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EYFS, Phonics & Key Stage One Data 2018

This is unvalidated data

EYFS

At the end of the year, children in Reception classes are assessed against 17 different areas of the curriculum which are based around two areas; there are 8 areas that form the ‘prime’ areas, which are:

Communication & Language (C&L)

  • Listening & Attention (L&A)
  • Understanding (U)                            
  • Speaking (S)

Physical Development (PD)

  • Moving & Handling (M&H)
  • Health & Self Care (H&SC)

Personal, Social & Emotional Development (PSED)

  • Self Confidence & Self Awareness (SC&SA)
  • Managing Feelings & Behaviours (MF&B)
  • Making Relationships (MR)

There are a further 9 areas that form the ‘specific’ areas of the curriculum, which are:

Literacy (L)

  • Reading (R)
  • Writing (W)

Mathematics (M)

  • Number (N)
  • Shape, Space & Measure (SS&M)

Understanding the World (UW)

  • People & Communities (P&C)
  • The World (TW)

Expressive Arts, Designing & Making (EADM)

  • Technology (T)
  • Exploring & Using Media & Materials (E&UMM)
  • Being Imaginative (BI)

When an individual child is meeting the expected standard in the first 12 areas of the curriculum (all of the ‘prime’ areas plus the English & Maths strands), they will be assessed as showing a Good Level of Development (GLD).  Any child who is operating above the expected standard in all 12 areas would be classed as ‘above expected’ and would be assessed as a ‘GLD3’.

Overall Attainment

The table below shows the school’s attainment in 2018 in comparison to the school’s attainment the previous year, as well as against the National, City & Local figures:

Aspect

School 2018

School 2017

National

Birmingham

Local Area (Ward End)

GLD

76%

69% (+7%)

72% (+4%)

68% (+8%)

65% (+11%)

Communication & Language

84%

79% (+5%)

82% (+2%)

78% (+6%)

76% (+8%)

Physical Development

88%

79% (+9%)

87% (+1%)

84% (+4%)

83% (+5%)

PSED

85%

80% (+5%)

85% (in line)

81% (+4%)

81% (+4%)

Literacy

76%

69% (+7%)

71% (+5%)

69% (+7%)

67% (+9%)

Mathematics

78%

72% (+6%)

78% (in line)

73% (+5%)

70% (+8%)

Understanding the World

83%

79% (+4%)

84% (-1%)

78% (+5%)

73% (+10%)

Expressive Arts

81%

81% (in line)

87% (-6%)

82% (-1%)

77% (+4%)

Prime Areas

82%

78% (+4%)

79% (+3%)

75% (+7%)

75% (+7%)

Specific Areas

75%

69% (+6%)

79% (-4%)

75% (in line)

63% (+12%)

All Learning Goals

75%

69% (+6%)

70% (+5%)

66% (+9%)

63% (+12%)

 

Identified Strengths

  • At least a 4% increase in all areas in comparison to school results in 2017 (with the exception of ‘Expressive Arts’)
  • At least 4% higher than National results in GLD and in Literacy
  • At least 4% higher than Birmingham results in all aspects (with the exception of ‘Expressive Arts’ and the Specific Areas of the curriculum
  • At least 4% higher than Ward End results in all aspects

Key Area for Consideration for 2018-2019:

  • Greater focus on improving ‘Understanding the World’ and ‘Expressive Arts’ provision (which would in turn increase attainment in the Specific Areas).

EYFS – Gender

The table below breaks down the attainment of boys and girls in comparison with the attainment results linked to gender nationally and citywide:

Aspect

Boys

Girls

School 2018

National

Birmingham

School 2018

National

Birmingham

GLD

71%

65% (+6%)

61% (+10%)

81%

78% (+3%)

75% (+6%)

Communication & Language

79%

77% (+2%)

72% (+7%)

90%

88% (+2%)

83% (+7%)

Physical Development

84%

83% (+1%)

78% (+6%)

91%

92% (-1%)

89% (+2%)

PSED

79%

80 (-1%)

76% (+3%)

91%

91% (in line)

87% (+4%)

Literacy

71%

64% (+7%)

63% (+8%)

81%

80% (+1%)

76% (+5%)

Mathematics

76%

74% (+2%)

74% (+2%)

81%

82% (-1%)

78% (+3%)

Understanding the World

77%

80% (-3%)

74% (+3%)

90%

88% (+2%)

83% (+7%)

Expressive Arts

73%

82% (-9%)

75% (-2%)

90%

93% (-3%)

89% (+1%)

 

Identified Strengths

  • Boys’ ‘GLD’ and ‘Literacy’ levels are well above both the citywide and national figure
  • Boys’ attainment is also well above the local figure in ‘Communication & Language’ & ‘Physical Development’
  • Girls’ attainment is well above the Birmingham figure in ‘GLD’, ‘Communication & Language’, ‘Literacy’ & ‘Understanding the World’.

Key Area for Consideration for 2018-2019:

  • Boys’ attainment in ‘Expressive Arts’ requires focus
  • Whilst the gap between boys’ and girls’ attainment is similar to the National and Birmingham trends, as a school, we are actively trying to ‘close the gap’ in gender attainment

EYFS – Significant Groups

The table below breaks down the attainment of significant groups in school in comparison to the Birmingham data that is currently available (the National information is not currently available:

Aspect

Disadvantaged

English as Second Language

SEND

School 2018

Birmingham

School 2018

Birmingham

School 2018

Birmingham

GLD

69%

61 (+8%)

56%

63% (-7%)

44%

21% (+23%)

Communication & Language

76%

74% (+2%)

69%

72% (-3%)

56%

31% (+25%)

Physical Development

86%

81% (+5%)

75%

80% (-5%)

56%

42% (+14%)

PSED

76%

78% (-2%)

78%

77% (+1%)

56%

38% (+18%)

Literacy

69%

63% (+6%)

56%

65% (-9%)

44%

25% (+19%)

Mathematics

76%

67% (+9%)

59%

68% (-9%)

44%

29% (+15%)

Understanding the World

72%

74% (-2%)

66%

71% (-5%)

56%

34% (+22%)

Expressive Arts

72%

79% (-7%)

63%

76% (-13%)

56%

41% (+15%)

 

Identified Strengths

  • SEND pupils’ attainment in all areas is significantly better than the Birmingham figure
  • Disadvantaged pupils’ attainment is well above the Birmingham figure in ‘GLD’, ‘Physical Development’, ‘Literacy’ & ‘Mathematics’.

Key Area for Consideration for 2018-2019:

  • English as a Second Language performance is well below in the majority of areas, and significantly in ‘Expressive Arts’.

 

PHONIC SCREENING CHECK

All children who do not meet the satisfactory standard in Year 1 Phonics Screening are assessed again in Year 2. The pass mark for the Phonics test in 2018 was 32, which has remained unchanged since the Phonic Screening Check first started.

Significant Groups

(End of Year 1)

School 2018

National

Birmingham

Local Area (Ward End)

All Children

85%

82% (+3%)

81% (+4%)

80% (+5%)

Boys

80%

79% (+1%)

77% (+3%)

N/A

Girls

91%

86% (+5%)

85% (+6%)

Disadvantaged

83%

70% (+13%)

74% (+9%)

English as Second Language

86%

82% (+4%)

82% (+4%)

SEND

59%

44% (+15%)

42% (+17%)

 

 

 

 

 

Significant Groups

(End of Year 2)

School 2018

National

Birmingham

Local Area (Ward End)

All Children

92%

92% (in line)

90% (+2%)

86% (+6%)

Boys

88%

90% (-2%)

89% (-1%)

N/A

Girls

96%

94% (+2%)

92% (+4%)

Disadvantaged

91%

84% (+7%)

87% (+4%)

English as Second Language

88%

91% (-3%)

89% (-1%)

SEND

72%

64% (+8%)

65% (7%)

 

Identified Strengths

  • Girls’ attainment in Year 1 in comparison with National and Birmingham results
  • Disadvantaged pupils’ results both in Year 1 and Year 2 retakes
  • SEND attainment, especially in Year 1

Key Area for Consideration for 2018-2019:

  • Ensuring that boys and children with English as a Second Language are targeted to achieve at the end of Year 2.

 

Key Stage One

This is the third year of assessing children ‘without levels’. The National Curriculum objectives for each year group are broken down into three stages or steps that build towards the ‘end of year expectations’ for that year group. This enables children to make progress towards the end goal. If pupils are ‘exceeding’ in an area, they are working beyond the year group expectations. This is known as ‘Greater Depth Standard’ (GDS). If they are still working towards the end of year National Curriculum expectations this is known as ‘Working Towards the Standard’ (WTS). If pupils are ‘Working At the Expected Standard’, they are meeting the end of year expectations (EXP).

At ‘Expected Standard’ or above

 

READING

School 2018

National

Birmingham

Local Area (Ward End)

All Children

79%

75% (+4%)

73% (+6%)

72 (+7%)

Boys

68%

71% (-3%)

68% (in line)

N/A

Girls

89%

80% (+9%)

77% (+12%)

Disadvantaged

57%

60% (-3%)

66% (-9%)

English as Second Language

76%

73% (+3%)

70% (+6%)

SEND

28%

30% (-2%)

27% (+1%)

 

 

 

 

 

WRITING

School 2018

National

Birmingham

Local Area (Ward End)

All Children

77%

70% (+7%)

67% (+10%)

63% (+14%)

Boys

68%

63% (+5%)

61% (+7%)

N/A

Girls

86%

77% (+9%)

73% (+13%)

Disadvantaged

61%

53% (+8%)

59% (+2%)

English as Second Language

72%

69% (+3%)

66% (+6%)

SEND

33%

22% (+11%)

20% (+13%)

 

MATHEMATICS

School 2018

National

Birmingham

Local Area (Ward End)

All Children

82%

76% (+6%)

73% (+9%)

71% (+11%)

Boys

75%

75% (in line)

72% (+3%)

 

Girls

89%

77% (+12%)

74% (+15%)

Disadvantaged

70%

61% (+9%)

66% (+4%)

English as Second Language

78%

75% (+3%)

72% (+6%)

SEND

33%

33% (in line)

29% (+4%)

 

Identified Strengths

  • All children’s results compared with both the National and citywide figure
  • Writing results across all significant areas, especially SEND pupils
  • Girls’ performance in all subjects, significantly in Mathematics
  • Pupils with English as their Second Language have performed well in comparison to the Birmingham figure

Key Area for Consideration for 2018-2019:

  • Disadvantaged pupil’s results in Reading.
  • Boys’ results in comparison with girls’ results, and especially in Reading

At ‘Greater Depth Standard’

READING

School 2018

National

Birmingham

Local Area (Ward End)

All Children

27%

26% (+1%)

20% (+7%)

15 (+12%)

Boys

23%

22% (+1%)

17% (+6%)

N/A

Girls

32%

29% (+3%)

23% (+9%)

Disadvantaged

9%

13% (-4%)

13% (-4%)

English as Second Language

20%

22% (-2%)

16% (+4%)

SEND

0%

5% (-5%)

0% (in line)

 

 

 

 

 

WRITING

School 2018

National

Birmingham

Local Area (Ward End)

All Children

21%

16% (+5%)

12% (+9%)

10% (+11%)

Boys

20%

12% (+8%)

9% (+11%)

N/A

Girls

23%

20% (+3%)

16% (+7%)

Disadvantaged

4%

7% (-3%)

8% (-4%)

English as Second Language

16%

15% (+1%)

11% (+5%)

SEND

0%

2% (-2%)

0% (in line)

 

MATHEMATICS

School 2018

National

Birmingham

Local Area (Ward End)

All Children

25%

22% (+3%)

18% (+7%)

16% (+9%)

Boys

25%

24% (+1%)

20% (+5%)

 

Girls

25%

20% (+5%)

16% (+9%)

Disadvantaged

9%

11% (-2%)

12% (-3%)

English as Second Language

20%

21% (-1%)

16% (+4%)

SEND

0%

5% (-5%)

1% (-1%)

 

Identified Strengths

  • Writing performance for ‘all’ and boys
  • Girls’ performance in all subjects, specifically in Maths

Key Area for Consideration for 2018-2019:

  • Disadvantaged pupils’ performance in all subjects
  • Potential to push SEND pupils towards highest level