The EYFSP is a teacher assessment of children’s development at the end of the (the end of the academic year in which the child turns five).
This dataset contains the results of the gender and location of school/educational institution.
Also includes data by region by ethnic group, language, and free school meal (FSM) eligibility.
- The percentage of children achieving a Good Level of Development (GLD)
- The percentage of children achieving at least the expected level across all 17 early learning goals
- The average total point score across all the early learning goals
EYFSP Key Measures
Percentage of children achieving a good level of development
England, 2013 to 2019
- Eight percent of children achieved a good level of development in 2019 – up slightly by 0.3 ppts on 2018.
- Seven Percent of children achieved at least the expected level across all early learning goals (ELGs) – up 0.5ppts compared to last year.
- The average total point score was 34.6 out of a maximum 51, the same as 2018.
Percentage inequality gap between all children and the lowest attaining 20%
England, 2013 to 2019
- The mean average total point score for the lowest attaining 20% has decreased from 23.2 in 2018 to 23.0. However, it is up from 21.6 in 2013.
- The percentage inequality gap has risen to 32.4% in 2019 compared to 31.8% last year, however it is still lower than in 2013.
EYFSP key measures by ethnicity
- 73% were White, 11% were Asian, 6% were Mixed, 5% were Black, 5% were from the Other ethnic group and 0.5% were Chinese
- 70% of all pupils achieved at least the expected standard in development
- in the broad ethnic groups, Chinese pupils were most likely to meet the expected standard
- in the more specific ethnic groups, pupils of Indian ethnicity were most likely to meet the expected standard
- pupils of all ethnicities eligible for free school meals (FSM) were less likely to meet the expected standard than non-eligible pupils
- in all ethnic groups, boys were less likely to meet the expected standard than girls
EYFSP key for choosing first language
The principles of good practice for children learning English are the principles of good practice for all children.
Children must have opportunities to engage in activities and first-hand experiences that do not depend solely on English for success.
- Development in their home language
- Areas of learning, assessed through their home language
- Improvement of English within the EYFS profile
- ELGs for communication and language, and literacy must be assessed in English.
Children With Free School Meals
Why this fact is important
- This is a key measure of early years development across a wide range of developmental areas.
- Children from poorer backgrounds are more at risk of poorer development and evidence shows that differences by social background .
- Children are defined as having reached a good level of development
- In the prime areas of learning (personal, social ,physical development)
- Communication and language are the early learning goals in the specific areas of mathematics and literacy.