EYFSP results June 2016:

 

29 children (42.6%) out of the 68 children in Reception achieved a Good Level of Development.

When National and Local data is released a further analysis of this data will be completed.

 

Please find further details of the EYFSP data below.

 

Analysis of Reception EYFSP data June 2016

Context:

69 children finished the reception year. We reported 68 children’s results. 1 child started in Summer 1 so had to be included in the results. 1 child started in summer 2 so his results were recorded and reported by his previous school.

37 (54.4%) are boys

31 (45.6%) are girls

44 children (64.7%) are in receipt of a FSM

38 children (55.8%) are in receipt of EY PP

6 children (8.8%) have Special Educational Needs and are supported at SA+ or with a Statement of Educational Needs

7 children (10.2%) are supported through the TAC process or by a Child Protection plan

28 children (41.2%) have a summer birthdate

4 children (5.8%) have English as an Additional Language

 

 

 

Results:

2012 - 2013:

7 children (11%) out of the 63 children who finished in our Reception achieved a GLD.

2013 - 2014:

20 children (31%) out of the 64 children who finished in our reception achieved a GLD

2014 - 2015:

34 children (52%) out of the 64 children who finished in our Reception achieved a GLD.

2015 – 2016:

29 children (42.6%) out of the 68 children who finished in our Reception achieved a GLD.

 

The average score achieved on the EYFSP is 29.4 points. This is higher than in previous years.

N.B 34 points is the equivalent of children achieving the ‘Expected’ level across all the Early Learning Goals.

The data shows:

Another 2 children would have achieved the GLD had they got a 2 in one more area

1 child did not achieve this in Managing Feelings and Behaviour

1 child did not achieve this in Writing

Also, 1 child needed to reach the expected level in both reading and writing to achieve the GLD, as he was actually exceeding on some other areas.

This would have been 32 out of 68 children who achieved the GLD – raising the GLD percentage to 47%

The specific area of Literacy is the weakest area this year, showing this is a real focus for next year.

A major positive is how the data shows the progression in the Mathematics results is improving each year, and is now a strong area.

 

Actions for 2016-2017:

Aim: To raise attainment in the EYFS

• Currently (July 2016) the GLD has been ‘scrapped’ and we will no longer be reporting this to the government to produce national figures. As things stand so far, we have no other guidelines as to assessment in the EYFS.
• At Westmorland, we have signed up to the Greater Manchester group as to ensure that we can continue our own development matters tracking through our school assessment ‘SIMS’ then report our GLD data and have a local authority data to compare it to.
• Baselines in to nursery and reception are significantly lower than age related expectations – this is a typical trend and transition information suggests this will be true of the baseline this year. Engaging parents is a key element to enable collaborative learning between home and school, which is pertinent to children closing the gap ready for reception, and subsequently this year we aim to ensure that we hold a maths/reading/writing workshop each term, to teach parents how to teach their children at home.
• We will continue the 3 specified maths/writing/phonics group times within Nursery and Reception to show explicit teaching and learning within the writing area of development as this is the weakest area in results.
• A focus on using and applying phonic knowledge and reading and writing skills in the continuous provision areas in both nursery and reception. This will be developed further through EYFS leader modelling in Nursery to the new team, and consistent use of the same planning format and the same expectation that all teams plan collaboratively with the teachers and LSA’s per year group.
• Service Level Agreements remain in place for 2016-2017 for additional support from a; Speech and Language Therapist, Occupational Therapist and Educational Psychologist.
• The development our children’s communication skills remains a high priority. Over 50% of children enter the nursery with significantly delayed language skills. To achieve in nearly every ELG, communication skills are required and will therefore continue to be a focus of support in the EYFS. – daily 1:1 and group speech and language sessions to be delivered in nursery and continue in reception with 3 x weekly phonological awareness and language link.