The Foundation Stage and the SEF by mWrNSE


									                The Foundation Stage and Self Evaluation
This guidance will support the process of self-evaluation in your school and will
provide suggestions for the completion of the SEF. Reference to Every Child Matters
is essential.

   1. Characteristics of your school
   Please outline the main characteristics of the learners including:
   their attainment on entry and how you know this:
   Practitioners are encouraged to use all the information collected from
   parents/carers, non-maintained settings, accredited childminders, home/setting
   visits and other agencies to identify each child’s attainment on entry into school.
   This information used alongside the accurate assessment judgements made by
   Foundation Stage practitioners (based on ongoing, observational assessments) will
   provide on-entry information from which progress of individual children can be
   monitored. Involvement in internal and external moderation is seen as a key
   element of accurate, reliable formative assessment practice in the Foundation
   Other assessments such as ASPECTS/PIPS (used by some schools) will also
   provide on- entry assessment information in reading, maths, writing and PSED.
   The outcomes from these assessments are based on information collected on one
   specific day early in the school year and therefore will not be as helpful as teacher
   assessments undertaken over time, in a variety of contexts and based on a wider
   knowledge of each child.

   3. Achievement and Standards
   3b. How well do learners achieve in the Foundation Stage?
   The formative, daily assessment procedures used in the Foundation Stage are
   important. These will include assessment for learning strategies, planned
   observational assessments, incidental learning notes, collection of evidence of
   achievements, etc.
   Practitioners, working together, establish a ‘baseline’ of information for each child
   and continue to use their assessment judgements to identify individual children’s
   needs, inform daily planning and monitor progress towards the Early Learning
   Goals. Factors impacting on progress may need to be considered here (i.e. SEN,
   EAL, time in the Foundation Stage, etc.).
   The evidence collected from the effective use of the eProfile (electronic recording
   system) and the Foundation Stage data (produced by the Performance Team in
   Sept/Oct. annually) will support this statement.
   The data packs provide an end of Foundation Stage profile for each child and the
   cohort. It enables staff to compare their children’s results in the 13 aspects of the
   6 areas of learning with other schools in the LEA.
4. Personal Development and Well-being
4f. How good are the personal, social and emotional development and well being
of learners in the Foundation Stage?
(how has the school contributed to the development of Foundation Stage
This will include information about inclusion, transition (prior to starting school
and links with Year 1), links with the community, strategies used to raise self-
esteem and develop positive attitudes to learning. Comments about how
effectively children’s P.S.E.D needs are met and their progress monitored may
also be included.
Practitioners should plan for developments in PSED alongside the other 5 areas of
learning. The formative assessment strategies identified in short-term planning
and the subsequent information collected about children’s learning is evidence to
support this.
The introduction/implementation of the ‘Little Steps’ file made available to all
schools/settings through training in the summer term 2005 provides a self-
evaluation system, planning guidance, teaching material, parental and assessment
Other evidence which incorporates the Foundation Stage into KS1 and KS2
initiatives will also be included. (i.e. The Primary PSHCE Curriculum –
disseminated 2003)

5. The Quality of Provision
5d. What is the quality of provision in the Foundation Stage?
Include comments about:
        the practitioners’ understanding about child development and their
            relationships with children and parents;
        staff experience and understanding of the curriculum and the
            assessment procedures;
        developments in creating a well resourced, high quality learning
            environment (indoors/outdoors) that supports children’s learning;
        practitioners’ planning and provision of learning experiences which
            builds on the children’s knowledge, skills and understanding;
        inclusive practice;
        transition arrangements;
        the development of positive attitudes to learning (staff and children).
Use a statement such as: ‘The quality of provision in the Foundation Stage is
excellent, good, etc. because……….’

6. Leadership and Management
6b. What is the effectiveness of leadership and management in the Foundation
This may include evidence from Foundation Stage leaders/co-ordinators, based on
self-evaluations/audits and policies/guidelines produced. Evidence based on the
TTA Foundation Stage audit materials, recent training impacting on the
 effectiveness of leadership and management and other external support accessed
 could be helpful.
 The Foundation Stage Principles should be reflected in whole school policies.
 Issues such as transition into and out of the Foundation Stage, promoting learning
 through activities based on observational assessments, financial monitoring,
 general management of the Foundation Stage and staff CPD should be considered.

 7. Overall Effectiveness and Efficiency
 7f. What are the quality and standards in the Foundation Stage?
 Evaluations from the previous sections should be drawn together in
 response to this section.

Section E2 of Part B
E2. Curriculum Description
Please provide any information about how the Foundation Stage Curriculum is
organised, for example about child initiated activities, taught activities,
support/withdrawal teaching, etc,
  the curriculum structure;
  the learning opportunities in place (planned, relevant, purposeful, with a
     balance of adult/child-led activities, etc.);
  observational assessment and how assessments inform planning,
  development of a stimulating learning environment which promote
     independent learning (access to resources, organisation of space indoors and
     outdoors, etc.),
  ICT used across the curriculum;
  effective use of staffing (senior management, curriculum co-ordination, roles
     and responsibilities).

   September 2005

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