learning to speak English as an additional language is not a special “Children educational need. Practitioners should assess the development of children who speak English as an additional language in their home language as well as in English, where possible. While the skills in communication, language and children’s literacy must be assessed in relation to their competency in English, the remaining areas of learning may be assessed in Please refer to EYFS any language”. ‘The Profile for more details. Handbook 2014’ The Children who are Learning English As An Additional booklet ‘Identifying Language and who may also have Learning Difficulties and/or Disabilities’ provides templates for tracking language development over time. This can be children’s downloaded from: Responding to data analysis After entering and recording data, at each given review point, practitioners should ensure that actions are planned in response to trends identified e.g. intervention groups such as for children who are working below their typical level of ‘spirals’ development in communication and language. A template for recording this can be found on: . Analysing EYFS Profile data In 2013, the percentage of children in Oxfordshire attaining a Good Level of Development was 48% and the national figure was 52%. Co-ordinators should analyse EYFSP data each year. Suggestions for analysis of EYFS Profile: A Good Level of Development: How many children attained a GLD? What is this as a percentage? How many of these children were boys, girls, autumn/spring/summer born, EAL, SEND, Pupil Premium, FSM, GRT, LAC, forces families; consider starting points e.g. did they attend an on-site nursery or start children’s through the Reception year? Were there any children who would have attained a GLD had it not been for one or two ELGs? What were these ELGs? Is there a pattern? How does the number of children attaining a GLD in your school compare to county and national figures? The supporting measure: This is the average point score for a cohort across all ELGs. The average point score is the total number of points achieved for the cohort divided by the number of children. The national measure will be the average of every total point score. child’s What is the supporting measure for the cohort? How does this compare to the county and national measure? Areas of Development and the ELGs:
“Children learning to speak English as an additional language is not a special educational need. Practitioners should assess the development of children who speak English as an additional language in their home language as well as in English, where possible. While the children’s skills in communication, language and literacy must be assessed in relation to their competency in English, the remaining areas of learning may be assessed in any language”. Please refer to ‘The EYFS Profile Handbook 2014’ for more details. The booklet ‘Identifying Children who are Learning English As An Additional Language and who may also have Learning Difficulties and/or Disabilities’ provides templates for tracking children’s language development over time. This can be downloaded from: Responding to data analysis After entering and recording data, at each given review point, practitioners should ensure that actions are planned in response to trends identified e.g. intervention groups such as ‘spirals’ for children who are working below their typical level of development in communication and language. A template for recording this can be found on: . Analysing EYFS Profile data In 2013, the percentage of children in Oxfordshire attaining a Good Level of Development was 48% and the national figure was 52%. Co-ordinators should analyse EYFSP data each year. Suggestions for analysis of EYFS Profile: A Good Level of Development: How many children attained a GLD? What is this as a percentage? How many of these children were boys, girls, autumn/spring/summer born, EAL, SEND, Pupil Premium, FSM, GRT, LAC, forces families; consider children’s starting points e.g. did they attend an on-site nursery or start through the Reception year? Were there any children who would have attained a GLD had it not been for one or two ELGs? What were these ELGs? Is there a pattern? How does the number of children attaining a GLD in your school compare to county and national figures? The supporting measure: This is the average point score for a cohort across all ELGs. The average point score is the total number of points achieved for the cohort divided by the number of children. The national measure will be the average of every child’s total point score. What is the supporting measure for the cohort? How does this compare to the county and national measure? Areas of Development and the ELGs: