Early Years Foundation Stage (EYFS)
When children enter school in Reception at Park Grove Primary School, they are assessed against different criteria. This forms what is known as the ‘Baseline’ assessment result. As the year progresses, the teachers continuously assess to see what each child can do. At the end of the Reception year, the children are assessed again to see if they have met the expected criteria set out in the EYFS framework. This is a statutory assessment and is called the EYFS Profile.
Each area of learning has an expected level that the children should reach, which is known as an Early Learning Goal (ELG). A child who achieves the expected Early Learning Goal for Making Relationships, Self-confidence and self-awareness, Managing Feelings & Behaviour, Listening and Attention, Understanding, Speaking, Moving & Handling, Health & Self Care, Writing, Reading, Number, Shape, Space & Measure will be assessed as achieving a GLD (Good Level of Development) by the end of the year. Schools aim to ensure that as many children as possible reach a Good Level of Development. However, if children do not achieve GLD it does not mean they have not made progress, it simply means that they have not quite achieved the goal in one or more aspects of learning.
It is important to break down the Early Learning Goals to look at the whole picture. Where a child is at ‘Expected’ this means that they have achieved the goal. ‘Emerging’ means that the child is still working to achieve the goal. Some children ‘Exceed’ the Early Learning Goal which means that they are working above what is expected or ‘typical’ for a child of their age.
The table below shows a breakdown of the percentage of children who achieved the Early Learning Goals for 2016 at Park Grove Primary School.
Areas of the Foundation Stage Profile which contribute to the GLD
Other Areas of the Foundation Stage Profile
PSED – Personal, social and emotional development
C&L – Communication and language
PD – Physical development
UTW – Understanding the world
EA – Expressive arts and design
At Park Grove, the number of children achieving a Good Level of Development in 2016 was 3% higher than the outcome for 2015 and 12% above National figures for 2015.
Good Level of Development results
Year One Phonics Screening Check
Every year, in June, the Year One children are given a Phonics Screening Check. This is a statutory check to assess whether they have met the standard that is expected for a Year One child in phonics. The children are assessed in a 1-1 environment with their teacher to determine whether they are able to ‘sound out’ words by using the skills they have learnt in their phonics lessons throughout the year. If the children do not meet the required standard at the end of Year One, they are assessed again in Year Two.
In 2016, 83% of Park Grove Year One children met the expected level, which is 6% above the
National figure for 2015.
Of those children completing the phonics check for the second time, in Year Two, 75% met the expected level in 2016.
Year One Phonics Screening Result 2015
Key Stage One (KS1)
In 2016, Children at the end of Key Stage 1 (Year 2) were assessed using a new assessment framework. This is based on Teacher Assessment evidence, which tests in Mathematics and Reading form part of. The framework is new, so because of this cannot be compared with previous results.
Key Stage Two (KS2)
When children reach the end of Year Six, they are assessed using KS2 Statutory Tests and Teacher Assessments. These assessments demonstrate the progress that the children have made during their time at primary school. Tests are taken for Reading, Maths and Grammar, Punctuation and Spelling (GPS). Writing is assessed using Teacher Assessment only.
Key Stage Two (KS2) Attainment
Key Stage Two Progress
Progress is measured using a value-added method. Each child’s Key Stage 2 result is compared to all other children nationally who had the same result at Key stage 1. Children who make on average the same progress as other children nationally are given a progress rating of zero. If a child has made above average progress, this will be a positive score, and less than average will be a negative score. Any amount of progress a pupil makes contributes towards the school’s overall progress score. Progress is only reported as a school, not for individual pupils.
If you have any questions about the assessment procedures for 2015-2016 at Park Grove or the data that has been presented, please do not hesitate to get in touch with us. We are always happy to help and support you with any queries or concerns.