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Terrington St Clement Community School

A traditional school with traditional values where

we aspire, succeed and thrive

EYFS Assessment

Reception Baseline (RBA)

The reception baseline assessment, or RBA is a very short, interactive and practical assessment of your child's early literacy, communication, language and mathematical skills when they begin school. It will be undertaken by your child's class teacher and will measure your child's progress from reception to year 6. It is not a pass or fail assessment. Its main purpose is to create a starting point 'snapshot' of where your child is when they start school. 

You do not need to do anything to prepare your child. It is unlikely they will know they are doing an assessment when they complete tasks. 

The data from the assessments will only be used by the DfE when your child has reached the end of year 6, to provide the baseline to measure the progress of your child's year group from reception to year 6. The data from the assessment, including numerical scores, is not shared with you, school or anyone else. 

Teachers receive a set of statements which provides a short narrative of how your child performed during the assessment. These will be shared with you once we have completed all the assessments. 

If you wish to read further about the reception baseline, then you can find a useful parent booklet here: 

https://www.gov.uk/government/publications/reception-baseline-assessment-information-for-parents  

 

EYFS Profile Assessment

It is important to remember children develop and learn in different ways and at different rates. Assessment plays an important part in helping to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment forms part of our day-to-day observations about children’s progress and observations which parents and carers share with us - through the reading diary, homework and any information sent in - all inform a child’s learning journey. Throughout the year, EYFS teachers will have an ongoing dialogue to track progress towards end of year expectations. During the year we also take part in Local Authority moderation with other schools.

The level of development children should be expected to have attained by the end of the EYFS is defined by the early learning goals (ELGs). The ELGs support teachers to make a holistic, best-fit judgement about a child’s development, and their readiness for year 1. Each child’s level of development must be assessed against the 17 early learning goals.

The early learning goals are:

  • PSED: Self-regulation; Managing Self; Building Relationships
  • Communication & Language: Listening; Attention & Understanding; Speaking
  • Physical Development: Gross Motor Skills; Fine Motor Skills
  • Literacy: Comprehension; Word Reading; Writing
  • Mathematics: Number; Numerical Patterns

The following link will take you to more information about the Statutory Framework for the Early Years Foundation Stage:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf 

Click on the EYFSP slide below to read our 2017 EYFSP data analysis.