Overview data for Summer 2017 term


EAL The average of all EAL children achieving at or above their ages and stages of development is 74% which is a 3% increase from last term. This term there are seven children on roll who have English as an additional language. Two of the children speak Kolof at home but speak fluent English at the setting to meet their expected milestones. Two of the children are Arabic speaking at home, but at the setting they both have fluent English and can use these freely. Two of our children are polish speaking and one of them has fluent English that she has built up throughout her time at nursery. The other child is slowly building up her English language and is able to repeat a lot of what is said to her clearly. One child is Portuguese and she has very little English so staff are trying to work with parents to help promote and encourage this. All staff have recently had Pen pal training so that they can promote the children's home languages with them and also to help support children’s understanding of English language.
SEN This term there is thirteen children identified as SEN.
Four of these children are in receipt of 1:1 funding and have intensive support throughout their sessions and have more than one professional working with them.
The lowest achieving area for SEN is CL-S-23%
This is due to the one to one children having complex needs and also that speaking is on of the lowest achieving areas throughout the setting. Twelve out the thirteen children who are identified as SEN have communication as their main area of delay.
All children have been closely worked with, observed and monitored throughout the term by the SENCO and their key person. Three out of thirteen children have had speech referrals made this term and the rest have been monitored by APDRs or TSPs.
BOYS/GIRLS This term we have 45 boys and 65 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 88%     2 year old girls 96%
3/4 year old boys 86%     3/4 year old girls 91%
These percentages show that the girls are achieving higher than the boys are at this point across both the toddler and the pre-school rooms. Ten out of the thirteen children identified as SEN were boys. This reflects the percentages and explains why the boys percentages are showing lower than the girls. The girls percentages are really good high numbers which shows that the girls within the setting are doing really well in all aspects of their development.
HIGH ACHIEVERS This term there has been eight 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 made not of. The key people of the individual children have been informed and 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 49 toddlers, 29 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: 99%     Funded: 89%
This term, these percentages show quite a vast difference in the 10% that separates the funded from the non funded. There is a 10% 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 110 children in total. This is a 1% increase from the previous term.
This figure is very positive as there are a small percentage of 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
Physical Development - Health and Self-care
The highest areas are all prime areas, so this is really positive as it shows that these areas are getting focused on, 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 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.
Mathematics - Numbers
As a nation, Mathematics is also an area which is often raised as a problem area. As a setting, we also find that this area is an area which our children (especially our 2-5 year olds) do sometimes fall behind and become delayed in.
2 year olds - 84%
3/4 year olds - 82%
As a setting we are continuously striving to help put more maths into everything that we do. Recently there have been a lot more numerals added to the garden on bird boxes and on stones within the rockery. The staff are encouraged to use the stones to hunt for numbers with the children. Maths is embedded into all of the practice which the staff do with the children throughout ever day. The management team have just renovated the number loan sack which is for parents to take home with their child. We have added more resources and made the activities more clear along with putting in a what to expect when sheet for maths so that parents understand what it is their child needs to be doing to reach their milestones in mathematics. This bag will be reinforced with all staff (especially the pre-school staff) to ensure that they are sending it out and promoting it at all times.
Literacy - Reading
2 year olds - 82%
3/4 year olds - 84%
For literacy, the managers have reviewed and revised all of the story sacks on offer. We have put ‘what to expect when’ cards into these so parents understand what their child should be doing to meet their correct milestones. We have also devised a top tips for reading leaflet which is also now in the bag. Melissa has recently been on a training course (REAL) which focuses solely on literacy development in young children. From this we have revised all of our literacy practices throughout the nursery and are training the staff on new activity ideas to promote literacy. We have devised a REAL information leaflet for parents and a confidence schedule to involve and inform our parents of REAL on sign up. We will also be carrying out a REAL project with 6 of our families who we feel will benefit from this. This project involves partnership working with the children's centre. Each child will get 2 visits into the home and the setting will arrange 3 literacy events which the parents will be invited to. The data from this project will be collated at the end to see whether to project had an impact on raising the children’s literacy development.

Toddler room

Highest Areas The areas that the 2 year olds are achieving the highest in are:
PSE-MR-100%
PSE-SC+SA-100%
PD-MH-100%
The highest areas are all prime areas, so 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 are loving 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.
Lowest Areas The lowest achieving areas for the two year olds this term are:
L-R-82%     M-N-84%
This Term we have discovered that literacy-writing and mathematics—numbers as the lowest two areas in the toddler room. As a setting we are always striving to push literacy and maths and have recently put a lot more numbers around the garden. For literacy we have been revising and renewing our story sacks to ensure that reading at home is happening as well as at nursery.
Action Plan Staff need to ensure that they are using the numerals in the garden to show children and go on number hunts. Staff are continuously using mathematical and numeral language in the play with the children but I will ensure this is reinforced. 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 skills. All staff are informed of the children who are behind in these areas so that they can work with them next term.

Pre-school 1

Highest Areas The areas that the 3/4 year olds are achieving the highest in are:
PSE-SC+SA-93%
PD-MH-95%     PD-H+SC-93%
The highest areas are all prime areas, so this is really positive as it shows that these areas are getting focused on, promoted and supported throughout the children’s day within the nursery to prepare the children for pre-school. The children love the garden and our challenging garden adds to the fact that M+H is the highest achieving area as there are lots of apparatus to promote this. Also in the pre-school room, children are encouraged to be independent when it comes to dressing themselves and undressing themselves and attending to their own toilet needs more.
Lowest Areas The areas that the 3/4 year olds are achieving the lowest in are:
M-N-82%     L-R-84%
Pre-schools lowest areas are often affected by the children that are identified as SEN and language delay can have an impact on many other areas of the EYFS such as literacy and maths as the children need to be able to communicate in order to reach these milestones.
Action Plan Staff need to ensure that they are using the numerals in the garden to show children and go on number hunts. Staff are continuously using mathematical and numeral language in the play with the children but I will ensure this is reinforced. 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 skills. All staff are informed of the children who are behind in these areas so that they can work with them next term.
SCHOOL STARTERS The school leavers data for this term is very good and the children have done really well in achieving their goals before leaving us for school.
The percentages for school leavers are based on the term that the children are born.
The percentages range from low 80s to 100% which are all positive figures. The 2018 starters who are spring born are currently doing the best in the figures and 100% of these children are all reaching their expected age related goals.

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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