a total of 6 points in each of the 3 PSED areas AND a total of 6 points in each of the 4 CLLD areas.
So, a child may get points 1-3 and points 4,5 and 7 in an area to make up their 6 points.

Anything above this is great, icing on the cake and your child is perfectly ready for Year 1.

Hope that helps.

So each point ticked is worth 1 point? Regardless of level.

it's really useful to look at the link that Piprabbit has sent; it explains the points/levels. I wouldn't have had a clue if I hadn't been looking at MN trying to understand reading levels etc for reception. Our school sent out a chart with the children's scores on and I can relate it to the link above and you can see exactly what they could/couldn't do (when tested presumably). DS scored 117 and I'm very proud of him because he worked really hard this year. But he is not a genius and I know that a mumber of his class are on higher reading levels than him. A lot of MN Mums seem to have children with a score of 117, so how unusual is it? But anyway, isn't it a bit meaningless as regards their academic potential? My brother is very clever (now a Dr) but I don't think that he would have got 117 in reception!

Ladyoftheblings I would imagine the reason that the majority of MN Mums have children of 117, is due to the majority of MN Mums having such a keen interest in development and a higher percentage than in RL being at independent schools.

Can I just add that children in reception aren't tested by their teachers to determine their levels.

The teacher will observing the child and keeping a record of their actions/abilities as the child goes about their ordinary school day. The child is not aware of being assessed. The levels are based on the teacher's observations.

Just wanted to say a big thank you for the information here.
My first experience with a report and had no idea what it really meant until now.
Thank you again