Tracking Progress from end of EYFS through to end of Key Stage 1
(the Hertfordshire Approach)
This guidance can be downloaded from the Hertfordshire Grid for Learning at:
uk/learning/asssment/data/#guidance
The guidance refers to tracking sheets that have been jointly developed by Hertfordshire Standards & School Effectiveness teams (Asssment Team, Early Years Team, SEND team, School IT System Support team and Primary School Effectiveness team).
There are 2 ways in which schools could access and u the tracking sheets. They are available as Microsoft Excel files, which can be downloaded from the link shown above, but have also been built into SIMS Asssment Manager 7 as part of the HCC suite of AM7 reports. By running the reports from SIMS, pupil names will automatically appear in the correct cells, and numbers will be automatically calculated.
The report in SIMS is called ‘AM7 – Progress Distribution across KS1’.
番茄的营养价值Scope5大于4大于号怎么写 – the tracking sheets have been produced for Reading, Writing and Maths (overall subject only).
Rationale – the reason for producing the sheets is that we wanted schools to be able to illustrate the progress of all pupils in a way that is consistent with best practice. The advice for teachers of Year 1 children is that, if children are working below Level 1, it is appropriate for the teachers to continue to asss their progress against the Early Years Foundation Stage Profile – not to asss them against the P-scale descriptors. P-scales are only intended to be ud to asss children with Special Educational Needs an
d/or Disability. Many children working below Level 1 in Year 1 will not have SEND, they are merely young or slightly later developing.
滕王阁序全文断句Therefore, in the tracking sheets, there is the option to record pupils below level 1 either as still completing EYFSP or using P-scales where appropriate. (P-scales are unlikely to be appropriate before end of Year 1 – hence the cells being shaded in the illustration above, although the cells can be ud if it is genuinely appropriate.)
Pupils’ stage on EYFSP can be indicated as either:
大蒜的吃法∙ they have achieved 1-3 points on the relevant strand of the EYFSP
∙ they have achieved 4-5 points on the relevant strand of the EYFSP
∙ they have achieved 6+ points on the relevant strand of the EYFSP
The ‘relevant EYFSP strand’ would be as follows:
∙ on the Reading tracking sheet, the Reading strand of EYFSP
∙ 护理学论文on the Writing tracking sheet, the Writing strand of EYFSP
∙ on the Maths tracking sheet, the average of the child’s scores in the 3 strands of the ‘Problem Solving, Reasoning and Numeracy’ area of learning in EYFSP
NB, the reports will only be applicable for pupils due to complete Key Stage 1 in July 2014 or earlier (i.e. completed EYFS in July 2012 or earlier). Pupils completing EYFS in July 2013 or beyond will be assd using the new EYFS Profile, which does not u the 1-9 scoring system.
By the end of Year 2, any pupils still working below Level 1 should be recorded using the P-scales – or, in the ca of children with English as an Additional Language, their asssment in reading, writing or speaking & listening would be W if they do not have a special educational need but are working below Level 1 becau they are only beginning to acquire the English language. (This is submitted to the DfE as ‘NOTSEN’.)
Progress Data – one recommended way of describing progress across KS1 is to compar
e the percentagescoo是什么 of the cohort working within or beyond the age-related expectation at the beginning and at the end of the Key Stage. This may prove a more effective way of describing progress than by using point scores, for reasons explored below. For example, if 70% of pupils were working at age-related expectations or beyond at the end of the EYFS, and 80% are at age-related expectations or beyond at the end of KS1, you could argue that progress is good.
The percentages at the end of each row of the tracking sheet illustrate the percentage of the cohort working at or beyond age-related expectations (i.e. pupils in white or blue cells) and the percentage working beyond A.R.E. (blue cells). 单身无罪
Average point scores – comparison of cohort APS across the Key Stage will only be an effective way of measuring progress if 由衷all pupils are working within NC levels. This is for 2 reasons:
1. There is no possible means of allocating point scores to pupils who are being assd as still working on EYFSP. Attempts to create equivalences between EYFSP sc
ores and NC levels are unreliable and not considered to be good practice.
2. The P-scale points score system does not fit the formula that is ud with NC levels, of a 2-point increa per sub-level. (Instead an increa from P7 to P8 is reprented with an increa of 1 point, but is considered as progress of a whole level in the context of pupils with SEND. However it cannot be interpreted in such a way if the P-levels have been ud inappropriately, i.e. for children who do not have SEND.)
