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Olaya

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About Olaya

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  1. Assessments and progress

    Hi there, Welcome to the forum and to Tapestry! I believe that the best screen for you to see the age band progress for your children throughout several periods would be the 'age band tracker' screen, which can be found within tracking > EYFS > age band tracker. This tutorial will show you how this screen works and how you can interpret the data: EYFS Snapshots - age band tracker Hopefully this is all you need, but if you have any further queries please do contact us on customer.service@eyfs.info
  2. Staff / supervisor settings

    Hi there, Welcome to the forum and to Tapestry! The best way to create 'virtual classes' within Tapestry is by assigning teachers with their key children. This is a bit different from creating groups. Whilst groups are great when it comes to analysing data and filtering through, by assigning teachers with their key children you can then restrict their view to only seeing their key children. We would suggest that you assign all the children in a class as key children to all the teachers in that class, and then create groups for the more specific 'sub-classes' within the one class. For instance, if the Penguin class has three teachers, you would assign all the children as key children to all of the staff that works with the Penguin class and then restrict their view to their key children, so they cannot see the data for the Dolphin's class. After that, you could create sub-groups (Adding groups) called Lucy's key children, Paul's key children, etc. as a way to narrow it down a bit further, so you can then look at the specific progress of those groups within a class. Here's a couple of tutorials on this - hopefully you will find them easy to follow through! Adding key children to staff Restricting staff to only see their key children If you still have any doubts or queries, please do not hesitate to contact us on customer.service@eyfs.info
  3. Observation notifications

    Hi Deena, Welcome to the forum! Certainly - you can change your notification preferences by going to edit preferences > change notification preferences, which can be found within your Tapestry profile's drop down menu on the top blue tab. New unapproved observations refers to any new observation that has been added, authored either by a relative or a staff member, and that requires of manager approval before it is published in the journal. If you set this up for 'immediate email', you will be notified immediately after a new unapproved observation has been added. Do get in touch directly with us on customer.service@eyfs.info if you have any further queries!
  4. Hi Rukaiya, Welcome to the forum! When you go through the process of adding relatives to your account, you will be asked how you want to activate their accounts: 1) By sending them an activation email; 2) by generating an activation link; 3) by assigning them with a random password and manually activating their account. We recommend you go with option number one, which will trigger an automatic activation email that will be sent to the email address you have set them up with. Relatives will then have 30 days to follow up the link within the activation email in order to create a password of their choice and activate their account. The most important thing is to let your relatives know that you have send them an activation email, which might have ended up in their spam/junk folder. Once their account is active, they can download the free app directly from their devices' app store. Please note that relatives will only be able to see their children's journal once they have been linked to them. Tutorials 45-53 in our tutorial contents page here guide you through the process of adding relatives! If you have any further queries, please contact us on customer.service@eyfs.info
  5. Summative Assessments

    Hi Alex! Welcome to the forum You can create a report alongside your end of term summative assessments! These reports include your latest summative assessments for each area of learning, as well as a comment box where you can add more specific information, such as the achievements and interests that you mention. Tapestry's next steps suggestions are also included, so you can leave, delete or even add your own as you please! The report feature gives you the option to upload your own documents as well. We have a tutorial on how to create reports in our tutorial contents page, but you can find a direct link to it here. I hope you are enjoying Tapestry so far!! You can always message us on customer.service@eyfs.info if you have any other queries.
  6. Tapestry allows users to use the same email address for several profiles as long as these are not within one same Tapestry account. For example, you can be a staff member on the Fiddlesticks Nursery account and a relative on the Sunrise Nursery account with the same email, but you can't be both a relative and a staff member on the Fiddlesticks Nursery account with the same email. As a relative, you would be able to have an account on Happy Beans Childminding and Berriedale Primary under the same email address. However, having more than one account linked to the same email address can sometimes lead to confusion, especially when: - trying to log in to the app, and - resetting your password. In this tutorial I will explain the difficulties that having more than one account in those two circumstances can cause, and how to resolve them. Logging in to the app: Tapestry uses your login details as a means to find your account(s). The email address allows the system to find any profiles linked to it, and then, the password allows the differentiation of and access to such profiles. In the browser version, when an email address is linked to more than one profile, when you type in their your details (email address and password), the system will recognise that the email address is linked to several profiles, and will give you the option to choose which account you wish to enter. If your accounts have different passwords, you will be given the option to enter either the profile you just input the password for (1), or the other one, for which you will have to type in the corresponding password (2). If the two accounts have the same password, the system will give the user the option to choose which account they would like to enter. As you can see, having the same password and email address for more than one account should not give any trouble when logging in through the browser. However, this works differently in the app version of Tapestry. In this case, if you have several accounts registered under the same email and the same password, the Tapestry app will not have a tool to recognise which account you are trying to access, so it will directly access the very last account that was created under that email address. For this reason, we always encourage and recommend you to have different passwords for each account, despite the profiles being registered under the same email address. Resetting the password: When you have more than one account registered under the same email address, requesting a password can sometimes be confusing. The most important thing to bear in mind is that, whenever a user who has more than one account registered under the same email address requests a reset password email, the system will issue one reset email for each of the accounts the email is registered for. So you will have to make sure that you are following up the reset link for the account you need to change your password for. But let's take a look at this process step by step. In order to reset your password you need you click on 'having trouble logging in?' on the Tapestry log in page (www.tapestryjournal.com). And then click on the link under 'I've forgotten my password'. You will then have to type in the email address registered for your account (1) and press submit (2). Once the reset has been requested, the green confirmation box (3) will come up. As I mentioned above, if you have more than one account, you will have to wait until you have received as many reset password emails as accounts you own. By reading the emails, you will be able to determine what account they are linked to. Once you have found the email that corresponds to the account you need to reset your password for, simply click on the 'reset your password' link and fill up the form that will come up in your screen. In this form, you will be able to check that you are resetting the password for the correct account (1). You will then need to come up with new password (2) that fulfils the minimum requirements displayed, and a new PIN (3), which will allow you to log in much quicker when using the app. For security reasons, we also recommend that you have different PIN numbers for each account. By clicking on submit (4) the request will be processed and your password for the selected account will be changed. To sum up, we recommend that, to avoid confusion when having more than one profile registered under the same email address, you have different passwords for each account. It might be a bit of a nuisance, especially for users with over three accounts, but having different logins also works as a safeguarding measure. If you are still struggling with your accounts, or have any other doubts or queries about this matter, please contact our support team on customer.service@eyfs.info. Go back to Main Tutorials Page
  7. Thoroughness is the number of assessments that have been made for a child or group throughout a selected period. Please note that this figure is likely to be different to the number of observations that have been made, as it is possible that you have added several assessments to one single observation. This tutorial will talk you through the three main screens that you can use to see thoroughness for groups. We will look at group thoroughness across all aspects as a whole, and group thoroughness across each of the aspects individually. One important thing to bear in mind is that we will be dealing with the average number of assessments for each group. The system calculates this figure by adding the average number of assessments for each child within the group, and dividing it by the number of children in the group - this calculation also includes the children within the group that had no assessments. So if Aarav's average number of assessments for the selected period is 0, George's 0.4 and Jackson's 1.5, this would be calculated: (0 + 0.4 + 1.5) / 3 = 0.63 (in this case Tapestry would round down to 0.6). Similarly, the average figure for each area of learning is calculated by adding the number of assessments made for each area of learning for the selected group and period, and then dividing this by the number of children within the group. So if for Making Relationships for the selected period Aarav has 0 assessments, George has 1 and Jackson has 4, this would be calculated: (0 + 1 + 4) / 3 = 1.66 (which Tapestry would round up to 1.7) Note that the average number of assessments for individual children is calculated by adding all their assessments for the selected period and dividing this number by the total number of areas of learning (17). So, if George had 7 assessments made throughout the 17 areas of learning for the selected period, his average number of assessments would be calculated: 7/17 = 0.41 (Tapestry would round down to 0.4) The first screen I am going to show you is the thoroughness group picker screen. This screen will show you in a very clear view the average number of assessments that have been made per group and, also, how this is broken down by areas of learning. You can access this by going to tracking > EYFS > thoroughness > pickers: group. You will then be able to choose an assessment period (1) or a custom period (2) of your choice. The figures will be calculated based on the assessments that were made throughout the selected period. As mentioned above, you will also be able to see the average (3) number of assessments made for each group throughout the selected period, and the average of assessments broken down in areas of learning (4). For the purpose of this tutorial, I am going to check how many assessments have been made for the boy's group for Summer 2016/17. As you can see, the average number of assessments that were made for the boys for the Summer term 2016/2017 was 0.6. This is, the individual average number of assessments for each of my children in the boys' group divided by the number of children in the group resulted in 0.6. This means that, on average, the boys had less than one assessment made for each of them in each aspect. You can also see that average broken down by area of learning is showing 1.1 for Making Relationships, for instance. This means that the total number of assessment made for MR for the boys for the selected period divided by the number of children in the group averaged that score. You can check exactly how many children you have in that group and each child's individual average in the thoroughness child picker - you will need to make sure that you are viewing the same period as your group picker screen and to select the corresponding group. I have attached a screenshot of this screen for you to see: As you can see above, the average number of assessments for the boys' group was calculated: (0.0 + 0.4 + 0.0 + 1.5 + 0.1 + 0.0 + 2.1) / 7 = 0.58 - which is rounded up to 0.6. The average number of assessments for MR, on the other hand, was calculated: (0 + 1 + 0 +4 + 0 + 0 + 3) / 7 = 1.14 - which is rounded down to 1.1. If you are only interested in the key children groups, you can see those from the staff key group picker. The second screen that I am going to show you displays an overview of the average number of assessments distributed by area of learning. To access this screen you'd have to go to tracking > EYFS > Thoroughness > overview. You will then be presented with a bar chart. By default, this chart will show you the scores for the running period and all your children, but you can change both the period (1) and the group (2) according to your needs. Again, I have chosen Summer term 2016/17 and the boys' group. This is a very visual screen, as you can take a quick look at what areas have been assessed more, helping with the spotting of gaps and planning. One unique feature in this screen is the list that shows you the 5 areas with most/least assessments (3) for the selected period and group. In this case, you can see that Listening and Attention has had the most number of assessments, averaging at 1.6 (remember that this figure is calculated dividing the total number of assessment made for L&A for the boys for the selected period by the number of children in the group). By clicking on the drop down menu, you can change the view to 'least', which will help you identify the areas that have been covered the least, if at all. The colour coding responds to the ranges for trailing, satisfactory and good that have been set up within control panel > settings > analysis > Qualitative Ranges > thoroughness. If you want to change the ranges you can do so from here, it is also possible to change the terms 'good, satisfactory and trailing' as well here if you wish. Please note that adjusting the ranges will not change the children's thoroughness scores themselves, but it might change whether they are considered as trailing, satisfactory or good (or whatever terms you might want to use). You can learn more about this feature here. Finally, the third screen you can view group thoroughness on is the group comparison screen. This screen is a bit different, as it will show the total number of observations that had at least one assessment for each area of learning for up to two periods and one group. The interesting thing about this screen is that you can compare how many observations contributed towards each area of learning between two periods, shown side by side. To get to this screen you need to go back to the Tracking tab, EYFS section, and click on the 'Comparison: Group' button. This will take you to a screen where you can select the period or periods you would like to see and the group of children you would like to see them for. You will need to select one group and up to two periods. You can do that by clicking on the + Add Snapshot button and either clicking on one, then pressing okay, then pressing + Add Snapshot again, etc, or you can press and hold 'Ctrl' on your keyboard and select the two periods you wish to see. If you decide to make a comparison between two periods, please make sure that your periods are being displayed in chronological order though, otherwise this could lead to some confusion! If they are not, you can simply click on one and drag it through to set the periods up in the correct order. Here, you want to look at the contributing obs column(s). For instance, in the example above, you can see that 7 observations made for the boys' group for Spring term 2016/17 had at least one assessment for Listening and Attention, whereas, for the Summer term, there were 11 observations that included at least one assessment for L&A. Please note that the contributing observations are the sum of all the observations made for all the children within the group that contributed towards the calculation of their summative assessment scores. If the score of any of the children has been manually overridden, none of the observations made for that child for that period and aspect will be considered as a contributing observation. For example, if John and Ben had 3 and 4 contributing observations respectively for Listening and Attention, and Mike had 5 observations made for L&A but his summative assessment score was manually changed, the number of contributing observations for this group would be 7, not 13 So that's it - those are the main screens to look at when you're trying to see progress for groups. If you have any follow up questions about group progress, please send us a support ticket to customer.service@eyfs.info where we can answer your questions via email, or set up an over the phone training session where we can look at your data with you and help explain anything you're unsure of. Best wishes, Olaya Go back to Main Tutorials Page
  8. Similarly to how you can view how much progress an individual child is making, there are several different ways in which you can learn how much progress a group of children is making. There are a couple things you need to bear in mind to understand group progress: Any percentages shown are for the number of children that have been assessed for each area and/or aspect within the group. That is, if there are 15 children in a group, but only 10 have been assessed for a specific area, the percentage will be calculated over 10 children. Any other figures are calculated by finding the progress score for each individual child in the group, adding all of those up, and dividing it by the number of children with progress scores in the group. Let's start looking at the four different screens where you can view group progress. Age band tracker The age band tracker is a screen within the tracking tab. This screen shows you the average assessment scores for the individuals within the group for several periods side by side. This is the more visual representation of progress and doesn't take the group's average age into account - it just shows how they have moved through the age bands and refinements. You can find it by going to the Tracking tab, ensuring that you are on the EYFS sections, and clicking on the ‘group view’ button in the age band tracker box. This will take you to a page where you’ll be able to choose the group you want to see the progress for - this can be either a group added by you, or groups based on cohort, key person, gender, season born, etc. You will also be able to select a start period and an end period, which will determine the number of terms that you will see the progress for. For the purpose of this tutorial, I’m going to analyse the progress for 'Olaya's Group’, and I will take a look from Spring Term 2015/2016 to Autumn Term 2017/2016. Once you'veset your filters, you will see a chart like the one shown below for each aspect of the EYFS. You will see that each column refers to a period and each row refers to a specific age band and refinement. The aspects of learning are divided in different charts, so you can scroll through directly to the one that most interests you. You will also see each child's name in the box that corresponds with their age band and refinement for each period they've been assessed in. This score is taken from the summative assessment screen. The percentage refers to the percentage of children within the chosen group that were assessed for that aspect for each period. Remember that the percentage is calculated over the number of children within the chosen group that were assessed for each aspect and for each period. For example, in the chart below you can see that 40% of the 5 children that were assessed for Making Relationships in Summer Term 2016/2017 were assessed at 30-50 Developing. If you'd like to isolate the percentages for a period from the rest of the information displayed, simply hover your mouse over any of the percentage numbers for the corresponding period. Points Progress screen The points progress screen will show you how many points of progress - or refinement 'jumps' - a child has made between two periods, and the percentage of children in each group making however many points progress. You’ll find this screen by clicking on the ‘Points Progress’ button in the Progress box in the EYFS analysis section from the ‘Tracking’ tab. Here you can select two periods (1) to compare and Tapestry will calculate a ‘points progress score’ based on how many points of progress (i.e. refinement jumps) the children have made between in those two periods. You can also narrow your search down by area of assessment (2) and type of group (3). You can also sort the list order by name, most observations, youngest, etc. (4) After this, you will be presented with a series of grids containing either a positive or negative number (for if they've moved backwards). There will also be a grid named 'not assessed'. The numbers represent how many refinements a child has moved. We consider moving from 30-50 secure to 40-60 emerging as a refinement 'jump' as well. For example, if a child moved from 22-36 secure, to 30-50 emerging, this would be a score of +1. Also, if a child gone backwards from 16-26 developing to 8-20 secure, this would be a score of - 2. Please note that if you haven't included the refinements on your summative assessment, the system will consider all refinements as 'developing', so any jumps will be considered from whichever age band developing to whichever age band developing. ‘Not assessed’ means that there isn't an assessment for these children for that aspect in at least one of the 2 periods you have selected. From a group analysis point of view, the interest lies in that you can see exactly the percentage of children that have moved +1, -4 or 0, for instance, as well as the percentage of children in the group that were not assessed for that aspect for either or both of the chosen periods. Comparison group This screen works out a numerical value based on how many months the average group age is away from their average assessed age and the percentage of children that were assessed at or above their age. The interesting thing about this screen is that you can have two periods side by side, so you can compare the figures from one period to another. To get to this screen you need to go back to the Tracking tab, EYFS section, and click on the 'Comparison: Group' button. This will take you to a screen where you can select the period or periods you would like to see and the group of children you would like to see them for. You will need to select one group and two periods. You can do that by clicking on the + Add Snapshot button and either clicking on one, then pressing okay, then pressing + Add Snapshot again, etc, or you can press and hold 'Ctrl' on your keyboard and select the two periods you wish to see. Please make sure that your periods are being displayed in chronological order though, otherwise this could lead to some confusion! If they are not, you can simply click on one and drag it through to set the periods up in the correct order. That will bring up a table that will display the percentage of children that are at or above actual age (1) for each aspect for the selected periods. Remember that this is for the children within the group that have been assessed for that period and aspect. You will have both periods side to side, so you can easily see the progress. It will also show you the average number of months that the assessed children within the group are above the average actual age (2). So, if four children out of 5 have been assessed for Making Relationships on the Spring Term 16/17, and these children were aged at that period 21, 26, 22 and 34, for instance, their average age would be (21 + 26 + 22 + 34) / 4 = 25.75. Tapestry rounds this figure up, so that would be 26 months old. Tapestry then calculates the average age band that they have been assessed at for that aspect. The way this average is calculated is by assigning the lowest age band with a 1, and then each age band/refinement between the lowest and highest number will be assigned a subsequent number. So let's say that the four children above were assessed as 16-26 secure, 22-36 emerging, 22-36 emerging and 30-50 emerging. The assigned numbers would be as follows: 16-26 secure: 1 22-36 emerging: 2 30-50 secure: 7 To work out the average we would add up all of the assessment values, so 1+2+2+7 and divide this by the number of assessments, which is 4. his gives us a score of 3. We can then convert this back to an assessment value, so if 16-26 secure is 1, and 22-36 emerging is 2, 3 will be 22-36 developing. (If you want to know more about how the figures in analysis are calculated, please go to our tutorial on this here.) Once these two figures have been calculated - average age and average age band - the system compares them against each other, showing you the figure that shows under ‘average months above actual age’. In this case, the average months above actual age for Making Relationships for the Spring Term 2016/2017 is 0. This means that the average group age, and the average assessed age band coincide. On average the group are on track (because there are 0 months difference between average actual age and average assessed age), but only 80% are at or above. This indicates that 20% of the assessed children are below actual age. If you want to see the individual figure for each child you'd have to go to the child picker in the attainment screen. Note that it is possible that the average months above actual age is shown as a negative number. This would mean that the average age is below the average age band. The Contributing obs column indicates how many observations in total have contributed to the calculation of these figures. Progress Picker Screen The best place to see progress as a single number which takes into account how much time has passed is the 'Progress Picker Screen'. You can find the button for this from the Tracking tab in the EYFS section – make sure that you click on the ‘group picker’. That will take you to a page where you need to select the two periods you would like to see the progress between. That will open a chart like the one below, with all your different groups listed. For each group, in each aspect, you will either see a single number or a dash. The dashes mean that there isn't an assessment for any children within the group in that aspect in at least one of the 2 periods you have selected. The numbers indicate how many months the average progress score for the children in the group has increased, relative to how many months have passed. It is very important to understand how this average is calculated for the group screen. The system considers the individual children’s attainment for the two periods that you have selected, and calculates each child’s progress score (which you can check in the child picker of the progress screen). So, for instance, if Poppy's attainment score for Making Relationships in Summer Term 2016/2017 was of 3, and her score in Autumn Term 2017/2018 was of 0, her progress score between these two periods would be -3, which is how much Poppy's attainment has changed for the selected terms. Once the system has the progress score for each aspect for the children within each group, it calculates the average. Please take a look at this tutorial to see exactly how these scores are calculated - to understand progress you really need to understand attainment first, so it's worth reading the whole thing. So that's it - those are the main screens to look at when you're trying to see progress for groups. If you have any follow up questions about group progress, please send us a support ticket to customer.service@eyfs.info where we can answer your questions via email, or set up an over the phone training session where we can look at your data with you and help explain anything you're unsure of. Go back to Main Tutorials Page
  9. One of the key features that we have included in the KS1/KS2 tracking systems is the 'Absence' record. Missing a lesson can have an impact on a child's learning and development, so we believe that this event should be reflected in the KS1/KS2 assessment analysis. This tutorial shows how the assessments marked as 'absent' can affect a child's average tier score for a specific period and statements. It also explains how the tier scores both with or without the 'absent' assessments are calculated, so you can understand the extent to which an absence can impact on a child's development. To find the Absence screen, you will need to navigate to the (1) Tracking tab at the top of the page. Here, you will be given the option to choose which year group you wish to analyse. For the purpose of this tutorial, I am going to analyse (2) KS1 Y1. Once you have selected the year you will then need to click the 'Group View' on the (3) Absence section to enter the area. When you have gone to the absence screen you can filter by (1) subject, area, aspect or statement. You will also be able to filter by (2) groups and (3) period. You can also (4) add more than one group if you wish to compare two or more groups. For the purpose of this tutorial, I have selected all 150 statements, and selected the KS1 group as my group, but you might want to narrow it down a little further. I have also set up the assessment period to the Autumn term. You will then be shown a table that will only include the children that have had at least one 'absent' assessment within the chosen period and group. The Tier Score column shows each child's average tier score for the selected period taking the 'absent' assessments into account. This is the figure that will show in the Attainment and Achievement analysis. Please note that for every absent assessment, the child is given a score of 0. This is, if a child has been assessed five times, but they were 'absent' for one, their score will still be calculated over 5 assessments. I.e. T3, T3, T4, T3 and 0. This is a total of 13 across five assessments, which equals an average tier score of 2.6. The Tier Score with Absence Discounted column shows what the average tier score for the selected period would be for each child if the absence scores are not included. Using the same example as before, if the absent assessment is not taken into account the results will be quite different. This figure would be a total of 13 across four assessments, as the absent assessment wouldn't contribute. This equals an average tier score of 3.25. The Effect of Absence column shows the difference between the tier score and the tier score with absence discounted, so it will show if the average tier score has decreased due to the absent assessments. In both of the above examples, the child wasn't assessed/did not receive the lesson. However, the absence score considers the loss that missing a lesson means in their learning process. Let's take a closer look at Freya: Freya has been absent on at least one of the assessments made during the Autumn term. This has had an obvious impact on her tier score. When the absence is taken in account, Freya's average tier score is set at 2.23. However, if this absence hadn't been taken into account towards the average calculation, Freya's tier score would have been of 3.05. This means that her being absent has dropped her tier score by 0.82. Considering the absent assessments on Freya's tier score will help her practitioners to evaluate her tracking more accurately. If you keep scrolling down you will see a chart that represents the percentage of children with absence for the selected period and statements. By hovering your cursor over a column you will see the exact percentage of children. If you decided to compare two groups, and set the filters up for this purpose, you will see the comparative graph results for the separate groups in this chart. Please remember that these will show the percentage of children that were absent at least once for the statements and periods specified on the filters. You can now export a printable/downloadable version of the analysis by clicking the 'PDF' button on the filtering section. You can also export either the table or the column chart by clicking 'CSV' or 'image' respectively on each figure's title. I hope this tutorial helped with the reading and understanding of your KS absence data! Back to Main Tutorials Page
  10. The Key Stage analysis achievement screen will will allow you to compare the children’s current tier score to their 5 most recent previous tier scores in that year and their MAP. This is a good indicator of whether the children are on track. To find this screen, you will need to navigate to the (1) Tracking tab at the top of the page. Here, you will be given the option to choose which year group you wish to analyse. For the purpose of this tutorial, I am going to analyse (2) KS1 Y1. Once you have selected the year you will then need to click the 'Group View' on the (3) Achievement section to enter the area. As with the other KS1/KS2 analysis screens, when you have gone to the achievement screen you can filter by (1) subject, area, aspect or statement. You will also be able to filter by (2) groups and (3) period. You can also (4) add more than one group if you wish to compare two or more groups. Please note that in order to have achievement results, you will have to have at least one assessed period prior to the period selected in the filters, so there can be a comparison between the current period and the ones before. If you have only started assessing your KS1/KS2 groups for the first time, your achievement screen will look like this: However, if you are analysing a second or subsequent assessment period, your achievement screen will look like this: The more previous periods you have assessed, the more columns will show in the Previous Tier Scores section: For the purpose of this tutorial, thus, I have selected all 150 statements, and selected the all children, but you might want to narrow it down a little further. I have set up the assessment period to the Summer Term, 1 so I can compare it to the Autumn and Spring terms results. The achievement table, as you can see, shows each child's MAP score, their previous Tier Scores and their current period Tier Score. This is a way to easily compare each term’s attainment and see whether or not that coincides with the tier you would expect each child to be at (the MAP). Please note that the figures shown represent the average MAP score and tier scores for the chosen period and statements for each child. Let's take a look at Trudy, for instance. Trudy's average MAP score is of 3.08. We can see that Trudy achieved an average tier score of 3.00, 3.00, 2.78 and 1.41 on her previous assessment periods. During the current period she achieved a 1.86. We can see that Trudy stayed on track for the first three assessment periods. Her categorisation - as explained on the attainment screen tutorial - would have been of working at her MAP score throughout those terms. However, Trudy's tier score for the period just before the selected period drops notoriously to a 1.41, this means that Trudy fell behind, no longer working at her MAP score, but below it. Her results improved slightly on the current term, but, still, Trudy is no longer on track, as she is still below her MAP score. If you keep scrolling down you will see a chart that represents the percentage of children achieving at each tier. By hovering your cursor over a column you will see the exact percentage of children at each level. We can see that, for the period selected, all the children in my account are scattered through the three middle tears. This means that no one is falling too far behind, or working too exceedingly, assuming that the MAP for all children is 3. You can visually analyse how much this chart has changed from the previous period by setting the assessment period to the one before. In this case, I have gone back to my filters and changed the period from Summer term 1 to Spring term 2. These are the results back then; we can see there has been a general improvement and that children are moving up tiers. Remember how Trudy fell behind on track on the previous assessment period? If you decided to compare two or more groups, and set the filters up for this purpose, you will see the comparative graph results for the separate groups in this chart. You can now export a printable/downloadable version of the analysis by clicking the 'PDF' button on the filtering section. You can also export either the table or the column chart by clicking 'CSV' or 'image' respectively on each figure's title. I hope this tutorial helped with the reading of your KS1/KS2 achievement data! Back to Main Tutorials Page
  11. The Key Stage analysis attainment screen will tell you the difference between a child's tier score in an specific term and their MAP score. This is a good indicator of whether the children are on track, as the figures show if they are working below, at or above their expected MAP tier score. To find this screen, you will need to navigate to the (1) Tracking tab at the top of the page. Here, you will be given the option to choose which year group you wish to analyse. For the purpose of this tutorial, I am going to analyse (2) KS1 Y1. Once you have selected the year you will then need to click the 'Group View' on the (3) Attainment section to enter the area. When you have gone to the attainment view you can filter by (1) subject, area, aspect or statement. You will also be able to filter by (2) groups and (3) period. You can also (4) add more than one group if you wish to compare two or more groups. I have selected all 150 statements, and selected all children as my group, but you might want to narrow it down a little further. You will then be shown a table that includes your children, their MAP, their selected period Tier Score, their Attainment Score and their Category. I will go into more detail about these further down. Please note that the figures shown represent the average MAP score and tier score for the chosen period and statements for each child. The tier score results are drawn from the assessments made throughout the selected period. The MAP and tier values are used to calculate the Attainment Score, which is the difference between the average MAP score and the achieved average tier score. The Category column shows if the children are working below, at or above their MAP. The category is refined based on the attainment score: - An attainment score below -0.5 is considered as working below the MAP tier. - An attainment score between -0.5 and 0.5 is considered as working at the MAP tier. - An attainment score above 0.5 is considered as working above the MAP tier. Let's take Abby, for instance. Abby's average MAP score is 3.69/5, as in this case the KS1/KS2 framework has been set up to have 5 tiers in total. During the Autumn assessment period, Abby was assessed several times, and she scored an average of 3.56 throughout all aspects (remember I decided to analyse the data for all 150 statements). This means that her attainment score is 0.12 below her expected MAP, so she is working at her MAP tier. If you keep scrolling down you will see a chart that represents the percentage of children below, at and above their MAP tier as for the filters selected at the beginning. By hovering your cursor over a column you will see the exact percentage of children at that level. If you decided to compare two groups, and set the filters up for this purpose, you will see the comparative graph results for the separate groups in this chart. You can now export a printable/downloadable version of the analysis by clicking the 'PDF' button on the filtering section. You can also export either the table or the column chart by clicking 'CSV' or 'image' respectively on each figure's title. I hope this tutorial helped with the reading of your KS1/KS2 attainment data! Back to Main Tutorials Page
  12. Quite often the person who administers your Tapestry account is not the same person who pays for the renewal every year. In these circumstances you may want to set the person who does pay for your invoices up an alternative contact for your FSF account. This means the administrator will continue to receive emails about the FSF and Tapestry, including the invoices. The bursar or finance officer will also be notified when an invoice is ready, and will be able to log in to their own FSF account and make payment for the invoice and any future invoices themselves online. To set up the alternative contact, the second contact will need to first have an FSF account: - If they already have one, you can skip this step. - If they don't have an FSF account yet, please contact customer.service@eyfs.info with an email address and a username and we will do this for you. Once your second FSF account is ready you can then add the alternative contact. Start by logging in with your main FSF account (the one with your Tapestry purchases) at http://eyfs.info/index.html/. Once logged in, click on your username near the top of the screen and select 'My Invoices and Purchases' from the drop down menu: Once on the invoices and purchases 'overview' screen, navigate to the alternative contacts screen by clicking the 'My Details' (1) drop down menu and selecting 'Alternative Contact' (2). Click the 'Add new Contact' button to add the contact. This is the screen where you add your alternative contact.To do so, you just need to enter the email address they were registered (1), and select what purchases you want the alternative contact to have access to (2) - you can click as many as you like. You can also choose the level of access you want them to have on your account (3 and 4); tick the first box to allow access to your support emails, and the second box to allow access to billing and payment .Generally it's useful to allow access to both. Press 'Save' (5) when you are happy with everything. Once you've added an alternative contact, this screen will then display them. You can edit (1) their level of access to your account, or remove (2) them as an alternative contact. Assuming you've allowed this option, your alternative contact will receive a copy of your renewal invoice and can then login to their own FSF account, and pay your invoice as normal. Go back to Main Tutorials Page
  13. We're getting a few people who need to add more children than their Tapestry account permits, so here's a short tutorial on how to go through this process of upgrading your package. However if you require fewer children than your current package size and would therefore like to downgrade to a smaller package, you will need to contact us at customer.support@eyfs.info in order to do this. If you do downgrade, you will not receive a refund for half way through the year, so we would recommend requesting a downgrade when you renew your subscription. The person who set up the Tapestry account needs to sign into http://eyfs.info. Managers can find out who that person is by going into Tapestry, Choosing "Control Panel" from the menu on the top right, and looking at the foot of the first Overview page. Then find your way to your invoices and purchases page, by clicking your name on the top bar, and selecting 'My Invoices and Purchases', like this: Click on 'manage purchases' and you'll be shown any current subscriptions you have (usually you'll have an FSF subscription and a current Tapestry subscription): From here, click on 'Manage' by the subscription you want to upgrade and you'll find yourself on this page: Click the 'Upgrade' button and you'll find yourself here: This will display a list of larger package sizes to which you may upgrade. Please note that you cannot downgrade your package size through here. To downgrade please contact us on customer.support@eyfs.info Select the radio button to upgrade to your next Tapestry level (in this case to the highest 'up to 60 children' package, then click 'Save'. You'll then be asked to confirm your billing information, select a payment type (cheque and post, or online by card), and then to confirm your order. Please, go to our how to pay an invoice tutorial if you are unsure on how to proceed from here. If you opt to pay by card online your upgrade will be immediate. If you choose to pay by post we'll upgrade your account when we receive your payment. Please note that you will only pay the difference between your current package size and the larger one and your subscription expiry date will not change - in terms of the cost, it will be like you bought the bigger package to begin with. Go back to Main Tutorials Page
  14. Skip to part B if you are a new user or your account has not expired yet. Part A: Renewing an expired Tapestry subscription You should be receiving emails reminding you to renew 1 month before the expiry date of your subscription, but sometimes they can get lost in spam folders, or forgotten about among the multitude of other emails you receive. Before you know it, a month has passed and you suddenly find yourself unable to login! Don't panic! We keep hold of your data for a certain amount of time after account expiry, so you don't have to worry about it being deleted overnight. Some people think they can't pay because they can't log in, but in fact you don't pay through Tapestry, you pay through the FSF. Simply follow the steps in the second part of this tutorial to pay your invoice and reactivate your account. Section B: Paying an invoice We get a lot of questions about how to pay invoices for Tapestry (and FSF memberships). Hopefully this tutorial will solve most common problems. For the purpose of this tutorial the examples show how to pay an upgrade invoice, but the process is the same for new and renewal invoices. It’s quite likely you will want to pay through the FSF. Please note that paying through the FSF means paying by card, however, you can also get a copy of the invoice for BACS and cheque payments if you want. You are linked to the appropriate page in the email we send you: But you may get this error message: This is most likely because you are not logged into your Foundation Stage Forum or ‘FSF’ account. To login go to http://eyfs.info/home and click the sign in button at the top of the page: Your username for the FSF is NOT a email address, it will be different to any Tapestry login details you may have, unless you have set the same password yourself (which is not recommended!). Once logged in you can access your invoice either through the link in your email or by clicking on your username at http://eyfs.info/home and selecting My Invoices and Purchases: This is what the invoices and purchases screen should look like. You will see all your previous and current orders, and you will be able to both pay or cancel the invoice from here. You can keep track of your order status from here as well. Click 'Pay Now' to start the online checkout procedure. Please check that your billing address is correct (1). If you are planning on paying by card, the billing address should coincide with the card's billing address. For overseas card payments - please make sure that your billing address does not include any accents or symbols not recognised in the English language, as this can lead to errors in the card payment process. In this screen you can choose how would you like to settle your payment (2), either by card or by post (e.g. BACS and cheque payments). For card options, you can also split the payment (3) if necessary. Once you are happy with the invoice information, please click 'Place Order and Pay' (4). If paying by card you will be directed to a secure online payment site that should look like the snapshot below. Select the appropriate card and fill in the form (1). If you have changed your mind about your payment, you can still cancel the payment type here and return to the checkout page (2). If paying by BACS or cheque you will be taken to a screen from which you can print your invoice. Scroll down to the bottom of the page and click 'print invoice' on your order review. If you do pay by BACS payment make sure you include your invoice number in the payment reference to allow us to identify the payment. If you cannot do this please make sure you send a remittance advice email including the payment reference number to bacs@eyfs.info If you are paying from overseas please ensure that you, "the remitter" bear all local and overseas charges and they are not passed onto us. Please also ensure you pay the amount in GBP so that we receive the correct amount even if the exchange rate changes. Any shortfall in payment because of international payment charges or exchange rate fluctuations will delay us activating your account while we discuss the shortfall with you and you send us the required extra payment. If you have access to Tapestry you can now also view your current and previous invoices via your control panel: Go back to Main Tutorials Page
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