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Assessment Resources

Literacy: Writing: Tracker statements
I use this document to highlight where each child is for Writing.
We use Target Tracker in my school so we use abbreviations like
b - beginning
b+ - just above beginning
w - working
w+ - the top end of working
S - secure
I use statements from this document as 'next steps' in the objective led planner (see the objective led planning example on the free resources menu above). 
Literacy: Reading: Weekly Tracker (Book Band linked)
I use this document to highlight where each child is for Reading.
I 'add rows' into each section to input all my children onto one sheet.
This is where we track the children weekly.
We use Target Tracker in my school so we use abbreviations like
b - beginning
b+ - just above beginning
w - working
w+ - the top end of working
S - secure
I use statements from the 'where are they now?' as 'next steps'. 
EYFS - Tracking across the year 
The following trackers are used to track children from Baseline entry
to when they are assessed against the Early Learning Goals (ELGs) in the summer term. 
Also included on each tracker is a description of the number of 'steps' a child needs to make to be seen as making good/outstanding 
progress. 
 
Example of a tracker with normal
steps (entering, developing, secure)
Baseline Form
Example of a tracker with Target Tracker Style levels (Beginning, beginning+, working, working + etc)
Externally Moderated Writing Samples - Summer 2016
In the summer of 2016 a few EYFS practitioners got together to submit externally moderated 
writing pieces. Only those practitioners who were moderated by an external LEA etc were 
able to take part. The practitioners who took part were from all over England, giving a great
sample of writing. You can use this document as a guide to help you make assessments against the
Early Learning Goal for writing. 
 
Focus Child tracker - Next steps / objective led planning 
In Foundation Stage 2 (F2/Reception) I would have 10 focus
children a week. Their names would be listed on this document. 
I had 3 documents (3x 10 = 30 children in the class). 
At the top would be literacy and maths. I would write the current
genre of writing we were learning about (eg. writing a letter) and also the current maths theme/aspect we were teaching (eg. Place value). 
I would then split the children in the table, according to their next steps. For writing, I looked at the Development Matters document to see where the children were and would then write 'where they are now' and what their 'next steps' would be. I also used the writing tracker that I made, which is at the top of this webpage, to help inform my judgements. 
For Maths, I would look at the Development Matters and repeat the same process I did for writing - see where the children were (best fit) and what I could do to move them on. 
This document would help me to plan and enhance my continuous provision and also any enhancements/carpet inputs. 
Evidence towards these next steps could come from child initiated play, observations during carpet inputs or any adult directed tasks (if we had any). Most of our time was spent in provision observing, interacting and extending play.