SUMMARY CHART FOR NURSERY CHILDREN – Making accurate judgements Development Matters (Please refer to the guidance overleaf) Cohort year _______ Number of children ________

Start of Nursery Attainment on entry

Percentage of children working within each Area of Learning & Development

Prime Specific

PSED PD CL LIT

MATH UW EAD

Development Matters

16 – 26 months

Development Matters

22 – 36 months

Development Matters

30 – 50 months

Development Matters

40 – 60 months

End of Nursery Attainment at the end of nursery

Percentage of children working within each Area of Learning & Development

Development Matters

16 – 26 months

Development Matters

22 – 36 months

Development Matters

30 – 50 months

Development Matters

40 – 60 months

EYFSP emerging

Grey; age related/expected PSED: Personal, social and emotional development; PD: physical development; CL; communication and language: LIT; literacy: MATH; mathematics: UW; understanding the world: EAD; expressive arts and design (see Development Matters 2012 for more detail on the aspects within the prime and specific areas)

GUIDANCE NOTES FOR THE SUMMARY CHART FOR NURSERY CHILDREN Keeping an overall summary chart will enable senior leaders to draw together key records and data about the children in nursery and consider at the end of the year whether expected progress has been made for the cohort. The chart is aid schools in making an overall judgment about where children are in terms of age related expectations at the start of nursery then comparing this with an overall summary at the end of the year. This will help inform self evaluation regarding progress, summing up the further levels of detail that the school will have for tracking through the year, and for individuals and groups. Similarly inspectors consider this important data when making judgements about achievement; "progress from age-related expectations at the beginning of nursery, to age-related expectations at the beginning of reception .... is likely to represent expected progress during the Early Years Foundation Stage". (Subsidiary guidance: Supporting the inspection of maintained schools and academies from September 2012). Attainment on entry to nursery at age three: Most1 children are likely to be working within the ‘Development Matters’ band for 30–50 months, having shown competence in the preceding band for 22–36 months. This may be referred to as the age-related expectation at the beginning of nursery. Attainment on entry is likely to be below age-related expectations where a substantial proportion2 of children in a school do not demonstrate all of the elements in the 22–36 month band. (Subsidiary guidance: Supporting the inspection of maintained schools and academies from September 2012). Attainment on entry to reception at age four Most children are likely to demonstrate some of the elements of skill, knowledge and understanding within the development matters band for 40–60+ months, in addition to all of the elements in the preceding band for 30–50 months. This may be referred to as the age-related expectation at the beginning of reception. Attainment on entry is likely to be below age-related expectations where a substantial proportion of children in a school do not demonstrate all of the elements in the 30–50 month band. The statutory early learning goals establish national expectations for most children to reach by the end of Reception Year. These are the statements in bold in the 40–60+ month band. (Subsidiary guidance: Supporting the inspection of maintained schools and academies from September 2012). The grey banding on the chart shows where most children (80% - 95%) would be. If a substantial number (more than 20%) fall outside this banding comments would need to be made in your self evaluation. Remember this may refer to only one area of learning and development. To provide a more accurate picture of your school you should consider the attainment over a three year period. Senior leaders are advised to work with practitioners to clarify this overall baseline judgment further. It would be helpful for practitioners to ascertain the degree of security of each child (and groups of children) within the age banding they are currently working in on entry. For example, schools could consider the results for each child, and collate percentages for groups (eg boy/girl, summer born etc), within the bands. Remember the grey shading is meant to indicate that a child/group is working within this age band and has met the expected levels of development for the previous age band.

1 ‘Most’ means the majority of or nearly all children. Ofsted’s definition of ‘most’ is 80–96%. 2 ‘Substantial proportion’ means more than the 20% that might be outside the definition of ‘most’.