Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress and observations that parents and carers share. Parents and/or carers should be kept up-to-date with their child’s progress and development. Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals.

Progress check at age two

When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving parents and/or carers and other professionals (for example, the provider’s Special Educational Needs Co-ordinator or health professionals) as appropriate.
Practitioners should encourage parents and/or carers to share information from the progress check with other professionals, including their health visitor and the staff of any new provision the child may transfer to.

Assessment at the end of the EYFS – the Early Years Foundation Stage Profile (EYFSP)

In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

What to expect when booklet

What to expect, When? Opens in a new window

The purpose of this booklet is to help you as a parent/carer* find out more about how your child is learning and developing during their first five years, in relation to the EYFS. Children develop more rapidly during the first five years of their lives than at any other time. This booklet has been written to help you as a parent know what to expect during these vitally important years by focusing on the seven areas of learning and development which are covered in the EYFS.

In this guide, your child’s first five years have been divided up into six age bands which overlap. This is because every child is different and children do not grow and develop at the same rate. It highlights what you might notice your child doing at these points.

Children learn and develop through playing, exploring, being active, creative and being asked questions to help their thinking.

After each age band we give you an example of some ideas and tips as to how you can help your child’s learning and development. Page 34 details where you can find out more.

As you know, being a parent is very special and amazing as you watch your child grow up. It can also have challenges. We hope this booklet will help you to know how your child is developing by highlighting what to expect, remembering that all children are different.

One way of using this booklet could be to use it as a reference - see what you notice your child can do. Use it as a prompt to explore and try new things together.

In using this booklet, if you feel unsure about your child’s learning and development you might want to speak to someone from your local children’s centre, your child’s key person, a childminder or a health professional.

To find out more about the EYFS, please visit For information about free early education and entitlement for 2, 3 and 4 year olds visit Opens in a new window what to expect, when, March 2015, Written and Published by 4Children.

  Download SEND Assessment Summary form

  Download SEND Assessment Summary form with guidance

Within Torbay our definition has been based on UNICEF’s model of school readiness which highlights the importance of working together to improve outcomes for children:

  • Ready children – focuses on children being eager and ready to learn
  • Ready families (inc. Communities) – focuses on involvement in children’s learning
  • Ready settings (inc. Schools, children’s centres and health services) – focuses on practices that foster a smooth transition

Children are learning from the moment they are born, all of which will support them in developing the attributes and skills needed for when they start school. For the purpose of this document ‘School Readiness’ refers to supporting children with their transition into their Primary Reception Class.

It is important for the children to be well prepared for their transition into a new environment and this should begin well in advance of them moving (ideally at least 4 weeks before). They should be given the opportunity to visit their new room, setting or school on more than one occasion and with an adult who they know and trust. This could be their current key person, parent or career. There should also be an opportunity for staff from their new room, setting or school to visit children in their current setting.

Parents should also be supported with this process and should be offered the opportunity to see the new room, setting or school and to meet with new staff members who will be working with their child.


  Download Transitions Plan (Simpler)