The Education (National Curriculum) (Foundation Stage Profile Assessment Arrangements) (England) Order 2003

PART 2 NOTIFICATIONS TO BE GIVEN TO THE RELEVANT LOCAL EDUCATION AUTHORITY AND TO A CHILD'S NEW SCHOOL

3.  Save in respect of paragraph 5 it shall be the function of the responsible person in each foundation stage setting to give the following notifications in writing to the relevant local education authority–

(a) in respect of each child in respect of whom a foundation stage profile has been carried out at the foundation stage setting, details of where it has been carried out and of the results of the assessment;

(b) in respect of each child who is in the final year of the foundation stage in respect of whom a foundation stage profile has not been carried out at the foundation stage setting during the final term, that it has not been carried out and the reason why it has not been carried out.

4.  A notification required by sub-paragraph 3(a) shall be given by a date specified by the local authority after the date for completion of foundation stage profiles pursuant to article 4(3).

5.  A notification in respect of a child who ceases to be registered at the foundation stage setting during the final year of the foundation stage shall be addressed to the school notified by its head teacher as the child’s new school and shall be given not later than 15 working days after notification is received from the new school–

(a) of any foundation stage profile carried out at the foundation stage setting;

(b) the practitioner assessment made in respect of the child; or

(c) if no foundation stage profile of the child has been carried out at the foundation stage setting, the reason why it has not been carried out.

6.  A notification under sub-paragraph 3(a) or under paragraph 5(a) shall include the following information pertaining to the child to whom the foundation stage profile relates–

(a) his surname;

(b) his forename;

(c) his gender;

(d) his date of birth;

(e) the year of the assessment;

(f) the record of progress against the early learning goals and assessment scales.