Looking at attainment and progress in the EYFS – Derbyshire
guidance 2014
This data guidance is fully updated with current messages from Ofsted.
The guidance considers information about attainment and progress in EYFS for
children who were assessed from 2013 onwards with the revised EYFS Profile but
also (so that three year trends can be examined) looks at assessments collected in
2012. Outcomes from the old and new EYFS Profile assessment will be different and
not comparable.
ATTAINMENT
1. Guidance on judging attainment on entry.
Establishing a secure view of children’s skills, attitudes and knowledge on entry to
school is crucially important for at least two reasons:


This initial assessment forms the starting point for future planning and
teaching for children
It is the baseline on which all progress will be judged
We suggest that it normally takes 4 weeks to fully assess a child in a new nursery or
reception class. It should take account of assessments from previous settings.
Ofsted have issued the following guidance (April 2014) on judging attainment
from a school’s baseline assessments:
‘Identifying starting points
Schools should have clear systems to:
 make an assessment of children’s starting points (baseline)
 plan next steps that challenge children sufficiently
 track the progress of individuals, groups of children and cohorts across the
Early Years Foundation Stage and into Key Stage 1
 identify how much progress is made by individuals as well as groups of
children and the cohort.
However, there is no requirement for schools to be generating hundreds of
assessments for every child. They must develop an approach that meets the needs
of their children, informs teaching and demonstrates children’s progress from their
starting points. Inspectors should sample from the school’s system.’
(Most schools currently use the developmental stages within Early Outcomes /
Development Matters to assess children on entry to EYFS.)
‘Individual children may be:
 operating at a level below that typical for their age but not significantly so
(this may reflect a lack of pre-school experience)
 showing a typical level of development for their age
 operating at a level above that typical for their age (indicating the potential
to exceed the early learning goals by the end of reception).
Others may be operating at a level significantly below that which is typical for their
age. Such children may be at risk of delay, or may have a particular disability or
special educational need that has already been identified.
Inspectors should use their professional judgement when evaluating the starting
point of a cohort of children. If a substantial number of new children start school in
reception or leave after nursery (age four), inspectors should evaluate attainment on
entry to reception as well as to the nursery. Inspectors should also take into account
children who start reception part-way through the year. They should check
arrangements for ‘staggered entry’ and part- and full-time attendance, as the amount
of time spent in school may affect both attainment and progress.
Schools and inspectors should expect that children who start school at a level
below, but not significantly below, that which is typical for their age catch up
quickly.’
Attainment at the end of the Early Years Foundation Stage / entry to Year 1
The current reception cohort will be assessed in June 2014 using the EYFS Profile.
For each Early Learning Goal (of which there are 17), the teacher has to decide
which of the following three judgements is most accurate for each child as a ‘best fit’:



Emerging (1 point) The child has not yet achieved the ELG but is working
somewhere within the six developmental bands of the EYFS curriculum e.g.
30-50 months
Expected (2 points) The child has achieved the ELG as a best fit judgement
Exceeding (3 points) The child has gone beyond the ELG and is working
within the KS1 National Curriculum
This assessment will produce a number / percentage of children emerging, expected
or exceeding for each of the 17 Early Learning Goals.
Appendix 1 contains a chart which may be useful for collecting information about
attainment and progress .
The Derbyshire EYFS Profile 2014 databooks will be issued in Autumn 2014 and will
also contain this information.
This information is also contained in rows 43 - 47 of the overall summary worksheet
in the Derbyshire EYFS reception tracker.
What is considered to be a ‘good level of development’ (GLD)?
In the pre September 2013 EYFS Profile, a good level of development was defined
at 78pts+ overall, including 6pts+ in all scales of PSED and CLL.
From 2013, children are defined as having reached a good level of development at
the end of the EYFS if they achieve at least the expected level in:

the early learning goals in the prime areas of learning (personal, social and
emotional development; physical development; and communication and
language) and;
 the early learning goals in the specific areas of mathematics and literacy.
School data should be compared with national outcomes. In 2013, the national
GLD outcome was 52% but we expect this to rise in 2014.
PROGRESS
Judging progress in the Early Years Foundation Stage – what do Ofsted say?
‘In making a professional judgement about children’s achievement in the Early Years
Foundation Stage inspectors must consider the proportions that have made typical
or better progress taking account of staggered entry and full- and part-time
attendance and the length of time children have been at the school. They should
consider the achievement of different groups of children, especially those who are
vulnerable to underachievement, as well as their readiness for Year 1. They should
make judgements through:
 discussion with the staff and children
 analysis of assessment records
 observations of:
- children’s dispositions to learning (characteristics of effective learning)
- what children know, understand and can do.
Where children progress steadily against what is a typical level of development for
their age, they can be said to have made typical progress. Children who meet all the
early learning goals but who started at a lower level of development than is typical
for their age might be said to be making rapid progress. However, a child starting
school at a higher level of development, who meets all the early learning goals but
exceeds none of them, is unlikely to have made enough progress. Inspectors should
consider how well prepared children are for the next stage in their education.’
Subsidiary guidance April 2014
Judging progress from the end of EYFS to the end of KS1
‘The early learning goals do not translate precisely to National Curriculum levels.
However, as a broad rule of thumb children who reach a good level of development
at the end of the Reception Year ought to be reaching at least Level 2b by end of
Key Stage 1. Children exceeding the early learning goals at the end of reception
ought to be exceeding Level 2b at the end of Key Stage 1 and be reaching Level 2a
as a minimum, and more likely Level 3.’ ‘Subsidiary guidance’ Ofsted April 2014
Appendix 1 allows schools to show what % of their children were working at, above
or below age related expectation on entry to reception or nursery and how this
percentage changed by the end of reception/nursery.
Schools that use the Derbyshire EYFS Tracker will find most of this information
ready to print out in the overall summary and charts worksheets of the spread sheet.
To unprotect the worksheet and select charts and graphs to print, simply click on the
review or tools tab in the icon bar at the top of the page, click on ‘Unprotect
worksheet’ and enter the password which is (tracker).
What about small schools?
In small schools, the attainment of different cohorts may vary greatly year on year
and the attainment on entry information for each cohort needs to be looked at
separately and carefully along with their final attainment to make a judgement about
progress. It is a good idea to show any data as numbers of children as well as
percentages.
RESTRICTED
PUPIL ACHIEVEMENT SUMMARY: END OF SUMMER TERM 2013/2014
SCHOOL
DfE
Number of pupils in cohort:
(Cohort due to move to school in Sept 2014)
Early Years Foundation Stage (EYFS): End of Summer Term
NURSERY (For Reception please refer to Page 4)
Communication and language
1. Listening and Attention
All
FSM/CiC
Non FSM/CiC
2. Understanding
All
FSM/CiC
Non FSM/CiC
3. Speaking
All
FSM/CiC
Non FSM/CiC
Physical Development
4. Moving and handling
All
FSM/CiC
Non FSM/CiC
Number of girls:
Number of boys:
Number of summer birthdays:
Number of DSEN:
Each pupil represents:
% Below age-related expectation
% In line with or above age-related
expectation (typical)
On entry
22-36
months or
lower
On entry
Low*
30-50
months
End of
Nursery
30-50
months or
lower
%
Reduction
End of
Nursery
Low*
40-60
months or
higher
%
Improvement
% Above age-related expectation
On entry
Secure*
30-50
months or
higher
End of
Nursery
Secure*
40-60
months or
higher
%
Improvement
RESTRICTED
% Below age-related expectation
On entry
5. Health and self-care
All
FSM/CiC
Non FSM/CiC
Personal, Social and Emotional Development
6. Self-confidence and self-awareness
All
FSM/CiC
Non FSM/CiC
7. Managing feelings and behaviour
All
FSM/CiC
Non FSM/CiC
8. Making relationships
All
FSM/CiC
Non FSM/CiC
Literacy
9. Reading
All
FSM/CiC
Non FSM/CiC
10. Writing
All
FSM/CiC
Non FSM/CiC
Mathematics
11. Numbers
All
FSM/CiC
Non FSM/CiC
12. Shape, space and measures
All
FSM/CiC
Non FSM/CiC
End of
Nursery
%
Reduction
% In line with or above age-related
expectation (typical)
On entry
End of
Nursery
%
Improvement
% Above age-related expectation
On entry
End of
Nursery
%
Improvement
RESTRICTED
% Below age-related expectation
On entry
Understanding the World
13. People and communities
All
FSM/CiC
Non FSM/CiC
14. The World
All
FSM/CiC
Non FSM/CiC
15. Technology
All
FSM/CiC
Non FSM/CiC
Expressive Arts and Design
16. Exploring and using media and materials
All
FSM/CiC
Non FSM/CiC
17. Being Imaginative
All
FSM/CiC
Non FSM/CiC
Actions taken to moderate these judgements
Attainment on entry for this group of children
Planned interventions to narrow performance
gaps
End of
Nursery
%
Reduction
% In line with or above age-related
expectation (typical)
On entry
End of
Nursery
%
Improvement
% Above age-related expectation
On entry
End of
Nursery
%
Improvement
RESTRICTED
Early Years Foundation Stage (EYFS): End of Summer Term
RECEPTION (For Nursery please refer to Page 1)
Number of pupils in cohort:
Number of boys:
Number of girls:
Number of Pupil Premium:
Number of summer birthdays:
Number of DSEN:
% Below age-related expectation
September
On entry
30-50
months or
lower
Communication and language
1. Listening and Attention
All
FSM/CiC
Non FSM/CiC
2. Understanding
All
FSM/CiC
Non FSM/CiC
3. Speaking
All
FSM/CiC
Non FSM/CiC
Physical Development
4. Moving and handling
All
FSM/CiC
Non FSM/CiC
5. Health and self-care
All
FSM/CiC
Non FSM/CiC
June
End of
reception
Emerging
%
Reduction
Each pupil represents:
% In line with or above age-related
expectation (typical)
September
On entry
Low*
40-60
months or
higher
June
End of
reception
Meeting the
expected level
(the ELG) or
exceeding it
%
Improvement
% Above age-related expectation
September
On entry
Secure*
40-60
months or
higher
June
End of
reception
Exceeding
the ELG
%
Improvement
RESTRICTED
% Below age-related expectation
September
On entry
Personal, Social and Emotional Development
6. Self-confidence and self-awareness
All
FSM/CiC
Non FSM/CiC
7. Managing feelings and behaviour
All
FSM/CiC
Non FSM/CiC
8. Making relationships
All
FSM/CiC
Non FSM/CiC
Literacy
9. Reading
All
FSM/CiC
Non FSM/CiC
10. Writing
All
FSM/CiC
Non FSM/CiC
Mathematics
11. Numbers
All
FSM/CiC
Non FSM/CiC
12. Shape, space and measures
All
FSM/CiC
Non FSM/CiC
June
End of
reception
%
Reduction
% In line with or above age-related
expectation (typical)
September
On entry
June
End of
reception
%
Improvement
% Above age-related expectation
September
On entry
June
End of
reception
%
Improvement
RESTRICTED
% Below age-related expectation
September
On entry
Understanding the World
13. People and communities
All
FSM/CiC
Non FSM/CiC
14. The World
All
FSM/CiC
Non FSM/CiC
15. Technology
All
FSM/CiC
Non FSM/CiC
Expressive Arts and Design
16. Exploring and using media and
materials
All
FSM/CiC
Non FSM/CiC
17. Being Imaginative
All
FSM/CiC
Non FSM/CiC
Good level of development %
(% of children attaining the ELG or
exceeding it in it ELGS 1- 12 above)
Actions taken to moderate these
judgements
Attainment on entry for this group of
children
Planned interventions to narrow
performance gaps in Y1
June
End of
reception
%
Reduction
% In line with or above age-related
expectation (typical)
September
On entry
June
End of
reception
%
Improvement
% Above age-related expectation
September
On entry
June
End of
reception
%
Improvement