Edited highlights from the research conducted in 2016/2017
Will an increase in adult interaction in the role-play area increase children’s attainment in Communication and Language?
- 22% increase in the number of children reaching end of year expectations.
- 80% of children in Reception class 1 and 2 reached the end of year expectations (compared to 63% of children in Reception class 3. There is a gap of 17% because the Reception class 3 teacher was reluctant to engage in the research study and this was shown in the ethnographic observations.)
How can we effectively accelerate EAL children’s progress in reading?
- Attainment increased from 49% of children performing at expected levels to 70%.
- An increase of 21% when compared to the predicted data recorded in February 2017
- This figure also represented a 7% increase on the previous years overall data.
Using formative assessment to reduce the gap between the highest and lowest achievers in CLL.
- Data evidenced how the use of continuous detailed observations to inform planning can increase the average number of words used by a child in conversation by 33 words; helping these children to make good progress in CLL.
How do adult child interactions in the outdoor area impact on pupil outcomes in writing?
- A 7% increase in the percentage of children leaving reception as, “exceeding” writers (27%)
Will boys writing improve when linked to their play activities and interests?
- This project reduced the gap between the boys and girls writing, the boys exceeded the girls by 2% (in exceeding judgements).
How can provision be improved to support children’s physical development?
- 20% increase in the number of children exceeding in physical development
- 11% increase in the number of children making “8 Steps” of progress.
A study on self-regulation and resilience in the Early Years
- By following the actions set out in my action research children’s progress was accelerated by 3 months.