early years foundation stage
Thank you to the schools who submitted their autumn phonics data through SIMS to the Data and Performance team. As this is a new collection process that became available at the end of last term only a small number of schools did this. Therefore, we have been able to arrange for the submission date to be extended to Friday 9th February 2018. If enough schools participate, analysis will be provided back to schools and in time we hope to create analyse within SIMS that you can run immediately after data entry has been completed. Having this data recorded in SIMS also means it is available to pull through onto other marksheets, such as tracker marksheets, which might be useful.
All schools within the CLLD network have had the relevant templates uploaded into SIMS. If you are not in the CLLD network but are interested in being part of this collection, please log a helpdesk call for EIMS, and they will set this up for you.
The DfE have announced that NFER is the preferred supplier of the reception baseline. The new statutory baseline will begin in autumn 2020 following trialling in schools. A summary of the new arrangements ‘Measuring progress in primary schools’ is available here. New Early Learning Goals should be available mid-May. Unfortunately Gill Jones and Sue Robb are unable to join us at the Bold Beginnings meeting [30th April] but we hope for a lively discussion.
Lisa Morris
Senior Education Improvement Adviser
We are inviting schools to ‘opt-in’ to a visit by contacting early years enquiries. Once the school is allocated an early years adviser that adviser will contact the school to arrange a suitable date and agenda.
The visit will encompass all of the EYFS provision under the school’s Ofsted registration and may include a discussion with the EYFS lead and the extended services leads.
Further information is included in the attached letter.
This handbook provides an overview of the requirements of the statutory teacher assessment and moderation processes including local agreements.
Talk for reading focuses on the way that children’s talk underpins the development of their reading (and writing).
We will look at:
The development of talk; the crucial role of serve and return conversations; building firm foundations in communication and language to support reading.
Research findings related to language and early reading – what are the implications for learning and teaching, looking at the proposed revisions to the EYFS?
Ask the question “When does talk turn into reading?”
Please see flier below for more details.
