EYFSP/EYFS - Frequently Asked Questions for Headteachers
What is a Good Level of Development?
From 2013 children will be defined as having reached a GLD at the end of the EYFS if
they achieve at least the expected level in:
The Early Learning Goals in the prime areas of learning (Communication and
Language, Physical Development, Personal, Social and Emotional Development)
and;
The Early Learning Goals in the specific areas of Mathematics and Literacy.
What is the National EYFSP data for 2013?
Area of
Learning
C&L
PD
PSED
Literacy
Maths
U theW
EAD
GLD
National %
72%
83%
76%
61%
66%
75%
78%
52%
In 2013 52% of children achieved a Good Level of Development
More girls achieved a Good Level of Development than boys, 60% girls
compared with 44% boys
The average score achieved in the EYFSP was 32.8 points. 34 points is
the equivalent of children achieving the expected level across all early
learning goals
In each of the 17 early learning goals, a higher proportion of girls than
boys achieved at least the expected level
Cheshire East Early Years and Childcare Team
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What is Cheshire East EYFSP data for 2013?
Area of
Learning
C&L
PD
PSED
Literacy
Maths
U theW
EAD
GLD
Cheshire
East %
76%
85%
78%
65%
71%
78%
81%
56%
How does this compare to National data?
Area of
Learning
C&L
PD
PSED
Literacy
Maths
U theW
EAD
GLD
National %
72%
83%
76%
61%
66%
75%
78%
52%
Cheshire
East %
76%
85%
78%
65%
71%
78%
81%
56%
In 2013 56% of Cheshire East children achieved a Good Level of Development
Cheshire East percentage figures are higher than the National figures in all
areas of learning
What are the gender differences in Cheshire East EYFSP data?
% at expected or
above – Prime
Areas
Cheshire
East
Physical
Development
Personal, Social & Emotional
Development
LA
U
Sp
MandH
HSC
SCSA
MFB
MR
All
82.%
82.%
81%
87%
90%
86%
84%
85%
Boys
77%
77%
75%
82%
87%
82%
78%
81%
Girls
88%
88%
87%
93%
93%
90%
90%
90%
% at expected or
above –Specific
Areas
Cheshire
East
Communication &
Language
Literacy
Read
Wri
Understanding the
World
Maths
Num
SSM
Expressive
Arts & Design
PandC
World
Tech
EMM
BI
All
73%
67%
72%
78%
82%
82%
89%
84%
83%
Boys
67%
59%
68%
74%
77%
78%
88%
77%
76.%
Girls
80%
76%
76%
83%
87%
87%
91%
92%
91%
Cheshire East Early Years and Childcare Team
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A higher proportion of Cheshire East girls than boys achieved expected or
above in each of the seventeen areas of learning
In Cheshire East, the largest gender gap between those achieving the
expected level is for Writing (as it was in 2012).
How does Cheshire East EYFSP data compare to National Data in all aspects of
learning (we have included a section for you to add your data if you wish)
C and L
National
Cheshire
East
Your
school
PD
LA
U
S
MH
80
%
82
%
81
%
82
%
78
%
81
%
87
%
87
%
PSED
HS
C
88
%
90
%
SCS
A
85%
86%
MF
B
83
%
84
%
Literacy
Maths
MR
R
W
N
85
%
86
%
71
%
73
%
62
%
67
%
69
%
72
%
SS
M
75
%
78
%
U the W
PC
TW
T
81
%
82
%
81
%
82
%
88
%
89
%
E A and
D
EM
BI
M
83
81
%
%
84
83
%
%
Are there any questions to help schools to interpret their data?
Review the number of children at the following levels:
Emerging
Expected
Exceeding
1. Does the school's 2012 – 2013 Early Years Foundation Stage Profile (EYFSP) data
reflect your knowledge / expectations of the cohort?
2. What are the strengths / weaknesses in this year’s cohort?
across areas of learning?
across aspects of learning?
across individual outcomes?
3. From the data, what aspects of breadth/depth of EYFS provision need further
development in the school?
4. Is there a difference in EYFSP data where there is a two-form entry?
5. When looking at trends year-on-year for Reception class children, is this year
significantly higher/lower than previous years?
Cheshire East Early Years and Childcare Team
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6. Are there any significant differences in outcomes for boys and girls?
7. What is the cause of anomalies – such as outcomes of expected, in the majority of
aspects, except for one or more particular aspects?
8. What correlations are emerging between different EYFSP aspects? E.g. Moving and
Handling plus Writing should closely correlate with each other.
9. Do children with high outcomes also have high Personal, Social and Emotional
Development, and demonstrate this through the characteristics of effective learning?
10. Do relatively few children attain expected in writing? Why is this?
11. Are there any patterns within the cohort of specific EYFSP aspects not being
achieved?
12. How have the needs of individual children been addressed e.g. children with SEN or
those who are Gifted and Talented, children with EAL or accessing Free School Meals?
13. How are Year 1 staff using the EYFSP data as the starting point for curriculum
planning? How are they using the EYFS to inform planning for children who have yet to
achieve the Early Learning Goals? Are they familiar with Early Outcomes/Development
matters document?
14. How does your school currently use information from EYFSP to identify priorities for
school improvement?
What are the strengths from EYFSP external moderation and evaluation events?

Handbook is clear, easy to navigate and find answers to queries, moderation
responsibilities are clearly set out

Increased amount of internal and inter-school moderation

‘Expected’ the easiest band to moderate due to exemplification

More reliance on practitioner knowledge during moderation

As practitioners become more acquainted with the characteristics of
effective learning, this part of the profile will become easier to complete

Sample of children selected on the day using interim judgements
Cheshire East Early Years and Childcare Team
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What are the key EYFS messages from the Ofsted Subsidiary Guidance January
2014?
Entry Level Data
There are no national data for attainment on entry to nursery and reception and
no prescribed methods of assessing children when they start school.
Identifying starting points
Schools should have clear systems to:
• make an assessment of children’s starting points (baseline)
• plan next steps that challenge children sufficiently
• track the progress of individuals, groups of children and cohorts across the
Early Years Foundation Stage and into Key Stage 1
• identify how much progress is made by individuals as well as groups of
children and the cohort.
Good Level of Development/’Good Progress’
Children will have reached a good level of development if they have met
the early learning goals (which are the expected levels) in the prime areas
and specific areas of literacy and mathematics. NB: this is not the same as
making ‘good progress’. Where children meet the early learning goals this
may represent excellent progress for some, and underachievement for
others. For example, it will not demonstrate good progress for children who
were close to reaching the early learning goals on entry to the reception
class.
Progress measures from the end of Reception (ELGs) to Key Stage 1
• The early learning goals do not translate precisely to National
Curriculum levels. However, as a broad rule of thumb children who
reach a good level of development at the end of the Reception Year
ought to be reaching at least Level 2b by end of Key Stage 1. Children
exceeding the early learning goals at the end of reception ought to be
exceeding Level 2b at the end of Key Stage 1 and be reaching Level
2a as a minimum, and more likely Level 3
Cheshire East Early Years and Childcare Team
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Useful documents
Early Years Foundation Stage Statutory Framework
Early Years Outcomes
A non-statutory aide to support practitioners. It can be used by childminders, nurseries and
others, such as Ofsted inspectors, as a guide to making best-fit judgements about whether a
child is showing typical development for their age, may be at risk of delay or is ahead for
their age.
Development Matters (non-statutory)
Early Years Foundation Stage Profile Handbook 2014
The 2014 EYFS Assessment and Reporting Arrangements 2014
The Assessment and Reporting Arrangements 2013 (ARA) contains details on assessing and
reporting the EYFSP. The ARA applies to all Early Years settings, including maintained schools,
non-maintained schools, independent schools and all providers on the Early Years register.
The EYFS Profile Exemplification materials
(The Exemplification materials establish the national standard for the level of learning and
development expected at the end of the EYFS for each of the17 ELGs. It provides a single point of
reference for practitioners, moderators, Year 1 teachers and other stakeholders who wish to
evaluate children’s learning and development.)
Ofsted Subsidiary Guidance January 2014
Early Years Foundation Stage Profile Results in England, 2012/13 DfE
The above documents are available from the following website:
Department for Education www.education.gov.uk
They also accessible from:
Foundation Years www.foundationyears.org.uk
Cheshire East Early Years and Childcare Team
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