Field Value Title Barnsley In Depth Children & Young People's ...

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Barnsley in Depth Children’s and Young People’s Report – 2008/09 Information6.7 Early Years Foundation StageThe Early Years Foundation Stage (EYFS) is a framework which waslaunched on 13 March 2007 and came into force in September 2008. It is thenew regulatory and quality framework for the provision of learning,development and care for children between birth and the academic year inwhich they turn five.From September 2008 the Foundation Stage Profile was renamed the EarlyYears Foundation Stage Profile but the content remained the same. Allregistered early years providers were required to use the EYFS frameworkfrom September 2008 and to complete an EYFS profile for each child at theend of the academic year in which they reach the age of five.The primary purpose of the EYFS profile is to provide year 1 teachers andparents with reliable and accurate information about each child's level ofdevelopment as they reach the end of the EYFS. This will enable the teacherto plan an effective, responsive and appropriate curriculum that will meet allchildren's needs, to support their continued achievement more fully.Each child's development is recorded against 13 assessment scales, basedon the early learning goals and divided between the six areas of learning anddevelopment:• Personal, Social and Emotional Development (3 scales)• Communication, Language and Literacy (4 scales)• Problem-solving, reasoning and numeracy (3 scales)• Knowledge and understanding of the world (1 scale)• Physical Development (1 scale)• Creative Development (1 scale)Judgments against these scales are made from observation of consistent andindependent behavior, predominantly from children's self-initiated activities.The main National Indicator for the EYFS is N.I. 72 which measures thepercentage of children achieving at least 78 points across the Early YearsFoundation Stage with at least 6 in each of the scales in Personal Social andEmotional Development and Communication, Language and Literacy.Figure 6.7.1 shows that there is considerable disparity between wards interms of children who achieve 6 or above in all PSE and CLL scales and 78points in total. St. Helen’s ward has the children with the lowest proportionachieving this indicator with 6.1%. The ward with the highest proportion ofchildren achieving this indicator is Penistone East with 45.2%- 81 -
Barnsley in Depth Children’s and Young People’s Report – 2008/09 InformationFigure 6.7.1: Percentage of children achieving 6 or above in all PSE and CLL scalesand 78 points across all scales (National Indicator 72)Source: BMBC EMS 2008Percentage of children achieving 6 or above in all PSE and CLL scales and 78 points across allscales (N.I. 72)(Source: Barnsley LA 2008)% 6+ in PSE and CLL and 78 points across the Profile50.045.040.035.030.025.020.015.010.05.00.0DearneNorthSt Helen'sStairfootDearneSouthWorsbroughNorth EastMonkBrettonKingstoneCentralCudworthWombwellHoylandMiltonDarfieldRoystonRockinghamOld TownDodworthDarton EastDartonWestPenistoneWestPenistoneEastMost Deprived Above Average Deprivation Average Below Average Deprivation Least DeprivedQuintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 56.8 Key Stage 1 AssessmentChildren will normally be aged seven at the end of key stage 1, and thenational expectation is that they will have reached level 2B. Teacherassessment is used to report pupil’s progress in Reading, Writing,Mathematics, Science and Speaking & Listening; although in many casestasks and tests will have been undertaken to help the teacher reach theirassessment. Pupils assessed as working below level 1 (usually, but notexclusively SEN) are tested against ‘P Scales’, which allow the demonstrationof progress for lower achieving pupils.Within Mathematics, 86.8% of pupils achieved Level 2 or higher in 2008,compared to 86.9% in 2007 representing a fall of -0.1%. Compared to thenational average of 89%, Barnsley falls below by 2.2%. There was somevariation across the wards, with Old Town pupils achieving the highestsuccess rate, whereas St Helen’s achieved the lowest. Interestingly, DartonEast is a weak performer compared to Wards of similar deprivation. Figure6.8.1 illustrates that deprivation has very little affect on pupil performance inMathematics.- 82 -
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