Monitoring your child’s progress

We will have regular meetings with you to let you know how your child is getting on and we are always happy to discuss any concerns or questions that you may have. All children learn at different rates and at different times and we are there to support them on this journey through their next steps. Working together really helps your child so please don’t hesitate to contact us if you are unsure of anything or would like more support in how to help at home.

Formal assessments are carried out three times per year against the Early Years Foundation Stage. This information is used to check children are on track and set targets. On-going assessments are used to inform planning and practice on a daily / weekly basis.

During the first 6 weeks of a child starting Reception they will complete the National Reception baseline assessment.

Early Years Foundation Stage Profile Data is submitted to the LEA at the end of the Reception Year. This is an assessment against the Early Learning Goals.

Individual Learning Journals (Tapestry accounts) are used to document children’s progress using photographs, comments from children and contributions from parents and carers.

Reception Baseline Assessment (RBA)

In Reception the children take part in the Government Statutory Reception Baseline Assessment, this came into all schools as a statutory assessment in September 2021. The purpose of the assessment is to provide the starting point for a new measure that will help parents understand how well schools support their pupils to progress between Reception and Year 6 / the end of key stage 2. It is a short 1:1 assessment that is done within the first 6 weeks when a child starts Reception.

Please follow this link for more information

The Early Years Foundation Stage Profile (EYFSP)

In the final term of Reception the EYFS Profile must be completed for each child. The profile provides parents and carers, practitioners and teachers with a well- rounded picture of a child’s knowledge, understanding and abilities, their attainment against expected levels, and their readiness for year 1.