Interpreting and analysing eProfile outcomes

Analysing your data

The purpose of the graphs and charts within eProfile is to enable the study of the assessment picture for individual and groups of children. Always bear in mind the principles by which assessment judgements are made, as this will have an impact upon the pattern of outcomes. The assessment process should be clearly understood by all users of the information contained in the graphs and charts available within eProfile.

Many of the graphs show the picture or snapshot of attainment during the course of the year in addition to the end of phase outcomes. While in-year assessments should be viewed against the wider EYFS framework, only finalised judgements at the end of the year can be considered as EYFS profile outcomes.

The picture of attainment for each child will build up during the reception year as assessments are recorded. The early learning goal statements are designed for final judgement at the end of the phase, and so evidence towards their attainment will be available elsewhere.

Analyses can be set for a particular month, and these will display only the outcomes recorded against that and any previous months, assuming that all assessments for the latest month have been recorded.

It should be remembered that statistical outcomes are dependent on both the accuracy and the nature of the underlying data.  For any group of less than 20, percentage figures should not be used and all analysis should be based on raw numbers.

An understanding of how an output or analysis is derived how it appears is critical to the accuracy of interpretation.

Customising charts

There are some buttons at the base of the chart window.  The set square button allows you to customise a chart to your requirements.  Some of the features, such as 3D view and perspective adjustments may make the charts look more presentable, but be careful not to obscure information with unhelpful presentation.

Scrolling through any of the dropdown boxes will produce a different view on the data – by date or by type.  When a dropdown box is highlighted you can use the up and down arrow keys on the keyboard to “animate” the display.

The charts take on further usefulness when you select the group of pupils whose attainment you want to chart. Whatever you might want to compare, this is something you can do quite simply by adding tags to pupils in their initial information screen and using the select pupils option.

Copying and printing charts

On each chart there is a Copy button.  This will copy the body of the chart to the clipboard, enabling you to paste it into any suitable application.  You may, for instance, want to copy a number of charts and paste them into a presentation slide set or into a discussion document for governors or into a display for parents.  Simply click on the Copy button, move to or open the target application and select Edit | Paste.

There are two print buttons.  The top one prints the chart with contextual information.  The lower one only prints the chart itself, but you do have a range of options over how it is printed.

Asking questions about your data

The following may provide starting points for interpretation of EYFS profile outcomes, but should always be considered alongside other information about eProfile graphs and charts within this section.
The overall picture
The first step to effective interpretation of eProfile information at the end of EYFS is the understanding of the overall picture of attainment provided. The wide-ranging and holistic nature of the prime and specific goals, the areas of learning and the aspects can provide an insight into many facets of children’s learning.

Age band 40-60+ relates to the age of the child at the end of EYFS, so attainment at this level relates to the end of EYFS “expected” attainment level.  Bands beneath relate to “emerging” and the artificial band above relates to “exceeding”.


  • How are pupils moving through age bands? Are individual children moving at a similar rate across all aspects, areas or goals?
  • Are specific groups of pupils moving at the same rate in all aspects, areas or goals?
  • Are boys and girls moving at the same rate in all aspects, areas or goals?
  • Are all pupils moving at the same rate in all aspects, areas or goals?
  • Are there any aspects where many children are still working within age bands that do not match their age?
  • Do outcomes in any way reflect the range of provision and opportunity within the classroom and outside?