Liz Laws from Pickhurst Infants Academy presents managing and using EYFS data.

1. Using data to improve outcomes for
vulnerable groups in the Early Years
Liz Laws
Pickhurst Infant Academy
www.eyela.org.uk

2. Session aims/outcomes
 To identify how to use EYFS data to measure the progress of
all children in the EYFS, particularly focusing on the
attainment and progress of vulnerable groups.
 To explore the importance of accurate and robust
assessments in the EYFS.
 To look at how we can use data to inform planning, develop
teaching and learning and provision and ensure the correct
interventions are in place.

3. Overview
• What we wanted to improve
• What worked?
• What was the impact?
• Next steps?
• Questions and Answers

4. What did we want to improve?
• Data indicated there were gaps between some
groups, particularly in Literacy and Mathematics
- boys/girls
- summer born/non summer born
- Pupil Premium/non Pupil Premium
• New EYFS Team who needed to know how to use
data to directly impact on teaching and learning and
improve outcomes for children.

5. What did we do?
• Ensured on-entry assessments were accurate
and robust through moderation.
• Collected and analysed data each half term -
Gaps analysis as a year group and within
each class.
• Focused on analysis – action – impact model.
• Improved teaching and learning and changed
interventions and focus on provision and
strategies dependent on where gaps had
been identified.

6. What had impact?
• Developing and embedding a ‘can do’
learning ethos.
• Daily fine motor activities inside and out and
targeted intervention in this area to develop
different aspects of fine motor skills.
• Speech and language screening, identifying
next steps for planning in this area.
• Guided talk
• Peer coaching

7. What had impact?
• Development of maths learning environment
and focus on the teaching and modelling of
mathematical language.
• Writing in different ways, choice of how
writing is presented and the tools used. Use
of talking whiteboards to hold sentences.
• Self and peer assessment strategies.
• Planning opportunities for children to
demonstrate exceeding.

8. How do we know that it worked?
• Pupil Premium children have made rapid progress
from their starting points. ( At least 8 steps
progress)
• Gaps between boys and girls for reading and
writing and the good level of development has
reduced from 2013 and from the on-entry data.
• % of summer born achieving the expected level of
development for reading and writing and the
good level of development has increased.

9. How do we know that it worked?
• EAL children are achieving in line or above their
peers and above in the GLD.
• Higher % of children, including summer born
children are working within the exceeding band
compared to the 2013 data.
• Teachers are more confident in identifying gaps in
class and using it to inform planning.

10. What next?
• Continue to use the analysis – action –
impact model.
• Embed strategies that worked across the
year group – guided talk, peer coaching, self
and peer assessment.
• Challenge the Gap Early Years.
• Train up a data lead, to work alongside me in
the EYFS.

11. Questions
• What similar issues do you have in your school on
using EYFS data to impact on teaching and
learning?
• How do your teachers currently analyse and use
EYFS data in your school to improve outcomes?
• Could you use anything that has been shared
today to support teachers?
• How?
• Could you work together?