The data has arrived efficiently and the data team have now transferred this to Key Pass (Perspective lite). This has highlighted 1946 data errors out of 7985 children’s’ profiles and would be queried by STA on submission.
During moderation it was identified in a number of profiles that practitioners were only concentrating on each goal individually and were not considering the links between the goals in an area of learning or across the other aspects. This was seen in many
observations where aspects of learning had not been identified by practitioners and it became apparent during discussions that children’s scores were lower than they should have been.
This has been raised in professional dialogues at moderation, sense checks and school visits.
Checks have indicated that the following errors appear unusual the following questions need to be considered:
1. Missing GLD by one ELG.
Why do children have high scores with 2+ across all areas but have missed a goal in one of the prime areas which is unusual, notably when they have achieved the goals in reading, writing, number and shape, space and measures?
2. Children scored 1 for Listening & Awareness (ELG 01) and 2+ for Reading (ELG 09).
How much emphasis has been placed on behavioural expectations rather than the communication element of listening and attention?
3. Children scoring 1 for understanding (ELG O2) and 2+ for a range of other areas across the profile including speaking (ELG O3) . This would not be a child new to English as they have speaking.
How can a child, who has achieved the ELG for Shape, Space and Measures and/or Knowledge and Understanding of the World not be demonstrating their skills and attributes, which would contribute to the expected level of understanding? (EYFSP Handbook p.36
4. Approximately 10% of children achieved 1 in speaking (ELG O3) and 2+ in areas requiring communication including Reading and Writing.
This is a highly unlikely pattern as it will not include children who are new to English as they are all assessed in English. Has speaking been considered as an underpinning element within these areas?
5. Children with a score of 1 in Moving and Handling (ELG 04)
but expected 2+ in writing, and /or expressive arts and design.
How have the fine and gross motor skills as described in the ELG 04 been considered as underpinning elements in relation to these goals (ELG 10, 16 and 17)?
6. Children not achieving the good level of development (GLD)
Has each early learning goal been considered and does this pattern reflect the ability and strengths of a child on an individual ELG basis? Has this included children with specific education needs and disabilities, children new to English or new to the school,
where children may communicate in a variety of ways and may not meet the communication and literacy goals?
It would be helpful if further checks are made in school before this data is submitted to the DFE. Refer to the Profile handbook and remember that
Ø “Pupils’ learning and development are not compartmentalised; focussing on one aspect of learning will shed light on several other related areas.” (P.23 section 5.2 EYFSP handbook)
Ø The quality assurance Section 7.5 p35/36.
Schools will be contacted where a number of these anomalies have arisen to support discussions and explore the unusual patterns.
If you make changes as a result of this activity please inform Dulcie Leach before resubmission to ensure changes are transferred
Email: early.learning @bradford.gov.uk
Subject: EYFSP data changes 2016