oBSERVATION AND ASSESSMENT IN EYFS
“Assessment is about noticing what children can do and what they know. It is not about lots of data and evidence.” ‘Development Matters’ September 2020
Though quality interactions with the children staff aim to:
- Identify, support and extend each child’s intention.
- Identify, support and extend those things that the child can nearly do.
- Build on what the children know, understand, can do, want to know, and need to know.
Our observations inform assessment. We use Tapestry, an online learning journey, to record snapshot observations during our time with the children. All members of staff in EYFS will observe and play alongside children to support, scaffold and extend learning through discussion and modelling. Photos and videos are taken to record key moments to reflect this learning together which is shared with parents via Tapestry. Through knowing each child well, all staff are tuned into each child’s next steps and this is reflected in the interaction with each child.
Every child in EYFS has two 'Spotlight Months'. Prior to the 'Spotlight Month' we send out a letter to the parents informing them that their child will be one of our focus children and give them the opportunity to ask us any questions they may have regarding their child’s progress or highlight any areas that they would like us to focus on. Each of the ‘Spotlight Children’ has a Tapestry observation which is added to throughout the month. All adults in the setting contribute to these. Following the ‘Spotlight Month’ we offer the parents an opportunity to discuss the results and observations from the month. We also add a narrative which details our assessments and observations of the child to date. More information about our assessment cycle in EYFS can be found in the 'Assessment in EYFS Parent Information' document below.
Each child has a dedicated display space in class with their family photo and name where they can choose to display pictures, writing and creations.
At the end of EYFS, basic foundational knowledge is assessed within Early Learning Goals, including:
- hold a pencil effectively in preparation for fluent writing (using the tripod grip in almost all cases)
- reading fluency (read words consistent with phonic knowledge and read aloud simple sentences)
- write recognisable letters, most of which are formed correctly
- understand the numbers to 10
- recall of numbers bonds to 5 and some number bonds to 10