Maths to share – CPD for you and your colleagues
When summarising children’s attainment in relation to the stepping stones and the early learning goals in all six areas of learning, early years practitioners use cumulative evidence from children's day to day learning on the basis of their ongoing observations and other relevant evidence. Although there is no national data about children’s attainment during the Foundation Stage, there are national datasets at the end of Foundation Stage through the Foundation Stage Profile.
The latest national statistics on EYFS Profile Results in England for 2010/11 produced by the DfE were released recently, containing national and local authority level results for the Early Years Foundation Stage Profile (EYFSP) assessments for 2011. The release includes the percentage of children achieving each point on the 13 EYFSP assessment scales, the percentage working securely in each assessment scale and the percentage achieving a 'good' level of development. The release also includes the percentage of children achieving each individual scale point for each scale of the EYFSP. This data is currently submitted on a voluntary basis by local authorities.
The key points from this release are:
- the majority of children nationally (ranging from 67 per cent to 91 per cent) continue to work securely within (achieving a total of six points or more) the Early Learning Goals, in each of the 13 assessment scales. The percentage of children working securely within all three scales of PSRN has increased compared with 2010
- since the implementation of the statutory EYFS Profile in 2009, there has been an increase in the percentage of children working securely across all scales. In PSRN, the largest increase (seven percentage points) can be seen in Shape, Space and Measures, with boys showing slightly more improvement than girls. Calculating showed a five percentage point increase, with a two percentage point increase in Numbers as labels for Counting
- the assessment scale (out of all 13) with the highest percentage of children working beyond (nine points) the Early Learning Goals was Problem Solving, Reasoning and Numeracy: Numbers as labels and for counting with 15 per cent
- Problem Solving, Reasoning and Numeracy was the second weakest of the six areas of learning (Communication, Language and Literacy showing the lowest achievement)
- girls continue to achieve at a higher level in all assessment scales compared to boys.
|% children achieving by points band for each assessment scale
|Numbers as labels for Counting
|Shape, Space and Measures
1: a scale score of 1-3 indicates working towards the early learning goals
2: a scale score of 4-8 indicates working within the early learning goals
3: a scale score of 9 indicates working beyond the early learning goals
4: a scale score of 6 or more indicates working securely within the early learning goals.
From DfE Data, research and statistics
There are seven data tables available showing figures at national, regional and local authority level. A wide range of factors are included, showing differences in gender, national deprivation status and the achievement gap between the lowest 20% of achieving children and the score of the median child. A further four data tables provide further detail of the 13 assessment scales across the six areas of learning.
It is important for all schools to reflect on their own pupils’ achievement, determining factors, and to consider any steps for the future. Check the results for the local authority in which you work and spend some time comparing your own school data to that provided. Some questions for discussion or consideration might be:
- Is the national gender gap reflected in the results from your own school?
- does this gender pattern continue into Key Stage 1 or beyond?
- are our resources/activities/experiences better suited to one gender?
- Which of the three PSRN scales are the strongest/weakest for your pupils?
- professionals in Foundation Key Stage are rarely surprised by the lower figures achieved in Calculating
- are expectations high enough?
- are appropriate/sufficient experiences planned for pupils?
- is this reflected in your local authority or the national data?
- Look together with colleagues at the individual scale points for each of Numbers as labels for counting, Calculating, and Shape, Space & Measures
- which are causing difficulties for pupils. Why?
- are further resources/training needed?
- Speak to other colleagues in school and find out their professional development needs
- are these reflected in the children’s assessments?
- encourage them to make use of the NCETM Self-evaluation Tools for Early Years to support them in their reflections.