Early Years Foundation Stage Profile Data 2012-13
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 will lead to a break in the time series as the results will not be comparable between 2012 and 2013.
Key highlights of the 2012-13 Early Years Foundation Stage Profile (EYFSP) data are:
- For 2013, 52% of children achieved a good level of development
- More girls achieved a good level of development: 60% girls compared with 44% boys
- The average score achieved on the EYFSP is 32.8 points, just less than 34 points which would be the equivalent of children receiving the expected level across all early learning goals
- The lowest proportion of children achieved at least the expected level in the literacy and mathematics areas of learning; more specifically, the lowest proportion of children achieved the expected level in writing (62%) and numbers (69%)
- In comparison, 88% of children achieved at least the expected level in ‘health and self-care’ and ‘technology’
- 87% achieved at least the expected level in moving and handling
- The categories ‘listening and attention’ and ‘understanding’ had the highest number of children assessed as exceeding, both 19%
- In comparison, 9% of children were recorded as exceeding in the ‘people and communities’ and ‘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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Figure 2: The percentage of children emerging, expected and exceeding in the 17 early learning goals
- 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 at www.gov.uk