Letter and Sounds: Principles and Practice of High Quality Phonics
This guidance is produced by the Primary National Strategy and give in depth details about how we teach letters and sounds, starting with Phase 1 in Nursery and end with Phase 6 in Year 2.
Early Years Foundation Stage Assessment and Reporting Arrangements 2018 (ARA)
This guidance is produced by the Standards and Testing Agency (STA) and details the statutory requirements for the Early Years Foundation Stage (EYFS) profile assessment and reporting for this academic year.
Please see the document below for further information;
Statutory framework for the Early Years Foundation Stage
This document is a framework that is mandatory for all early years providers in England (from 3 April 2017)1: maintained schools; non-maintained schools; independent schools; all providers on the Early Years Register; and all providers registered with an early years childminder agency. Please read the document in the attached link below:
This document helps practitioners to support your child's learning in the Foundation Stage. It is a guidance document helps adults to support and understand their child's development. Please take a moment to have a read. If you need to discuss any elements in this document further, please write a note in your child's red home-school diary and to arrange an appointment. Thank you.
Early Years Foundation Stage Profile
This handbook is produced by the Standards and Testing Agency (STA), an executive agency of the Department for Education (DfE), which is responsible for ensuring early years foundation stage (EYFS) profile outcomes are reliable as a result of robust moderation.
The EYFS profile summarises and describes pupils’ attainment at the end of the EYFS. It gives:
• the pupil’s attainment in relation to the 17 early learning goals (ELG) descriptors
• a short narrative describing the pupil’s 3 characteristics of effective learning
Practitioners’ assessments are primarily based on observing a pupil’s daily activities and events. In particular, practitioners should note the learning which a pupil demonstrates spontaneously, independently and consistently in a range of contexts.
Accurate assessment takes into account a range of perspectives. This should include those of the pupil, parents and other adults who have significant interactions with the pupil. The term ‘parent’ is defined in section 8.
The government does not prescribe how ongoing assessment should be undertaken.
This publication provides non-statutory guidance from the Department for Education. It has been produced to help practitioners make accurate judgements about each child’s attainment during the early years foundation stage (EYFS) and local authorities (LAs) when exercising their function under the EYFS (Learning and Development Requirements) Order 2007, Section 4.2.
Parents Guide to EYFS
This document helps parents to understand the EYFS.