Following a consultation in 2003, a pilot project for a new 'foundation phase' of education for 3- to 7-year-olds in Wales began in September 2004. Following this pilot phase, the statutory introduction of the foundation phase began in September 2008. To assist pilot schools and centres, a draft "Framework for Children's Learning" for the foundation phase was produced. This provided good practice for schools and settings to follow. Guidance on children's learning and assessment is also being produced to support the system of continuous assessment based on observation recommended during this phase.
There is no national system of assessment during this phase of education, but guidance on children's learning and assessment during the new foundation phase of education for 3- to 7-year-olds is being produced to support the system of continuous assessment based on observation recommended during this phase.
Although there is no national system of assessment at this level (see above), the former Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) published good practice guidance which stated that:
"good educators of under-fives need to understand the child's progress, the child's needs, the child's development. They need to evaluate the child's learning." 102
The guidance further recommends that an on-going process of observation, planning, assessment and record-keeping be conducted so as to:
As early years education for 3- to 5-year-olds is not compulsory, assessment during this phase is voluntary.102
Although there is no national (statutory) policy of assessment at this stage (see above), the former Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) recommended the following as good practice for measuring a child's progress:
This is a continual process of watching, looking at and listening to the child in a wide range of settings, including daily routines.102
This is a cooperative process which involves staff, parents and children at various levels. It is often done through themes and topics either for the week, month or term.102
This is concerned with children's progression along a learning continuum and is an on-going, regular process. It should be a process of observation whilst children are involved in learning experiences.102
This is the means by which observations and assessment are kept and the ways in which children's progress is recorded. These records can contain a simple file with dated examples of the children's work, narrative and anecdotal reports or more elaborate systematic analyses of particular aspects of learning.102
See sections 6.1.1 to 6.1.4 above.
See sections 6.1.1 to 6.1.4 above.
See section 6.1.2.