School Network Updates
– Autumn 2013
•EYFS Profile data - headlines
•New key documents
– Subsidiary guidance
– Early Years Outcomes
•More Great Childcare + More Affordable Childcare
•Child initiated writing
EYFS Profile - Headlines
Good Level of Development (GLD)
At least expected in all of the early learning goals in:
• prime areas of learning plus
• specific areas of literacy and mathematics
Supporting Measure for the Good Level of
Development
This takes performance across all 17 ELGs.
1 - emerging ; 2 – expected; 3 - exceeding.
Score between 17 and 51.
All children’s scores are totalled and then averaged to
calculate the figure
EYFS Profile - Headlines
Good Level of Development (GLD)
46.4% of Leicestershire children achieved a good level of
development
52% - nationally
Supporting Measure for the Good Level of Development
The supporting measure for Leicestershire is 32.4
32.8 – nationally (the average score)
EYFS Profile - Headlines
Good Level of Development
• girls - 53.9%
(60% - nationally)
• boys - 39.5%
(44% - nationally)
• Autumn born - 58.4%
• Summer born - 36.2%
• Summer born boys - 29.4%
• Children in receipt of Pupil Premium - 25.7%
EYFS Profile - Headlines
Individual ELGs and percentage of children achieving at
least expected:
Highest %
Health and self care
Technology
Moving and Handling
90.2%
87.7%
85.9%
Lowest %
Writing
Numbers
Reading
58.0%
65.5%
69.3%
EYFS Profile - Headlines
Need to continue to develop:
• Quality assurance
• Internal moderation
• Data analysis
Updated EYFSP
STA
• 2014 handbook reflects current government advice and
policy (all references to ‘Development Matters’ removed)
• Consistency between EYFS profile handbook and ARA
• Explanatory notes removed
• 2nd page added to each ELG
• Updates – e.g. p.52 – using what they know in their play
– lines of enquiry updated
• Additions – characteristics of learning added to blank
exemplar
Updated EYFSP
STA
Considering further guidance on:
• Children on threshold between attainment bands
• SEN, EAL, children with speech and language issues
• “exceeding” and “emerging” bands of attainment
• Reading, writing and number
• STA have action plan in place – awaiting outcome of
consultation on assessment
New key documents
• Subsidiary guidance
- September 2013
• Early Years Outcomes
- September 2013
Subsidiary Guidance – Sept 2013
17.There are no national data for attainment on
entry to nursery and reception and no prescribed
methods of assessing children when they start
school.
The age bands describe the ‘typical
development’ for children at that age but schools
do not have to use these and may have other
ways of assessing children when they start
school.
Inspectors should not use the terms ‘average’
and ‘standards’ as there is no ‘national average’
and there are no standardised expectations for
three- and four-year-olds on entry to nursery and
reception.
Inspectors should discuss with the school’s
leaders how they measure children’s starting
points and the proportions of children that
demonstrate development that is typical for their
age.
Subsidiary Guidance – Sept 2013
18. 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.
Subsidiary Guidance – Sept 2013
20. 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).
Subsidiary Guidance – Sept 2013
22. 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.
Subsidiary Guidance – Sept 2013
25. The national data from DfE will not be available until
November 2013. Inspectors should use the school’s data
until the national data are available. Data from previous
years will reflect the previous system of assessment and
inspectors should not try to make any comparisons
between the results from the old and new system.
16. The DfE has placed on its website a new document
called ‘Early Years Outcomes’ as a non-statutory aide
to support practitioners.
Early Years Outcomes – Sept 2013
A non-statutory guide for practitioners and inspectors to help inform
understanding of child development through the early years
This document is a non-statutory guide to support
practitioners. It can be used by childminders, nurseries
and others, such as Ofsted, throughout the early years
as a guide to making best-fit judgements about whether
a child is showing typical development for their age, may
be at risk of delay or is ahead for their age.
• Discussion time
More Great Childcare –
More Affordable Childcare
• Govt agenda - shift in power  to communities and
away from LA
• Further LCC cuts
• Will work with only 25% of providers - requires
improvement and inadequate.
• Emphasis on vulnerable children and families.
• Service being restructured - new service by April 2014.
Hope to maintain school network update meetings.