Transcript Document

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The Early
Excellence Baseline
Assessment
(EExBA)
Practitioner considerations…
1.
What is the Early Years pedigree of the provider?
2.
How long will it take?
3.
Will the child remain in the classroom unaware that it is being
‘administered’?
4.
Will I be able to use the information it provides to support my
teaching or will I need to do my own formative assessments as
well as the Baseline?
5.
Will other practitioners and parents be able to contribute to it?
6.
Will it fully reflect the individuality of the child?
7.
Will it fully support my professionalism as a teacher?
8.
Does it link to the EYFS outcomes?
9.
Does it include (other) relevant aspects of significant learning?
10. How can I be sure it is accurate at the point of assessment?
EExBA values the unique
child and recognises how they
exhibit what they know and
can do
Rationale for EExBA
•
Assessment of what matters
•
Builds on existing approaches and tradition of
observational assessment
•
Operates as part of everyday effective practice
•
Supports professional judgement of practitioner and their
knowledge of the child
•
Works within the principles and practices of the current
EYFS
•
Includes multi-perspectives of the child’s development
including parents
•
Fully inclusive for children with EAL and SEND
•
Provides formative pedagogically useful information
•
Provides principled choice for practitioners
•
Meets DfE requirements, therefore useable by all
Schools
6
Numerical Score
EExBA ‘Layered’ model
Areas of Learning and
Development
Observation,
information from
parents and previous
settings
Characteristics of
Effective Learning
Observation,
information from
parents and previous
settings
Leuven Scales for Well
Being and Involvement
Initial
observation and
scanning
Characteristics of Effective
Learning
•
•
•
•
9 statements / ‘data items’
‘Binary’ yes/no practitioner judgement
‘Scored’ as Y/N (2 or 0 points)
Evidence from:
•
•
•
•
Home visit
Parental discussion
Information from previous setting
Initial observations
Areas of Learning and Development
•
22 statements for the Prime Areas
•
16 statements for literacy and maths
•
‘Binary’ yes/no practitioner judgement
•
Judgements made - ‘typical’ and ‘above typical’
•
Each data statement ‘scored’ as Y or N (1or 0 pt)
•
Cannot attain (b) without (a)
•
Reflects prominence of C&L, Literacy and
Mathematics and includes PSED and Physical
Development
•
Evidence from:
•
Home visit
•
Parental discussion
•
Information from previous setting
•
Initial observations
PSED
Making Relationships
(a)
Has a good
relationship with
peers and
familiar adults
(b)
Confidently
initiates
conversations
with unfamiliar
adults and is able
to compromise in
social situations.
Literacy
Reading
(a1)
Knows that print
carries meaning
and knows how
to handle books.
(a2)
Recognises
familiar signs and
labels and hears
and says initial
sounds in words
Literacy
Reading
(b1)
Links sounds to
letters, naming
and sounding the
letters of the
alphabet
(b2)
Can blend CVC
words
Practitioner Benefits
•
A practitioner-led baseline in tune with good
practice
•
Takes account of children’s well-being and
involvement and gathers evidence over time,
during the first 6 weeks of settling-in
•
Builds on professional judgments evidenced
through observation of play, whole group sessions
and small group activities
•
Is a natural part of what YR practitioners do in the
first 6 weeks of knowing a child
•
Fully supports, rather than disrupts, settling-in
routines and requires no break from interaction
•
Is the start of on-going records linking to the
Characteristics of Effective Learning, the three
Prime Areas, Literacy and Maths
School Benefits
•
Provides a meaningful record of what each child
can do on entry to YR
•
Highlights where children are in relation to the
attributes, skills and knowledge associated with
their age
•
Produces a clear indication of current
achievements and gaps in development
•
Establishes a starting point to measure progress,
inform accountability and provide a strong
predictor of KS1 and KS2 attainment
•
Forms part of a complete assessment system that
schools can buy into to record development and
progress from 2yrs to the end of Reception
How does EExBA meet the
Practitioner and Heads
Considerations?
Practitioner considerations…
1.
What is the Early Years pedigree of the provider?
2.
How long will it take?
3.
Will the child remain in the classroom unaware that it is being
‘administered’?
4.
Will I be able to use the information it provides to support my
teaching or will I need to do my own formative assessments as
well as the Baseline?
5.
Will other practitioners and parents be able to contribute to it?
6.
Will it fully reflect the individuality of the child?
7.
Will it fully support my professionalism as a teacher?
8.
Does it link to the EYFS outcomes?
9.
Does it include (other) relevant aspects of significant learning?
10. How can I be sure it is accurate at the point of assessment?
Headteacher considerations…
• How much does EExBA cost?
£85.00 registration fee, £3.10 per child.
Refunded by the DfE
• How much time will EExBA take?
Between 9-12 minutes per child
• Will EExBA give me an accurate
measure?
Yes, this has been proved through the pilot
Headteacher considerations…
• Will I be able to use EExBA to predict
KS1 outcomes?
Headteacher considerations…
• How does EExBA link with
demonstrating progress through
Nursery?
Early Excellence are now developing a
nursery baseline
• How will EExBA fit with whole school
tracking system
Early Excellence are now developing a EYFS
tracking system
Schools who chose to use
EExBA
Schools that select the EExBA will receive a
day’s training for the lead Reception teacher.
The training will :
• outline the principles and practices that
underpin the EExBA.
• Inform the nature and expectation of each
of the data items.
• Provide examples of children’s work and
video footage of children demonstrating
attainment of specific data items
Schools that select the EExBA will also have
access to unique access to:
Website Support
• Ongoing support for YR teachers
completing the EExBA will be available
through a password protected portal on the
Early Excellence website (see page 25–
28). This will consist of:
• Updated advice and answers to FAQs that
will be posted as required and in response
to practitioners’ questions and queries.
• Video exemplification of children
demonstrating the attainment of data
items.
Schools that select the EExBA will also have
access to unique access to:
Help Desk
• Support for YR teachers completing
the EExBA will also be available via a
Help Desk open 8.30am-5.30pm
Monday to Friday. This will offer
expert support and advice regarding
any questions or queries.
For more information and
to sign-up to EExBA
see our website
www.earlyexcellence.com/baseline
Follow us on Twitter @earlyexcellence
Choosing your Baseline
Assessment
www.earlyexcellence.com/baseline