Assessment in the early years

Assessment plays an important part in helping parents, carers, and practitioners: 

• recognise children’s progress 
• understand their needs 
• plan activities and support  

This section sets out the assessment requirements group and school-based providers must meet. It also provides guidance on assessment.  

• Assessment should not involve long breaks from interaction with children.  
• There is no need for lots of paperwork.  
• Practitioners should use their knowledge of the child and their professional judgement.  
• Proof does not need to be given through physical evidence.  

Practitioners should keep parents and/or carers up to date with all progress and development. Practitioners should address any learning and development needs. This should be with parents and/or carers, and relevant professionals. Information from assessment should be shared between practitioners and year 1 teachers. This supports a successful transition to Key Stage 1. 

Ongoing assessment 

Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners understanding children’s  interests and what they know and can do. They can then shape teaching and learning experiences for each child reflecting that knowledge. In their interactions with  children, practitioners should make and act on their own day-to-day observations  about children’s progress and observations that parents and carers share. However, there is no requirement to keep written records in relation to this. 

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 must 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: 

• 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, practitioners must decide what the written summary document could include.) 

• Progress check at age two – non-statutory guidance  
• Progress check at age two updated May 2022 

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

When a child begins reception year a short assessment will be done within the first six weeks. 

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

The EYFS Profile must be completed for each child: 

• in the final term of the year in which the child reaches age five 
• no later than 30 June in that term 

This gives parents and carers, practitioners and teachers a well-rounded picture of a child’s:  

• knowledge, understanding and abilities 
• progress against expected levels 
• readiness for Year 1 

The Profile must reflect:  

• ongoing observation 
• all relevant records held by the setting 
• discussions with parents and carers 
• any other adults whom the teacher, parent or carer judges can offer a useful contribution