Case study 12: Making a Big Difference
Collection of EYFSP data in Walsall LA (2003-08)
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The National Strategies | Early Years Walsall LA
Collection of EYFSP data in Walsall LA (2003–08) 2003–04 • Introduction of Early Years Foundation Stage Profile (EYFSP) materials • Initial training programme for all reception practitioners and one member of administrative staff. •
Training partnership Early Years Foundation Stage team and Data team. Collection of final assessment data.
2004–05 • Ongoing programme of Early Years Foundation Stage Profile training for new Early Years Foundation Stage practitioners.
Developments
• • • •
Introduction of Early Years Foundation Stage eyeProfile (available from schoolsportal.suffolkcc.gov.uk) Initial training programme introduced for all reception practitioners eyeProfile (Early Years Foundation Stage team in partnership with Data team) Electronic collection of final EYFSP assessment data and LA comparative analysis undertaken and provided to schools. LA comparative data used to inform standards and achievements Development of LA Nursery Entry Profile materials (working party)
2005–06 • Continued programme of introductory Early Years Foundation Stage Profile/eyeProfile training for •
new/inexperienced reception practitioners
Electronic collection of final EYFSP data and comparative analysis by LA
Developments
• • • •
Multi-team approach extended to include Early Years Foundation Stage team/Data team/SIMS and Facility teams ‘Advanced’ training programme introduced for experienced practitioners/FS coordinators to develop practitioner tracking and analysis of school data using eyeProfile EYFSP data collected termly – two-paper (‘quick summary’) collections and final electronic collection. Termly collection enables analysis of EYFSP data at entry, pre-moderation and end of year. Enables identification of school-based support. LA comparative data used to inform standards and achievements Personalised EYFSP briefing introduced for administration staff to develop school-based network of support for eyeProfile
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The National Strategies | Early Years Walsall LA
• • • •
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Introduction of LA Nursery Entry Profile and initial training programme for all nursery practitioners to provide comparative ‘on entry’ data for all Walsall schools Electronic spreadsheet developed for Nursery Entry Profile data enables schools to undertake own comparative analysis – gender/ethnicity/month of birth/home language/number of terms attended Nursery Entry data collected electronically. LA analysis of data undertaken and schools provided with LA comparative data Schools encouraged to undertake Nursery Exit assessments, and undertake school-based analysis as model of good practice
2006–08 • Continued programme of introductory Early Years Foundation Stage Profile/eyeProfile training for • • •
new/inexperienced reception practitioners
Continued initial training programme for Nursery Entry Profile for all new nursery practitioners Continued ‘advanced’ training programme for experienced practitioners/FS coordinators Continued multi-team approach
Developments
• • • • •
Early Years Foundation Stage Profile data collected termly by electronic transfer. Entry and premoderation analysis undertaken by Early Years advisory team support identified. Analysis of final assessment data undertaken by LA Data team. LA comparative data provided to schools. LA comparative data used to inform standards and achievements Administration staff briefings increased to twice yearly and developed to include the use of eyeProfile and Nursery Entry data. Developed support network within school for use of Nursery Entry Profile and Early Years Foundation Stage Profile ‘Advanced’ training programme developed to include assessment coordinators, SMT and headteachers to develop whole-school tracking and data analysis using eyeProfile Electronic spreadsheet for Nursery Profile developed to include entry and exit assessment data. Schools able to undertake own comparative analysis for entry and exit data Electronic collection of Nursery Entry and Exit data by LA and comparative analysis of entry and exit data undertaken. LA comparative analysis of Nursery Entry and Exit data undertaken and provided to schools. LA comparative data used to inform standards and achievements
2007–08 • Continued programme of introductory Early Years Foundation Stage Profile/eyeProfile training for • • • • • •
new/inexperienced reception practitioners
Continued initial training programme for Nursery Entry Profile for all new nursery practitioners Continued ‘advanced’ training programme for experienced practitioners/FS coordinators/ assessment coordinators/senior management teams/headteachers Electronic spreadsheet for Nursery Profile provided to schools for entry and exit assessment data Continued electronic collection of Nursery Entry and Exit data by LA and comparative LA analysis Continued electronic termly collection of Early Years Foundation Stage Profile data Continued multi-team approach.
© Crown copyright 2009
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The National Strategies | Early Years Walsall LA
Planned developments
• • • • • • • • •
Introduction of termly assessment briefings for Early Years Foundation Stage practitioners Improved understanding of good Early Years Foundation Stage assessment practice. Shared communication channel Focus on assessment, data analysis and tracking (EYFSP/Nurse Entry Profile) through termly Early Years Foundation Stage coordinator meetings Improved school use/analysis of Early Years Foundation Stage assessment data including tracking Key Stage 1/Key Stage 2 to undertake termly submission of assessment data following model of Early Years Foundation Stage practice. Synchronised submission dates EYFS/Key Stage 1/Key Stage 2 Develop LA ‘gold standard’ for tracking and progress FS data to be used as basis for future tracking. Standards rise and gaps narrow Administration briefings increased to termly frequency (pre-submission) Enhanced school support network for Nursery Entry Profile and Early Years Foundation Stage Profile
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Audience: Early years practitioners Date of issue: 04-2009 Ref: 00243-2009PDF-EN-12
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