EYFS Profile Assessment
It is important to remember children develop and learn in different ways and at different rates. Good Level of Development (GLD) is a performance measure. This is not the same as making good progress.
Assessment plays an important part in helping to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment forms part of our day-to-day observations about children’s progress and observations which parents and carers share with us - through the reading diary, homework and any information sent in - all inform a child’s learning journey. Throughout the year, EYFS teachers will have an ongoing dialogue using EYFSP exemplifications to track progress towards end of year expectations. During the year we also take part in Local Authority moderation with other schools.
In the final term of the year in which the child reaches age five, the EYFS Profile must be completed for each child. The Profile provides a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. Each child’s level of development must be assessed against the 17 early learning goals.
Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This is the EYFS Profile.
For GLD children need to achieve expected or above in the early learning goals:
- PSED – Making Relationships; Managing Feelings & Behaviour; Self-confidence & Self-awareness
- Communication & Language: Listening & Attention; Understanding; Speaking
- Physical Development: Moving & Handling; Health & Self-care
- Literacy: Reading; Writing
- Mathematics: Number; Shape, Space & Measures
The following link will take you to more information about the Statutory Framework for the Early Years Foundation Stage:
Click on the EYFSP slide below to read our 2017 EYFSP data analysis.