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Early Years Assessment

The Early Years curriculum requires teachers to use an integrated approach to early learning and care of students. They develop their styles of learning through exploration, active learning, creating and thinking critically. Learning in our outdoor space is also important for the early years’ students. There are three characteristics of effective teaching and learning in Early Years:

Formative Assessment

Assessment plays an important part in helping parents, carers, and teachers to recognise students’ progress, understand their needs, and to plan activities and support. Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing students to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each student reflecting those observations. In their interactions with students, practitioners should respond to their own day-to-day observations about students’ progress and observations that parents and carers share.

In the final term of the year in which the student reaches age five, the EYFS Profile will be completed for each student. The Profile provides parents and carers and teachers with a well-rounded picture of a student’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1.

Summative Assessment

Playing and exploring – student investigate and experience things, and ‘have a go’;

Active learning – students concentrate and keep on trying if they encounter difficulties,
and enjoy achievements; and

Creating and thinking critically – students have and develop their own ideas, make links
between ideas, and develop strategies for doing things.