Teacher assessment at five
30 Nov 2011
This newly published study investigated whether ongoing teacher assessment at the end of the Early Years Foundation Stage (EYFS), around five years old, could be used effectively to identify children with language difficulties in need of early intervention. The study was commissioned by the previous Government as part of the Better Communication Research Programme.
The following key findings are presented in the report:
- Children deemed by their teachers to be developing slowly after one year in school typically perform below national expectations in Key Stage 1 assessments.
- Teachers, with appropriate training, can make valid judgements of children’s development at the age of five in language and literacy.
- There needs to be an ongoing system of monitoring through the Early Years, Key Stage 1 and beyond, rather than a "one-off" screening measure
- A reduced EYFS Profile could be used to support monitoring and early identification of difficulties with literacy and language
- 10 reasons why play is important
- Quarter of four year olds start primary school without vital skills, study shows
- Evaluation shows Early Words Together improves children’s vocabulary and supports school readiness
- Shortlist revealed for New Children’s Author Prize
- National Literacy Trust to receive Government grant for literacy improvement tool
- Hip hip hooray, it’s World Book Day! in Blogs by Danielle Wright
- Five things adults can do to get kids reading for pleasure during the World Cup in Blogs by Tom Palmer
- The Greatest Hits of the National Literacy Trust Network in Blogs by Susie Musgrove
- Why the World Cup draw matters to schools in Blogs by Tom Palmer
- "Volunteering on Words for Work is a must" says Amanda Delaney, KPMG volunteer in Blogs by Guest blogger