1. Early Years update. June 2015. Simon Francis – Services for Young Children

2. Comparative data analysis of EYFS data between Hampshire and England 2013 and 2014 % achieving GLD (C) 20132014Difference England52%60%+8% Hampshire59%67%+8% Difference+7% % gap between the lowest 20% of children and the mean (C) 20132014Difference England36.6%33.9%-2.7% Hampshire28.9%25.8%-3.1% Difference-7.7%-8.1%

3. % achieving expected or greater in Personal, Social and Emotional Development (PSED) 20132014Difference England76%81%+5% Hampshire82%86%+4% Difference+6%+5% % achieving expected or greater in Physical Development (PD) 20132014Difference England83%86%+3% Hampshire87%89%+2% Difference+4%+3% % achieving expected or greater in Communication and Language (CL) 20132014Difference England72%77%+5% Hampshire78%84%+6% Difference+6%+7% Prime areas of learning

4. % achieving expected or greater in Literacy 20132014Difference England61%66%+5% Hampshire68%73%+5% Difference+ 7% % achieving expected or greater in Mathematics 20132014Difference England66%72%+6% Hampshire75%79%+4% Difference+9%+7% Specific areas of learning.

5. % of children, by gender, achieving a GLD 20132014 BoysGirlsDifferenceBoysGirlsDifference England44%60%+16%52%69%+17% Hampshire51%67%+16%58%76%+18% Difference+7% +6%+7% % of children, by FSM6, achieving a GLD 20132014Difference England36% 45%+9% Hampshire38%47%+ 9% Difference+2% % of children, by EAL, achieving a GLD 20132014Difference England44%53% +9% Hampshire53%59%+6% Difference+9% +6% Groups

6. These results place Hampshire in the top 15 Local Authorities in the country.

7. Impact into Key Stage 1. Key Stage 1Level 2+Level 3+ Measure201420132012201420132012 Speaking / Listening 94%93% 35%34%32% Reading 93%92%90%40%39%36% Writing 90%89%88%18%17%15%

8. Baseline.

9. Why has baseline happened? Part of the reform of the entire assessment structure in KS 1 – KS 4. Removal of collection of EYFS data from Sept 16 onwards means there is no national evaluation of EYFS. Public accountability. Impact on EYFS accountability.

10. What is baseline? An assessment of a child’s starting point made during the first six weeks of the child starting school. This assessment will ‘produce’ a score that will be then used as the starting point to judge progress when those children reach the end of KS 2.

11. Baseline assessment Guidance published 4 February 2015 To measure primary schools’ progress Can use from September 2015 so 2022 progress can be measured from reception to KS2 or KS1 to KS2, whichever is most favourable. From September 2016 progress will only be able to be measured from reception baseline to KS2 (for 2023 onwards). If you choose not to use a reception baseline then from 2023 you will be held to account by KS2 attainment only.

12. 6 providers approved by Standards and Testing Agency Centre for Evaluation and Monitoring (CEM) Durham University Early Excellence GL Assessment Hodder Education National Foundation for Educational Research (NFER) Speech Link Recommended that schools choose the one that best fits their needs and approach to assessment. Hampshire Head Teachers asked Early Years Advisory Team to review all and make a ‘Hampshire recommendation’. Baseline assessment Guidance published 4 February 2015

13. Schools to sign up by the end of April 2015 if to use September 2015. If a provider doesn’t recruit sufficient numbers their baseline will be suspended. June 3 rd schools notified of suspended providers so can choose an alternative approved provider. Basic cost of approved baselines will be covered for maintained, academies and free schools.

14. The Hampshire recommended model.

15. How did we reach our recommendation 15 x Headteachers/Yr R practitioners Reviewed all 6 baseline models Clear criteria used to assess External evaluations of each also reviewed Each model scored against criteria. Decision reached.

16. Why did we recommend Early Excellence Baseline (EExBA)? It is based upon good Early Years assessment practice. It is supported by observations and information from parents and other practitioners. No time away from the children. It takes account of all areas of learning. The other five models were all ‘tests’.

17. How are judgements recorded? 47 statements – Yes/No – 9 x Characteristics of Effective Learning –4 x Physical Development –6 x Personal, Social and Emotional Development –12 x Communication and Language –8 x Literacy –8 x Maths

18. How is the data produced? To meet DfE criteria, each statement assessed must provide a score. EExBA scoring: –Characteristics of Effective Learning Yes – 2 points No – 0 points –Prime Areas and Literacy and Maths Yes - 1 point No - 0 points

19. Recording judgements

20. How does EExBA help demonstrate progress?

21. Questions. Thank you.