Agenda item

Consideration was given to a report which set a number of key issues on the performance of Rotherham children in Foundation Stage, in 2008.

The report and covering appendices set out:-

• Overall Foundation Stage Results
• Vulnerable Groups
• Actions Taken
• Priorities for Improvement

All schools must conduct a form of statutory assessment at the end of each Key Stage (at age 5, 7, 11, 14 and 16).  The Foundation Stage Profile is assessed when children reach the end of Foundation Stage (age 5) through ongoing and summative teacher assessment.

The national assessment profile for pupils at the end of the Foundation Stage (Foundation Stage Profile (FSP)) has been in place for six years.  Increased confidence and security in the assessments made has meant that, over recent years, the FSP is judged to be a more valid and reliable indicator than those undertaken in 2003 and 2004.  This has been achieved by extensive moderation activities undertaken by the majority of schools across Rotherham and led by members of the School Effectiveness Consultant workforce.

Assessments continue to be made against the thirteen assessment scales that cover the strands of the five Areas of Learning.  However, new national measures, referred to as Early Years Outcome Duties (EYOD), have been introduced and each Local Authority is required to set targets against these.  They now form the key reporting indicators both locally and nationally.

Each assessment scale comprises of ten stages, identified through a point system of 0 to 9.  The national expected level for pupils at the end of the Foundation Stage is point 6, which is equivalent to reaching the Early Learning Goals.  Assessment scores of points 0 to 3 are judged to illustrate performance below the Early Learning Goals, points 4 to 7 illustrate performance within the Early Learning Goals and points 8 and 9 illustrate performance above the Early Learning Goals.

The particular features of the new Early Years Outcome Duty (EYOD) measures, place an emphasis on pupils reaching the national expected level of point 6 and their development in six key aspects.  These are:-

1)           Personal Social and Emotional Development (6+ PSED), 

2)           Communication, Language and Literacy (6+ CLLD)

3)           All Areas of Learning (78 points and above)

4)           Both Personal Social and Emotional Development and  Communication, Language and Literacy (6+ PSED and CLLD)

5)           All Areas of Learning, plus both Personal Social and Emotional Development and  Communication, Language and Literacy (78 points and 6+ in both PSED and CLLD)

A further key feature of the EYOD measures is linked to improving the outcomes for the lowest performing pupils at the end of Foundation Stage, identified as the lowest 20% band.  This is measured by comparing the gap between the average point score for the whole cohort with the average point score for the lowest 20% band.  This is referred to as:

(6)  The gap between the LA median and the bottom 20% band.

The report set out the performance trends for each of the Early Years Outcome Duties over the last 3 years for boys, girls and all pupils.  2008 outcomes, as reported through the new national measures, shows a positive upturn following the declines in 2007.  The 2008 Foundation 2 cohort reported significant improvements in all Early Years Outcome Duty (EYOD) measures compared to 2007:

Table 1:           6+ PSED:  68.5 (+8%)

Table 2:           6+ CLLD: 47.1  (+7.1%)

Table 3:           6+ in both PSED and CLLD: 44.2 (+7.5%)

Table 4:           78 points or more: 64.7 (+7.8%)

Table 5:           78 points and 6+ in both PSED and CLLD: 44.2 (+7.6%)

Table 6:           20th Percentile FSP score: 65 (+4) - Gap between LA median and bottom 20%: 44.4  (-2.2%)

These positive outcomes have contributed to a rising trend over the last three years in all measures except the gap between LA median and bottom 20% which continues to exceed those reported in 2006. This upward trend is also very evident for children in the 30% SOA and those in the none 30% SOA, although the improvements from 2006 are more pronounced for those children in the 30% SOA.

The meeting discussed a number of issues relating to the enhancement of the education and provision for pre-school and Early Years children, in order to extend the knowledge and understanding of the learning needs of those children in the 20% lowest performing band, and to inform the approach to removing the barriers to learning for the most vulnerable children.

Resolved:-  (1)  That the report be received.

(2)         That the Cabinet Member, Lifelong Learning note the marked increases in the outcomes as reported through the Foundation Stage profile.

(3)         That the Cabinet Member, Lifelong Learning endorse the drive to encourage all schools to continue to improve their results, and strive to reflect outcomes more in line with national averages.

(4)         That the Cabinet Member, Lifelong Learning endorse the drive to improve standards, particularly in Communication, Language and Literacy, (CLLD) throughout Foundation Stage together with the attainment of boys and other vulnerable and underachieving groups.

(5)         That the Cabinet Member, Lifelong Learning endorse the drive to narrow the gap between the average for the lowest 20% band and the LA median.

(6)  That the report be submitted to Cabinet in January, 2009 and the Children and Young People’s Services Scrutiny Panel for consideration.