What Analysis can I do with my EYFSP and KS1 results?
- Key Questions to answer (2013)
Foundation Stage–Standards of Attainment
Communication & Language
What percentage of pupils scored Expected in each ELGwithin CLL?
How does this compare with Herts / national averages?
Would you describe the standard of attainment asin line with national, below or above?
How does this relate to the trend in previous years?
Is there a significant difference between the scores for girls and boys?
Physical Development
What percentage of pupils scoredExpected in each ELG within PSED?
How does this compare with Herts/ national results?
Would you describe the standard of attainment asin line with national, below or above?
How does this relate to previous years’ trend?
Is there a significant difference between the scores for girls and boys?
Personal, Social & Emotional Development
What percentage of pupils scored Expected in each ELG within PSED?
How does this compare with Herts / national results?
Would you describe the standard of attainment as broadly in line with national, below or above?
How does this relate to the trend in previous years?
Is there a significant difference between the scores for girls and boys?
Literacy
What percentage of pupils scored Expected in each ELG within PSED?
How does this compare with Herts / national results?
Would you describe the standard of attainment as broadly in line with national, below or above?
How does this relate to the trend in previous years?
Is there a significant difference between the scores for girls and boys?
Mathematics
What percentage of pupils scored Expected in each ELG within PSED?
How does this compare with Herts / national results?
Would you describe the standard of attainment as broadly in line with national, below or above?
How does this relate to the trend in previous years?
Is there a significant difference between the scores for girls and boys?
Understanding of the World
What percentage of pupils scored Expected in each ELG within PSED?
How does this compare with Herts / national results?
Would you describe the standard of attainment as broadly in line with national, below or above?
How does this relate to the trend in previous years?
Is there a significant difference between the scores for girls and boys?
Expressive Arts and Design
What percentage of pupils scored Expected in each ELG within PSED?
How does this compare with Herts / national results?
Would you describe the standard of attainment as broadly in line with national, below or above?
How does this relate to the trend in previous years?
Is there a significant difference between the scores for girls and boys?
‘Good Level of Development’
(Pupils achieving at least Expected in all the ELGs of the Prime areas and Literacy and Mathematics)
What percentage of pupils achieved the GLD?
How does this compare with Herts / national results?
Would you describe the standard of attainment as broadly in line with national, below or above?
How does this relate to the trend in previous years?
Is there a significant difference between the scores for girls and boys?
For each area of learning, you could also explore:
- % of children Exceeding the ELG
- average pointscorein each ELG
These will further support your statements about whether attainment is broadly average, or above or below.
In summary, how would you describe standardsat the end of the Early Years Foundation Stage?
______
Foundation Stage –Progress
How would you describe the cohort on entry into the Nursery in each area of learning? (below/ in line with/ above age-related expectations)
~ based on Autumn 2011/Spring 2012 Nursery intake
(Refer to % working within age-related expectations i.e. 30-50 months band)
How would you describe the cohort on entry into Reception in each area of learning? (below/ in line with/ above age-related expectations)
~ based on Autumn 2012/Spring 2013 Reception intake
(Refer to % working within age-related expectations i.e. 40-60 months band)
How do these figures compare with % working at the Expected level at the end of EYFS?
How would you therefore judge progress across the FS?
Conclusion:
Overall, how would you describe standards and progress in the EYFS?
Key Stage 1–Standards of Attainment
Look at the APS for the cohort (in Herts Assessment Profile, RAISEonline or printed data sheets)
How does this compare to Herts/National?
What is the trend from the previous year? (↑ or ↓) (Use the Primary Profile)
Are there any significant differences between genders or different groups of pupils?
(NB APS for main vulnerable groups can be found in RAISEonline. To explore APS of your own school-defined groups of children, use the Excel tool ‘ks1 points calculator’ found on Assessment Website: )
Compare APS of the individual subjects (Reading, Writing, Maths) – any significant differences between the subjects?
(Compare to Herts / national APS - and compare gender)
(In addition to the analysis of APS, similar questions can be asked regarding % attaining levels 2c+, 2b+, 3)
If you have been focusing on any particular areas (e.g. boys’ writing, maths etc.) – does the data suggest that your focus has had impact?
Key Stage 1–Progress
How would you describe the attainment of this cohort on entry to KS1 (using cohort’s average score at end of EYFS) - average / below / above?
Comparing this baseline with the overall APS at the end of KS1 - how would you describe the progress of these children?
Are there any significant differences between genders or groups?
How does progress in different subjects compare?
(e.g. comparing % at 6+ in CLL in 2009 with % at 2b+ in Reading/Writing 2011)
The AM7 report ‘KS1 Expected Progress Grid’ is particularly useful here – explore the % of pupils that made or exceeded ‘expected progress’.
Conclusion:
Overall, how would you describe standards and progress in KS1?
NB – another tool for considering progress across KS1 is the FFT Live KS1 Estimates - comparing actual KS1 outcomes against the FFT estimates for individual pupils – how many met/exceeded the estimate?
What Analysis Can I Do with my EYFS and KS1 results? - Key questions. Ben Fuller, Herts Assessment Team