EYFS, Phonics & Key Stage One Data 2018-2019
Outcomes for Pupils
At Sladefield Infant School, we keep a close eye on pupil progress throughout the year and update our assessments each term to record children's achievements. This enables teachers to analyse the gaps in children's learning and plan carefully for their next steps. It also enables us to put in additional support for children who need an extra bit of support to catch up.
We hold Pupil Progress Meetings each term, where Year Group colleagues work together with the Head Teacher and Deputy Head Teacher to discuss the progress and attainment of children in their year group and to identify how the school can help those children who may be falling behind or losing momentum in their learning. We also use more formal assessments throughout the year to give us more finely tuned information about children's learning so that we can tailor or teaching to meet the needs of pupils.
In 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:
- Reading (R)
- Writing (W)
- 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’.
In Year 1, during June, the Year 1 children are required to take a Phonics assessment. This assessment requires the children to read 40 words that contain the phonic sounds that they will have learnt during their time in EYFS and Year 1, using the ‘Letters & Sounds’ Phase approach. It is acceptable that the children can segment and blend words before saying the word, or they can read the word outright without hesitation. Within the assessment, the children are required to read 20 real words and 20 pseudo-words (‘alien’ words).
Each child’s Phonics assessment is carried out with an adult that is familiar to the child, on a 1-1 basis. The adult completing the assessment will mark the check as they go along. If the child demonstrates that they can read approximately 32 out of the 40 words (this has been the threshold since the Phonics Screening Checks were introduced), they will be assessed as meeting the expected standard.
Any child who does not pass the Phonic Screening Check at the end of Year 1 will be supported in their Phonic development in Year 2, and will have to re-take the check. Should they fail again at the end of Year 2, it would be expected that they would be further supported in Key Stage 2.
In Year 2, during the month of May, the Year 2 children take assessments in Reading & Mathematics. The papers are internally marked and help the teachers to form their teacher assessments. The children are provided with a scaled score between 80 and 120, with 100 being considered the ‘expected’ score, and 110 or more being considered ‘working at greater depth’.
The official end of year assessment results are based upon teacher assessments covering Reading, Writing, Mathematics & Science. Any results from the assessments are taken into consideration when the teachers are deciding upon their judgements, but it is largely based upon the evidence that the child can meet the Teacher Assessment Framework statements as outlined in the National Curriculum. The National Curriculum objectives for each year group are broken down into 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 judged as ‘expected’, they are meeting the age-related expectations for Year 2; if a pupils is judged as ‘working at greater depth’ in an area, they are working beyond the age-related expectations for Year 2; if they are judged as ‘emerging’, they are working towards the age-related expectations for Year 2.
This first report provides you with a one-page summary of the school’s results at the end of the academic year in:
- EYFS – percentage of children showing ‘Good Levels of Development’
- Year 1 – percentage of children working at the expected standard
- Year 2 – percentage of children worked at the expected standard in Reading, Writing & Maths combined
The results show comparisons between the school’s results and those nationally, in Birmingham, and in the school locality.
Please note: as an Infant School, we do not have Key Stage 2 results, but this data is still shown on the summary.
This second report is a more detailed report that shows the school’s attainment in comparison to results nationally, in Birmingham, and in the school locality, but also considering the following:
- 3-year trends
- whether the child was entitled to Free School Meals
- whether the child had English as an Additional Language
- whether the child had Special Educational Needs
Please note: as with the previous report, as an Infant School, we do not have Key Stage 2 results, but this data is still shown on the summary (from page 12 onwards).
You can also find out how Sladefield is doing in comparison to other schools by following this link to the Government comparison site: