Literacy news
Quarter of councils do not see improvement at the end of the EYFS
26 Oct 2010
Early Years Foundation Stage Profile Results in England 2009/2010, commissioned by the former Department for Children, Schools and Families, assessed children leaving the Early Years Foundation Stage (EYFS) in local authorities across England.
Performance was measured against six areas: personal, social and emotional development; communication, language and literacy; problem solving, reasoning and numeracy; knowledge and understanding of the work; physical development; and creative development.
The report found that the performance for five-year-olds across England had improved but that 26% of local authorities had seen no progress. The improvement was uneven with local authorities with higher levels of deprivation tending to have marginally lower achievement rates and higher achievement gaps. The achievement gap narrowed by 1.2% in England as a whole but it has widened in 32 local authorities.
Drilling down into the numbers the report found that girls continue to do better than boys in early learning. Girls do better than boys in all six of the performance indicators and do better than their male counterparts by the widest margin in writing. Personal, social and emotional development and communication, language and literacy both saw over 50% of all children achieving a good development level.
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