Early Years Foundation Stage (EYFS) assessment

Early Years Foundation Stage Assessment

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.

Please see supporting documents:

See also information about CASEY (Cambridgeshire Assessment System for Early Years).

Observation of learning

Observing children as they act and interact in their play, everyday activities and planned activities will give the information needed for assessment. Practitioners should record a range of significant information, learning and development. We have produced samples of observation forms (below) that you may find useful.

Progress check at age 2

When a child is aged between 2 and 3, early years practitioners must review their progress in partnership with parents and/or carers. A short written summary of their child's development in the prime areas of the Early Years Foundation Stage (EYFS) should be provided. It is also recommended that the Characteristics of Effective Learning are included in the progress check.

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. This should involve parents and other professionals (for example the setting's SENCo and/or health professional) as appropriate.

Practitioners must engage with parents and/or carers to agree how the summary of development can be used to support learning at home.

The Council's Early Years Service has produced some resources for you to use when carrying out your assessment: Forms and guidance for the progress check at age 2.pdf

See also Cambridgeshire's approach to the Integrated Review.


Early Years Foundation Stage Profile (EYFSP)

The Early Years Foundation Stage Profile is completed in the final term of the year in which children reach the age of five, usually at the end of Reception.

Throughout the year Reception teachers and practitioners will observe the development of children and track their progress in the age/stage bands, in order to understand the needs of individuals. Progress can be shown on the individual tracker, or on the school's Management Information System. Although Early Learning Goals are assessed at the end of the year, teachers need to be aware of the content of each goal in order to be aware of the implications for planning.

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. Outcomes must be shared with parents / carers, together with a short commentary on each child's skills and abilities in relation to the three key characteristics of effective learning.  The Early Years Service has produced some resources to help you.

Useful documents

Assessment

EYFS Best Fit guidance

Size: 62.26 KB File format: docx

EYFS Individual Tracking Assessment

Size: 157.50 KB File format: docx

EYFS Individual Tracking Assessment prompt sheet

Size: 227.96 KB File format: docx

EYFS Learning and Development summary 2

Size: 111.00 KB File format: doc

EYFS Learning and Development summary 2 prompt sheet

Size: 195.30 KB File format: docx

Parental Consent Form

Size: 197.50 KB File format: doc

2-year progress check

EYFS Learning and Development Summary 1

Size: 101.50 KB File format: doc

EYFS Learning and Development Summary 1 prompt sheet

Size: 102.50 KB File format: doc

Cambridgeshire 2-Year-Old Progress Check guidance

Size: 68.94 KB File format: docx

Observation

Cohort analysis

Size: 99.30 KB File format: docx

Contact

Pirjo Mudd, Senior Adviser Quality Assurance Team

Email: Pirjo.mudd@cambridgeshire.gov.uk

Tel: 01223714778