Contents

1. 1  Can the EYFS profile scale points be linked?
2. 2  Abbreviations
3. 3  General relationships
4. 4  Defining the relationship types
5. 5  Prerequisite relationships between scale points
6. 6  Dependence between scale points
7. 7  Links between scale points
8. 8  Inconsistencies
9. 9  Additional sources and further reading

Can the EYFS profile scale points be linked?

There are many links threading through the EYFS profile

Guidance published by the Qualifications and Curriculum Development Agency (QCDA) identifies various relationships that exist between some of the 117 scale points in the EYFS profile.

There are many links threading through the EYFS profile. Seeing them will bring coherence to the assessment process and enable practitioners to better capture the nature of each child’s learning.

The guidance outlines a variety of complex relationships; some are prerequisites to others, some are dependent on others, and some are linked.

Quality assurance of EYFS profile data, QCDA, see page 5 (Adobe pdf file)
http://www.qcda.gov.uk/resources/assets/Factsheet_FSP_QA_v6aWO.pdf

Abbreviations

Abbreviations are used throughout the QCDA document. They are listed here in the order in which they appear in the EYFS profile.

• DA    dispositions and attitudes
• SD    social development
• ED    emotional development
• LCT   language for communication and thinking
• LSL   linking sounds and letters
• R       reading
• W      writing
• NLC   numbers as labels and for counting
• C       calculating
• SSM  shape, space and measures
• KUW  knowledge and understanding of the world
• PD     physical development
• CD     creative development

General relationships

Some key broad relationships exist between certain scale points and whole areas. These general relationships may have an impact on achievement or create the grounds for achievement.

• DA scale points underpin all the other scales. Points 1–9 represent the skills required for learning: interest, excitement, perseverance, confidence, motivation, independence, involvement, engagement, participation and the ability to concentrate
• LCT impacts on progress across all six areas of learning. This is especially true of LCT scale points 3, 4, 6 and 7. Reflecting, modifying, asking questions, imagining, organising and clarifying thinking are key prerequisites for learning. Similarly, listening, responding, awareness of listener, interaction, negotiation, taking turns and conversation are fundamental to effective communication
• A child who is applying the skills involved in LCT 3 (plan, do, review) shows evidence of the process of learning
• LCT 4 builds on LCT 3 and links with KUW 8 and CD 8, which concern the expression and communication of ideas, thoughts and feelings
• Mental maths and investigative maths support children applying knowledge from previous scale points in counting, and applying knowledge in calculating 

Defining the relationship types

Prerequisite: the first scale point is required before the second can be attempted 

Dependent: the first scale point relies on another/others for support in the process of its achievement

Linked: the scale points have an association with one another but are not dependent or prerequisite

Prerequisite relationships between scale points

Pages 5-6 of the guidance identify scale points that can only be attempted after other points have been achieved:

• LSL 3 is a prerequisite for W 3
• LSL 4, 5 and 6 are prerequisites for W 7
• LSL 5, 6 and 7 are prerequisites for R 6

Dependence between scale points

Many scale points are dependent on one or more of the others. They are achieved independently but tend to follow the attainment of another/other scale points for consolidation.

• DA 6 is dependent on ED 4
• ED 5 is a key indicator for the attainment of ED 6, 7 and 8
• NLC 3 and 6 lead to C 3, 4, 5 and 7
• Achieving CD 5 will help children to accomplish CD 8
• CD 7 and 8 are composites of CD 1–6

Links between scale points

Various scale points have links with other points in different areas. The guidance highlights the following important relationships:

• SD 6 is linked with ED 5, 7 and 8. They are likely to be achieved at similar times
• LCT 5 links with CD 7
• LCT 6 links with CD 3, 7 and 8
• LCT 7 links SD and ED, which both focus on forming positive relationships, awareness of others and taking turns
• SSM 4–7 link to LCT as they focus on understanding and applying suitable language and bringing it into play
• NLC 8, C 8 and SSM 8 are linked to LCT as they all relate to problem solving
• KUW 4 links to DA 7, LCT 7, W 6 and CD 7–8
• PD 5 and PD 7 link to W 5

Quality assurance of EYFS profile data, QCDA, see pages 5-6 (Adobe pdf file)
http://www.qcda.gov.uk/resources/assets/Factsheet_FSP_QA_v6aWO.pdf

EYFS profile – assessment scales reference sheet, QCDA (Adobe pdf file)
http://nationalstrategies.standards.dcsf.gov.uk/downloader/c5ec8c921e124ca17e308c0af1c5abad.pdf

Inconsistencies

The QCDA highlights where to look out for inconsistencies between scale points when completing the EYFS profile:

• Achievement of linking sounds and letters (LSL) should be compared against reading (R) and writing (W)

• Numbers as labels and for counting (NLC) should be compared against calculating (C) – it is unlikely that a child could achieve scale point 8 in one of these and not the other

• An anomaly such as achieving scale point 2 or 3 in some scales and 8 or 9 in others is not impossible but would merit further investigation and verification as well as an explanatory dialogue with the year 1 teacher
• Knowledge and understanding of the world (KUW) and creative development (CD) should be compared against language for communication and thinking (LCT) – a child who does well in LCT is likely to do well in KUW 5 and 6 and CD 7 and 8, as these scale points also involve using reasoning language, clarification and explanation of ideas
• Physical development (PD) should be compared against writing (W)
• The three personal, social and emotional development scales (DA, SD, ED) should be compared against all other scales – a child who does well in these, especially DA, is likely to have a good level of achievement in most other scales

Quality assurance of EYFS profile data, QCDA, see pages 4-5 (Adobe pdf file)
http://www.qcda.gov.uk/resources/assets/Factsheet_FSP_QA_v6aWO.pdf

Scale points 1-3 are developmental steps towards scale points 4-8. In most cases, it is unlikely that a child would attain any of the scale points from 4-8 without first attaining scale points 1-3.

In a minority of cases, a child will not appear to follow the typical pattern, and this should be carefully investigated.

EYFS profile scale points 1-3, QCDA (Adobe pdf file)
http://www.qcda.gov.uk/resources/assets/EYFS_profile__scale_points_1-3_2009.pdf