EYFS –Observation, assessment and
planning guidance terminology
EYFS: Early Years Foundation Stage is a framework that sets the standards for the learning,
development and care young children should experience when they are attending a setting outside
their family home, ensuring that every child makes progress and that no child gets left behind. This
is a legal framework for all settings providing care and learning for nought to five year olds that
was introduced in England in September 2008 and has force through an Order and Regulations
made under the Childcare Act 2006. The EYFS includes a package of materials: Practice
Guidance for the EYFS, Statutory Framework for the EYFS booklet, EYFS CD-ROM, poster and
principles cards.
Practice Guidance: The Early Years Foundation Stage (EYFS) practice guidance booklet
provides guidance for practitioners on meeting the requirements of the EYFS framework. It aims to
provide useful advice and detailed information on supporting children’s learning and development
and welfare.
Statutory Guidance: This booklet sets out the legal requirements relating to learning
and development (the early learning goals, the educational programmes and the assessment
arrangements) and the five legal requirements relating to welfare (safeguarding and promoting
children’s welfare; suitable people, suitable premises, environment and equipment, organisation
and documentation. The requirements in this document have statutory force by virtue of Section
44 (1) of the Childcare Act 2006.
Overarching general legal requirements: These include all the specific legal
requirements and the statutory guidance for the five welfare requirements; and the learning and
development requirements. Oftsed will base its regulatory and inspection judgements on whether
a provider has met the general and specific legal requirements.
Specific legal requirements: These are set out under each welfare requirement. These
include the requirements that providers ‘must’ have in place to meet the EYFS legal framework.
(set out on pages 22-40 of the Statutory Framework for the EYFS)
EYFSP: Under the statutory framework for the EYFS (May 2008) an Early Years Foundation
Stage Profile (EYFSP) must be completed for every child during the academic year in which
they reach their fifth birthday. The EYFSP sums up and describes each child’s development
and learning achievements at the end of the EYFS. It is based on ongoing observations and
assessment in all six areas of learning. Each child’s development is recorded against 13
assessment scales, spread across the six areas of learning and derived from the Early Learning
Goals.
OAP: The EYFS cycle of Observation, Assessment and Planning. Each stage is further explained
below.
Observation: Observation is the process of watching children, listening to them and taking note
of what is seen and heard. It is how practitioners find out the specific needs of individual children
by carefully looking, listening and noting the activities of a child or group of children. Observation
should be both formal (planned) but much of it will be informal (spontaneous), carried out as
practitioners work with the children.
Appendix - Terminology and References
Assessment: Assessment is the process of analysing and reviewing what we know about
children’s development and learning. Effective assessment involves evaluation or decisions
about the child’s progress and their learning and development needs and gives practitioners
the information they need to plan for the next steps. This is called assessment for learning. It
is formative assessment, based on observation, which informs or guides everyday planning.
Summative assessment is a summary of all the formative assessment carried out over a long
period and it makes statements about the child’s progress.
Long Term Planning: A long term plan demonstrates the learning that is likely to occur during
the time that a child is in a particular setting. It should include broad learning intentions across
the six areas of learning; key experiences that are offered to children and how learning can be
developed within them. Long term plans will link closely to the continuous provision that will be
accessed by the children and may also include regular and seasonal events, outings and the
celebration of festivals.
Medium Term Planning: Medium term plans are intended to show the focus for children’s
learning over the next few weeks, for periods usually lasting around four to six weeks. The focus
in the EYFS is on planning from children’s needs and interest. A setting’s continuous provision can
be enhanced to reflect these interests and appropriate learning experiences planned. In the EYFS
settings are not required to follow a theme or topic.
Short Term Planning: Short term plans are usually developed on a weekly or daily basis in
response to observations of children’s needs and interests. They are most effective when they
contain a clear and limited set of learning intentions for individuals and groups of children. Short
term plans may include specific adult led focused activities for individuals and groups of children,
short term enhancements to continuous provision and opportunities for children to revisit aspects
of their learning and extend successful activities from the previous day/week.
CAF: The Common Assessment Framework (CAF) enables effective communication between the
various agencies involved with a child about whom there are concerns.
Learning Story/Learning Journey: Developing learning stories and learning journeys is
just one way of documenting children’s progress throughout the EYFS.
Learning stories were developed and used in Early Childhood settings in New Zealand as part
of a research project led by Margaret Carr from the University of Waikato. Learning stories are
similar to narrative style observations, but they are much more structured. They are observations
in everyday settings designed to provide a cumulative set of ‘snap-shot’ observations of individual
children over a period of time (this could be across a day, week or longer). These snap shots
are usually recorded through photographs supported by written comments and provide evidence
of a child’s development and learning. Learning stories can be used to provide evidence for
assessment of children’s learning and development and to identify next steps – how their learning
can be supported and extended through future planning and resourcing.
When a series of learning stories are kept together in a folder or portfolio, alongside photographs,
photocopies of children’s work and children’s and parents’ comments they build up a picture of
children’s development and learning during their time in a setting. These portfolios are frequently
referred to as ‘Learning Journeys’.
Observation, Assessment and Planning
Learning Journal: This is the term that is often used to describe a folder or portfolio of
individual observations and examples of children’s work built up over the time a child spends in a
setting. They are similar to Learning Journeys that were developed as part of a research project in
New Zealand.
Evidence: Any material, knowledge of the child, anecdotal incident, observation or information
from additional sources that supports the overall picture of the child’s development. There is
no expectation or requirement that such evidence is always formally recorded or documented.
Practitioners may choose to record specific evidence in order to secure their own judgements.
Moderation: Moderation activities within the EYFS involve professional dialogue to ensure
practitioner judgements are based on assessments of children consistent with nationally agreed
exemplification (EYFS development matters expectations and EYFS profile scale points). The
moderation process is a supportive one, designed to develop practitioners’ confidence in their
approaches to assessment and their understanding of the EYFS, the EYFS Profile and other
EYFS assessment and tracking systems.
Continuous provision: Areas of provision such as the book area, home corner, creative
workshop and mark making area may be regarded as continuous provision. Continuous provision
allows children to have daily access to a wide variety of consistent, high quality resources over a
long period of time, so that they can revisit and extend experiences and consolidate their learning.
This ensures continuity and allows play themes to develop and evolve over time.
Enhancements: In addition to the continuous resources, practitioners may plan to enhance
provision in response to children’s current needs and interests. Practitioners may also add
resources, move or change an area following observations of how an area is being used or
underused by children in the setting. Additionally there may be times when specific learning
objectives are identified by practitioners as part of medium and short term planning and these may
require enhanced provision in certain areas, eg additional writing resources in the role play and
construction areas to provide increased opportunities for writing for a purpose.
Key areas: For babies and toddlers the environment should be planned to provide key areas
to encourage their play and exploration. These key areas should be continuously available
and provide opportunities for sensory exploration, quiet/relaxation times, physical exploration,
creativity, and imaginary play. The needs of babies and toddlers are very different to those of three
to five year olds and it is not appropriate or practical to provide the same continuous provision
areas that would be provided for older children.
Adult-led activity: An activity defined, structured and delivered by an adult to a child or group
of children. It focuses on the direct teaching of skills and knowledge with a specific objective in
mind. These may include whole class or small group activities led by an adult.
Adult-directed activity: An activity defined by an adult that focuses on a specific objective
that the child may complete independently or with adult support.
Independent activity: An activity completed by a child without support. It may be adultdirected or child-initiated.
Child initiated activity: An activity wholly decided on by the child and that is the result of an
inner motivation to explore a project or express and idea. In doing this the child may make use of a
variety of resources and demonstrate a complex range of knowledge, skills and understanding.
Appendix - Terminology and References
Reflective practice: Reflective practice is learning and developing through examining what we
think happened on any occasion, and how we think others perceived the event and our response
to it.
Sustained shared thinking: In the most effective settings practitioners support and
challenge children’s thinking by getting involved in the thinking process with them. Sustained
shared thinking involves the adult being aware of the children’s interests and understandings and
the adult and children working together to develop an idea or skill.
Sustained shared thinking can only happen when there are responsive trusting relationships
between adults and children. The adult shows genuine interest, offers encouragement, clarifies
ideas and asks open questions. This supports and extends the children’s thinking and helps
children to make connections in learning.
Baseline/on-entry assessment: These are assessments that are usually made within the
first six weeks that children are in a setting or year group. Assessments are usually made against
a set of agreed criteria (eg, EYFS profile scale points or EYFS development matters expectations
for different ages) to provide a summative assessment of each child’s current stage of learning
and development.
Analysis: Once information has been gathered through observation, the next stage is to analyse
the information in order to find out about and assess:
●
The child’s individual interests
●
Preferred learning styles
●
The child’s strengths and areas for development
●
The child’s current stage/s of learning and development
●
Preferred social grouping, for example does the child prefer to work alone, with friends or with an adult present
●
Patterns of behaviour, traits or schemas
●
The child’s preferred routines
Cohort: This is the collective term for a group of children who are in the same academic year in
schools (eg, current reception year cohort, current nursery cohort) or the same group in a setting
(eg, current pre-school room cohort). It refers to all the children in that group.
Vulnerable: In the context of observation, assessment and planning, vulnerable individuals and
groups of children are those who are at risk of under achievement and lower outcomes than other
children. This may be because of a range of factors including socio-economic factors, ethnicity,
language spoken, additional needs, gender, term of birth. (these factors have been identified as
common features of lower attaining EYFS children in Bolton)
QCDA: The Qualifications, Curriculum and Development Agency.
DCSF: The government department responsible for children, schools and families. This includes
the Early Years Foundation Stage statutory framework. This department is now renamed The
Department of Education.
Key person: The EYFS specific legal requirements include the requirement for every child to be
assigned a key person. In childminder settings, the childminder is the key person. The key person
should meet the needs of each child in their care and respond sensitively to their feelings, ideas
and behaviour, talking to parents to make sure that the child is being cared for appropriately for
each family.
Observation, Assessment and Planning
SEF: This is the Ofsted Self Evaluation Form that all settings/schools are required to complete as
part of their self evaluation of their provision and Ofsted inspection process. This includes sections
for each of the Every Child Matters (ECM) outcomes as well as outcomes for children in the EYFS,
The quality of provision in the EYFS, The effectiveness of leadership and management of the
EYFS and Overall effectiveness of how well the setting/school meets the needs of children in the
EYFS.
Appendix - Terminology and References
Appendix 1
Statement on Early Years Foundation Stage (EYFS) assessment, tracking and target setting
nought to five years
ASSESSMENT OF NURSERY AND RECEPTION AGE CHILDREN IN PRIMARY SCHOOLS
The EYFS sets out the statutory requirements for assessment nought to five years.
Ongoing assessment is an integral part of the learning and development process. Providers
must ensure that practitioners are observing children and responding appropriately to help
them make progress from birth towards the early learning goals. Where practitioners require
additional training in order to assess capably and objectively, it is the responsibility of the
provider to ensure practitioners receive the support that they need. Assessments should be
based on practitioners’ observation of what children are doing in their day-to-day activities. As
judgements are based on observational evidence gathered from a wide range of learning and
teaching contexts, it is expected that all adults who interact with the child should contribute to the
process, and that account will be taken of information provided by parents. An essential feature of
parental involvement is an ongoing dialogue, building on the partnership begun by any previous
practitioner(s). Settings should report progress and achievements to parents throughout the EYFS.
The Practice Guidance for the EYFS sets out detailed formative assessment suggestions in the
‘Look, listen and note’ sections of the areas of Learning and Development. Practitioners should:
●
Make systematic observations and assessments of each child’s achievements,
Interests and learning styles
●
Use these observations and assessments to identify learning priorities and plan
relevant and motivating learning experiences for each child
●
Match their observations to the expectations of the early learning goals
(Statutory Framework for the EYFS May 2008)
A Principled Approach
Ongoing assessment is an integral part of the learning and development process and should be
underpinned by the following principles:
●
Assessment must have a purpose
●
Observation of participating in everyday activities is the most reliable way to build up an accurate picture of what children know, understand, feel, are interested in and
can do
●
Observation should be planned, however practitioners should also be ready to capture spontaneous but important moments
●
Judgement of children’s development and learning should be based on skills, knowledge, understanding and behaviour that they demonstrate consistently and independently
●
An effective assessment will take into account all aspects of a child’s development and learning
●
Accurate assessment will also take into account contributions from a range of perspectives
●
Parents and other primary carers should be actively engaged in the assessment process
●
Children should be fully involved in their own assessment
(EYFS Profile Handbook 2008)
Observation, Assessment and Planning
Data Management
Children’s learning and development from birth to the end of the EYFS should be assessed using
the ‘Development Matters’ in the EYFS Practice Guidance. These describe likely achievements
for a child who is progressing towards the early learning goals (ELGs). Progression is shown
by the use of broad age related bands. These sections are not intended to be exhaustivedifferent children will do different things at different times and they should not be used as
checklists. These bands overlap and children will not necessarily progress sequentially through
each element within them. The EYFS Practice Guidance (May 2008) outlines the purpose of the
Development Matters section of the guidance:
‘The development matters column identifies the developing knowledge, skills, understanding and
attitudes that children will need if they are to achieve the early learning goals by the end of the
EYFS.’
(2.3; page 11)
Ofsted guidance for inspectors advises that the EYFS profile is for use at the end of the EY
Foundation Stage and inspectors should not expect to see it in use to assess attainment at other
points. The EYFS profile scale points should not be used to assess children’s progress
prior to the reception year. Neither the EYFS framework nor Ofsted require schools or settings
to use a particular format for assessment of children prior to the end of reception year.
Ofsted guidance states:
No national data on attainment on entry are available for comparison. Instead, inspectors
should make a professional judgement by taking account of the proportions of children meeting
expectations in the age-related bands. In doing so, they should use the school’s assessment
evidence and take account of the range of ages represented in a group as well as the range of
previous experiences. Remember to avoid using the terms ‘average’ and ‘standards’ as there is no
‘national average’ for three-and four-year-olds on entry to Nursery and Reception.
(Inspecting the Early Years Foundation Stage Supplementary guidance for inspectors Ofsted
2009)
Comparative data for cohorts of children can be generated by assessing children’s attainment
using the Development Matters Ages and Stages against their chronological age. This can be
summarised into numbers/percentages of children who are developmentally below, in line with
or above their actual age. This data should be used to inform planning and can also be used to
provide evidence of progress made by cohorts of children.
This data analysis can be done as a paper exercise or using an electronic assessment tool. Some
schools and settings are currently piloting EYFS management tools (For example ‘Planning for
Quality in the Early Years’ developed by the British Association for Early Childhood Education
(BAECE) and ‘Progress Matters’ data management tool developed by the DCSF). These tools can
be used to record and collate data and produce a range of graphs and tables. The feasibility of
incorporating functions of the eProfile into these tools and directly feed into Assessment Manager
was explored but unfortunately not yet possible to achieve.
To support all settings in tracking children’s individual progress, we have developed some
individual EYFS trackers and further examples are available on the ‘Progress Matters’ CD rom.
These individual trackers summarise the Development Matters Ages and Stages for the six
areas of learning for each child and are not designed to be used as a checklist. They need to
be informed by good observational practice and will provide a summative record of each child’s
Appendix - Terminology and References
progress during the EYFS. These can be used to inform cohort data for children at identified points
in the EYFS, typically each term following an initial assessment.
Because of the holistic nature of early childhood development it is not appropriate to expect that
children will make a certain set number of ‘bands’ development or progress a set number of scale
points per term.
EVALUATING PROGRESS IN THE EYFS AND INTO KEY STAGE 1
Evaluating standards on entry
On entry summative assessments should take place six weeks from the child’s arrival at the
setting. If a substantial number of new children enter the school in Reception or leave after
Nursery, attainment on entry to Reception as well as to Nursery should be established. This should
also take into account children who enter Reception part way through the year.
Progress from nursery attainment on entry that is in-line with national expectations for ages
and stages to reception attainment on entry that is in-line with national expectations is likely to
represent satisfactory progress during the Foundation Stage.
Nursery attainment – expectations for development matters ages and stages
On-entry to nursery
Children who enter nursery age three years plus are likely to be in-line with national expectations if
their learning and development mirrors the 30-50 months ‘development matters’ age and stage.
Children who enter nursery age three years plus are likely to be below national expectations if
their learning and development mirrors the 22-36 months ‘development matters’ age and stage.
Children who enter nursery age three years plus are likely to be above national expectations if
their learning and development mirrors the 40-60 months ‘development matters’ age and stage
(younger three year olds may be above expectations if their learning and development is securely
within the 30-50 months age and stage). This will depend on actual age on-entry to nursery and
this must be taken into consideration.
End of nursery
Children who leave nursery age four years plus are likely to be in line with national expectations if
their learning and development mirrors the 30-50 months ‘development matters’ age and stage or
40-60 month ‘development matters’ age and stage depending on their actual age.
Children who leave nursery age four years plus are likely to be below national expectations if their
learning and development mirrors the 22-36 months ‘development matters’ age and stage or if
they are achieving less than half of the criteria described in the 30-50 months age and stage.
Children who leave nursery age four years plus are likely to be above national expectations if their
learning and development is secure within the 40-60 months ‘development matters’ age and stage.
*’secure‘within a ‘development matters’ age and stage means achieving the majority of the criteria
in the age and stage band.
Observation, Assessment and Planning
The Early Years Foundation Stage Profile
Leaders and managers need to understand where the EYFS Profile fits in relation to the EYFS
Development Matters Ages and Stages.
The EYFS Profile is a way of summing up each child’s development at the end of the EYFS. It is
based on practitioners’ ongoing observation and assessment in all six areas of learning. At the end
of the EYFS providers must ensure that children are assessed against the 13 scales in the EYFS
profile.
(Statutory Framework for the EYFS. May 2008)
Points 1-3 describe a child who is still working towards the Early Learning Goals (ELG’s). The
ELG’s are expectations for children at the end of reception year and are represented in points
4-8 on the profile. A child who scores less than 4 points at the end of reception year is likely to be
learning and developing below the expected ‘development matters’ age and stage (40-60 months).
These children are likely to be within the 22-36 or 30-50 months age and stage.
Points 4-8 are the ELG’s re-arranged, combined or split to form an assessment tool. These points
are not hierarchical and a child may achieve a later point without having achieved all or some of
the earlier points. Attainment of scale points 4-8 correlates with the 40-60 Development Matters
Ages and Stages band.
Children who achieve a total score of 6 points may be described as working securely within the
ELG’s. Children who achieve 7-8 points may be described as achieving all the ELG’s. All of these
children’s learning and development is likely to be in-line with the expected ‘development matters’
age and stage (40-60 months).
Children who achieve point 9 may be described as working beyond the ELG’s and their learning
and development is likely to be above the expected ‘development matters’ age and stage (40-60
months).
Additional assessment and planning using Assessing Pupil Progress (APP) should be considered
for children who are working securely with scale point 8-9 for PSED and CLLD or PSRN before the
end of reception year. The best practice suggested approach would be to begin to use the NC and
APP.
Tracking Progress
The following guidance is endorsed by the Educational Improvement Team. For children in nursery
classes children’s learning and development should be tracked using the EYFS Development
Matters ages and stages. In this way children’s developmental age and stage can be compared
to their chronological age and judgements made about whether children are below, in-line with or
above EYFS expectations for their age. Data management tools that can support this are the Early
Education e-tracker and DCSF Progress Matters spreadsheets.
For children in reception classes these early assessment tools should continue to be used until
children are working securely within the top end of 30-50 and 40-60 age band (depending on
their chronological age) and have achieved the majority of Scale points 1, 2 and 3 across the 13
scales. Their progress can then be tracked using the EYFS profile scale points 4-8. When children
enter reception and their learning and development can be assessed against EYFSP profile
points 4-8 (40-60 months) then there is no need to use an additional tracking tool. If their learning
and development is not represented in EYFSP scale points 1, 2 and 3 across the 13 scales then
Appendix - Terminology and References
their progress should be tracked using Development Matters stages on the e-tracker or Progress
Matters. A table is included to show the relationship between Development Matters ages and
stages and the EYFSP scale points.
The EYFS profile (EYFSP) is the statutory assessment tool for children in reception classes and
the QCDA and DCSF advise that this should not be used with nursery age children. The Ofsted
framework requires judgements about outcomes for children in the EYFS to relate to EYFS
Development Matters ages and stages which EYFS Profile scale points alone do not provide.
EYFS Development Matters stages and EYFSP scale points
Birth –
16
months
16-26
months
22-36
months
30-50
months
22-36
months
30-50
months
30-50
months
40-60
months
40-60 months
Working
beyond
EYFS
EYFS Profile Scale Points
1
2
3
4
5
6
7
8
9
Judging progress into Key Stage 1
In order for the year 1 teacher to provide meaningful learning experiences and rich provision in
year 1 it is essential that they understand and use the EYFS framework to support their planning
as some children will be working towards the early learning goals on entry into year 1.
Effective transition processes will include provision to enable year 1 teachers to understand the
nature of EYFS profile assessment, the particular characteristics of a cohort of children and the
individuals which make up that cohort, and the patterns of attainment of individuals and groups of
children.
It is important that the profile data is shared and understood by the reception teacher, head
teacher, school senior leadership team, assessment and subject leads, Foundation Stage lead
and the year 1 teacher in order for the whole school approach to transition to be seamless and
children’s learning journeys supported. In house EYFS profile moderation is an essential element
to the accuracy and understanding of the EYFS profile data and its appropriate uses.
(eProfile Guidance handbook DCSF 2009)
Year 1 teachers need to understand the statements that are linked to each scale point so that they
can understand how the numerical scores could be the same for children but actually represent
quite different attainment.
Observation, Assessment and Planning
Edward and George both score 6 scale points for Communication, Language and
Literacy, Language for Communication and Thinking. Both achieve scale points 1-3 and
scale point 4:
Listens with enjoyment to stories, songs, rhymes and poems, sustains attentive
listening and responds with relevant comments, questions or actions.
Edward achieves scale point 5 and scale point 7:
5. Uses language to imagine and recreate roles and experiences.
7. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events,
explores the meanings and sounds of new words.
Whereas George also achieves scale point 6 and scale point 8:
6. Interacts with others in a variety of contexts, negotiating plans and activities and
taking turns in conversation.
8. Speaks clearly with confidence and control, showing awareness of the listener.
So although the two children both have 6 points on paper, their attainment is different
and the year 1 teacher should have different priorities for their continuing language
development rather than see them both as the same.
The correlation between EYFS profile scores and National Curriculum (NC) levels is low (FFT/
NFER research 2007) and direct links cannot be made using purely numerical deductions. It is
likely however that children who are secure within the expected ‘development matters’ ages and
stages in nursery and working securely within the ELG’s at the end of reception year are likely to
continue to work securely within NC levels in year 1 and 2. The FFT/NFER research suggests that
whilst some links may be made to FSP scores and NC levels, the correlation is not strong enough
to make links to exact progress within the NC for all children. On this basis:
It is likely that children who leave nursery and enter reception below the expected ‘development
matters’ age and stage for their actual age will not be working securely within the ELG’s at the
end of reception year. For children achieving none of the ELG’s this would be represented on the
EYFS profile as a score of 1-3 points. These children would not be working within the NC and
the best practice suggested approach for these children in Year 1 would be to continue using the
EYFS Profile and/or consider if there are specific special educational needs in which case the
Early Support buttons on the EYFS CD rom or P Scales should be used.
Children who are achieving 1 or 2 of the ELG’s at the end of reception year would be represented
on the EYFS profile as a score of 4 or 5 points and these children are likely to enter KS1 working
below level 1 of the NC. The best practice suggested approach for these children in Year 1 would
be to continue using the EYFS Profile and/or consider if there are specific special educational
needs in which case the Early Support buttons on the EYFS Development Matters section CD rom
or P Scales should be used.
It is likely that children who leave nursery and enter reception in-line with the expected
‘development matters’ age and stage for their actual age will be working securely within the ELG’s
at the end of reception year. This would be represented on the EYFS profile as a score of 6-8
points. These children are likely to enter KS1 working within lower/secure level 1 for some aspects
of the NC. The best practice suggested approach would be to begin to use the NC and Assessing
Pupil Progress (APP).
Appendix - Terminology and References
It is likely that children who leave nursery and enter reception above the expected ‘development
matters’ age and stage for their actual age will achieve at a level beyond the ELG’s at the end
of reception year. This would be represented on the EYFS profile as a score of 9 points. These
children are likely to enter KS1 working securely within level 1, possibly lower level 2 of the NC.
End of reception
year –
Development
matters age
and stage
Well below
Development
Matters
expectations
for actual age
Below /only
achieving some
of the
Development
Matters
expectations
for actual age
In-line with
Development
Matters
expectations
for actual age
Above
Development
Matters
expectations
for actual age
ELG’s included
in EYFS profile
scale points
Not achieving
any of the 5 ELG
scale points
Achieving 1 or 2
of the 5 ELG
scale points
Achieving 3-5 of
the 5 ELG scale
points
Achieving beyond
ELG’s
EYFS Profile
score
Points 1-3
Points 4-5
Points 6-8
Point 9
Best practice
suggested
approach into
Year 1
Continue with the
EYFS Profile/
P Scales if
specific SEN
identified
Continue with the Begin to use the
NC/APP
EYFS Profile/
P Scales if
specific SEN
identified
Likely to be
working at secure
level 1/lower
level 2 of the NC
Health Warning
It must be remembered that the data provides the starting point for exploration of patterns of
attainment, not the reasons for that pattern – there can be many different explanations for how
children learn and develop, and what an assessment of that learning means.
(eProfile guidance DCSF 2009)
Links to Assessing Pupil’s Progress (APP)
APP reading, writing and mathematics covers Key Stages 1 to 3. The principles and practices of
APP and EYFS Profile are similar and consistent.
There are no direct equivalences between EYFS Profile scale points and APP guidelines but
there will inevitably be overlaps as children move from the EYFS into year 1. The most obvious
points of overlap between EYFS Profile and APP occur in a number of the early learning goals in
Communication, Language and Literacy and in Problem Solving, Reasoning and Numeracy.
Teachers in year 1 can continue to use the EYFS Profile as their assessment tool for children
where they consider this to be appropriate. This will be particularly the case for children who have
not obtained any or most of the early learning goals (ELG), scale points 4-8, in a particular EYFS
profile scale. The point at which teachers begin to use APP criteria is a matter for professional
judgement and the teacher’s knowledge of the child. Teachers will need to carefully consider which
criteria best match the child’s developing strengths and needs and support them in identifying the
next steps in learning.
Observation, Assessment and Planning
Teachers will also need to use their judgement to determine whether a child has not achieved the
ELG as a result of a special educational need.
(National Strategies briefing paper 2009)
Using P scales and P levels
The P scales have not been designed for use in the Early Years Foundation Stage (EYFS).
The P Scales and the early learning goals have been written for different purposes and have been
constructed in different ways.
The Early Learning Goals specify expectations for children’s progression by the end of the EYFS,
while the P Scales were written for use with children on the NC for extended periods of time. They
were written primarily for supporting target setting in the context of the NC.
The Early Learning Goals (and consequently items 4-8 in any scale) are not necessarily
hierarchical and do not necessarily reflect progression. For these reasons P scales should not be
used in the EYFS.
(nationalstrategies.standards.dcsf.gov.uk)
Appendix 1: Example of a tracking system (source: 00314-2009CDO-EN Primary National
Strategy 2009) used in ‘Assessment in Action, Securing Pupil Progress’ developed by
Bolton Primary Education Improvement Team 2009.
N.B., the shaded area indicates the expected end-of-year NC levels for each year
group. Enter children’s names based on Teacher Assessment and, where appropriate, end-of-year
National tests
Working
towards
Level 1
NC Level 1
Lower
Secure
NC Level 2
Upper
Lower
Secure
NC Level 3
Upper
Lower
Secure
NC Level 4
Upper
Lower
Secure
NC Level 5
Upper
Lower
Secure
Upper
Year 1
Year 2
Year 3
Year 4
Year 5
This paper has been developed in consultation with colleagues from:
●
EYFS coordinators in schools and settings
●
Headteacher representatives
●
Early Years Quality Improvement Team
●
Educational Improvement team
●
The National Strategies
●
The Qualifications and Curriculum Development Agency (QCDA)
Appendix - Terminology and References
Appendix 2
The National Strategies Publications
Numbers and Patterns: laying foundations in mathematics
This set of resource materials is intended to help practitioners working with children in the Early
Years Foundation Stage (EYFS), and teachers working with lower Key Stage 1 children, to plan
their mathematics provision and help children to secure some of the key mathematical ideas that
they will use throughout the rest of their lives.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/273401
DCSF: 01011-2009FLR-EN Publication date: January 2010
Learning, Playing and Interacting: Good practice in the Early Years
Foundation Stage
This guidance considers the best approaches to play and learning for young children and clarifies
the role of adults who support and enhance young children’s learning.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/242798
DCSF: 00775-2009BKT-EN Publication date: October 2009
Building Futures: Developing trust – A focus on provision for children from
Gypsy, Roma and Traveller backgrounds in the Early Years Foundation Stage
This guidance invites practitioners across the whole range of Early Years Foundation Stage
(EYFS) settings to reflect on the quality of their provision for Gypsy, Roma and Traveller (GRT)
children and their families.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/235051
DCSF: 00741-2009BKT-EN Publication date: September 2009
Building Futures: Believing in children – A focus on provision for Black
children in the Early Years Foundation Stage
This guidance invites all practitioners to reflect on the quality of their provision for children of Black
African and Black Caribbean heritage or any mixed Black background.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/170378
DCSF: 00008 2009 Publication date: January 2009
Inclusion Development Programme (IDP) – Supporting children on the autism
spectrum: Guidance for practitioners in the Early Years Foundation Stage
This Inclusion Development Programme document focuses on children on the autism spectrum.
It is relevant to all practitioners, teachers, managers and leaders working within the EYFS, with
children from birth to the age of five.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/173893
DCSF: 00040-2009BKT-EN Publication date: March 2009
Observation, Assessment and Planning
Inclusion Development Programme Supporting children with speech,
language and communication needs: Guidance for practitioners in the Early
Years Foundation Stage
This booklet and interactive DVD aims to help improve provision for all children and support
in developing more inclusive practice, especially for children with speech, language and
communication needs. This resource is available for all early years settings and Local Authorities.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/161358
DCSF: 00215-2008BKT-EN Publication date: February 2008
Progress Matters: Reviewing and enhancing young children’s development
Booklet for leaders and managers of all settings and schools with an EYFS, EYFS co-ordinators,
assessment co-ordinators, subject leaders, Year 1 co-ordinators, Early Years consultants and
strategic leads, local authority assessment leads, SIP managers and SIPs.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/173145
DCSF: 00217-2009 Publication date: March 2009
Social and Emotional Aspects of Development: Guidance for EYFS
practitioners
This booklet for practitioners is focused mainly on the younger children in the EYFS (birth-36
months), although there is much that will be of interest to practitioners working with the older
children.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/132720
DCSF: 00707-2008BKT-EN Publication date: October 2008
EYFS SEAL – Red set materials
Social and Emotional Aspects of Learning (SEAL) red set materials designed for use in the
Foundation Stage. They include ideas to develop the intended learning outcomes for the SEAL
resource through adult-led activities and by enhancing child-initiated learning.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/66425
DCSF: 00840-2008FLR-EN Publication date: December 2008
Communication, Language and Literacy Development (CLLD) programme:
Materials for practitioners
Guidance material to support the teacher and/or practitioner in implementing the CLLD programme
in schools.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/83187
DCSF: 00576-2008 Publication date: November 2008
Letters and Sounds: Principles and Practice of High Quality Phonics - Phase
One Teaching Programme
Letters and Sounds is a six-phase teaching programme designed to help practitioners and
teachers teach children how the alphabet works for reading and spelling.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/154588
DCSF: 00113-2008 Publication date: February 2008
Appendix - Terminology and References
Supporting children learning English as an additional language: Guidance for
practitioners in the Early Years Foundation Stage
Advice and guidance booklet drawn from existing good practice developed by practitioners
working with babies and young children whose families have a home language other than English.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/84861
DCSF: 00683-2007BKT-EN Publication date: October 2007
Mark Making Matters: Young children making meaning in all areas of learning
and development
The booklet explores how an improved understanding of the importance of mark making can
strengthen provision for CLL and PSRN. It illustrates how children’s confidence in themselves
as writers and as mathematical thinkers, can be promoted through the introduction of children’s
mathematical graphics.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/132558
DCSF: 00767-2008BKT-EN Publication date: October 2008
Parents as partners: Playing and learning together DVD
Playing and learning together is a DVD designed to help parents and carers get involved in their
children’s early learning.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/113036
DCSF: 00671-2007 Publication date: September 2008
Early Reading curriculum CPD resources
Early Reading Curriculum CPD Resources provides guidance for teachers and practitioners
working with children in reception classes. It includes examples on film of a balanced reading
curriculum that includes reading aloud, shared reading, guided reading for children at different
stages of learning to read, children selecting their own texts for independent reading and home/
school links. (Reception class only)
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/150501
DCSF: 00053-2008DVD-EN Publication date: May 2008
The Early Years Foundation Stage: Setting the Standards for Learning,
Development and Care for children from birth to five - May 2008
The Early Years Foundation Stage (EYFS) is a comprehensive framework which sets the
standards for learning, development and care of children from birth to five. (This pack is a revised
version of Ref: 00012-2007PCK-EN.) The EYFS framework builds on and has now replaced the
existing statutory Curriculum Guidance for the Foundation Stage, the non-statutory Birth to Three
Matters framework, and the regulatory frameworks in the National Standards for Under 8s Day
Care and Childminding. All registered early years providers and are required to use the EYFS
framework as of September 2008.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/157774
DCSF: 00261-2008PCK-EN Publication date: May 2008
Observation, Assessment and Planning
Confident, capable and creative: Supporting boys’ achievements – guidance
for practitioners in the Early Years Foundation Stage
This booklet provides additional guidance material for the Early Years Foundation Stage (EYFS). It
aims to provide support to all EYFS practitioners in creating the right provision to ensure that boys
can achieve equally as well as girls.
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/85178
DCSF: 00682-2007BKT-EN Publication date: October 2007
Questioning Everyday Practice
DVD-ROM resource for trainers whose work is focused on the Early Years Foundation Stage
(EYFS).
Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/154774
DCSF: 00114-2007 Publication date: May 2007 (could be used for CPD)
Appendix - Terminology and References
References
Clark,A., Kjorholt, A., Moss,P.(2005) Beyond Listening Bristol: Policy Press
Lancaster, Y.P.(1993) Listening to Young Children Maidenhead: OUP
DCSF (2010) Breaking the link between disadvantaged and low achievement in the early years,
everyones business.
Drummond, M.J. (1993) Assessing Children’s Learning. London: David Fulton
Effective Provision of Pre-School Education (EPPE)
Project: http://eppe.ioe.ac.uk/
Eisner, E, (1994) Cognition and Curriculum reconsidered, 2nd Ed. New York: Teachers College
Press
Laevers, F.(1994) The Laeven involvement scales for young children
McLaughlin,H. (2005) Young Service Users as Co-researchers, Methodological Problems and
Possibilities vol.4(2):
Rinaldi, C.(2005) In dialogue with Reggie Emilia, London: Routledge
Warden,C.(2006) Talking and Thinking Floorbooks, London: David Fulton
Observation, Assessment and Planning