Suffolk EYFSP Results

National EYFSP results

2013

Summary report

Contents

Page:
1. / Contextual Information / 3
2. / Good Level of Development / 4
3. / Supporting measure (ATP) / 5
4. / Performance in the 7 areas of learning / 6
5. / Lowest 20% of achievers / 9
6. / Achievement in 30% most deprived areas in England / 10
7. / Executive summary and recommendations / 12

1.Contextual Information

The EYFSP assessment process for 2013 has changed since 2012.

The new EYFSP assessment process formed part of the reforms to the Learning and Development requirements within the EYFS framework, which came into effect in September 2012.

The aims of the reforms were to:

• focus on the three prime areas of learning most essential for children’s readiness for future learning and healthy development;

• detail the four specific areas of learning which build on the prime areas;

• simplify assessment at age five

The changes to the learning and development requirements are as follows:

1. Areas of learning and development: Consists of three prime areas and four specific areas. The prime areas cover the knowledge and skills which are the foundations for children’s school readiness and future progress, and which are applied and reinforced by the specific areas.

2. Early learning goals and assessment: instead of 69 goals, there are now 17. Instead of the previous set of judgements against 117 scale-points, teachers now make judgements against the 17 goals. For each goal, teachers determine whether children are meeting expected levels, are exceeding them, or are below the expected level (‘emerging’).

(Source: - Quick reference guide to the changes to the 2008 framework)

The changes to the EYFSP assessment process for 2013 means a direct comparison between 2012 and 2013 data is not possible.

The previous assessment scales are different to the new learning goals.

2.Good level of development

Pupils are considered to have a Good Level of Development where they have ‘achieved’ in all of the three Prime Areas of Learning, plus the Literacy and Mathematics, Specific Areas of Learning. This is 12 out of the 17 Early Learning goals.

‘Achieved’ is defined by the DfE as being assessed as Expected (score 2) or Exceeding (score 3).

Chart 2.1 below shows the comparison in the percentage of pupils achieving a good level of development by in Suffolk compared to national results for 2013. It also includes a comparison by gender.

Overall 49% of the cohort in Suffolk achieved a good level of development compared to 52% across the whole of England. This equates to a percentage point gap of 3.

In terms of attainment, there was a 15 percentage point gap between Suffolk boys compared toSuffolk girls. Whereas for England the percentage point gap is 16.

Chart 2.1

Please note that Suffolk is 15 and not 16 as graph implies, as totals/differences are calculated using exact figures whereas those on the graph are rounded .

3.Supporting Measure (ATP)

As well as the GLD measure (Good Level of Development), the DfE also introduced a supporting measure which measures the total number of points achieved across all 17 Early Learning Goals in the EYFSP. All children’s scores are totalled and then averaged to create the measure.

The maximum points a pupil could score is 51 and the minimum points is 17. Points are awarded as follows:

Emerging = 1 point

Expected = 2 points

Exceeding = 3 points

Chart 3.1 below shows the comparison in the Average Total Points scoreof Suffolk and national results for 2013. It also includes a comparison by gender.

The average score for the whole Suffolk cohort is 32.4, compared to 32.8 for the whole of England. This is a gap of just 0.4.

The gap between Suffolk girls and boys is 2.2, whereas for the whole of England the gap between boys and girls is 2.5. This demonstrates that in Suffolk, even though the achievement gap between boys and girls follows the national trend, the gap is not as great as other parts of England.

Chart 3.1

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4.Performance in the 7 areas of learning

Chart 4.1 below show the percentage of Suffolk pupils achieving at least the expected level in the 7 areas of learning compared to England.

Suffolk compares quite favourably compared to England as we exceed the percentage of pupils achieving against 3 areas of learning, which are ‘Mathematics’, ‘Understanding the World’ and ‘Expressive arts, designing and making’.

Suffolk’s percentage is the same as England in two of the prime areas, ‘Communication and language’ and ‘PSE development’.

The areas in which Suffolk’s percentage is lower than England are ‘Physical Development’ and ‘Literacy’

Chart 4.1

Chart 4.2

Chart 4.2 above compares the percentage of Suffolk boys achieving at least the expected level in the 7 areas of learning to all boys in England.

The percentage of Suffolk boys achieving is greater than England boys in ‘Mathematics’ and ‘Understanding the World’.

The percentage achieving is equal between Suffolk and England boys in ‘Communcation and Language’, ‘Physical Development’ and ‘Expressive arts, designing and making’.

The percentage of Suffolk boys achieving is less than England boys in ‘PSE development’ and ‘Literacy’.

Chart 4.3

Chart 4.3 above compares the percentage of Suffolk girls achieving at least the expected level in the 7 areas of learning to all girls in England.

The percentage of Suffolk girls achieving is greater than England girls in ‘Expressive arts, designing and making’.

The percentage achieving is equal between Suffolk and England girls in ‘Mathematics’ and ‘Understanding the World’.

The percentage of Suffolk girls achieving is less than England girls in ‘Communcation and Language’, ‘Physical Development’, ‘PSE development’ and ‘Literacy’.

In summary, a higher pecentage of girls achieved at least the expected level across all 7 areas of learning in Suffolk and England compared to boys in Suffolk and England.

However, Suffolk boys exceed or are equal to England boys in a greater number of areas of learning compared to Suffolk girls against England girls.

5.Lowest 20% of achievers

Table 5.1 below shows the standard score and percentage inequality gap(1) in achievement across all the Early Learning Goals between all pupils and the lowest 20% of achievers.

Table 5.1

All pupils / Lowest 20% of achievers / Achievement gap(1) %
Median score / Mean score / Mean score
Suffolk / 34 / 32.4 / 21.9 / 35.6%
England / 34 / 32.8 / 21.6 / 36.6%

(1) The percentage gap in achievement between the lowest 20% of achieving children in a local authority (mean score), and the score of the median. The gap is calculated from unrounded percentages.

The mean scores for all pupils in Suffolk and England are equivalent to the Average Total Point scores in section 3 of this report. The mean score for the lowest 20% of achievers is calculated in exactly the same way.

The gap between the mean scores for all pupils in Suffolk and Suffolk’s lowest 20% of achievers is 10.5. The gap between the mean scores for all pupils in England and England’s lowest 20% of achievers is 11.2.

The achievement gap of all Suffolk pupils compared to the lowest 20% of achievers in Suffolk is 1% less than the gap for England, which is positive.

Chart 5.2 below provides a visual presentation of the data in table 5.1.

Chart 5.2

6.Achievement in 30% most deprived areas in England

The percentage of children in each Local Authority who reside in the 30% most disadvantaged Super Output areas in Englandis based on the 2010 Index of Multiple Deprivation.

The number of children in the deprived areas will vary considerably between Local Authorities. This means that when comparing Suffolk to England, the percentage of Suffolkpupils in the 30% most deprived areas is very likely to be disproportionate to the percentage for England. To clarify, the 30% does not necessarily represent 30% of pupils.

For some local authorities in England this data would in fact be ‘not applicable’. This would occur where there are no children identified within the Local Authority as residing in the 30% most disadvantaged Super Output areas in England based on the Index of Multiple Deprivation.

Chart 6.1

Chart 6.1 above shows that pupils that live in one of the 30% most deprived areas in England do less well than pupils that don’t across all 7 areas of learning.

A smaller percentage Suffolk pupils that live within one of the 30% most deprived national areas are achieving as expected in comparison to England.

Chart 6.2

Pupils are considered to have a Good Level of Development where they have ‘achieved’ in all of the three Prime Areas of Learning, plus the Literacy and Mathematics, Specific Areas of Learning. This is 12 out of the 17 Early Learning goals.

‘Achieved’ is defined by the DfE as being assessed as Expected (score 2) or Exceeding (score 3).

Chart 6.2 above show that just over a third of Suffolk pupils that live in one of the 30% most deprived national areas have achieved a good level of development. This is a percentage gap of 16 to Suffolk pupils that don’t. The percentgage gap for England is 10.

7.Executive summary and recommendations

Foreword

This analysis is of Suffolk’s Early Years Foundation Stage Profile (EYFSP) results for 2013. It is not possible to compare the data from the EYFSP this year with data from previous years as the EYFSP has changed.

Who is this for?

The data pack is for anyone working within the EYFS and Year 1 or with leadership, subject or assessment responsibilities within a school or setting.

How should it be used?

This pack has been produced so that schools, settings and those who work with them are aware of the county’s EYFSP outcomes and the achievements that are being identified in terms of Early Learning Goals and groups of children. Schools may find this useful when analysing their own EYFSP data if they wish to compare their school’s data with England’s.

Suffolk compared to England.

Suffolk compares quite favourably compared to England as we exceed the percentage of pupils achieving against 3 areas of learning, which are ‘Mathematics’, ‘Understanding the World’ and ‘Expressive arts, designing and making’. Suffolk’s percentage is the same as England in two of the prime areas, ‘Communication and language’ and ‘PSE development’.

The areas in which Suffolk’s percentage is lower than England are ‘Physical Development’ and ‘Literacy’

Overall 49% of the cohort in Suffolk achieved a good level of development compared to 52% across the whole of England. This equates to a percentage point gap of 3. It is probable that our lower results in literacy has impacted on this, particularly taking into account the fact that the gap between the Average Total Point score in England and Suffolk is just 0.4%.

Achievement Gaps

Gender

A higher pecentage of girls achieved at least the expected level across all 7 areas of learning in Suffolk and England compared to boys in Suffolk and England. However, Suffolk boys exceed or are equal to England boys in a greater number of areas of learning compared to Suffolk girls against England girls.

The gap between Suffolk girls and boys is 2.2%, whereas for the whole of England the gap between boys and girls is 2.5. This demonstrates that in Suffolk, even though the achievement gap between boys and girls follows the national trend, the gap is not as great as other parts of England.Although an analysis of Suffolk’s results shows that the widest gap in achievement between boys and girls is in writing, this comparison with national results indicates that it is the area of literacy than needs to improve in Suffolk for both genders as they both achieve less well in this area than England’s averages.

Lowest 20%

The achievement gap of all Suffolk pupils compared to the lowest 20% of achievers in Suffolk is 1% less than the gap for England, which is positive.

(National) Areas of Deprivation

Just over a third of Suffolk pupils that live in one of the 30% most deprived national areas have achieved a good level of development. This is a percentage gap of 16 to Suffolk pupils that don’t. The percentgage gap for England is 10.

Priorities

An analysis of EYFSP data at county level compared to England’sleads to the conclusion that an overarching priority must be to improve outcomes in literacy for all children. To narrow the gap in achievement between boys and girls is a priority at a national and local level. A further priority both nationally and locally continues to be a narrowing of the gap between the lowest 20% achievers and the rest and between those living in economic disadvantage and the rest.

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