More young pupils do­ing well in city

Sunderland Echo - - News - Twit­ter: @sun­der­lan­de­cho

More five-year-olds in Sun­der­land achieved a good level of de­vel­op­ment in 2017, ac­cord­ing to stan­dards set by the De­part­ment for Ed­u­ca­tion.

Over the last school year, 70.5% of the pupils reached this stan­dard in the early years as­sess­ment, up from 68.2% in 2016. The av­er­age rate for Eng­land was 69%.

The de­part­ment bench­mark for chil­dren with a “good level of de­vel­op­ment” is to achieve the min­i­mum ex­pected level in five of the seven ar­eas as­sessed.

Th­ese are per­sonal, so­cial and emo­tional de­vel­op­ment, phys­i­cal de­vel­op­ment, com­mu­ni­ca­tion and lan­guage, math­e­mat­ics and lit­er­acy.

The eval­u­a­tion is made by the teacher in the fi­nal term of Re­cep­tion.

The sub­ject where most pupils met the min­i­mum ex­pected score in Sun­der­land was phys­i­cal de­vel­op­ment. About 89.6% of the pupils hit the mark.

The low­est level of achieve­ment was in lit­er­acy – 75.9% of pupils met the Gov­ern­ment’s min­i­mum re­quired mark.

The topic where chil­dren im­proved their rate of suc­cess the most was un­der­stand­ing of the world, where 87.2% met the level ex­pected, up from 73.8% in 2016.

A to­tal of 3,271 pupils were eval­u­ated in Sun­der­land in 2017, 1,633 girls and 1,638 boys.

The av­er­age mark across all the ar­eas as­sessed was 34.8, out of a pos­si­ble 51.

In Eng­land, the av­er­age mark was 34.5 in 2017.

Girls in Sun­der­land did bet­ter than boys, scor­ing on av­er­age three more points.

Rosamund McNeil, as­sis­tant gen­eral sec­re­tary at the Na­tional Ed­u­ca­tion Union, con­sid­ered the as­sess­ment pos­i­tive in terms of help­ing teach­ers and par­ents know more about chil­dren’s ca­pa­bil­i­ties.

She said: “The pur­pose of this as­sess­ment is to gather in­for­ma­tion and help teach- ers plan the next stage for that child.

“Prac­ti­tion­ers are re­ally sup­port­ive of it and they are very wor­ried be­cause they feel the Gov­ern­ment does not like it be­cause it is not just lim­ited to nu­mer­acy and lit­er­acy.”

Com­ment­ing on the bet­ter per­for­mance by girls, she added: “Gen­der is one of the fac­tors, but not crit­i­cal at this stage.

“You also have to take into ac­count that 20% of the kids may have some ad­di­tional need and it re­ally mat­ters which month in the year chil­dren were born.

“Every child de­vel­ops at a dif­fer­ent pace from the age of three to 18, and that is some­thing that ev­ery­body has to un­der­stand.”

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