Focusing on priority groups
To close the gap in early outcomes, Lincolnshire must concentrate efforts where the greatest inequalities exist and where targeted action can deliver the most significant impact.
Our analysis shows that some groups consistently face barriers to achieving a Change to Good Level of Development (GLD) and represent a substantial proportion of children entering school without the expected foundation.
By prioritising these groups, we can make meaningful progress for children. These groups will be a golden thread through each of the Chapters of this strategy.
- Children without a completed Ages and Stages Questionnaire (ASQ3): This forms part of the developmental check, completed at a 2-2½ year review with the Children's Health Service. Missing developmental checks means missed opportunities for early identification and support. The Government has highlighted it is a national priority to increase the uptake and quality of these 2-2 ½ year reviews.
- Males: Boys are significantly less likely to achieve a Good Level of Development (GLD) compared to girls, with language and communication gaps being a key driver.
- Children with low Reception attendance: Poor attendance limits access to high-quality early education and compounds disadvantage.
- Summer-born children: Younger children often start school less ready, with summer-born boys particularly at risk of falling behind.
- Children eligible for Free School Meals (FSM): often linked to lower-income households, are less likely to achieve a GLD. Only 1 in 2 FSM children reach the expected level, compared to 7 in 10 children from more affluent backgrounds.
- Children with Special Educational Needs and Disabilities (SEND): are much less likely to achieve a Good Level of Development (GLD). Only 1 in 5 children with Special Educational Needs and Disabilities (SEND) support reach the expected level.
- Children accessing Early Years Entitlements: Studies show that early years educational experiences significantly influence readiness for Reception and future academic success.
- 3-4 year olds: This age range are prioritised for evidence-based programmes to accelerate progress toward the GLD target, while there still also remains a focus on 0-5 including through outreach, peer support, and community engagement.