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Topic on a Page - Educational Attainment (Foundation)

Data Sources

Education Attainment – Supplementary Document Published: Apr 2018

Statistics: Early years foundation stage

Link between pupil health and wellbeing and attainment Published: November 2014

Public Health England's Children and Young People's Health Benchmarking Tool

Further Data Sources:

Scroll to the bottom of the page to view and compare further datasets

Supporting Information:

Department for Education (DfE):

Resources: Early Years Foundation Stage

Unseen children: Access and achievement 20 years on Published: June 2013

Resources: Education of Disadvantaged Children

Department for Education: Improving social mobility through education

Parental responsibility: guide for schools and local authorities

National Institute for Care and Health Excellence (NICE):

NICE Guidance: Social and emotional wellbeing in primary education [PH12]Published: March 2008

NICE Guidance: Social and emotional wellbeing: early years [PH40]Published: October 2012

NHS Evidence:

Educational Attainment

Joseph Rowntree Foundation:

The costs of child poverty for individuals and society: Literature review Published: October 2008


Assessing the Economic Benefits of Education Published: March 2013

House of Commons Library Briefing Papers:

Children and Young People's mental health – policy, CAHMS services, funding and education

ESA and PIP Reassessments

Troubled Families Programme (England)

Linked Topics:

Topic last reviewed: Apr-18

JSNA Topic: Educational Attainment (Foundation)


Lincolnshire Children's Services vision is 'that every child in every part of the county should achieve their full potential'.

To enable every child to achieve their best possible educational outcomes evidence suggests that access to early education prior to entering school enables the child to be better prepared and ready to learn. Early Years and Childcare Support Team within Lincolnshire County Council state that due to the high take up of early education and the quality of provision within the county our children have a good start in their journey through education.

National policy defines children as having reached a good level of development at the end of the Early Years Foundation Stage (EYFS) if they have achieved expected levels in:

  • the early learning goals in the prime areas of learning (i.e. personal, social and emotional development; physical development; and communication and language) and;
  • the early learning goals in mathematics and literacy

The statutory EYFS framework requires the EYFS profile assessment to be carried out in the final term of the year in which a child reaches age 5. The main purpose of the EYFS profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS.

Lincolnshire children do slightly better than their peers regionally in the EYFS and we are striving to continue to narrow the gap between all children and the lowest attaining children. However, in order to improve outcomes for Lincolnshire children in the foundation stage we need a greater focus on key groups of vulnerable children. This is the case for other LAs in the east midlands and Ofsted have provided guidance on the three priority groups which are:

  • white British children from poor families
  • Looked after children
  • Children with English as an additional language.


National Strategies, Policies & Guidance

Early Years Foundation Stage Framework 2017
Statutory framework for the early years foundation stage

This document sets out the statutory requirements for Learning and Development within the Foundation stage.
Early Years Foundation Stage Profile Handbook
Early years foundation stage profile 2018 handbook

Ofsted's regional report 2013-2014 sets out the priorities for the region
Ofsted: Annual Report - East Midlands 2013-14

Ofsted provides a framework and a range of reports which provide guidance and case studies of examples of best practice in the Foundation Stage in schools across the UK.

Ofsted statistics on quality in Early Years and Childcare
Ofsted: Childcare providers and inspections as at 31 December 2017

The government has launched a national plan to support children and young people to reach their full potential.
Improving social mobility through education

What is the picture in Lincolnshire?

What the data is telling us

  • In 2017, the percentage of pupils in Lincolnshire achieving a Good Level of Development at the end of the EYFS was 70%. This is 1% below the national average of 71% and 1% above the East Midlands average of 69%.
  • Boston, East Lindsey and Lincoln City districts continue to underperform against the other districts in Lincolnshire and compared to the national average; with only 63%, 67% and 66% respectively of pupils achieving a good level of development at the end of the EYFS.
  • Three district areas; North Kesteven (76%), South Kesteven (73%) and West Lindsey (71%) performed above both the Lincolnshire and regional averages.
  • Girls continue to perform better than boys. In 2017, 76% of girls achieved a good level of development compared to 64% of boys, this equates to a 12% difference in performance.
  • Compared to the regional rates Lincolnshire boys perform slightly better. Lincolnshire boys perform similarly at EYFS to national levels, and the attainment gap in outcomes between boys and girls are similar in Lincolnshire and regionally, compared to a slightly wider gap nationally.
  • In 2017, the percentage of Year 1 pupils achieving the expected level in the phonics screening checks was 82%. This is 2 % higher than the regional average and 1% higher than the national rate.
  • However, this rate is significantly lower for Year 1 pupils with Free School Meal (FSM) status, with only 68% of FSM pupils achieving the expected levels in the phonics checks; this is on par with national FSM rates, and 1% higher than the East Midlands FSM percentage.

Further data and analysis is available in the Supplementary Data Document.


  • The historic upward trend of percentage of pupils achieving a Good Level of Development, appears to be levelling out. The 2017 figure stayed the same as 2016 which was 1% higher than 2015.
  • The percentage of year 1 pupils achieving the expected level in the phonics screening checks saw an upward trend between 2015 and 2016. However, in 2017 there was a decline (1%) on the 2016 figure. (See Figure 4 in the Supplementary Data Document.
  • The percentage of year 1 pupils with FSM status achieving the expected level in the phonics screening checks has followed a similar trend as those without FSM status. There was a 4% decline in phonics percentages for FSM pupils between 2016 and 2017. National rates also fell by 1%. This goes against the regional trend which is continuing to rise year on year. (See Figure 5 in the Supplementary Data Document)
  • There are 280 primary schools in Lincolnshire and evidence from School Census data shows that the number of pupils in primary school has risen by 428 pupils from 57,595 (January 2017) to 58,023 (January 2018).
  • The number of pupils in Reception year (the National Curriculum year in school in which pupils are assessed through the EYFS) has fallen from 8,092 in 2017 to 7,758 in 2018.
  • The percentage of pupils in Lincolnshire for 2017 achieving a good level of development is on trend with 2016 and one percentage point higher than 2015.

Further data and analysis is available in the Supplementary Data Document.

Key Inequalities

Pupils who are part of vulnerable groups within the EYFS cohort are less likely to perform as well as their peers; particularly for pupils for whom English is an additional language (EAL) and for those with special educational needs and disabilities (SEND).

  • The Free School Meal (FSM) cohort is a strong indicator of disadvantage. At EYFS, FSM pupils in Lincolnshire do not perform as well as their non FSM peers with only 53% of FSM pupils achieving a good level of development compared to 73% of non FSM pupils.
  • The attainment gap is widening; since 2015 the percentage of FSM pupils achieving a good level of development in Lincolnshire has seen a 4 percentage point drop. This is not following the national trend as the FSM pupil attainment nationally has increased by 5% during the same period.
  • Only 25% of pupils with SEN in Lincolnshire achieved a good level of development in 2017 compared to 74% of non-SEN pupils, these figures are comparable with the national picture.
  • Between SEN pupils and their peers, the attainment gap has widened slightly in Lincolnshire between 2016 and 2017 whilst nationally the gap has remained static.
  • 58% of EAL pupils achieved a good level of development compared to 71% of non EAL pupils. The level of attainment for EAL fell by 1% in 2017 compared to performance in 2016.
  • The attainment gap between EAL pupils and their peers is widening in Lincolnshire whilst nationally the gap is being closed with only 8% difference between EAL pupils and non EAL pupils compared to a Lincolnshire gap of 13%.

Further data and analysis is available in the Supplementary Data Document.

Current Activity & Services

Based on the May 2017 School Census, Lincolnshire has 280 primary schools, including 196 maintained, 1 Free School and 83 academies.

Early Years and Childcare Support (EYCC) continues to provide information, support, challenge, and training opportunities to all early years and childcare providers within Lincolnshire. This includes Schools, Pre-Schools, Nurseries, Day care Settings, Registered Childminders and Out of School Clubs; for the benefit of this report these will be referred to as "providers". EYCC offers providers access to effective support in order to deliver the requirements of the Early Years Foundation Stage (EYFS) Framework and ensure there is sufficient provision. This enables providers to effectively meet the needs of children and has a particular emphasis on the most disadvantaged and vulnerable, in order to reduce inequalities in child development, early education, and promote the school readiness agenda.

EYCC continues to deliver Leadership and Management Briefings each term, and direct support for settings through a targeted support programme. The introduction of a self-referral process for providers who feel they would benefit from our input has been well received and has had positive comments from Ofsted. Ofsted outcomes in early years continue to rise. Lincolnshire has a high percentage of children accessing their free Early Years Entitlements and evidence suggests that there is sufficient high quality childcare available across the county.

This year we have worked with our locality colleagues and commissioned partners to further embed specialist advice and support in to our locality teams. Our focus remains on developing a shared multi- professional understanding of "school readiness" and this remains a key priority.

EYCC provides support and advice on the six key areas focused on the delivery of the following:

  • The Early Years Entitlements
  • Sufficient and sustainable early years and childcare provision
  • Quality provision and educational outcomes for children (EYFS)
  • Workforce development
  • Early years inclusion (SEN)
  • Partnerships supporting school readiness including Children's Centres

The Early Years Entitlements (EYE) for 2, 3 & 4 year olds

Evidence shows that attending high quality early education has a lasting impact on social and behavioural outcomes of young children. The entitlements make childcare more accessible and affordable for parents and enables parents to access training, work or increase their working hours if they wish to do so. All three and four year olds are entitled to 15 hours a week of free early learning. Take-up is currently at 95% nationally and at 97% in Lincolnshire.

2 Year Old Early Education Entitlement

The Department for Education (DfE) continued to invest in free early education places for 2 year olds nationally for around 260,000 children.

Changes are being introduced to the eligibility criteria for families accessing Universal Credit which will impact on the number of families eligible.

In Lincolnshire, we have seen a decrease in the number of children potentially eligible based on the lists produced by the DWP. The list produced in November 2017, in anticipation of take-up in the spring term showed 2,655 families potentially eligible.

  • In January 2018, Lincolnshire's take-up is at 72.5% with 1,925 children accessing a funded place.
  • Take-up nationally is at 71% based on the Statistical First Release published by the DfE in 2017.

The number of Early Years Providers delivering funded 2 year old places continues to rise and there are currently 571 providers registered to deliver places for 2 year olds in Lincolnshire which includes 28 schools and 261 childminders. This represents 87% of all providers delivering free education places to 3 and 4 year olds. EYCC is continuing to build this offer to ensure high quality provision is available for all eligible children in Lincolnshire. The DfE has commended the Local Authority’s progress with the initiative.

A joined up approach to outreach has been developed between EYCC, the locality teams and partners to ensure the most effective methods are used to support families to access their child’s entitlement. EYCC also continues to work in partnership with the Virtual School to ensure all Children Looked After (CLA) are supported to access their 2 year old entitlement places from the time they turn 2 years of age, and this support continues up until statutory schools age. Collaborative working arrangements are in place with the Virtual Schools to ensure specific support is in place and children's educational needs are identified and tracked within their Personal Education Plans (PEPs).

Early Years Pupil Premium

This funding was introduced in April 2015, to build on the successful model of the school-age Pupil Premium. Early Years Pupil Premium is additional funding for Providers to improve the education they provide for disadvantaged 3 and 4 year olds. Providers will receive up to an additional £302 a year for each eligible child. This equates to an hourly rate of 53p per child per hour. Restrictions are not imposed on how Providers spend the Early Years Pupil Premium; however Early Years Improvement Advisors continue to support the sector, promoting areas of good practice. Ofsted are responsible for holding Providers to account for how they have used the EYPP to support their disadvantaged children through the regular inspection process.

In spring term 2018, 1,327 children in Private, Voluntary and Independent (PVI) settings and an additional 382 children in schools qualified for EYPP. This is slightly above the original government prediction of eligible families. The DfE has committed to review the delivery mechanism for EYPP; this is to ensure appropriate levels of funding are allocated to Local Authorities.

Disability Access Funding (DAF)

From April 2017, 3 & 4 year olds were eligible for DAF if they met the following criteria:

  • The child is in receipt of child Disability Living Allowance and;
  • The child receives free early education.

Four year olds in primary school reception classes are not eligible for DAF funding. The settings of three and four year olds eligible for the DAF are entitled to receive a one-off payment of £615 per year. The DAF is not based on an hourly rate and is an additional entitlement. Children do not have to take up their full early year's education they are entitled to in order to receive the DAF. Children in receipt of the DAF will be eligible where they take-up any period of free entitlement. If a child eligible for the DAF is splitting their free entitlement across two or more providers, parents have been asked to nominate the setting they wish to receive this additional funding.

In 2017-18, a total of 111 children have qualified for DAF in Lincolnshire. The local authority continues to encourage childcare providers to seek parent's permission to check eligibility for this additional funding to maximise take-up.

30 Hours Entitlement

From September 2017, the extended entitlement to 30 hours free provision has introduced an additional 15 hours a week for working parents of three and four year olds (on top of the universal entitlement of 15 hours a week for all three and four year olds). In the spring term 2018, 4,671 eligibility codes had been issued to children in Lincolnshire.

Of these codes, 4,386 places were accessed in Lincolnshire; this is 94% take-up. Nationally, children in a 30 hours place as a percentage of codes issued is 89%.

Currently, 83% of childcare providers in Lincolnshire are offering the extended 30 hours entitlement. There are 670 providers registered to deliver funded places in Lincolnshire, this includes 79 schools and 304 childminders, this demonstrates we have a diverse market place which enables parents to access their extended entitlement.

Lincolnshire submitted six capital bids to the DfE for a combination of new builds, premises extensions and refurbishment projects to build capacity to meet demand. Overall these projects yielded £1,594,138 of capital funding and will create 259 new 30 hour places across the county. These new places will become available between September 2017 and September 2018 as the buildings complete.

To support the sustainable implementation of the 30 hours places, these additional hours are being funded at the revised universal hourly base rate. There is still an unknown impact of how the introduction of 30 hours may affect the market place when we reach the summer term 2018. Many parents may return to work or increase their working hours based on this new offer and therefore the capacity requirements could change, therefore the market place is being closely monitored. The Local Authority has secured funding from the DfE through the delivery support fund. This includes funding for a parental consultation which will be completed in the summer term 2018 to establish if all eligible families in Lincolnshire who need a 30 hours place are able to access it. This will enable the local authority to develop places where any further gaps are identified.

Childcare Sufficiency

With the implementation of the 30 hours places from September 2017; Lincolnshire EYCC delivered a number of free 1 day workshops aimed at the delivery of 30 hours and how this could be provided to meet the needs of parents and minimise the impact on the sustainability of provision. Providers have been supported to review their capacity to meet the demand for the 30 hour places; some considerations have included extending operation hours, expanding premises and auditing the numbers of children already accessing more than the universal 15 hours.

There continues to be a significant number of newly registered Providers opening up around the county each year. Some of these new registrations represent new childcare businesses and thus new childcare places, whilst others have been as a result of relocation, change of ownership or change of governance, which may or may not have impacted on the number of places they are able to offer. In addition to this, there has been a significant increase in the number of schools introducing Early Years Provision. Since the introduction of the Small Business Enterprise Act 2015 we have seen an increase in the number of schools offering 2 year old places in addition to the 3 and 4 year old places that they already offer.

The development of places for 2 year olds has continued this year but there has been an increased focus on the implementation of the 30 hours free childcare. EYCC has given very clear messages around preserving and maintaining existing places for the following groups; under 2s, disadvantaged two-year olds and the universal 15 hour places for 3 & 4 year olds. Some providers have already closed their baby places to make way for 30 hour places and others have indicated that they may have to reduce the number of two year old places offered. The team are working with providers to minimise such losses. In recent years changes to the length of maternity entitlement for parents has resulted in less demand for places for under ones.

Changes to the Statutory Duty placed on Local Authorities in September 2014 means that all new early years providers are able to deliver the Early Years Entitlement for 2, 3 and 4 year olds upon opening. This supports the Local Authority to meet its Sufficiency Duty, however following a provider's first Ofsted inspection, where a judgement of ‘Inadequate’ is published the Local Authority is obliged to find alternative provision and withdraw funding, as soon as is practicable. The Local Authority is required to consider the continuity of care for children who are already receiving their funded entitlement, however funding will not be administered for any new children starting at the provision. An improved Ofsted inspection is required in order to offer additional funded places.

To mitigate this, a programme of support has been developed to give new providers the best chance of achieving a good or better judgement at their next inspection and thus maintaining a sufficient supply of funded childcare places. There have been fewer closures and a steady number of new settings opening up and overall the number of available places has increased. Some of the closures resulted in the childcare businesses being taking over by new people and so these places have remained available.

EYCC continues to deliver group briefing sessions for those wanting to register as a Childminder. These are provided around the county in response to demand. Once Childminders are registered with Ofsted they have access to a variety of tools and resources to support their development via the EYCC web pages; it is not possible with current resource levels to provide individual support on a one to one basis to assist them to achieve a good or better Ofsted judgement at first inspection. However, the team are currently developing network support sessions delivered around the county by the Workforce Consultant as part of encouraging a sector led approach. Childminders will be invited to attend and will receive key messages on how to attend a good or better judgement at first inspection. If the outcome of the first inspection is less than good the team offer a support programme similar to the one provided to Early Years Providers.

Those wanting to develop standalone out of school provision are supported with an initial site visit and thereafter are supported remotely via telephone. Following Ofsted registration out of school providers are supported via sector led support models that are currently being developed and that new providers will be encouraged to join or start their own. The Team have been keen to find ways of supporting this sector as they will be able to be part of the 30 hour delivery by partnering with other providers and wrapping around shorter days. As such these providers will be invited to attend the Leadership and Management Briefings as a means of receiving key messages. A key driver for this is capacity within the service, and whilst legislation around out of school provision remains significantly relaxed since September 2014 any out of school provider delivering the 30 hours childcare will have to be registered on the Ofsted Early Year's Register which attracts a routine inspection. Those seeking to establish new early year’s provision can request a visit from a Sector Support & Development Consultant.

Quality Provision / Educational Outcomes

Early Years Foundation Stage (EYFS) Profile Outcomes

The EYFS profile provides an accurate national data set relating to levels of children’s development at the end of the EYFS. The DfE uses this to monitor changes in levels of children’s development and the readiness for the next phase in their education both nationally and locally. Children with a Good Level of Development (GLD) are those achieving at least the expected level in all the following areas of learning: communication and language; physical development; personal, social and emotional development; literacy; and mathematics. All areas of learning within the EYFS are important and to reflect this, the GLD measure is supported by a measure of the average of the cohort’s total point score across all the ELGs. This ensures that the attainment of all children across all ELGs is captured.

2017 EYFS Profile data:

  • 69.6% of children in Lincolnshire achieved a Good Level of Development, 0.9% lower than the national average of 70.5%. Girls outperformed boys in Lincolnshire; 75.7% achieving a GLD compared to 63.8%, the gap narrowed from 13% in 2015 to 11.9% in 2016.
  • The average point score (supporting measure) in Lincolnshire was 34.5 in line with National levels.

Data for disadvantaged cohorts was analysed in order to offer targeted Learning and Development (CPD) to the Early Years Workforce.

  • For the Lowest attaining 20% of children, the national gap is 31.7%. At 30.7% the gap in Lincolnshire remains less than the national figure.
  • For children eligible for Pupil premium the gap between them and their non-eligible peers is 20% in Lincolnshire, compared to 17% nationally. The gap widened in Lincolnshire for these children in 2017 by 1%.
  • For children with English as an Additional Language (EAL) the gap between them and their English as a first language peers is 13% in Lincolnshire compared to 8% nationally. The gap widened for these children in Lincolnshire in 2017 by 1%.

Data analysis has been shared at district level with the Early Years Locality Teams and Locality Education Teams. Head Teachers and Early Years Providers have been informed through Spring Leadership Briefings. EYCC has met with teaching school representatives to provide data analysis at a countywide level. Joint collaborative working has taken place with localities, nurseries and schools to identify best practice when working with children eligible for Pupil Premium in their first year of school.

Agreement trialling training was provided to schools based on analysis of the Lincolnshire EYFSP outcomes in autumn 2017 and spring 2018 focussing on Literacy and Numeracy Early Learning Goals. This year, Early Years moderation events will also focus on these Goals, with standards discussion focussing on cohort analysis including those children eligible for Pupil Premium. Training events for NQTs, teachers new to the EYFS, and separate events for head teachers and senior leaders were provided to enable a clearer understanding of the Early Years profile, quality assurance of judgements and data sets. An evaluation and planning form is completed and submitted annually to the DfE detailing the systems in place for early years moderation, to fulfil the statutory arrangements for Local Authorities. The Early Years Improvement Advisers have taken part in a range of inter LA moderation activities, including a regional group agreement trialling event in February 2017. This process has helped to ensure that judgements are consistent and accurate nationally.

Quality of Providers Judged by OFSTED

There are targeted quality support programmes made available to Lincolnshire early years and childcare providers with a ‘less than good’ Ofsted outcome, in line with the Early Education and Childcare Statutory guidance for Local Authorities (March 2018).

Building on the previous successful intervention model, EYCC continue to provide bespoke support through the ‘Getting to Good’ programme for early years and childcare providers (including Early Years Registered Childminders) with a 'Requires Improvement' Ofsted outcome. The Targeted Improvement Programme that was introduced in September 2014 continues to provide intensive support and monitoring for early years and childcare providers with an 'Inadequate' Ofsted outcome. Providers can also self- refer into Early Years and Childcare for support if they have identified they are at risk of getting a less than Good outcome at their next inspection.

In November 2017 Ofsted published their EYCC Statistics on overall effectiveness as at August 31st 2017:

  • 95% of Early Years and Childcare Providers in Lincolnshire achieved a Good or Outstanding judgement, 2% higher than national.
  • Childminders have increased to 94% Good and Outstanding
  • Childcare on Non Domestic Premises have increased to 96% Good and Outstanding.

These all reflect an increase since the last quarter report from Ofsted.

These outcomes are higher than Regional and National averages. This confirms that Lincolnshire’s Private, Voluntary and Independent (PVI) early years providers are continuing to build on their good practice and that the revised targeted model of support from EYCC has enabled our resources to be utilised effectively to support the sector.

Lincolnshire’s maintained Nursery Schools have continued to achieve very strong Ofsted outcomes with three of the schools graded as ‘outstanding’ and the remaining two schools graded as 'good'.

Workforce and Professional Development

EYCC continue to support the development of the early years & childcare workforce across Lincolnshire, to ensure that Managers/Leaders are able to drive forward continual improvement and ultimately improve outcomes for children in readiness for school. Growing and retaining a highly skilled workforce has been recognised within the recently released Early Years Workforce Strategy as key in supporting the delivery of outstanding practice.

The Lincolnshire online Early Years Training Directory provides a comprehensive programme of statutory courses that assist the sector to meet the EYFS/Ofsted requirements and to provide and maintain high quality provision. The training includes a range of face to face events and e-learning modules to support the learning styles of all users and ensure training is accessible.

The emphasis on the skills of the managers in settings remains a key focus during an Ofsted inspection; EYCC continue to commission a range of leadership training that will support the skills, knowledge and confidence to improve the performance of staff in this area. Courses in subjects such as supervisions, delegation of teams, coaching and mentoring have all proved beneficial.

Inclusion and Early Intervention

Inclusion support is now embedded with the Early Years Locality Teams with guidance and support from the School Readiness Hub within EYCC to ensure consistency and quality assurance. Early Years Specialist Teachers continue to provide bespoke support to ensure that providers which are funded to deliver Early Years Entitlement places are aware of their duties within the revised SEND Code of Practice and are proactive in early identification and meeting the needs of all children. The funding is co-ordinated and processed through the central team.

The Early Years Inclusion Fund continues to enable early years providers to enhance support for children with SEND. As part of Lincolnshire’s SEND Local Offer, Early Years Inclusion Funding supports government strategy by enabling early intervention and removing barriers to learning faced by children with special educational needs. Inclusion funding is used by Early Years Providers to:

  • Improve outcomes for children with lower levels of SEND
  • Purchase specialist equipment

Since April 2017 this funding has provided 25 pieces of specialist equipment to enable children with additional needs to access their early years entitlement. Since April 2017 the numbers of children supported are:

  • Summer term 2017 (197)
  • Autumn 2017 (171)
  • Spring term 2018 (217).

All early years providers are invited to attend SENCo network clusters, this provides updates on statutory, national and local processes.

Partnership Working

EYCC is committed to working in partnership with locality teams and other agencies across Lincolnshire to raise educational outcomes for young children. There is close working with colleagues in the Early Years Locality Teams to provide effective support and challenge to ensure that the most vulnerable children are supported to access good quality early years and educational provision, with the aim of narrowing the gap of attainment. In addition to this, the team are working with a range of professionals to improve pathways of intervention which will include Health Visitors on the pathway for the integrated two year old review, and the tracking systems for our most vulnerable children.

Continuing to work with the Virtual School and the Specialist Teaching Team, to ensure the educational progress of Children Looked After is closely monitored and informs appropriate intervention. Termly visits are carried out by Early Years Specialist Teachers which will include completion of the WellComm Speech and Language Assessment. This mirrors the support provided to schools by the Specialist Teaching Team for Children Looked After in Key Stage 1. Working in partnership with the Re-integration team, to provide support for children at risk of exclusion, to ensure a smooth transition into school for children who are showing significant delay in managing feelings and behaviours.

In order to narrow the gap of attainment for children who have English as an acquired language, work continues with the Early Years Locality Teams to embed strategies providing opportunities to share good practice across the sector. EYCC participate in regional groups in relation to a number of areas of interest including moderation, school readiness and improvement outcomes for our most vulnerable children.

Unmet Needs & Gaps

  • School readiness can be an issue if learners have not fully accessed Early Years entitlements at pre-schooling age. As a consequence, when children start school they can lack basic speech and language skills, as well as having limited physical wellbeing and motor development compared to their peers which can impact on a child's longer term development.
  • Early Years providers cannot access Ethnic Minority Traveller Education Team (EMTET) support. The School Readiness Hub is working with Early Years Locality Teams to identify support for Early Years providers to narrow the gap for EAL pre-school children.

Local Views & Insights

The expert panel provided a view on the outcomes and the working practices in Lincolnshire:

  • Some parents prefer to not send their children into early-years provision, but the majority do as can be seen by the universal take up rates for three and four year olds' places.
  • The panel feel confident that children with EAL are getting into Early Years education; that said; it is only mandatory to work with these children from the age of four. On commencing primary school, EMTET will work with referred children moving forward.
  • Some districts have a much higher proportion of EAL learners.
  • Some settings are working more collaboratively with Schools and vice versa to support the identification and support of learners needs, particularly around SEND. See previous note regarding continued commitment and support to Early Years Providers from Early Years Locality Teams and Early Years and Childcare Support
  • Parents access Early Years provision flexibly to meet their circumstances; this may mean they choose provision closer to their workplace, or provision that is most flexible for them. Rather than a nursery closest to their local primary school.
  • Training and support for Early Years settings is being encouraged through local nurseries and/or schools.
  • The development of some school governed provision further threatens the sustainability of pre-schools and nurseries that are located on school sites and/or those located nearby.
  • Adding childminders/nursery school staff to the expert panel would provide a more enhanced view of provision in Lincolnshire.

Risks of not doing something

The Marmot Review clearly states the case for the link between Early Years development and future life prospects. The joined up approach between Early Years providers, schools and Children Centres have demonstrated an improvement in outcomes for pupils by the end of the Foundation Stage. Although it is too early to tell, this should reflect in improved outcomes for pupils in later Key Stages.

A reduction in outcomes during the Early Years Foundation Stage will have repercussions throughout pupil's school life.

The evidence shows that high quality, early-years interventions provide lasting and significant long-term effects on young children’s development.

(Source: Barnett, S. (2008) Preschool Education and its Lasting Effects: Research and Policy Implications. Boulder and Tempe: EPIC and EPRU)

Investment and interventions in the early years are generally more cost effective in improving outcomes than investments and interventions later in life. Particularly those preventive programmes aimed at disadvantaged children.

(Source: Doyle, O. Tremblay, R., Harmon, C. and Heckman, J. (2007) Early Childhood Intervention: Rationale, Timing and Efficacy. UCD Geary Institute Discussion Paper Series)

What is coming on the horizon?

  • Changes to the Lincolnshire Single Funding Formula for Early years funding
  • Distribution of Deprivation Mandatory Supplements
  • Further sufficiency analysis following full year of 30 hour implementation
  • Full parental consultation
  • Changes to assessment in the Early Years Foundation Stage 2019 -20

What should we be doing next?

EYCC endeavours to maximise outcomes for Lincolnshire’s youngest children through the delivery of varied early intervention strategies. To ensure that sufficient, inclusive, quality provision is being delivered across the county and has strong relationships with service users.

The Service is well placed to support the early years sector in order to continue to improve children’s outcomes, support inclusive practice, school readiness and improve and maintain safeguarding practices within the county’s Early Help strategy.

EYCC Key Priorities 18/19:

  • Support the sector to address any sufficiency gaps that arise as a direct or indirect result of the implementation of the 30 hours entitlement;
  • Consult with the sector on the criteria and funding allocation of the deprivation supplement to inform 2019/20 funding arrangements.
  • Gain further feedback on the implementation of the pilot of the inclusion funding with a view to implementing the revised approach in July 2018 in preparation for the new academic year;
  • Further embed joint working with health visiting teams to roll out an integrated approach to the 2.5 year old mandatory development check;
  • Develop processes and procedures that support providers to access monthly payment systems
  • Work in partnership with the Early Years Providers in Lincoln and Boston to set up and develop the first Lincolnshire partnership hubs to strengthen sector led support and the sufficiency of provision

EYCC Core Business 2018/19:

  • Provide targeted support to Early Years Providers and Childminders to monitor take up and support access to EYE for eligible children;
  • Respond to any changes to guidance, policy and legislation in relation to the statutory duties that are placed on the LA;
  • Work with the sector to support business planning and other tools to ensure childcare provision is accessible and sustainable in the EY funding arrangements following the Lincolnshire funding review.
  • Provide moderation of EYFS for 2018/19.
  • Continue to explore a shared multi-professional understanding of "school readiness";


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