These help notes are to support schools who have registered with the DfE as participating in the EYFS reforms early adopter year from September 2020 to August 2021.
The level of development children should be expected to have attained by the end of the EYFS is defined by the early learning goals (ELGs).
The ELGs should support teachers to make a holistic, best-fit judgement about a child’s development, and their readiness for year 1. In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child.
Each child’s level of development must be assessed against the early learning goals. Practitioners must indicate whether children are meeting expected levels of development, or if they are not yet reaching expected levels (emerging). This is the EYFS Profile.
Having worked with a number of Early Adopter schools and taken into consideration the principles of the new Development Matters guidance, we have created a new assessment model which we believe meets the requirements of schools whilst acknowledging the need to reduce the amount of unnecessary and unhelpful data that has been historically collected.
"Assessment should not entail prolonged breaks from interaction with children and not require excessive paperwork. Paperwork should be limited to that which is absolutely necessary to promote children's successful learning and development." Gill Jones, HMI and Deputy Director of Schools and Early Education
Pupil Asset's EYFS 2020 model is a Point in Time Assessment.
Unlike a linear model whereby pupils are expected to progress through a number of steps/points along a 'flight path', in a Point in Time Assessment, learning is assessed against what has been observed to date and learner's achievements are compared against the expected levels of understanding and competencies relative to that 'point in time'.
Where a child is deemed to be meeting expectations, their attainment is graded as 'Meeting ARE'. Learners who have achieved more are graded as currently Exceeding expectations and those attaining less will be graded as below expected to varying degrees. Point in Time Assessment works most effectively when schools have a clear sense of what they expect of their learners and of how this changes through the year.
PITA models give plenty of scope for teachers to make professional judgements about the achievement of their pupils. In order to make robust judgements, teachers should have a good understanding of the curriculum and a clear sense of what they expect of their learners throughout the year.
Early Years Framework 2020
Development Matters 2020