Do 4 out of 10 really only meet the expected level on the new early learning goals?

[Jaffalemon]

We have just received the end of year report for Ds who is just finishing reception year. He's been given emerging for everything but the school have enclosed a letter stating that only 4 out of 10 nationally reach the new expected levels so appear to be dismissing the whole thing

Should i be worried or has 60% of the class really been given the same as Ds.

I should add that the written bit of the report is great but i'm very confused.

Also year 1 is expected to carry one with ELGs now if a DC hasnt achieved expected.

Thankyou BB

Year 1 have always been expected to carry on from where a child is at the end of reception

Quite reassured by this thread actually as I thought DS had made good progress this year but then got expected levels in everything and exceeded levels in 4 areas - which I was pleased with but (hate to say it) thought he should have had a few more exceeded - but having read this thread I now realise just how well he has done and will make sure I lavish more praise and a big hug - thanks MN!

Jaffalemon - looking at the report mrz linked to, only 2.4% of children were awarded 17 points. However as I understand it there is some discrepancy between how Local Authorities are moderating schools (your schools LA may be being very strict - you could ask if they've been moderated).

It may help you to look at the EYFS exemplification materials (which give examples of work at the expected level only). This will give you a benchmark - although I know of a few rumblings on TES that even these examples show a very broad spectrum of ability.

Also, (again if I've understood correctly) I think that a child doesn't have to demonstrate every single ability for a teacher to be able to award expected. What I mean is I don't think it's supposed to be a tick box system BUT a best fit approach. So does a child fit mostly into expected, rather than do I have 3 examples of a child doing every single thing listed in expected, tick, tick, tick! Unfortunately I think some? many? teachers are taking the ticking approach and only awarding a level of achievement if every single aspect of expected (or exceeding) is achieved.

Oh one final point, according to the EYFS profile handbook the evidence gathered to inform the decision should include evidence from home too. Of course this is problematic for children whose performance changes markedly between school and home because I don't think parental information is given much weight.

Thanks again everyone, i feel far better armed now to address everything with the school. They have pushed and pushed phonics down his throat all year and sidelined everything else that we had concerns over so at least we can ask for support in all areas. Doubt he will get any but we can try.

Its a massive difference being in the 60% that didnt reach all goals to being in the 2.4% that scored 17 like Ds has.

Jigglebum - Well done to your DS, after doing some reading on here and a bit of googling exceeding seems to be like hen's teeth! I know what you mean when you say you thought he might have got a couple more exceedings, I thought my dd would be in physical stuff as she was 40-60+ at the end of nursery but I'm not fussed, she has many exceedings including all core areas bar numbers so I'm chuffed with her.

My daughter got 44. So according to the pilot, only 1% got the same score?

I am now totally confused.

DD's school have been using the old EYFS scores all year and then have switched to the new one for the school report

She got 3 "exceeding" and the rest was expected which going by what has been put on here is pretty good

Simpson that was purely to try and confuse you! especially after telling you they were using the old ones. the poor teachers probably don't know if they are coming and going in your place.

she did well to get 3 exceeding (I assume one was reading :o)) It sounds like it is hard to get any exceedings now and it depends on how the school judge it whether they will give them or not.

I've just had a quick word with the teacher and she has said how fabulous Ds's results were. I cant work out if she is taking the piss or her expectations of him are so bloody low that it is fabulous

I've arranged a formal meeting at the end of the week to discuss but there were lots of rumblings on the playground about results as a lot of parents expected exceeding but got expected levels instead. I should be so bloody lucky

The cynical side of me wonders if it is because ofsted were in last week

I have parents eve tomorrow so will chat to the teacher then.

I am obviously very proud of DD but I have been told all year she is very strong in numeracy and she got expected.

But I am incredibly proud of the fact she got "expected" in the physical side of things and she really struggled a year ago and needed physio to help her walk etc...

I haven't had report yet for ds but due to ds having SN I had a meeting with his teacher last week and we went through his profile. He has scored expected in reading, numeracy and technology and emerging in everything else. He is only a hairs breath away from expected in writing but miles and miles away in all the others (social, emotional, speech and language ones). All this is exactly what we expected given ds is in the process of being diagnosed with an ASD.
Given my conversations with the teacher and my knowledge of where ds is it does seem that the levels needed for expected are quite high in some areas. I did think he may get exceeding in technology given this is the area ds is completely obsessed with and is the go to guy for the whole class, including teachers if one of the class computers isn't working lol! However I imagine it is scored on some quite specific criteria and like all areas his problems with speech and language will have had an impact on how he could be assessed.
Ds is no where near having achieved a 'good level of development' but for us that is good in that good level of development would lose ds his 1-1 TA as it can be a headache and a half getting the LEA to understand that reading and writing aren't the be all and end all to education!

Given all that I would be very concerned at a profile that was emerging in all areas and no SN, defiantly bring it up and question how close to expected his levels actually are.

Roadkill Ds does have SEN and is on School action plus but the problem has been that everytime OT/SLT or any of the team that dealt with Ds before starting this school ask about him or fill in a questionaire, the school state that he is absolutely fine and doesnt stand out and is progressing at the same rate as everyone else These results seem to tell a different story which is why i needed to know exactly what they mean before asking for provision. Its hard to argue when you havent got a clue what you are on about!

I knew someone on MN would know whats what

We have felt that they are trying to deny his diagnosed SEN so that they dont have to put their hands in their pockets for any support because they are now an Academy and have to foot the first 6000.

Its truly pissed me off that his teacher used the words fabulous today.
A Sharon Osbourne wannabe!

I feel armed with info so let the battle commence yet again unfortunately.

Your Ds sounds as though he is doing really well with support whereas Ds is a square peg being rammed into a round hole and these results will hopefully show that he does need support or a different method of teaching.

The school treat him as NT and tell us he is, even though they have inches of paperwork telling them different

Its one big mess that we need to sort out.

That is extremely worrying jaffa. They really are doing your ds no favours as you know. We have been extremely lucky to have a school who recognised ds's high level of need and have done everything in their power to get him the support he needs including putting a rocket up our useless SaLT and finally getting ds the therapy he needs.
Before Christmas ds was assessed as having the speech of a 22 month old (he was 4y9m) and school where unable to assess him properly due to the speech issues so he was way behind in all areas and unable to access the curriculum. You then had his very profound social problems that where causing a huge amount of upset for everybody in the class.
School pushed hard for help for ds and long story short since school came back after Christmas ds has had speech therapy support teacher come in once a week to do an hours 1-1 speech therapy and also a 1-1 for 15 hours to help him access the curriculum and to help him with his social skills.
Ds has been the poster child for early intervention with the massive progress he has made. His speech is now just a year behind and as I said before his reading and maths are expected levels with writing not far behind. He still has huge social issues and due to having an ASD this is not surprising but he has made progress. He now has a couple of 'friends' and the class is very tolerant of his quirks now he doesn't hit people anymore!
Your school are failing your ds spectacularly by denying he has extra needs.
From September your ds will shift to school services for speech therapy so I would be getting on their case now, getting your current therapist to contact them and making your ds needs clear. If they persist with this dismissing of his needs I would seriously look at changing schools. It helps nobody to deny a child's needs, angry on your behalf!