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Discussion in 'Primary' started by 303anna, Sep 11, 2009.
Why should they they are intended to measure different things?
If the profile scores don't help how year 1 teachers seem to want them too, i maybe there should be something that is in par with primary assessments. Otherwise it seems to be quite confusing.
Many many Y1 teachers are more than happy with the information provided by the profile as it does the job it is intended to.
I wouldnt know, i'm a new year 1 teacher this year. I'm still learning what job it does!
It does exactly what it says it does on the tin
" The primary purpose of the EYFS profile is to provide year 1
teachers and parents with reliable and accurate information about each
child's level of development as they reach the end of the EYFS." notice it says development ...
Y1 teachers should be involved in internal moderation of the profile so it might be worth asking about training
I am not. It is a vague bunch of wish-washy statements that tell Y1 teachers very little. Complete waste of time and money.
Yeah, because we have nothing else to do....
but as you've said so often you don't even look at them ...
well don't complain if you can't understand it
Msz if Year 1 teachers don't want to use them it is for the simple reason they are pointless. The teachers are not interested if they can ride a 3 wheel bike, do their own coat up or slurp their own milk. The profiles are a monstrous waste of well paid teachers time and as soon as they have been got rid of, as well as those pointless observations, the sooner reception teachers can once again concentrate on teaching the basic literacy and numeracy skills in the most effective manner.
and by the same token there are many Y1 teachers who do use them in the first term of Y1.
There is nothing on the profile about who can ride a 3 wheeled bike, do up their own coat or slurp milk so perhaps as an assessment coordinator you should sit in on the moderation too
Unless the school is attempting to run the FS in Year 1 which of course is a mockery of the philosophy because the staff ratio in most Year 1 class tends not to be so generous. As a consequence you end up with the farcical situation of a bedraggled Y1 teacher chasing their own tail trying to create the same environment which the children have spent the last 2 years in but with half the staff. This madness is then compounded by the fact the children don't have access to the outdoors so it just becomes undiluted chaos with the teacher probably feeling inadequate, de-skilled and underused.
No they are following good practice from the National strategies which says for children who haven't completed profile points 4-8 the profile is the appropriate assessment document nothing at all to do with attempting to run the FS in Y1.
Advice from those who won't be attempting to implement this nonsense. The trouble with the FS and for those who work in it is the endless amount of 'experts' who basically go round giving their opinion as if it is 'the truth'. So many experts giving so many differing opinions to so many teachers creating so much chaos.
and all the schools that have been using it and it's predecessor successfully in Y1 for years
Absolutely. Last year we had CLLD advising on improving reading using synthetic phonics in FS whilst simultaneously having ECaR promoting multi-cueing Reading Recovery methods. On top of this the EYFS advisors were saying children should do neither!
Some of us are lucky to work in LAs with people who know what they are talking about and use common sense
I am in a similair situation..ish.
I am new to year one after working in years 2 + 3 for the last 7 years.
After children only being back since Tuesday...it's now Wednesday..I have been asked to set targets for the end of the year using the FSP scores data the reception teacher has passed up...in writing, reading and maths!
I have no idea what a child who achieved a 5 in writing should progress to..or a child who achieved a 2 in calulating should get at end of year either.
Any help, support or advice would be greatly appreciated as we are now an ISP school and a 'specialist' from the LA wants this data next Wednesday!
We don't set the targets until the end of the first half term for the year1 children.I (reception teacher) work with the Year1 teacher and we discuss each child and set the target together ...once the children have settled in.