I teach a nursery class in a primary school. I have done my best to immerse my pupils in interesting, engaging,practical learning experiences; raising chickens, growing vegetables, being aware of all weather types, by being out in them (in suitable clothing of course), to promote understanding the world, experiencing seasonal changes and celebrating festivals through food and music/dance from that culture, exploring lots of stories, and maths and cll in practical contexts. I have taken photographs and recorded the children's responses to every experience. In addition, I have recorded the children's own child initiated learning - much of which stems from the experiences they have been exposed to, including child initiated planting and watering of their garden, feeding the chickens and checking their hutches for fresh straw etc; They are a very articulate group, so there are lots of comments about what they observe and think. The majority of the children are secure in having achieved the 30-to 50 outcomes and are working towards the 40-60 months outcomes, to be emerging at the end of the Summer term. However, they are mostly Autumn born, with only a few born in Spring and none in Summer, so they are performing at a developmentally age related, expected outcomes. (In fact, they are developing beyond ARE, but I have been forced to mark them down). However, at a recent pupil progress meeting, I was told that I have to provide evidence of attainment for every EY outcomes statement, to ensure that outcome has been met. I explained that as their teacher, I know them very well and can state with confidence the statments they have achieved, but SLT are insisting that I cannot highlight a statement until I have three pieces of evidence to support it. I know that this stems from concern that if the children achieve 'emerging' in the 40-60 outcomes, this puts pressure on the Reception class teacher to get the children to exceeding EY goals next year. But surely, the emphasis should be on where each child is at developmentally, and supporting them to achieve the next stage in their learning, even if in reception class, they encounter the Y1 programmes of study. The concepts don't have to be formal, they can still be play based to meet the developmental needs of 4/5 year olds. This poses a dilemma for me, because I cannot regard my pupils as walking sets of data. They are three and four years old for God's sake! They are developmentally explorers and investigators, exploring all areas of learning including human relationships and interactions, the world around them, nature, patterns in number, shapes and letters/words. Of course, I can backtrack, and make templates to include the statements for each area of learning with columns to record evidence on three different dates, but I feel that this undermines the spontaneity of responding to their next steps in learning at the time of need, because my role seems to have become about gathering evidence, rather than extending learning. Please can anyone advise, is this what the expectation has become, with regards to collecting data about achievement in Nursery classes? I would really appreciate any advice you can give.