Early Years Foundation Stage Profile (EYFSP) Results for 2015 · Early Years Foundation Stage Profile (EYFSP) ... Suffolk’s 2015 ATPS is lower than all statistical neighbours other

Dina East and Hannah Alston October 2015

Early Years Foundation Stage Profile (EYFSP)

Results for 2015

Key Priorities for 2016

Continue to increase the percentage of children achieving a Good Level of Development (GLD) to

70% or at least 2% above national.

Increase the Average Total Point Score (ATPS) to 35 or at least 1 point above national.

Ensure all children are challenged in their learning, thus potentially increasing the percentage of

children achieving an exceeding judgement in all ELGs so this at least matches national

Increase the percentage of children who are in receipt of Early Years Pupil Premium (EYPP) achieving a GLD. Our aspiration is that this should match those not in receipt of EYPP – our target being 70%. As a minimum we would wish to narrow the current achievement gap by 3% so it is no greater than 15%.

Improve outcomes in Communication and Language as achievement in all 3 ELGs in this area only matches national.

Headlines EYFSP 2015

ALL GLD ATPS

GAP LOWEST

20%

England 66.3 34.3 32.1

Suffolk 67.6 33.9 31.3

Difference 1.3 0.4 0.8

ALL LA Position GLD ATPS

GAP LOWEST

20%

2014 87 83 83

2015 54 92 68

Difference 33 9 15

Good Level of Development (GLD)

Suffolk 2014-2015 comparison:

ALL 2014 2015 Difference

England 60.4 66.3 +5.9

Suffolk 58.9 67.6 +8.7

There has been an 8.7% increase in the percentage of Suffolk children achieving GLD in 2015, compared

with 2014.

National comparison:

1.3% more children achieved a GLD in Suffolk than in England.

Statistical Neighbours comparison:

Suffolk has improved GLD consistently over 3 years but is in a lower position compared to statistical

neighbours. Suffolk is now ranked 5th among statistical neighbours, in 2013 and 2014 it was ranked 4th.


However, in terms of the increase in the percentage of children achieving a GLD from 2013 to 2015, Suffolk

has made the 2nd highest percentage improvement (18.6%) amongst the 11 statistical neighbours.

Average Total Point Score (ATPS)

Suffolk 2014-2015 Comparison:

ALL 2014 2015 Difference

England 33.8 34.3 0.5

Suffolk 33.2 33.9 0.7

ATPS for children in Suffolk has increased by 0.7 from 2014.

National Comparison:

ATPS in Suffolk is 0.4 lower than England.

An analysis of the percentage of children achieving emerging (1 point), expected (2 points) and exceeding

(3 points) in each Early Learning Goal (ELG) shows that the reason for this is that a lower percentage of

children in Suffolk than England achieve an exceeding judgement in each ELG.

Statistical Neighbours comparison:

Suffolk’s 2015 ATPS is lower than all statistical neighbours other than Norfolk – this position was exactly

the same in 2013 and 2014

Areas of Learning


ALL C and

L Phy PSED Literacy Maths U W Exp

2014 75.9 84.9 79.7 66.3 72.5 80.0 83.5

2015 80.2 87.4 84.1 71.8 77.0 82.9 85.3

Difference 4.3 2.5 4.4 5.5 4.5 2.9 1.8

There has been an increase in the percentage of children achieving at least the expected level in all ELGs.

The largest improvement has been in Literacy (+6%), Communication and Language (+4%), Personal,

Social and Emotional Development (+4%) and Maths (+4%).

National Comparison:

ALL C and

L Phy PSED Literacy Maths U W Exp

England 80.3 87.2 83.7 70.1 75.8 82.1 85.3

Suffolk 80.2 87.4 84.1 71.8 77.0 88.9 85.3

Diff 0.1 0.2 0.4 1.7 1.2 0.8 0

Suffolk children have performed higher than England children overall in Literacy (+1.7%), Maths (+0.8%)

and Understanding the World (+0.8%). In all other areas of learning they have achieved very similar scores

to England.

Fewer children in Suffolk than England receive an exceeding judgement in each ELG. This accounts for

Suffolk’s ATPS being lower than England’s even though the GLD is higher.


Gender

Suffolk Comparison: GLD and ATPS 2014-15

ALL GLD Boys Girls GAP ALL ATPS

Boys Girls GAP

2014 51.1 67.7 16.6 2014 32.1 34.4 2.3

2015 60.4 75.2 14.8 2015 32.8 35.0 2.2

Difference 9.3 7.5 1.8 Difference 0.7 0.6 0.1

The percentage of both boys and girls achieving a GLD in Suffolk has increased between 2014 and 2015,

with a larger increase for boys. Suffolk has narrowed the gap between the percentage of boys and the

percentage of girls achieving a GLD.

The ATPS for boys and girls in Suffolk has increased. The difference between Girls and Boys ATPS has

narrowed by 0.1

National Comparison: GLD and ATPS 2015

ALL GLD Boys Girls GAP ALL ATPS

Boys Girls GAP

England 58.6 74.3 15.6 England 33.1 35.7 2.6

Suffolk 60.4 75.2 14.8 Suffolk 32.8 35.0 2.2

Difference 1.8 0.9 0.8 Difference 0.3 0.7 0.4

More girls and boys are achieving a GLD in Suffolk than in England. It is 1.8% higher for boys and 0.9% for

girls.

A higher percentage of girls than boys achieve a GLD in Suffolk and England. However the gap between

boys and girls continues to narrow in both England and Suffolk and is consistently smaller in Suffolk than in

England.

The ATPS is higher for girls than boys in Suffolk and England. The ATPS for Boys in Suffolk is the same as

England and for girls it lower. However the difference between the ATPS of boys and girls is smaller in

Suffolk than in England.


Early Learning Goals:

Girls are achieving higher in all the ELGs. The highest levels of attainment are in Physical Development

and Expressive arts and design. The gender gap is largest in Writing (14%) and Exploring Media and

Materials (10.9%). The gender gap is lowest in Technology (2.4%) and The World (4.8%). The gender gap

has widened in Numbers and Technology, in all the Early Learning Goals the Gender gap has narrowed.

90% 89% 89%

94% 94%92% 93% 93%

83%79%

82%85%

90% 89%

93% 93% 93%

80.7% 81.3%79.6%

85.8% 88.1% 85.9%82.5%

84.9%

73.5%

65.5%

75.0%

79.2%81.8%

83.8%

90.8%

82.3% 82.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage comparison of Girls and Boys assessed as Expected or Exceeding in each area

Girls Boys


Pupil Premium (PP)


ALL GLD PP Non-PP GAP

ALL ATPS

PP Non-PP GAP

2014 42.6 61.9 19.3 2014 31 34 3

2015 49.2 70.5 21.3 2015 31 34 3

Difference 6.6 8.6 2 Difference 0 0 0

GLD: Whilst 3% more pupils eligible for PP achieved a GLD in 2015 than 2014 the gap between PP and

Non PP has widened by 3%.

ATPS: The ATPS of children entitled to pupil premium has remained the same. The gap between the ATPS

of children entitled to pupil premium and those who are not has remained the same.

Early Learning Goals:

The greatest gap between PP and non PP is biggest in Writing (21.1%) and Reading (19%).

The Gap between PP and non PP has widened since 2014 in 12 of the 17 ELGs, including Literacy and

Numeracy. The biggest improvement has been seen in Being Imaginative where the gap has narrowed by

4.2%.

75% 74% 74%

82% 84% 81%78%

80%

62%

54%

63%

68%

74% 75%

85%

75%

85%87% 87% 86%

91% 92%90% 89% 90%

81%

75%

81%84%

88% 88%

93%89% 89%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage comparison of PP and Non-PP pupils assessed as Expected or Exceeding in each area

PP Non-PP


Term of Birth


ALL GLD Autumn Spring Summer ALL ATPS

Autumn Spring Summer

2014 71 60 49 2014 35 33 31

2015 78 68 56 2015 36 34 32

Difference 7 8 7 Difference 1 1 1

The percentage of children achieving a GLD increases according to term of birth (age), and the gap

between autumn and summer born children has stayed the same.

Early learning Goals:

The biggest gaps between autumn and summer born children are in Writing (19.8%), Reading (16.6%) and

Numbers (15.9%). The smallest gaps are seen in Making Relationships (6.1%), Technology (6.3%) and

Health and Self-care (6.4%).

Listening and

attention

Understanding

Speaking

Movingand

Handling

Healthand self

care

Self-confide

nceandself-

awareness

managing

feelingsand

behaviour

Makingrelation

ships

Reading

WritingNumbe

rs

Shape,spaceand

measures

Peopleand

communties

Theworld

Technology

Exploring

mediaand

materials

Beingimaginative

Autumn Born 90.1% 89.6% 88.9% 93.7% 93.9% 92.0% 91.1% 91.6% 86.5% 81.8% 85.9% 88.3% 90.0% 90.4% 94.7% 91.0% 91.0%

Spring Born 85.7% 86.1% 84.9% 91.2% 91.7% 90.1% 88.0% 89.6% 79.1% 73.4% 79.4% 82.8% 86.0% 86.9% 92.8% 88.8% 88.5%

Summer Born 79.9% 79.9% 78.5% 84.9% 87.5% 85.1% 84.0% 85.5% 69.9% 62.0% 70.0% 75.1% 80.9% 81.3% 88.5% 83.1% 83.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage comparison of pupils by term bornassessed as Expected or Exceeding in individual Early Learning Goals


Additional Analysis - Other Data

2013 -2015 Trend Data – Gender GLD

ALL GLD

England Boys

England Girls

England GAP

Suffolk Boys

Suffolk Girls

Suffolk GAP

2013 43.9 59.9 16.0 41.4 56.8 15.4

2014 52.4 68.7 16.3 51.1 66.7 15.6

2015 58.6 74.3 15.6 60.4 75.2 14.8

Both Boys and girls in Suffolk have achieved more highly than in England for the first time since 2013. The

gap between boys and girls in Suffolk has remained lower than England and is narrowing.

2013 -2015 Trend Data – Gender ATPS

ALL ATPS

England Boys

England Girls

England GAP

Suffolk Boys

Suffolk Girls

Suffolk GAP

2013 31.6 34.1 2.5 31.3 33.5 2.2

2014 32.6 35.1 2.5 32.1 34.4 2.3

2015 33.1 35.7 2.6 32.8 35.0 2.2

Although the ATPS has increased over the 3 years it remains lower than England AND Suffolk has not

managed to narrow the Gap between Boys and Girls. However the Suffolk gap is smaller than England and

Suffolk boys score closer to the national score than girls do.

2013 -2015 Trend Data – Term of birth GLD

ALL GLD Suffolk Autumn

Suffolk Spring

Suffolk Summer

GAP Autumn - Summer

2013 60% 54% 39% 21%

2014 71% 60% 47% 24%

% Difference +11% +6% +8%

2015 78% 69% 57% 21%

% Difference +7% +9% +10%

Whilst the percentage of children achieving a GLD increases according to term of birth (age), the gap

between the percentage of summer born and autumn born children achieving this has narrowed between

2014 and 2015.

2013 -2015 Trend Data – Pupil Premium GLD

ALL GLD Pupil Premium

Non Pupil Premium GAP

2013 33 53 20.0

2014 42.7 62.4 19.7

2015 49.6 71.1 21.5

Whilst 6.9% more pupils eligible for PP achieved a GLD in 2015 than 2014 the gap between PP and Non

PP has risen by 1.8.


Breakdown of Early Learning Goals in Suffolk: % achieving at least expected.

SUFFOLK ALL ALL Diff GIRLS GIRLS Diff BOYS BOYS Diff

At least expected 2014 2015 2014 2015 2014 2015

Communication and Language

75.9 80.2 +4.3 81.9 85.8 +3.9 69.9 74.9 +5

Listening and Attention

82.7 85.4 +2.7 88.1 90.1 +2 77.4 80.9 +3.5

Understanding

83.5 85.3 +1.8 88.0 89.4 +1.4 79.1 81.4 +2.3

Speaking

81.0 84.1 +3.1 85.9 88.7 +2.8 76.2 79.8 +3.6

Physical Development

84.9 87.4 +2.5 91.2 92.1 +0.9 78.6 82.9 +4.3

Moving and Handling

87.6 90.0 +2.4 93.2 94.2 +1 82.1 85.9 +3.8

Health and Self care

90.5 91.2 +0.7 94.0 94.2 +0.2 87.1 88.8 +1.7

Personal, Social and Emotional Development

79.7 84.1 +4.4 86.0 89.8 +3.8 73.4 78.7 +5.3

Self-confidence and Self awareness

86.7 89.1 +2.4 90.3 92.3 +2 83.1 86.0 +2.9

Managing feelings and behaviour

85.2 87.8 +2.6 91.5 93.3 +1.8 78.9 82.7 +3.8

Making relationships

86.5 89.0 +2.5 91.5 93.3 +1.8 81.6 85.0 +3.4

Literacy

66.3 71.8 +5.5 73.6 78.9 +5.3 59.1 65.0 +5.9

Reading

74.7 78.4 +3.7 79.9 83.5 +3.6 69.7 73.6 +3.9

Writing

67.2 72.4 +5.2 74.5 79.5 +5 60.0 65.6 +5.6

Mathematics

72.5 77.0 +4.5 75.9 80.7 +4.8 69.2 73.5 +4.3

Numbers

74.4 78.5 +4.1 77.5 82.0 +4.5 71.4 75.1 +3.7

Shape, space and measures

79.8 82.1 +2.3 82.9 85.1 +2.2 76.9 79.4 +2.5

Understanding the world

80.0 82.9 +2.9 83.4 86.7 +3.3 76.7 79.3 +2.6

People and communities

84.5 85.7 +1.2 88.8 89.7 +0.9 80.2 81.9 +1.7

The World

84.2 86.3 +2.1 87.1 88.8 +1.7 81.4 83.9 +2.5

Technology

88.7 92.1 +3.4 89.7 93.3 +3.6 87.7 90.9 +3.2

Expressive arts and design

83.5 85.3 +1.8 90.6 91.5 +0.9 76.4 79.4 +3

Exploring and using media and materials

86.3 87.7 +1.4 92.8 93.3 +0.5 79.8 82.3 +2.5

Being Imaginative

86.3 87.6 +1.3 92.2 92.6 +0.4 80.3 82.9 +2.6


Order of achievement in each ELG in Suffolk.

The areas of lowest attainment in Suffolk remain in Writing, Reading and Numbers even though there has

been an increase in the percentage of children achieving expected level in 2015. The increase in these

areas of learning has been higher than other areas.

Although boys are still achieving less well than girls in all areas of learning they have made larger

improvements between 2014 and 2015. With the exception of Numbers, Understanding the World and

Technology – boys have seen a greater improvement in all areas of learning.

The largest improvement for both boys and girls has been in Literacy.

All children % Girls % Boys %

1.Technology 92.1 1.Moving and handling/ Health and self-care 1. Health and self-care

94.2 1.Technology 90.9

2.Health and self-care 91.2 2.Health and self-care 88.8

3.Moving and handling

90.0 3.Managing feelings and behaviour 3. Making relationships 3.Technology 3.Exploring and using media and materials

93.3 3.Self -confidence and self- awareness

86

4.Self-confidence and self- awareness

89.1 4.Moving and handling

85.9

5.Making relationships

89.0 5.Managing relationships

85.0

6. Managing feelings and behaviour

87.8 6.The world 83.9

7.Exploring and using media and materials

87.7 7.Being imaginative 92.6 7.Being imaginative

82.9

8.Being imaginative 87.6 8.Self-confidence and self- awareness

92.3 8.Managing feelings and behaviour

82.7

9.The world 86.3 9.Listening and attention

90.1 9.Exploring and using media and materials

82.3

10.People and communities

85.7 10.People and communities

89.7 10.People and communities

81.9

11.Listening and attention

85.4 11.Understanding 89.4 11.Understanding 81.4

12.Understanding 85.3 12. The world 88.8 12.Listening and attention

80.9

13.Speaking 84.1 13. Speaking 88.7 13. Speaking 79.8

14.Shape, space and measures

82.1 14.Shape, space and measures

85.1 14.Shape, space and measures

79.4

15.Numbers 78.5 15.Reading 83.5 15.Numbers 75.1

16.Reading 78.4 16.Numbers 82.0 16.Reading 73.6

17.Writing 72.4 17.Writing 79.5 17.Writing 65.6

Highest ELGs for boys and girls are similar although the highest percentage of boys achieve at least an

expected level of achievement in Technology whereas the highest percentage of girls achieve at least an

expected level of achievement in Moving and Handling/Health and Self-care.

The World also ranks higher for boys (6th position compared to 12th for girls) but girls still achieved a higher

score.


Gender gap in Suffolk: 2014 and 2015 Comparison

The gaps between Boys and Girls attainment across 17 aspects of learning in 2014/2015

Suffolk At least expected

Aspects of learning 2014 2015

Writing 14.5 13.9

Exploring and using media and materials 13.0 11.0

Managing feelings and behaviour 12.6 10.6

Moving and handling 11.1 8.3

Being imaginative 11.9 9.7

Listening and attention 10.7 9.2

Reading 10.2 9.9

Making relationships 9.9 8.3

Speaking 9.7 8.9

Understanding 8.9 8.0

People and communities 8.6 7.8

Self- confidence and self-awareness 7.2 6.3

Health and self-care 6.8 5.8

Number 6.1 6.9

Shape, space and measures 6.0 5.7

The world 5.6 5.7

Technology 2.0 2.4

Technology and Number show an increase in the gap between boys’ and girls’ attainment. With girls

continuing to outperform boys in these two aspects of learning in both 2014 and 2015.

In all other areas we have reduced the gap between boys’ and girls’ attainment 2014/2015.

The largest gap between boys’ and girls’ achievement remains Writing but it is narrowing.

Pupil Premium gap in Suffolk

The gaps in attainment across 17 aspects of learning in 2015

SUFFOLK At least expected PP Non PP GAP

9.Listening and Attention 75.1 87.0 11.9

8.Understanding 74.5 87.0 12.5

10.Speaking 74.0 85.8 11.8

13.Moving and Handling 82.0 91.2 9.2

15.Health and Self-care 83.9 92.3 8.4

14.Self-confidence and Self-awareness 81.4 90.3 8.9

10.Managing feelings and behaviour 77.6 89.4 11.8

12.Making relationships 80.4 90.4 10.0

2.Reading 62.2 81.2 20.0

1.Writing 54.3 75.4 21.1

3.Numbers 63.2 81.0 17.8

4.Shape, space and measures 68.0 84.4 16.4

5.People and communities 73.7 87.7 14.0

7.The World 88.1 75.3 12.8

16.Technology 93.1 85.2 7.9

6 Exploring and using media and materials 89.2 75.3 13.9

17.Being Imaginative 89.2 85.2 4.0

The biggest gaps between PP and Non PP can be seen in Literacy and Maths and then People and

Communities.


ELGs England and Suffolk 2015

At least expected and exceeding.

At least expected Exceeding

England Suffolk Diff England Suffolk Diff

Communication and Language

80.3 80.2 0.1 14.2 10.2 3.7

Listening and Attention

85.6 85.4 0.2 23.0 19.3 3.7

Understanding

85.3 85.3 0 23.0 19.8 3.2

Speaking

84.1 84.1 0 19.0 15.1 3.9

Physical Development

87.2 87.4 0.2 13.5 10.0 3.5

Moving and Handling

89.7 90.0 0.3 19.3 16.4 2.9

Health and Self care

91.2 91.2 0 20.2 16.1 4.1

Personal, Social and Emotional Development

83.7 84.1 0.4 10.1 7.3 2.8

Self-confidence and Self awareness

88.7 89.1 0.4 18.6 14.6 4.0

Managing feelings and behaviour

87.4 87.8 0.4 16.8 13.0 3.8

Making relationships

89.0 89.0 0 16.6 12.4 4.2

Literacy

70.1 71.8 1.7 11.5 10.4 1.1

Reading

76.1 78.4 2.3 20.3 19.2 1.1

Writing

70.8 72.4 1.6 12.6 11.8 0.8

Mathematics

75.8 77.0 1.2 11.9 9.5 2.4

Numbers

77.4 78.5 1.1 15.8 14.3 1.5

Shape, space and measures

80.8 82.1 1.3 14.4 11.4 3.0

Understanding the world

82.1 82.9 1.8 6.7 4.0 2.7

People and communities

85.0 85.7 0.7 13.4 9.4 4.0

The World

85.0 86.3 1.3 14.9 11.6 3.3

Technology

91.7 92.1 0.4 13.3 9.0 4.3

Expressive arts and design

85.3 85.3 0 11.2 7.8 3.4

Exploring and using media and materials

87.8 87.7 0.1 15.5 11.8 3.7

Being Imaginative

87.2 87.6 0.4 14.2 10.8 3.4


A higher percentage of children have achieved at least the expected level in 11 ELGs in Suffolk than in

England , the same percentage in 4 ELGs and lower in 2 with the biggest difference being in Reading

where 2.3% more children achieved at least the expected level.

Fewer children in Suffolk than England receive an exceeding judgement in each ELG. This accounts for

Suffolk’s ATPS being lower than England’s even though the GLD is higher.

The greatest differences (4% or more) are in Health and Self-Care, Self Confidence and Self-Awareness,

Making Relationships, People and Communities and Technology. The smallest differences (less than 2%)

are in Reading, Writing and Numbers.

The highest percentage of children receiving an exceeding judgement in Suffolk are in Listening and

Attention , Understanding and Reading and the lowest are in People and Communities, Technology and

Being Imaginative.

Literacy

Comparison between Suffolk and National data for 2013, 2014 and 2015

(% achieving at least expected)

Literacy Reading Writing

2015

All

England 70.1 76.1 70.8

Suffolk 71.8 78.4 72.4

Difference +1.7 +2.3 +1.6

Girls

England 77.6 81.9 78.3

Suffolk 78.9 83.5 79.5


Boys

England 63.0 70.6 63.6

Suffolk 65.0 73.6 65.6

Difference +2 +3 +2

2014

All

England 66.2 73.9 67.0

Suffolk 66.3 74.7 67.2


Girls

England 74.0 79.7 74.9

Suffolk 73.6 79.9 75.5

Difference -0.4 +0.2 +0.6

Boys

England 58.7 68.4 59.5

Suffolk 59.1 69.7 60.0


2013

All

England 60.7 70.5 61.9

Suffolk 59.1 71.5 60.3

Difference -1.6 +1 -1.6

Girls

England 68.9 76.4 70.2

Suffolk 67.3 76.9 68.5

Difference -1.6 +0.5 -1.7

Boys

England 52.9 64.9 53.9

Suffolk 51.1 66.2 52.3

Difference -1.8 +1.3 -1.6

Documents

Early Years Foundation Stage Profile (EYFSP) Results for 2015 · Early Years Foundation Stage Profile (EYFSP) ... Suffolk’s 2015 ATPS is lower than all statistical neighbours other