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Responding to changes in the Early Years Foundation Stage Statutory Framework (September 2021)

Changes made to the Early Years Foundation Stage Statutory Framework (EYFS) became mandated in September 2021. The changes, whilst subtle, do make reference to aspects of the observation, assessment and planning cycle referred to in some of our qualification specifications. We made the decision not to change the specifications as the learning remains relevant, however we want to provide guidance around achievement of particular assessment criteria/assessment of learning in the table below which we hope you will find useful.

Any reference made to the EYFS should always be based on the latest version. The changes to the EYFS are also discussed in this webinar which can be used with learners in teaching and learning situations. Please contact us if you require any further information.

QRN

Qualification Title

Unit and Assessment Criteria (AC)/Assessment of Learning (AoL)

Comment

603/3723/0

NCFE CACHE Level 2 Diploma for the Early Years Practitioner

EYP 7: Support the planning and delivery of activities, purposeful play opportunities and educational programmes

AC2.5 Describe reasons for tracking children’s progress

We are not intending to make changes to our specification however would expect learners to be taught in line with the latest EYFS statutory guidance.

In terms of EYP 7: Support the planning and delivery of activities, purposeful play opportunities and educational programmes and specifically criterion

AC2.5: Describe reasons for tracking children’s progress

Learners should still be aware of skills for observing and planning in the moment/meeting needs based on knowledge of individual child and child development, being aware of the support available for Development Matters and Birth to 5 Matters too.

Learners should not be tracking to Early Learning Goals and making assessment against these Goals (only relevant at the end of the reception year).

This criterion can be based on child development, such as: Describe reasons knowledge of child development supports children’s progress.

601/8438/3

NCFE CACHE Technical Level 3 Diploma in Early Years Education and Care (Early Years Educator)

Unit 3.8: Understand how to plan to meet the needs of the developing child

AC 2.7. Describe reasons for tracking children’s progress

We are not intending to make changes to our specification however would expect learners to be taught in line with the latest EYFS statutory guidance.

Learners should still be aware of skills for observing and planning in the moment/meeting needs based on knowledge of individual child and child development, being aware of the support available for Development Matters and Birth to 5 Matters too. In relation to Unit 3.8: Understand how to plan to meet the needs of the developing child and specifically assessment criterion

AC2.7. Describe reasons for tracking children’s progress. Examples may be given.

Learners should not be tracking to Early Learning Goals and making assessment against these Goals (only relevant at the end of the reception year).

This criterion can be based on child development, for example, describe reasons knowledge of child development supports children’s progress. Examples may be given.

601/2147/6

NCFE CACHE Level 3 Diploma in Early Years Education and Care (Early Years Educator)

Unit 3.8: Understand how to plan to meet the needs of the developing child

2.7. Describe reasons for tracking children’s progress.

We are not intending to make changes to our specification however would expect learners to be taught in line with the latest EYFS statutory guidance.

Learners should still be aware of skills for observing and planning in the moment/meeting needs based on knowledge of individual child and child development, being aware of the support available for Development Matters and Birth to 5 Matters too. In relation to Unit

3.8: Understand how to plan to meet the needs of the developing child and specifically assessment criterion

2.7. Describe reasons for tracking children’s progress. Examples may be given.

Learners should not be tracking to Early Learning Goals and making assessment against these Goals (only relevant at the end of the reception year).

This criterion can be based on child development, for example, describe reasons knowledge of child development supports children’s progress. Examples may be given.

601/4000/8

NCFE CACHE L3 Diploma in Childcare and Education (Early Years Educator)

Unit 7

AoL B1 5.3

The discussion of how tracking children's progress can enhance learning may include:

  • valid reasons for tracking
  • identifying areas for potential learning and development.

Unit 11

AoL C2 3.2

Discussion in detail must clearly show how and why children’s progress is tracked as part of assessing readiness for school.

We are not intending to make changes to our specification however would expect learners to be taught in line with the latest EYFS statutory guidance.

Learners should still be aware of skills for observing and planning in the moment/meeting needs based on knowledge of individual child and child development, being aware of the support available for Development Matters and Birth to 5 Matters too.

In relation to Unit 7, AoL B1 5.3

The discussion of how tracking children's progress can enhance learning may include:

  • valid reasons for tracking
  • identifying areas for potential learning and development.

Learners should not be tracking to Early Learning Goals and making assessment against these Goals (only relevant at the end of the reception year).

This criterion can be based on child development:

The discussion of how knowledge of child development for children's progress can enhance learning may include:

· considering valid reasons for referring to knowledge of child development.

· identifying areas for potential learning and development.

Examples may be given.

601/8437/1

NCFE CACHE Technical Diploma in Childcare and Education (Early Years Educator)

Unit 7

AoL B1 5.3

The discussion of how tracking children's progress can enhance learning may include:

  • valid reasons for tracking
  • identifying areas for potential learning and development.

Unit 11

AoL C2 3.2

Discussion in detail must clearly show how and why children’s progress is tracked as part of assessing readiness for school.

We are not intending to make changes to our specification however would expect learners to be taught in line with the latest EYFS statutory guidance.

Learners should still be aware of skills for observing and planning in the moment/meeting needs based on knowledge of individual child and child development, being aware of the support available for Development Matters and Birth to 5 Matters too.

In relation to Unit 7 AoL B1 5.3

The discussion of how tracking children's progress can enhance learning may include:

  • valid reasons for tracking
  • identifying areas for potential learning and development.

Learners should not be tracking to Early Learning Goals and making assessment against these Goals (only relevant at the end of the reception year).

This criterion can be based on child development:

The discussion of how knowledge of child development for children's progress can enhance learning may include:

  • considering valid reasons for referring to knowledge of child development.
  • identifying areas for potential learning and development.

Examples may be given.