The early years foundation stage profile (EYFSP) is the statutory framework revised and published in September 2012 by the Department for Education that sets the standards for the development, learning and care of children from birth to five. These are the arrangements required for assessing the development of children for the purpose of ascertaining what they have achieved in relation to the early learning goals (ELGs) set out in the profile, which have for 2013 onwards been reduced from 69 to just 17. A pupil is said to have reached a 'good level of development' when he/she achieves at least the expected level in the ELGs, within the three prime areas of learning, and within literacy and numeracy.
In 2015/16, 69.2% of Lancashire-12 children achieved a good level of development. This was similar to the England (69.3%) and above North West (66.7%) and neighbouring unitary authorities (Blackburn with Darwen 63.0% and Blackpool 64.5%) averages. More Lancashire-12 girls achieved a good level of development; 76.3% girls compared with 62.6% boys.
The average score for Lancashire-12 achieved on the EYFSP was 34.9 points, which worked out to be equivalent to children receiving the expected level across all early learning goals. This was above England (34.5), North West (33.9) and for the neighbouring unitary authorities (Blackburn with Darwen 33.4 and Blackpool 33.2).
Below is the summary of the percentage of children achieving at least the expected level within each area of learning for Lancashire-12 and its comparators, with Lancashire-12 leading the way when compared to regional and neighbouring unitary authorities performance:
Communications and Language
Lancashire-12 80.6%, England 81.6%, North West 79.1%, Blackburn with Darwen 75.0%, Blackpool 79.8%
Lancashire-12 86.8%, England 87.5%, North West, 85.3%, Blackburn with Darwen 82.0%, Blackpool 85.5%
Personal, Social and Emotional development
Lancashire-12 84.6%, England 84.8%, North West, 82.8%, Blackburn with Darwen 81.2%, Blackpool 81.7%
Lancashire-12 72.4%, England 72.1%, North West, 69.4%, Blackburn with Darwen 66.4%, Blackpool 67.7%
Lancashire-12 76.9%, England 77.4%, North West, 74.7%, Blackburn with Darwen 71.4%, Blackpool 73.7%
Understanding the world
Lancashire-12 82.3%, England 83.2%, North West, 80.3%, Blackburn with Darwen 76.1%, Blackpool 81.8%
Expressive Arts and Design
Lancashire-12 84.8%, England 86.4%, North West, 83.2%, Blackburn with Darwen 80.8%, Blackpool 83.6%
Please click here to view the Department for Education's early years foundation stage profiles for recent years.
Key Stage 1 (KS1) is the legal term for the two years of schooling in maintained schools in England and Wales normally known as year 1 and year 2, when pupils are aged between five and seven.
Pupils were assessed against the new more challenging curriculum, which was introduced in 2014, for the first time this year. Results are no longer reported as levels, the interim frameworks for teacher assessment have been used by teachers to assess if a pupil has met the new, higher expected standard. This release presents attainment based on teacher assessments. Because of these assessment changes, figures for 2016 are not comparable to those for earlier years. The expectations for pupils at the end of key stage 1 have been raised.
Within Lancashire-12, nearly 3 in 4 pupils achieved the new expected standard in reading (74%) and mathematics (72%), and nearly 2 in 3 (62%) pupils in writing. Within the expected standard, less than a quarter (19%) of pupils are working at greater depth in reading, but fewer are in writing (11%) or maths (15%). Table 1 below summarises comparator performance.
Table 1, Percentage of pupils achieving expected and higher standards, Lancashire and unitary authorities compared to England and region.
||Percentage reaching the expected standard||Percentage reaching the higher standard|
|Blackburn with Darwen||74||67||74||82||22||11||18|
Source: DfE, KS1 local authority tables: SFR42/2016, table 18
Other KS1 facts for Lancashire-12 in 2016 -
• A higher percentage of pupils whose first language is English achieved the expected standard in all four main elements (reading, writing, mathematics and science) than pupils for whom English is not their first language.
• Girls continued to outperform boys at the expected standard in all four main elements.
• Pupils known to be eligible for free school meals continued to perform lower than other pupils across all four main elements.
• Performance of pupils with no identified special educational needs or disability (SEND) across all four main elements was higher than SEND pupils.
At Lancashire-12 district level, the areas with a high level of deprivation (Burnley, Hyndburn, Pendle and Preston) showed the lowest levels of attainment for the percentage of pupils achieving the expected level in all four main elements. In Ribble Valley, Fylde and Rossendale performance was higher and above the Lancashire-12 percentage.
Table 2, Percentage of pupils achieving expected standard, Lancashire districts
|Local authority district||Reading||Writing||Mathematics||Science|
Source: DfE, KS1 local authority tables: SFR42/2016, table A2
Please click here to view the Department for Education's key stage 1 results for recent years.
Page updated September 2017