The Foundation Phase Profile – Record Form Name of child Date of birth Gender M/F Home language Welsh/English/Welsh and English/other (please note) …………………………………. Attended Flying Start Yes/No Settings/schools attended From Until
Behavioural regulation (Compact Profile) Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze respond to being calmed. responding to soothing behaviour such as rocking or talking to them gently. __ __ __ Silver usually respond to regulation from a familiar adult. complying with simple rules or regulations from familiar adults, e.g. staying close to adult when asked. __ __ __ Gold respond appropriately to consistent boundaries. understanding and complying with consistent boundaries, e.g. sitting down to eat and drink. __ __ __ Outcome 1 understand that some behaviour is unacceptable. playing associatively, e.g. they understand not to snatch a toy another child is playing with. They may express frustration through tantrums and strategies such as distraction and explanation may also be required. __ __ __ Outcome 2 understand simple behavioural expectations. usually responding to adult support. Children are willing to share toys, will take turns and show an understanding of familiar behavioural expectations, e.g. helping to tidy up. __ __ __ Outcome 3 begin to recognise appropriate behaviour for different situations, often modelled on the standards of adults close to them, respond to reason and cope with change in routines. following classroom rules, e.g. walking rather than running inside or using a quiet voice when appropriate. They will usually respond to rules or requests if the reasons are explained. __ __ __ Outcome 4 show increasing self-control for different situations and can wait for their needs to be met. showing appropriate self-control and behaviour for a range of situations. They will usually accept a request to wait for their needs to be met, e.g. when wanting to talk to an adult about a situation will not interrupt. __ __ __ Outcome 5 understand the concepts of right and wrong as well as fair play and rules and why they are there. They understand there are consequences to their actions and take responsibility for decisions they make. showing appropriate behaviour for different situations, including those that are unfamiliar, and understand the need for rules, e.g. playing by the rules of a game. __ __ __ Outcome 6 demonstrate appropriate self-control. showing appropriate behaviour for different situations, including unfamiliar situations and demonstrate self-control. __ __ __
Emotional expression Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze show a range of basic emotions clearly. expressing, at this stage, happiness, sadness, fright or anger. They are shown through tone of vocalisations, facial expressions and other non-verbal communication. __ __ __ Silver begin to express a range of preferences. realising that they can show their feelings and preferences through their voice and actions, e.g. pushing away a book they do not want to look at. __ __ __ Gold express a range of preferences simply. understanding that their feelings and preferences can be shown through their voice and actions, e.g. crying, smiling, laughing or shaking their head, etc. __ __ __ Outcome 1 start to express how they feel in simple terms. starting to use emotional terms such as ’happy’ and ’sad’ although they may not always use them accurately. __ __ __ Outcome 2 show awareness of their own feelings and emotions. using a larger vocabulary of emotional terms when talking about their own feelings and preferences although they may not always use them accurately. __ __ __ Outcome 3 express emotions with some control, starting to recognise that emotions are influenced by different people and things. expressing likes and dislikes, and understanding that different objects, experiences and people affect how they feel. They demonstrate some control over their emotions. __ __ __ Outcome 4 express emotions with developing control, recognising that these may be influenced by different people and things. talking about their likes and dislikes and the way in which different objects, experiences and people affect how they feel. __ __ __ Outcome 5 recognise and express their feelings appropriately; typically they are able to control their emotions and cope with disappointment. controlling and expressing their emotions in an appropriate fashion. For example, they can identify when they feel disappointed and can express their disappointment appropriately e.g. through speech rather than behaviour. __ __ __ Outcome 6 often control their emotions. controlling their feelings and emotions accurately. They can label and reflect on the different emotions they feel and manage to express their feelings and emotions in appropriate ways. __ __ __
Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze No statement at this outcome. __ __ __ Silver No statement at this outcome. __ __ __ Gold No statement at this outcome. __ __ __ Outcome 1 No statement at this outcome. __ __ __ Outcome 2 No statement at this outcome. __ __ __ Outcome 3 distinguish between upper- and lower-case letters and show an awareness of full stops and spaces between words. using spaces between words using capital letters and full stops, but not always correctly. __ __ __ Outcome 4 start to use connectives and some ordering words when writing, and use capital letters and full stops with some degree of consistency. beginning to use connectives to expand a point, e.g. I like fruit and I like eating lots of grapes. More often than not, they will use capital letters and full stops correctly. Some ordering words will be used, e.g. first, then. __ __ __ Outcome 5 use connectives and ordering words when writing and use expressive punctuation and simple grammar accurately. using connectives consistently where appropriate, e.g. I was going to play with Hannah but she is poorly. They will use ordering words including first, next, then; lastly their use of simple grammar includes standard forms of some verbs, e.g. see/saw, go/went, and subject-verb agreement, e.g. I was/we were. Expressive punctuation includes swapping full stops for exclamation marks and question marks where appropriate. __ __ __ Outcome 6 start sentences in a variety of ways, using connectives for causation and using different types of words and punctuation correctly. varying the start of sentences they write, e.g. My friend Vicky…, When I went to … They will also use connectives including ’because’ and ’after’, and use nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses in their writing. Punctuation will include full stops, exclamation marks, questions marks and commas for lists. __ __ __ Writing – Punctuation and grammar
Skill ladder Children are able to: Children may be observed: Observations Achieved? Bronze No statement at this outcome. __ __ __ Silver No statement at this outcome. __ __ __ Gold No statement at this outcome. __ __ __ Outcome 1 use scribbles, shapes, or pictures to express a sentence. scribbling, drawing shapes or pictures that represent a sentence to them and will talk about or sign it, e.g. Mummy and dog. They may ask an adult to write the sentence on the picture for them. __ __ __ Outcome 2 realise that the spoken word can be written down. orally composing a sentence, with support. They observe adults when writing and when producing pieces of emergent writing they may talk to themselves or about what they have done. __ __ __ Outcome 3 orally compose and dictate a sentence, describing events, experiences and pictures to communicate meaning. orally composing a sentence that an adult may scribe, or they will write themselves. They may link their sentence to a picture they have drawn either on paper or on-screen. __ __ __ Outcome 4 talk about what they are going to write. thinking aloud when collecting ideas or talking about a piece of writing either on paper or on-screen. They will use the language associated with their writing, e.g. letter, word and sentence. They will be able to describe a simple sequence such as recounting an event. __ __ __ Outcome 5 use talk to plan their writing. They re-read and improve their writing to ensure it makes sense. discussing or explaining what they are planning, e.g. talking about their proposed storyline or content, including details of the beginning, middle and end. They will read their own writing and improve on it. __ __ __ Outcome 6 organise their writing, showing awareness of the audience, reflecting upon their work and improving it. composing text that makes sense to another reader, re-reading their work and improving it to ensure it makes sense. __ __ __ Writing – Planning, evaluating and editing
Counting (Compact Profile) Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze explore countable objects. exploring countable objects such as cups or bricks, pushing them apart and together, showing recognition of separate objects. __ __ __ Silver mimic an adult counting. imitating an adult counting by mimicking tapping objects one by one, or pretending to recite numbers in order (they do not need to get the numbers right or even use real numbers). __ __ __ Gold count or indicate two objects with support. using quantity in relation to personal wants or needs at this stage, e.g.’Can I have two?’ They also understand the concept of counting through physical objects. __ __ __ Outcome 1 use one-to-one correspondence to count up to three objects. using one-to-one correspondence to count up to three objects reliably, and beginning to realise that objects are not the only things that can be counted, e.g. hops, jumps or claps. __ __ __ Outcome 2 use one-to-one correspondence to count up to five objects. ’counting’ by matching up to five objects/pictures with other objects or people, e.g. giving five children an apple each or touch counting three apples. They will apply their understanding of counting to more than just objects; they realise that anything can be counted, e.g. claps, steps in hopscotch. __ __ __ Outcome 3 count up to 10 objects reliably. counting up to 10 objects. They understand that the last number counted is the total number of objects. __ __ __ Outcome 4 count up to 20 objects, possibly using grouping. counting up to 20 objects. They may use small groupings of 2s and 5s to reach the total for the set, e.g. 5 and 5 and 5 makes 15. __ __ __ Outcome 5 count larger sets of objects reliably, using grouping. using groups of objects in 2s, 5s and 10s, and will be able to include the remainder to get the right result, e.g. 10, 10, 10 and 2 make 32. __ __ __ Outcome 6 count large sets of objects using a range of strategies. counting objects in groups including in 3s and 4s, as well as 2s, 5s and 10s. __ __ __
Measures and units Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze No statement at this outcome. __ __ __ Silver explore the distinctions between two objects. putting or holding two similar items together or trying to fit objects into containers. __ __ __ Gold start to understand the language of size and can find the ’big’ object. demonstrating their understanding of simple size-related terms including terms such as ’big’ or ’small’. __ __ __ Outcome 1 use everyday language to compare sizes of objects. using everyday language such as ’long’, ’short’, ’heavy’, etc. __ __ __ Outcome 2 compare, sort and order two objects by direct observation of simple measures. talking about simple measures relating to size and weight when using them to compare two objects by direct observation. Direct observation involves looking at or physically lifting or lining up objects rather than measuring them against a scale. __ __ __ Outcome 3 use direct comparisons and simple measuring terminology and understand that measurements must start at the same point. beginning to use a ’baseline’ to measure and talk about objects, including length, height and distance from the same starting point, e.g. longer than, shorter than, weight and mass, e.g. heavier than/lighter than, and capacity, e.g. holds more/less than. __ __ __ Outcome 4 use non-standard units when measuring. using a non-standard unit when measuring, e.g. a straw or stick to measure length or a cup or bucket to measure water/sand. __ __ __ Outcome 5 use standard units to measure and show awareness of different scales of units. using standard measures accurately to measure objects, including metres, centimetres, kilograms, temperatures, angles and use the symbols related to them. __ __ __ Outcome 6 understand some large and small units in relation to each other. beginning to use different sizes of units accurately together, e.g. metres and centimetres. __ __ __
Data sorting and grouping Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze select objects and materials. selecting from one or more objects. __ __ __ Silver recognise and indicate familiar objects. developing a sense of familiar objects in their world and will reach out for them, or indicate by speech or signing. __ __ __ Gold find and retrieve an object when prompted by an adult. finding and retrieving a familiar toy or piece of clothing when asked, showing their ability to identify objects. __ __ __ Outcome 1 find similar objects when prompted by an adult. identifying and finding multiple objects when asked without sorting the whole set e.g. finds all the shells but leaves other objects unsorted. __ __ __ Outcome 2 sort and match objects and pictures by recognising similarities. sorting and matching objects such as matching shoes and socks or tidying up games and toys. They will often be motivated by play, but can be encouraged to talk about what is the same and what is different. __ __ __ Outcome 3 sort and classify objects using one criterion. sorting when setting up a game, e.g. sorting the plastic farm animals into sheep in one field, cows in another, or giving their friend the red counters for a game. They will use a single criterion, e.g. colour or shape, to split a group of pictures or objects into two or more groups. __ __ __ Outcome 4 sort or match objects using more than one criterion. sorting objects using more than one criterion sometimes sorting into one criterion before deciding to split them again, e.g. toy animals sorted into farm and not farm animals can be further sorted into birds and not birds. They may talk about their reasoning throughout the process. __ __ __ Outcome 5 sort and classify using more than two criteria. purposefully choosing all the criteria before starting to sort, though changing as they go along is still common. They talk about their sorting and give reasons for the decisions they have made. __ __ __ Outcome 6 sort and classify using more than two criteria, explain their reasoning in mathematical language and use sorting diagrams. purposefully choosing all the criteria before starting to sort and classify. They will be able to use Venn and Carroll diagrams to support this. __ __ __
Skill ladder Children are able to: Children may be observed: Observations: Achieved? Bronze No statement at this outcome. __ __ __ Silver No statement at this outcome. __ __ __ Gold No statement at this outcome. __ __ __ Outcome 1 use simple words and gestures that describe temperature during everyday activities. using very simple language, gestures or facial expressions in terms of temperature. __ __ __ Outcome 2 use words that describe temperature during everyday activities. using words within simple phrases to describe temperature, e.g. ’The water is cold today’ or ’I feel hot’. __ __ __ Outcome 3 use direct comparisons when describing temperature. using words such as ’hot’ or ’cold’ when describing temperature. __ __ __ Outcome 4 use descriptive words for a range of temperatures. drawing on a range of descriptive words for temperatures, e.g. cooler or warmer. __ __ __ Outcome 5 compare daily temperatures using a thermometer. using records to compare and talk about daily temperatures. __ __ __ Outcome 6 recognise negative numbers in the context of temperature. talking about temperature in detail which includes understanding reading below zero degrees. __ __ __ Angle and position