In September 2008 the Early Years Foundation Stage (EYFS) was introduced. The EYFS provides a statutory framework covering care, learning and development for children from birth to age 5 in all formal childcare settings and includes an assessment of a child's progress and learning needs. Early years' providers are required to complete an 'EYFS Profile' for each child in their care at the end of the academic year in which they reach the age of 5. If the child receives education and care in more than one setting, the profile should be completed by the provider with which the child spends the majority of their day (in consultation with the other providers). The profile data describes the child's attainment of early learning goals across all six areas of learning and development (see 5.1.2), and is based on observation and assessment of the child during day-to-day activities. This information is shared with parents and Year 1 teachers (the first year of compulsory primary school). 415
The EYFS Profile replaces the Foundation Stage Profile which was first introduced in September 2002. Prior to 2002, children were assessed on entry to primary education (under a system of baseline assessment).
Responsibilities of the Qualifications and Curriculum Development Agency
Under the Education Act 1997 (section 21-26),3 the Qualifications and Curriculum Authority (QCA) was established on 1 October 1997 following the merger of the School Curriculum and Assessment Authority (SCAA) and the National Council for Vocational Qualifications (NCVQ). Its function has been to develop and regulate the national curriculum, assessments in schools, and qualifications and its remit includes all levels of education except higher education. The Government has now set up Ofqual (the Office of the Qualifications and Examinations Regulator) as an independent examinations and qualifications regulator. Ofqual has taken on most of QCA's regulatory functions and the Government is introducing legislation which is expected to transform QCA into the Qualifications and Curriculum Development Agency (QCDA). QCDA will continue to develop QCA's non-regulatory work. This includes:
For further information on QCDA see: http://www.qcda.gov.uk/aboutus.aspx
The forthcoming legislation is also expected to establish Ofqual as the independent examinations regulator. Further information on Ofqual's role is available from its website: http://www.ofqual.gov.uk/46.aspx
The main objective of the Early Years Foundation Stage (EYFS) Profile is to provide parents and Year 1 teachers with reliable and accurate information about each child's level of development as they reach the end of the EYFS. Primary school teachers are required to use this information to plan an effective, responsive and appropriate curriculum capable of meeting all children's needs and supporting their continued development.415
During the EYFS, information collected during assessed observations is used by practitioners to plan further learning activities to enable the child to work towards achieving goals within the six areas of learning and development (see 5.1.2). 415
Early Years Foundation Stage (EYFS) Profiles are completed for all children at the end of the EYFS - the period of education from birth to the end of the academic year in which the child reaches the age of 5. 415
The Early Years Foundation Stage (EYFS) Profile sums up each child's progress and learning needs at the end of the EYFS. Practitioners assess the child's development in relation to the statutory early learning goals (see 5.1.2). Their judgements are based on observations of the child's consistent and independent behaviour. Information is gathered from a wide range of learning and teaching contexts. All adults who interact with the child contribute to this process. Information given by parents / carers must be taken into account, as well as evidence and data shared between providers (where necessary).The EYFS Profile Handbook provides advice and guidance on assessment to support practitioners in completing the profiles. 417
For most children, a Profile will be completed at the end of the reception class in primary school, although Profiles can be completed in any formal childcare setting in which children complete the EYFS.
QCA/QCDA provides a range of materials which offer advice and guidance to practitioners involved in assessing, completing, recording and moderating the Early Years Foundation Stage (EYFS) Profile. These include the EYFS Profile Handbook, an 'Assessment Scales Reference Sheet' and a training package entitled 'Continuing the Learning Journey'. For further information see: http://www.naa.org.uk/naa_17850.aspx
Each child's development is recorded against 13 assessment scales based on the early learning goals and divided between the six areas of learning and development (see 5.1.2). A child can score up to nine points on each scale. Scale points 1 to 3 describe the attainment of a child who is still progressing towards the early learning goals on that scale. Points 4 to 8 describe the attainment of a child in the context of the early learning goals. They are not hierarchical and a child can achieve them in any order. Scale point 9 describes the attainment of a child who has developed further and is working consistently beyond the early learning goals.417
See above and below.
Completed Early Years Foundation Stage (EYFS) Profiles are used to inform parents and Year 1 teachers about each child's progress and learning needs. EYFS Profile data also serves as core information for other practitioners, particularly if the child receives education and care in more than one setting or moves to another provider during the course of the EYFS. EYFS Profile data is also used by local authorities and the Department for Children, Schools and Families (DCSF) to evaluate the effectiveness of early years provision and initiatives.417