Assessment plays an important part in helping children to gain the right support at the right time.

• The EYFS statutory framework reforms were introduced in September 2021 which set standards to make sure that children aged from birth to 5 learn and develop well and are kept healthy and safe.

The changes to the EYFS statutory framework have been made to:

• improve outcomes at age 5, particularly in early language and literacy
• reduce workload such as unnecessary paperwork, so more time is spent with the children in settings

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 knowing children’s level of achievement and interests, and then shaping teaching and learning experiences for each child reflecting that knowledge. 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.

Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. When assessing whether an individual child is at the expected level of development, practitioners should draw on their knowledge of the child and their own expert professional judgement and should not be required to prove this through collection of physical evidence.

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.

Assessment should inform an ongoing dialogue between practitioners and year 1 teachers about each child’s learning and development, to support a successful transition to key stage 1.

Progress check at age two

The statutory requirements of the progress check at age two explain what early years practitioners must do. These actions are legally required and are set out in the statutory framework for the EYFS.

In addition, there are actions which we should take. These actions are not legally required but we need to be mindful of what we should do. We should only take another course of action if there is good reason for doing so.

Practitioners must provide parents with a short, written summary of their child’s development in the prime areas of learning:

• communication and language
• personal, social and emotional development
• physical development

Practitioners must:

• discuss with parents how the summary can be used to support learning and development at home
• describe the activities and strategies they intend to adopt in their setting to address any issues or concerns

Beyond these points, it is for practitioners to decide what the written summary document could include.

• The DfE have produced guidance on the Progress check at age two (2022)

Progress check at age two – Non-statutory guidance for the early years foundation stage (publishing.service.gov.uk)

Progress check at age two updated May 2022

Transition:

The transition document is aimed at ensuring key information is passed to the child’s next setting. It is considered good practice for the child’s current and new setting to liaise regarding the child’s interests, strengths and areas for development so their learning can continue to be supported. Most receiving settings offer children an opportunity for transition visits to familiarise them with the new environment and key adults who will be working with them. Parents and carers should be included in the transition process to enable them to support their children.

Transition for children with additional needs: If a child is experiencing some additional needs, they may benefit from an enhanced transition: Enhanced Transition Planner and Plan are available on our SEND Inclusion in Early Years page.

Assessment at the start of the reception year – the Reception Baseline Assessment (RBA):

When a child begins their reception year in school a short assessment will be undertaken within the first six weeks.

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.