Transcript Attainment and progress in the early years

Attainment and
progress in the early
years
LA Outcomes duty
AAIA, Newcastle
13th September 2006
Assessment for learning from
birth to seven
• Across all settings birth to five,
private, voluntary and independent
organisations customarily use
observational assessment to plan
effectively;
• The end of key stage statutory
assessment, the Foundation Stage
Profile, is based on observation;
• KS1 assessment draws heavily on
teacher assessment.
Foundation Stage Profile
The end of key stage statutory
assessment is the Foundation Stage
Profile.
It covers the six areas of learning for the
Foundation Stage.
It consists of 13 scales, each covering 9
points.
Evidence is gathered from parents and
carers, from the child and through
observational assessment.
Six areas of learning
Personal, social and
emotional development
Communication, language
and literacy
Mathemetical development
Knowledge and
understanding of the world
Creative development
Physical development
Thirteen scales
Dispositions and attitudes
Social development
Emotional development
Language for communication snd thinking
Linking sounds and letters
Reading
Writing
Numbers as labels for counting
Calculating
Shape, space and measure
Knowledge and understanding of the world
Creative development
Physical development
What does it tell us about
2004-5?
The areas of learning with the highest
percentages of children working
towards the early learning goals
(scale score 1-3) were:
• Communication, language and
literacy: Linking sounds and letters –
16%
• Communication, language and
literacy: Writing – 15%
The FSP is different from other
statistical measures
•
•
•
•
Whole curriculum;
Whole key stage;
Entirely based on observational assessment;
The age of the children means that we are
looking at development as well as
attainment;
• Nature of the scale points is attitudinal and
developmental;
• Points 4-8 form a heterarchy.
Need for starting points
to measure progress
• The child’s starting point may be at
any point from shortly after birth to
statutory school age (Year 1);
• Attendance is voluntary, and may be
full-time for 48 weeks per year, 8:00
a.m. to 6:00 p.m. or an occasional
day;
• Attendance in a school context may
include FT nursery or 3 point entry YR.
Data issues
• This is a statutory key stage;
• Attendance is voluntary, based on
parental choice;
• There are significant data variables in
addition to local FSP data.
Childcare Act – key provisions
• Local authority duties to:
improve outcomes for under 5s through integrated
early childhood services;
secure sufficient childcare for working parents of
children aged 0 -14 (18 if disabled);
provide information and advice to parents about
services for children aged up to 19;
• Reformed and streamlined regulatory and
inspection for childcare;
• Implement Early Years Foundation Stage
(2008).
Outcomes Duty
• Duty on LAs (backed by statutory targets and
guidance) to improve the 5 ECM outcomes for all 05s and reduce inequalities between them
• LAs working with NHS and JCP partners
to deliver early childhood services which are
integrated to maximise access and benefits
reach out to disadvantaged groups.
Targets
Power for Secretary of State to set statutory
targets for LAs improving outcomes &
reducing inequalities;
Targets will be negotiated in existing
discussions following Priorities Meetings
between LAs and their partners and the
National Strategies;
Targets will be agreed in time to be included
in Local Area Agreements (if LAs so wish).
Targets
Improve young children’s development by
increasing the percentage who achieve a
total of at least 78 points across the
Foundation Stage Profile and at least 6
points in each PSED and CLL scale;
Improve the average FSP score of the lowest
achieving group to narrow the gap
between that group and the rest.