This publication covers the:

• percentage of children achieving each assessment rating in the early learning goals
• percentage of children achieving at least the expected level in the prime areas of learning and in the specific areas of literacy and mathematics (a good level of development)
• average total points score across all the early learning goals (the supporting measure)
• percentage of children achieving at least the expected level within the communication and language, and literacy areas of learning

The additional tables have been published as underlying data. Use the metadata file to help understand how to use the files. We have also published an Excel table ‘Table 1: Achievement in early years foundation stage profile (EYFSP) teacher assessments by pupil characteristics’.

The changes to the way we are publishing our statistics are in advance of our move to using the new Explore Education Statistics dissemination platform.

The Explore Education Statistics platform will comprise 3 main aspects for users: release pages, a table tool and downloadable files. Release pages will replace what has previously been produced in a PDF format, providing an interactive HTML page that allows users to easily engage with the information they’re interested in. The table tool will provide a user-friendly way to explore the underlying data behind a publication, allowing users to select the breakdowns of data they’re interested in. The created tables can then be downloaded as CSV files, or saved as a permanent URL for sharing. Complete underlying data files for the publication will also be downloadable in CSV format, now provided with a consistent structure across all publications for ease of analysis. Each of these underlying data files will also include a time series of data from previous releases.

We plan to publish the EYFSP additional tables in the new platform during Spring 2020.

The additional tables provide national and local-authority-level information on EYFSP attainment by pupil characteristics, specifically:

• gender
• ethnicity
• eligibility for free school meals
• special educational needs
• English as a first language
• month of birth (national level information only)
• deprived areas

Reference ID: SFR28/2010

Publication Type: Statistical First Release

Publication data: Underlying Statistical data

Local Authority data: LA data

Region: England

Release Date: 12 October 2010

Coverage status: Final

Publication Status: Published

The release is the 7th in an annual series of statistics and the second since the implementation of the statutory early years foundation stage profile (EYFS profile) in September 2008. The early years foundation stage profile measures achievements of children aged 5 against 13 assessment scales, with 9 points within each scale (‘scale point’). The 13 assessment scales are grouped into 6 areas of learning.

The key points from the latest release are:

• The majority of children continue to work securely within (6 points or more) the early learning goals for all assessment areas.
• The assessment areas with the highest percentage of children working securely within the early learning goals were:
• Physical development and personal, social and emotional development: dispositions and attitudes - 91 per cent.
• The assessment area with the lowest percentage of children working securely within the early learning goals was:
• Communication, language and literacy: writing - 65 per cent
• Girls continue to achieve at a higher level in all assessment scales compared to boys with the widest gap being in writing.
• The percentage of children achieving a good level of development in 2010 was 56% compared to 52% in 2009 and 49% in 2008.

chris.noble@education.gsi.gov.uk

This statistical first release (SFR) covers:

• the percentage of pupils achieving each assessment rating in the early learning goals
• the percentage of pupils achieving at least the expected level in the prime areas of learning and in the specific areas of literacy and mathematics (a good level of development)
• the average total points score across all the early learning goals (the supporting measure)

The additional tables provide national and local-authority-level information on EYFSP attainment by pupil characteristics, specifically:

• gender
• ethnicity
• eligibility for free school meals
• special educational needs
• English as a first language
• month of birth (national level information only)
• deprived areas

Reference Id: SFR23/2012

Publication type: Statistical First Release

Publication data: Local authority data

Local authority data: LA data

Region: England

Release date: 17 October 2012

Coverage status: Final

Publication status: Published

The release includes the percentage of children achieving each point on the 13 EYFSP assessment scales, the percentage working securely in each assessment scale and the percentage achieving a good level of development. The release also includes the percentage of children achieving each individual scale point for each scale of the EYFSP. Individual scale point data is currently submitted on a voluntary basis by local authorities.

The key points from this release are:

• The majority of children (ranging from 71% to 92%) continue to work securely within (achieving a total of 6 points or more) the early learning goals, in each of the 13 assessment scales. The percentage of children working securely within the early learning goals has increased in all 13 scales compared with 2011.
• Since the implementation of the statutory EYFS profile in 2009, there has been an increase in the percentage of children working securely across all scales, with the largest increase being 9 percentage points which was seen in two scales (communication, language and literacy: linking sounds and letters and writing).
• The assessment scales with the highest percentage of children working securely within the early learning goals were: physical development and personal, social and emotional development: dispositions and attitudes, both 92%. The assessment scale with the lowest percentage of children working securely within the early learning goals was: communication, language and literacy: writing - 71%.
• The assessment scale with the highest percentage of children working towards (achieving a total of 1 to 3 points) the early learning goals was communication, language and literacy: writing - 8%. The assessment scale with the lowest percentage of children achieving 1 to 3 points was personal social and emotional development: dispositions and attitudes - 1%.
• The assessment scale with the highest percentage of children working beyond (9 points) the early learning goals was problem solving, reasoning and numeracy: numbers as labels and for counting with 17%. The scales with the lowest percentage of children achieving 9 points are knowledge and understanding of the world and creative development with 3%.
• Girls continue to achieve at a higher level in all assessment scales compared to boys, with the largest gap in writing.
• The percentage of children achieving a good level of development in 2012 was 64% compared to 59% in 2011.

chris.noble@education.gsi.gov.uk

This statistical first release contains national and local authority level results for EYFSP assessments in England for 2013 to 2014.

The release includes the number and percentage of children achieving:

• at least the expected level in all early learning goals within an area of learning
• each assessment rating within the 17 early learning goals
• a good level of development

Contact details

Chris Noble
Telephone: 01325 735 421
Email: chris.noble@education.gov.uk

Reference Id: SFR29/2011 Publication type: Statistical First Release Publication data: Local Authority data Local Authority data: LA data Region: England Release date: 01 December 2011 Coverage status: Final Publication status: Published

This statistical first release (SFR) contains results at national and local authority level for the early years foundation stage profile (EYFSP) assessments in 2011. The release shows attainment by pupil characteristics, specifically gender, ethnicity, eligibility for free school meals (FSM), special educational needs (SEN) and English as a first language.

The figures contained within this publication combine the information gathered through the school census in January 2011 and the 2011 early years foundation stage profile teacher assessments.

This statistical release was published on 1 December 2011 and updates the release of 16 December 2010.

The key points from this release are:

• The percentage of children achieving a good level of development in 2011 was 59% compared to 56% in 2010.
• Between 2010 and 2011, the percentage of pupils achieving a good level of development increased for all broad groupings of pupils, regardless of gender, ethnicity, FSM eligibility, SEN stage or first language.
• Girls outperformed boys with 68% of girls achieving a good level of development compared to 50% of boys.
• Looking at the broad ethnicity groupings in 2011, the proportion of groups of pupils who achieved a ‘good level of development’ above the national average were those from white (60%) and mixed (60%) backgrounds. The groups that achieved below the national average were those from black (55%) Asian (55%) and Chinese (58%) backgrounds.
• A higher proportion (60%) of pupils whose first language is English achieved a good level of development compared with pupils whose first language was other than English (52%).
• 44% of pupils eligible for free school meals (FSM) achieved a good level of development compared with 62% of other pupils (those not eligible for free school meals or unclassified).

Underlying data and pupil residency based tables showing a breakdown of attainment by pupil characteristics will be added in January 2012.

Note: We are considering publishing the EYFSP attainment by pupil characteristics results in a joint publication in 2012 with the summary national- and local authority-level results as published in October 2011. This would mean some revisions to the timings of both publications but would result in one statistical first release (SFR). If you have comments on this proposed change please contact Sally Marshall.

Contact details

Email: sally.marshall@education.gsi.gov.uk

Reference ID: SFR30/2012

Publication type: Statistical First Release

Publication data: Local authority data

Local authority data: LA data

Region: England

Release date: 21 November 2012

Coverage status: Final

Publication status: Published

This statistical release was published on 21 November 2012 and updates the release of 1 December 2011.

The key points from this release are:

• The percentage of children achieving a good level of development in 2012 was 64% compared to 59% in 2011.
• Between 2011 and 2012, the percentage of pupils achieving a good level of development increased for all broad groupings of pupils, regardless of gender, ethnicity, FSM eligibility, SEN stage or first language.
• Girls outperformed boys with 73% of girls achieving a good level of development compared to 55% of boys.
• Looking at the broad ethnicity groupings in 2012, the proportion of groups of pupils who achieved a ‘good level of development’ above the national average were those from white (65%) and mixed (64%) backgrounds. The groups that achieved below the national average were those from black (61%) Asian (60%) and Chinese (62%) backgrounds.
• A higher proportion (65%) of pupils whose first language is English achieved a good level of development compared with pupils whose first language was other than English (56%).
• 48% of pupils eligible for free school meals (FSM) achieved a good level of development compared with 67% of other pupils (those not eligible for free school meals or unclassified).

A revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. As a result of these changes, this SFR will provide the final update to the existing time series. The EYFSP characteristics SFR in 2013 will report pupils performance based on the revised profile.

In the academic year 2011 to 2012, due to local area free school meal initiatives, there has been both an under and an over recording of free school meal eligibility in some local authorities. The impact on national figures as a result of these mis-recordings is considered negligible.

sally.marshall@education.gsi.gov.uk

The tables provide 2012 information on pupil residency-based small area pupil attainment (early years foundation stage profile (EYFSP) and key stages 1, 2, 4 and 5) broken down by gender, free school meal (FSM) eligibility (key stages 2 and 4 only) and ethnicity (key stages 2 and 4 only). The tables also provide information on pupil residency-based pupil absence broken down by gender for the 2011 to 2012 academic year.

The key points from the latest release are:

• at EYFSP, girls consistently perform better than boys in almost all LADs

• at key stage 1, key stage 2, key stage 4 and key stage 5, girls also outperform boys in all but a small number of LADs

• overall, all other pupils perform significantly better than FSM pupils in all areas of the country, this performance gap can be seen at both key stage 2 and key stage 4

• Chinese pupils continue to have the highest levels of attainment in all regions for key stage 2 and key stage 4

• black pupils have some of the lowest levels of attainment across the country at these 2 key stages

• levels of persistent absence among pupils in secondary schools are generally higher among pupils living in the north of the country than those living in the south

• there is smaller variation across the regions for pupils in primary schools with the Yorkshire and the Humber having the highest level of persistent absence and the South East the lowest

• in all schools, pupils in Yorkshire and the Humber have the highest level of unauthorised absence (1.1% of half days missed), but not the highest level of overall absence which is in the North East (5.3% of half days missed)
• pupils in London have the lowest levels of overall absence (4.8% of half days missed) but a relatively high level of unauthorised absence (1% of half days missed) compared to pupils in other regions

Download formats http://www.neighbourhood.statistics.gov.uk/dissemination/LeadHome.do?m=0&s=1371649586709&enc=1&nsjs=true&nsck=false&nssvg=false&nswid=1276">www.neighbourhood.statistics.gov.uk

Additional information on maps above:

• map: early years foundation stage profile by local authority district - percentage of pupils in all schools and early years’ settings achieving a good level of development by local authority district (of pupil residence), 2012

• map: early years foundation stage profile by middle layer super output area - percentage of pupils in all schools and early years’ settings achieving a good level of development by middle layer super output area (of pupil residence), 2012

• map: key stage 1 average point score by local authority district - average point score of pupils in maintained schools by local authority district (of pupil residence), 2012

• map: key stage 1 average point score by middle layer super output area - average point score of pupils in maintained schools by middle layer super output area (of pupil residence), 2012

• map: key stage 2 by local authority district - percentage of pupils in maintained schools achieving level 4 or above in reading, writing and maths combined by local authority district (of pupil residence), 2012

• map: key stage 2 by middle layer super output area - percentage of pupils in maintained schools achieving level 4 or above in reading, writing and maths combined by middle layer super output area (of pupil residence), 2012

• map: key stage 4 - 5+ GCSEs at grades A* to C including English and mathematics by local authority district - percentage of pupils in maintained schools achieving 5 A* to C grades at GCSE or equivalent including English and mathematics GCSEs by local authority district (of pupil residence), 2012

• map: key stage 4 - 5+ GCSEs at grades A* to C including English and mathematics by middle layer super output area - percentage of pupils in maintained schools achieving 5 A* to C grades at GCSE or equivalent including English and mathematics GCSEs by middle layer super output area (of pupil residence), 2012

• map: key stage 4 English Baccalaureate by local authority district - percentage of pupils in maintained schools achieving the English Baccalaureate by local authority district (of pupil residence), 2012

• map: key stage 5 - 2 or more passes by local authority district - percentage of students achieving 2 or more passes of A level equivalent size in maintained schools and further education sector colleges by local authority district (of student residence), 2012

• map: key stage 5 average point score by l