Pupils achieving at least expected level in early learning goals as specified by the United Kingdom early years foundation stage profile (EYFSP)

Sub-categories

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Headline data

Source: Department for Education

Geographical Area: St Helens

Unit of Measurement: Percentage (%)

Footnote:

This table provides metadata for the actual indicator available from St Helens statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from St Helens statistics, this table should be consulted for information on national methodology and other St Helens-specific metadata information.

Goal

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Target

Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre‐primary education so that they are ready for primary education

Indicator

Indicator 4.2.1: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

Organisation

Department for Education

Contact email

EarlyYears.STATISTICS@education.gov.uk

Definition and concepts

The EYFSP is a teacher assessment of children’s development at the end of the early years foundation stage (the end of the academic year in which the child turns five years old – this is typically at the end of the Reception year).

Children are assessed in three prime areas of learning (communication and language, physical development and personal and social emotional development) and four specific areas of learning (expressive arts and design, literacy, mathematics, understanding the world).

Children achieving a good level of development are those achieving at least the expected level within communication and language, physical development, personal and social emotional development, literacy and mathematics.

Children achieving at least the expected level across all early learning goals (ELGs) are those achieving ‘expected’ or ‘exceeded’ in all 17 ELGs.

Unit of measure

Percentage (%)

Data sources

Statistics: early years foundation stage profile

Data release calendar

1 October 2021

Data compilers

Department for Education

Comment and limitations

This indicator is being used as an approximation of the UN SDG Indicator.

Data last updated 2022-06-30: see changes on GitHub opens in a new window
Metadata last updated 2022-07-08: see changes on GitHub opens in a new window

This table provides information on metadata for SDG indicators as defined by the UN Statistical Commission. Complete global metadata is provided by the UN Statistics Division.

Goal

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Target

Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre‐primary education so that they are ready for primary education

Indicator

Indicator 4.2.1: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

International organisations(s) responsible for global monitoring

United Nations Children’s Emergency Fund (UNICEF)