Assessment
- EYFS – The Reception Baseline Assessment (RBA)
- EYFS End of Year Profile – The Early Learning Goals
- Year 1 Phonics Screening
EYFS – The Reception Baseline Assessment (RBA)
In the first 6 weeks of your child starting in Reception, class teachers will conduct the Reception Baseline Assessment (RBA). The purpose of the assessment is to provide the starting point for a progress measure between reception and year 6. The RBA is a short, interactive and practical assessment of your child’s early literacy, communication, language and mathematics skills. This assessment is not about judging or labelling your child or putting them under any pressure. Your child cannot ‘pass’ or ‘fail’ the assessment.
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EYFS End of Year Profile – The Early Learning Goals
Children’s progress in Nursery and Reception is judged against the requirements set out in the Early Years Statutory Framework.
The EYFS is made up of 7 Areas of Learning and development, as set out in the educational programmes.
These include 3 Prime Areas and 4 Specific Areas as outlined in the table below. Each area is underpinned by aspects called the Early Learning Goals (ELGS), of which there are 17.
The Early Years Foundation Stage Profile (EYFSP)
At the end of the academic year of Reception, teachers will judge children’s development based on these ELGs. It is a measure of attainment, not progress. The main purpose of the EYFSP is to provide successful transition from EYFS into Year 1 allowing Year 1 staff to prepare and provide appropriate curriculum and support to ensure all children’s needs are met.
For each ELG, teachers must assess whether a child is ‘meeting’ the level of expected development or at an ‘emerging’ stage with their development.
An ‘expected’ outcome
Children are considered to have reached a ‘Good Level of Development’ (GLD) if they achieve all aspects of the 3 Prime Areas plus the Specific Areas of Literacy and Maths (as outlined in green in the table above).
An ‘emerging’ outcome
Some children may have an outcome of ‘emerging’ for some, or all, of the ELGs. This may be because they were born later in the academic year, develop a little later than their peers, have missed considerable class time, or because they have a Special Educational Need or Disability (SEND). Regardless, their practitioner will have an accurate insight through their professional knowledge of the child that has been built through the academic year. This absolutely does not mean that a child has ‘failed’, but more just provides useful information that can inform the professional dialogue between the Early Years Team. This promotes a smooth transition and informs staff of any extra support that can be provided, so every child is met where they are at in their developmental journey.
Parents of children with SEND will have been invited in for regular meetings throughout the academic year to monitor the progress their child is making (in the form of an individual learning plan, and where appropriate EHCP reviews) and collaboration with the SENDCo and class teacher.
Year 1 Phonics Screening
The Phonics Screening Check is an assessment to check a child’s ability to read words using phonics rules. The Phonics Screening Check is part of the National Curriculum Assessment Programme and is a compulsory assessment for all children in England. Although compulsory, there may be some exceptions for some children. For example, some children with English as an additional language and/or children who have shown no understanding of grapheme phoneme correspondences, may not have to do the assessment.
The test is for all children who are in Year 1 and takes place during the summer term, usually in June.
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