Key features of the Profile are explained by Pauline Hoare , principal officer for curriculum and assessment policy at the QCA
When introducing the Foundation Stage Profile, Ken Boston, chief executive of the Qualifications and Curriculum Authority, said that its sensible and straightforward approach would mark the beginning of a new era in assessment practice. With the end of the Profile's pilot year approaching, the general consensus is that his prediction has been justified.
At the centre of the Foundation Stage Profile are skilful and well-planned observations that provide reliable assessment information on young children. The Profile enhances the professionalism of Foundation Stage practitioners by recognising their vital role in making judgements about children's progress and in deciding how much record keeping is necessary.
Its introduction gave this important stage of children's education a distinct identity, which has been warmly welcomed by practitioners. Fears that the Profile would generate more work have proved unfounded, as practitioners typically spend about 20 per cent of their time engaged in assessment for learning and can now also use this information for the Profile. There are no tests and no tasks - it is recognised that such young children do not produce 'work' that can be easily marked.
One selection of comments, sent by a local education authority following a training session, reflects the favourable reaction among practitioners: 'The light was switched on', 'First time I've actually felt excited about assessment', 'Finally, a manageable and effective procedure for the Foundation Stage', 'Very practical and realistic', 'Just what we needed'.
Although the Profile is based on existing good practice, what is central to it, and new to many practitioners, is the importance of ongoing observation, based on a knowledge of child development. The reason for this emphasis is simple; as every parent knows, each child is unique, with different learning needs, learning styles, interests and responses to experiences. By careful observation the practitioner can know what motivates children in their care, how they learn best, and what priorities are for future provision.
However, there's more to observation than meets the eye. It should be well-planned in advance so the practitioner knows what they are looking for, but there must also be room for flexibility, so if an unexpected development is seen it can be written into the session's notes.
One of the major benefits of this emphasis on observation is that children with special educational needs can be identified as early as possible and practitioners can use their expertise to identify areas where they may need additional support to achieve progress.
Another new feature of the Profile is the emphasis placed on developing an effective partnership with parents, 'children's first and most enduring educators', and encouraging them to play an active role in compiling the Profile. This needs a two-way flow of information, knowledge and expertise.
Showing respect and understanding for the parent's role in their child's education is vital. The Profile involves parents by listening to their accounts of their child's development, making them feel welcome in the assessment process, valuing their contribution and keeping them fully informed.
Practitioners should involve parents from the time children arrive in the setting, by talking about and recording the child's progress and achievements together. Most parents want to share what they know.
The latest development towards helping parents feel valued is a DfES video for practitioners to share with them. It explains the Foundation Stage curriculum and shows how learning should be active and enjoyable. An accompanying set of posters shows a range of activities, some led by adults, some chosen by children, and there are leaflets for any parents who want more information.
Copies will soon be sent to EYDCPs, who will distribute it to all settings in their area.