Using data to improve outcomes for vulnerable groups in the Early Years


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Liz Laws from Pickhurst Infants Academy presents managing and using EYFS data.

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  • 1.30
  • 1.30
  • Spiky profiles, anomalies, consistency
    Give out data
  • When get to 2nd point – reflect on data again needed to look at higher bands
  • Pupil premium – reduced the gap in the % of children working in the 40-60 months age band, however there remains a gap between the % of pupil premium/ non pupil premium achieving the expected level of development at the end of reception. The 3 PP children who did not meet the ELGs have moved from 22-36 months to working within the 40-60 month age band so have made significant progress from their starting points.

    Reading reduced from 11 to 2% and writing 14 to 6% and good level of development reduced from 14% to 4% gap from 2013 data. On entry it was -3 for reading and -18 for writing.

    Summer born – 2013 reading 82% writing 63% and GLD 52%
    2014 reading 85% writing 80% and GLD 68%

    Gap have closed between summer and non summer born from on-entry Speaking -12 to -7 Moving and Handling -26 to -3 Reading -19 to -2 writing -30 to -5 number -21 to -7
    More summer born are achieving the exceeding statements increase between 5 and 20% across the aspects
  • EAL – 10% more
  • Using data to improve outcomes for vulnerable groups in the Early Years

    1. 1. Using data to improve outcomes for vulnerable groups in the Early Years Liz Laws Pickhurst Infant Academy
    2. 2. Session aims/outcomes  To identify how to use EYFS data to measure the progress of all children in the EYFS, particularly focusing on the attainment and progress of vulnerable groups.  To explore the importance of accurate and robust assessments in the EYFS.  To look at how we can use data to inform planning, develop teaching and learning and provision and ensure the correct interventions are in place.
    3. 3. Overview • What we wanted to improve • What worked? • What was the impact? • Next steps? • Questions and Answers
    4. 4. What did we want to improve? • Data indicated there were gaps between some groups, particularly in Literacy and Mathematics - boys/girls - summer born/non summer born - Pupil Premium/non Pupil Premium • New EYFS Team who needed to know how to use data to directly impact on teaching and learning and improve outcomes for children.
    5. 5. What did we do? • Ensured on-entry assessments were accurate and robust through moderation. • Collected and analysed data each half term - Gaps analysis as a year group and within each class. • Focused on analysis – action – impact model. • Improved teaching and learning and changed interventions and focus on provision and strategies dependent on where gaps had been identified.
    6. 6. What had impact? • Developing and embedding a ‘can do’ learning ethos. • Daily fine motor activities inside and out and targeted intervention in this area to develop different aspects of fine motor skills. • Speech and language screening, identifying next steps for planning in this area. • Guided talk • Peer coaching
    7. 7. What had impact? • Development of maths learning environment and focus on the teaching and modelling of mathematical language. • Writing in different ways, choice of how writing is presented and the tools used. Use of talking whiteboards to hold sentences. • Self and peer assessment strategies. • Planning opportunities for children to demonstrate exceeding.
    8. 8. How do we know that it worked? • Pupil Premium children have made rapid progress from their starting points. ( At least 8 steps progress) • Gaps between boys and girls for reading and writing and the good level of development has reduced from 2013 and from the on-entry data. • % of summer born achieving the expected level of development for reading and writing and the good level of development has increased.
    9. 9. How do we know that it worked? • EAL children are achieving in line or above their peers and above in the GLD. • Higher % of children, including summer born children are working within the exceeding band compared to the 2013 data. • Teachers are more confident in identifying gaps in class and using it to inform planning.
    10. 10. What next? • Continue to use the analysis – action – impact model. • Embed strategies that worked across the year group – guided talk, peer coaching, self and peer assessment. • Challenge the Gap Early Years. • Train up a data lead, to work alongside me in the EYFS.
    11. 11. Questions • What similar issues do you have in your school on using EYFS data to impact on teaching and learning? • How do your teachers currently analyse and use EYFS data in your school to improve outcomes? • Could you use anything that has been shared today to support teachers? • How? • Could you work together?