Assessment and Progression

Progress Matters

There are a variety of materials available to help settings track the progress of all children. Progress Matters is a National Strategies publication released in April 2009, outlining the responsibilities of leaders and managers with regard to children's progress in the EYFS. Tracking Progress 0-5 (currently available in draft format) is the Central Bedfordshire tool to assist settings and schools with tracking children's progress through the EYFS in a straightforward and manageable way. The document is in three parts, which will need to be downloaded separately.

Progress Matters
Progress Matters - Professional Development Meetings (NEW)
Tracking Progress 0-5 Part 1
Tracking Progress 0-5 Part 2
Tracking Progress 0-5 Part 3

EYFS Profile

'In the final term of the early years foundation stage, a profile sumary, based on the thirteen profile scales must be completed for each child for whom the setting receives government funding. Profile judgements are made on the basis of cumulative observational evidence recorded over the course of a year.' (QCA 2008) The following materials are designed to support practitioners in making these judgements.

EYFSP Handbook
Scale Points reference sheet
EYFSP - local authority moderation requirements booklet for 2008/9
Implementation and moderation of the Foundation Stage Profile 2008
Assessment and Reporting Arrangements 2010

Guidance documents
Engaging parents in EYFS profile assessment: a case study
EYFS scale points 1-3
EAL case study:Incorporating information from parents
EAL case study:Encouraging schools to participate
Assessing children who are learning English as an additional language
Additional guidance on completing foundation stage profile assessments
Quality Assurance of Early Years Foundation Stage Profile Data
Engaging parents and children in EYFS profile assessment

Further information and online exemplification materials can be accessed via the QCDA website.

Transitions

Children and young people naturally pass through a number of stages as they grow and develop. These changes are commonly referred to as transitions. Some children may have to face particular and personal transitions, not necessarily shared or understood by all their peers. As recognised in effective communication and child development, it is important to understand a child or young person in the context of their lives, and to recognise the impact of transitions they may be going through. It is also vital to acknowledge the role of parents and carers in supporting children at points of transition; and to understand the need for reassurance, advice and support that parents and carers have at these points. (Common Core of Skills and Knowledge for the Children's Workforce 2005)

The following materials are available to support practitioners with this issue.

Continuing the Learning Journey
Seamless Transitions
All about Transitions
Supporting Transitions