Assessment within the Early Years Foundation Stage
Effective assessment in early education relies on a strong understanding of child development. It’s important to be clear about what you want children to learn and achieve. Every child is unique, developing at their own pace and in their own way, shaped by their individual experiences and starting points.
Assessment involves observing what each child knows and can do, then building on that foundation. When done accurately, it helps identify individual needs and supports tailored learning. It should be practical and not take you away from engaging with children. Keep written records only when necessary, and in a way that suits your practice.
Reflect on:
- keeping written records
- using written records
- supporting your work
Assessment also helps you, parents, and carers understand a child’s progress and needs, enabling you to work together to support their development.
Use the following prompts to reflect on their progress and learning needs:
- describe what the child was able to do when they first arrived
- outline the interests they have shown or expressed
- explain how those interests are being used to help build their skills
- summarise what they are currently working on or close to mastering
- set out your aspirations for their future learning
Using your professional knowledge consistently allows you to respond to each child’s motivations, interests and needs - helping to extend and enrich their learning journey.
The progress check at age two is a statutory requirement within the Early Years Foundation Stage (EYFS), designed to help identify any developmental needs early so that appropriate support can be provided as soon as possible.
Between the ages of two and three, practitioners must review a child’s progress and share a written summary with parents or carers. This summary should focus on the prime areas of learning: communication and language, physical development, and personal, social and emotional development. You may also choose to include information from other areas of learning, depending on the child’s individual development and needs.
It is important to discuss with parents or carers when the progress check would be most beneficial and to involve them throughout the process. Where possible, the progress check should align with the Healthy Child Programme’s health and development review at age two, carried out by the Health Visitor. This collaboration between health and education professionals helps to build a fuller picture of the child’s strengths and any areas where additional support may be needed.
The written summary must:
- identify areas where the child is making good progress
- highlight any areas where additional support may be beneficial
- pay particular attention to any concerns about possible developmental delays, which could indicate a special educational need or disability
- outline the activities and strategies you plan to use to address any identified concerns or needs
It is essential to discuss with parents or carers how this summary can be used to support their child’s learning and development at home.
Completing the progress check at age two
The EYFS framework does not specify a required format for completing the progress check at age two. If you would like to use our template, you can request it by emailing: [email protected].
The progress check should:
- be completed by a practitioner who knows the child well and works closely with them in the setting
- be informed by ongoing observational assessments that are part of everyday practice
- reflect the child’s consistent and independent demonstration of skills, knowledge, understanding, and behaviour
- include the views and input of parents or carers
- consider the perspectives of other practitioners and, where appropriate, other professionals involved with the child
- represent the child’s voice and experiences
If you would like a helpful guide, which answers some of the most commonly asked questions about the progress check at age two please email [email protected].
The Department for Education (DfE) have produced guidance to provide support for early years practitioners when completing the early years foundation stage (EYFS) Progress check at age 2 - GOV.UK.
This guidance is intended for early years practitioners working with children aged between two and three years, including:
- registered childminders
- nursery schools and nursery classes
- other early years settings
It supports practitioners in:
- reviewing a child’s development and progress within the three prime areas of learning and development outlined in the EYFS framework
- identifying any concerns or additional developmental needs
- collaborating with parents and other professionals to implement appropriate support and interventions
The Department for Education (DfE) has released a vodcast to help early years practitioners understand the updated guidance, along with a blog that emphasises the importance of the progress check- especially in supporting children’s recovery following the COVID-19 pandemic.
Additionally, the DfE commissioned the East London Research School to create a guide for parents of children from birth to five years. This resource helps parents learn more about their child’s learning and development within the EYFS framework and is called: What to expect in the Early Years Foundation Stage: A guide for parents.
Children should be at the heart of all transition arrangements. Providing a quality transition process should not be underestimated for the impact it can have on a child's future learning and development as they move on to school.
Transitions should be considered as a continuous and evolving process adapted to meet the needs of the individual child and their families, not a one off event and therefore, the Transition Document should be completed as part of this process.
The Transition Document is a summative record and therefore, should reflect children's skills, interests and uniqueness on leaving your setting, so should be completed towards the latter end of the summer term. Getting the timing right can be tricky, too soon and it is not a reflection of children's true capabilities at the end of the academic year, often when there can be a surge in their progress. The information captured supports receiving staff to prepare for the child's arrival in school and should be passed on before the end of term.
The council transition document and supporting guidance for early years providers for 2022 is available by request. Please email [email protected].
The EYFS Profile is statutory and must be completed for each child in the final term of the year they reach 5 and submitted to West Northamptonshire Council.
The EYFS Profile is intended to provide a reliable, valid and accurate assessment of each child’s development at the end of EYFS based on outcomes in relation to 17 early learning goals (ELG) descriptors. You can find out more information about the EYFS profile in the Early years foundation stage profile handbook - GOV.UK (www.gov.uk).
You are required to inform us if you have a school aged child on roll that will be completing the EYFS in your childminding or early years setting. We will be able to offer you guidance on completing the EYFS profile.
To contact the School Effectiveness Team please email [email protected].
The Reception Baseline Assessment (RBA) is a short assessment, taken in the first six weeks in which a child starts their reception year at school. The RBA assesses a child in early mathematics, literacy, communication and language.
The purpose of the RBA is to form the starting point for cohort-level school progress measures. Data from the RBA is compared to key stage 2 outcomes 7 years later to form the overall progress measure for a school. The RBA is not used to make judgements about early years provision. It is solely intended for use within the primary school progress measure.
Last updated 04 September 2025