Early Years Foundation Stage Profile Data 2013-14
The new EYFS profile was introduced in September 2012 and the first assessments took place in the summer of 2013. The profile’s ‘emerging’, ‘expected’ and ‘exceeding’ scale is very different to the previous profile which used a 117 point scale. The number of early learning goals has also been reduced. This led to a break in the time series as the results were not comparable between 2012 and 2013.
Key highlights of the 2013-14 Early Years Foundation Stage Profile (EYFSP) data are:
- For 2014, 60% of children achieved a good level of development, up from 52% in 2013
- More girls achieved a good level of development: 69% girls compared with 52% boys
- The average score achieved on the EYFSP is 33.8 points, up 1 point from 2013 and just less than 34 points which would be the equivalent of children receiving the expected level across all early learning goals
- 58% of children achieved at least the expected level in all 17 early learning goals
- The highest proportion of children achieving at least the expected level is in the physical development area of learning where 86% of children achieved at least the expected level of early learning goals
- Mathematics and literacy remain the areas of learning with the lowest percentage of children achieving at least the expected level – literacy (61%) and mathematics (66%)
- The categories ‘understanding’ and ‘listening and attention’ had the highest number of children assessed as exceeding – understanding (22%), and listening and attention (21%)
- In comparison, 11% of children were recorded as exceeding in the ‘technology’ early learning goals.
Figure 1: the proportion of children achieving at least the expected level in all early learning goals within an Area of Learning.
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- Scrutinise EYFSP outcomes for each of the 13 scales and each area of learning – how do they compare with national figures?
- Look at the trends in EYFSP data – how do they compare with national trends?
- Review trends across the areas of learning, boys compared with girls and identified groups such as summer borns – what are the differences?
- Scrutinise trend data about early years settings – how can this help inform your planning and future deployment of resources? Consider things such as the take-up of free early years places, implementing children’ s centre core purpose and workforce qualifications.
- Scrutinise EYFSP outcomes for individual schools – where are there are strengths that could be shared, or areas that require improvement in groups of schools, or more broadly across the local authority?
All statistical information and reports relating to the early years foundation stage profile (EYFSP) are available to view online here.