Overview data for Summer 2017 term


EAL The average of all EAL children achieving at or above their ages and stages of development is 79% which is a good percentage however, it is a 21% decrease from last term. This term there are nine children on roll who have English as an additional language compared to last terms three children. Four of our children are polish speaking and two of them have fluent English. The other children are slowly building up their English language and are being supported by the SENCO and their key people. Three children are Arabic speaking. Two can confidently speak fluent English within the setting and the other is slowly building this up. One child speaks Punjabi at home but is able to use simple sentences in English. One child is Romanian and requires support in her English speaking which her key person will work with. The staff use pen pal to help the children’s English language and all staff also wear language fans to help support children with EAL. We have numerous forms and leaflets in different languages to help engage all of our families.
SEN Highest area: PD-MH-77%
Lowest area: CL-S-41% This term there are twenty-two children are identified as SEN on a variety of levels. Two children were in receipt of 100% 1:1 funding and have additional needs which are supported alongside their overall development. Eleven children are a cause for concern which means that the SENCO and key person are aware of them and are keeping a close eye on the delayed areas and providing activities to try and develop these areas. Eight children are receiving targeted support which means they have targeted support plans in place which have been agreed by the key person, the SENCO and the parents. Staff work closely with the parents and discuss areas of delay to support parents in helping develop it at home. The lowest area is speaking which was expected as twenty-one of the children have speaking as their main area of delay. Some children have other areas alongside this but majority have speech delay.
BOYS/GIRLS This term we have 48 boys and 80 girls on roll for the 2-5 year olds. Percentages of children at or above their stage for their age are as shown:
2 year old boys 92%     2 year old girls 89%
These percentages show that the boys in the toddler room are currently achieving higher than the girls which is a change from last term, where the girls were achieving higher. The difference in the percentages are only slight. 3/4 year old boys 86%     3/4 year old girls 96%
These percentages show that the pre-school girls are achieving higher than the boys by a whole 10%. There were more than double the amount of girls in comparison to boys this term which will affect the %.
HIGH ACHIEVERS This term there has been several children within the setting that have been identified as high achievers in the sense that they are working above their age and stage for one or more areas of their development. All of these children have been identified and key people are going to ensure that their planning reflects this next term. Staff will choose one of the child’s high achieving areas and look to build this up even further along with their other areas of learning to help narrow the gaps.
FUNDED/NON FUNDED Out of 59 toddlers, 34 of these are in receipt of 2 year funding. The percentage of non-funded/ funded children achieving at or above their stage of development are:
Non funded: 95%     Funded: 87%
This term, these percentages show a 8% difference in the funded / non funded. The difference in the figures that show that the non funded children are achieving age related goals in more areas across the EYFS than that of the funded only children. Staff will be encouraged to ensure that they are using our loan schemes and pushing these more with the parents to help narrow the gap. Key people will also work on targeted families next term to help them in supporting their child’s development within the home.
NURSERY DEVELOPMENT The average percentage of children overall who are achieving at or above their age and stage within the setting is 91% out of the 128 children in total. This % remains the same as the previous term.
This figure is positive as there are 22 children who have been identified as SEN so these children were already known to us and was expected to bring the overall percentage down. All of these children are being supported in their identified areas of concern or delay to help them get to where they need be. The rest of the percentage of the nursery are doing really well and this shows in the high overall percentage.

The highest achieving areas throughout the nursery are:
Personal, social and emotional - Self confidence + Self awareness
Physical Development - Moving and Handling
The highest areas remain the same as the previous term. All highest areas are prime areas, so this is really positive as it shows that these areas are getting a lot of focus, are being promoted and supported throughout the children’s day at nursery.

The lowest achieving areas throughout the nursery are:
Communication and Language - Speaking
This is an area which not only as a setting, but as a city and even nation, often comes back with a low percentage and is an area that is often needs a lot of support in both nurseries and schools. As a setting we have many things in place to make the nursery language rich. All practitioners are highly trained on practices such as Hanen and Speech and language training in order to get the best from all of our children. The nursery is surrounded by language rich resources. Parents are supported through everyday practice, parents evenings, information leaflets, and loan schemes to ensure that we are encouraging parents to make the home a language rich environment to keep encouraging that language. 21 out of the 22 identified SEN children have a language delay.
Mathematics - Numbers
Mathematics—(Numbers) is another of our lower achieving areas and has been for a number of terms. As a setting, we find that a lot of our children are unaware of numeracy and this may be due to parents not realising what a child should be doing in regards to this for the different ages.
2 year olds - 86% (Increase of 1% from last term)
3/4 year olds - 87% (Decrease of 2% from last term)
As a setting we are continuously striving to help put more maths into everything that we do. There have been a lot more numerals added to the garden. We have recently put lots more numbers on items around the nursery such as the cones in the garden/stacking rings in the rooms so that numeral is more readily available in everything that the children do. The nurseries role plays have now all changed to open ended role plays with loose parts which provides many opportunities to develop counting and sorting skills to support maths. Pre-school are going on a lot more walks and outings to look for numbers within the environment. Maths is embedded into all aspects of practice which the staff do with the children throughout every day. The maths loan sack is for parents to take home with their child and promote mathematics. This is being loaned out a lot more frequently and the parents are giving good feedback, telling us how it has influenced them to do more around this at home with their child. The setting holds stay and play sessions and we are able to use these to promote our loan bags and set up themes around these low areas to influence and encourage parents to do more of this at home and give them ideas.
Literacy - Writing
2 year olds - 83%
3/4 year olds - 91%
Literacy again, is an ongoing area which as a setting we often see coming up as an area of need throughout the data term upon term. As with mathematics, it is an area which as a setting we feel parents struggle with and are unsure how to promote this area at home for their child to be able to achieve their age related goals. Staff need to ensure that they are comfortable with how to promote literacy throughout all activities and to ensure this area is promoted to a high standard. Our literacy bag is available for parents to loan and again, staff need to ensure that they are promoting this, especially with their children who they know are at risk of delay or are delayed in this area. The nursery is a very language rich environment and staff are all well trained on practices to support children's early mark making skills from the baby room up until the pre-school room. Lots of varying activities are provided on a daily basis throughout the nursery to help enhance children's mark making skills.
SCHOOL STARTERS The school leavers data for this term is really positive. We had 40 children in this cohort that all left for school this term. 8 out of the 40 children were identified as SEN and were receiving some level of support from internal or external services.
The summer born school starters (14 children)
All 14 children are reaching their 40-60 goals in all areas across the board which show in the 100% figures, apart from speaking where one child brings the percentage down to 93%. The spring born school starters (11 children)
All 11 spring born children reached their 40-60 milestones across all 17 areas of learning.
The autumn born school starters (15 children)
14 out of the 15 autumn born children were achieving their 40-60 milestones. One child on this cohort was in receipt of 1:1 funding and is working at quote a low level so brings these percentages down to 93% across the board.
Overall, fantastic data for the school leavers. Pre-school staff worked extremely hard to get children to reach their goals and be confident young children in preparation for their new journey at school.

Toddler room

Highest Areas The areas that the 2 year olds are achieving the highest in are:
PD-H+SC-95%
PD-MH-97%
The highest areas are both prime areas in physical development. This is really positive as it shows that these areas are getting focused on, promoted and supported throughout the children’s day within the toddler room. The children love the garden and our challenging garden adds to the fact that M+H is one of the highest achieving areas as there are lots of apparatus to promote this. Staff continually encourage children to attempt and join in with their hygiene and dressing routines throughout the day to promote their health and self care skills.
Lowest Areas The lowest achieving areas for the two year olds this term are:
CL-S-85% - This term there were 8 children identified with speech delay to some degree. These children were picked up at baseline and the SENCO and key people are all aware. They are working closely together to provide strategies and targets to help the children reach their goals.
L-W-83% + L-R-85% - Literacy is an ongoing issue throughout the data and the pupil premium is often is used to purchase resources that the toddler room can borrow. Staff also need to ensure that they are promoting literacy loan sacks.
Action Plan Staff need to ensure that they are loaning out our story sacks and are really pushing these. Staff also need to target their children and families who they feel need more support and provide them with information and leaflets to support reading and writing skills. All staff are aware of their own key children who are behind in these areas so that they can work with them next term to help develop these areas. All staff need to be providing stimulating activities across these areas to engage children.

Pre-school 1

Highest Areas The areas that the 3/4 year olds are achieving the highest in are:
PD-MH-96%     PD-H+SC-94%
PD-MH is often on the highest percentages throughout the nursery. Our garden is an amazing space for the children to develop their physical skills. Staff also provide many indoor physical activities for the children to be able to explore their gross motor skills. Staff continually encourage children to attempt and join in with their hygiene and dressing routines throughout the day to promote their health and self care skills. For the school starters, this was promoted a lot in order to help them become more independent at school where it will be an expectation for them.
Lowest Areas The areas that the 3/4 year olds are achieving the lowest in are:
UTW-TW-88%     M-N-87%
Pre-schools lowest areas are often affected by the children that are identified as SEN as a language delay can have an impact on many other areas of the EYFS. Numbers requires the children to be able to speech in order to identify numbers and discuss mathematical problem solving. ‘The world’ also requires children’s language skills to be drawn upon for children to be able to discuss change of the environment or talk about changes/decay over time. A language delay can cause quite a barrier for this area of the EYFS.
Action Plan The pupil premium has been used to buy a lot of resources that support mathematical development. The staff are continuously promoting this area and are putting more numbers around all parts of the nursery. The staff have done really well at introducing science experiments for all of the children which enhances their knowledge and understanding of the world. Staff will be spoken to about ensuring they know what is expected of these areas to ensure tat they can correctly record and assess children for these areas.

Pre-school 2

Highest Areas The areas that the 3/4 year olds are achieving the highest in are:
PD-MH-95%     PD-H+SC-94%
PD-MH is often on the highest percentages throughout the nursery. Our garden is an amazing space for the children to develop their physical skills. Staff also provide many indoor physical activities for the children to be able to explore their gross motor skills. Staff continually encourage children to attempt and join in with their hygiene and dressing routines throughout the day to promote their health and self care skills. For the school starters, this was promoted a lot in order to help them become more independent at school where it will be an expectation for them.
Lowest Areas The areas that the 3/4 year olds are achieving the lowest in are:
UTW-TW-88%     M-N-87%
Pre-schools lowest areas are often affected by the children that are identified as SEN as a language delay can have an impact on many other areas of the EYFS. Numbers requires the children to be able to speech in order to identify numbers and discuss mathematical problem solving. ‘The world’ also requires children’s language skills to be drawn upon for children to be able to discuss change of the environment or talk about changes/decay over time. A language delay can cause quite a barrier for this area of the EYFS.
Action Plan The pupil premium has been used to buy a lot of resources that support mathematical development. The staff are continuously promoting this area and are putting more numbers around all parts of the nursery. The staff have done really well at introducing science experiments for all of the children which enhances their knowledge and understanding of the world. Staff will be spoken to about ensuring they know what is expected of these areas to ensure tat they can correctly record and assess children for these areas.

ECaT data for Summer 2017 term


The data this term shows that majority of our children are working either where they should be or ahead according to their age and stage. Many children are working ahead in all areas of ECaT.

Listening and attention 74% are working as expected
16% are working ahead
Understanding of language 78% are working as expected
12% are working ahead
Speech, sounds and talk 69% are working as expected
16% are working ahead
Social skills 75% are working as expected
10% are working ahead
The data collected shows that there are a very small percentage of children who are at risk of delay in all areas of ECaT. As a setting, the main area of risk of delay is speech sounds and talk and social skills where in both areas 13/84 (15%). Nearly all the children who are not reaching their expected level are either already identified as receiving support or are currently been monitored by their key worker, parent/carers along with the SENCO.
This percentage has decreased again this term, this is fantastic to see. This shows that all the hard work that all staff are continuing has been a great support for the children and has influenced their development.

Baby room
Within the baby room four children are working ahead across all areas of ECaT. The data shows one child is a risk of delay across all areas of ECaT. This child is being supported already by key worker.

Toddler room
Within the Toddler room half of the children are working were they should be. The main area of risk of delay is speech, sounds and talks and social skills. In SST 7/30 children are at risk of delay and in SS 6/30 children are at risk of delay. All children identified, the SENCO is aware of them and plans are in place to support them. Also seven children are working ahead in all areas of ECaT, this is a great achievement for the Toddler room, well done!

Pre-school 1
Within pre-school (1) nearly all children are working were they should be. The data shows that 2/28 children are working ahead in all areas of ECaT. This term the main area of risk of delay is social skills; Five out of 28 children are at risk of delay. This is closely followed by speech, sounds and talk; Four out of 28 children are at risk of delay. All children that are identified the SENCO is already aware of them. Two children are currently receiving additional 1:1 support.

Pre-school 2
Within Pre-school nearly all children are working were they should be. Only 1/10 children are risk of delay in all areas of ECaT. The data shows that 3/10 children are working ahead across all areas of ECaT. The child is already identified by the key worker and has support in place already.

Action plan
  • Feedback to all staff Summer term 2017 data – 6/9/17
  • Analyse parental data and create parent packs suitable for their needs
  • Explain ECaT (Importance of, observations and overviews) to new staff members; Stacey and Kayleigh

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