ASSESSMENT AND TRANSITION
Assessment and Transition
Early learning and development is complex, therefore it requires assessment processes that reflect this complexity and practitioners who are skilled in observation, reflection, interpretation and making meaning of children’s learning and development.
We believe that every child can be a capable and mastery learner… through trusting relationships and a rich and meaningful curriculum that builds upon their previous knowledge and understanding.
Children have enquiring minds and they learn and develop in different ways and at different rates when learning about the fascinating world in which they live. With this in mind, we must ensure that the assessments we use reflect this. Early Years assessment is inclusive. It is a collaborative approach which includes the child and parents voice.
In order to build a holistic picture of a child it is fundamental that assessments are observation based and show what a child can do in a range of contexts. It is not the child’s responsibility to ‘perform’ but our responsibility to be attuned and understand each child’s stage of learning and development.
Learners’ assessments are underpinned by a set of overarching principles.
Bristol values that underpin ethical assessment practice
Differentiated Early Years Outcomes (DEYO)
Assessment and Transition News
The DfE published its Reception baseline assessment validity report on 27th February 2020.
The STA have published the 2020 version of the Early Years Foundation Stage Profile Handbook.
Early Learning contacts
Nicola Theobald, Early Years Improvement Officer
Nicky Bale, Foundation Years Bristol Standard Consultant
Smi Pearce, Foundation Years Consultant Assessment and Transition
Kate Hubble Foundation Years Consultant
Beth Osborne Foundation Years Consultant Birth to Three