Assessment within the Early years foundation stage

The progress check supports the early identification of any developmental concerns, enabling children to access additional help and support at the earliest opportunity. As a statutory requirement within the Early Years Foundation Stage (EYFS), it provides an opportunity for practitioners and parents to work together to review a child's development, celebrate progress, and identify any emerging needs so that appropriate support can be put in place promptly.

When a child is aged between two and three, you must review their progress and provide parents and carers with a written summary of their child’s development in the prime areas of learning. You should talk to parents/carers about when would be the most useful time to complete the two-year check and involve them in the process, invite their contributions and seek any views of their child’s development. Where possible, the progress check and the Healthy Child Programme health and development review at age two (completed by the Health Visitor) should inform one another.

Before completing the check:

• ensure there has been sufficient time to get to know the child, build a positive relationship, and understand their interests and development
• consider whether any recent significant events, such as illness, a new sibling, family changes, or transitions, may affect the timing of the check
• take account of the child's attendance pattern and ensure you have enough knowledge of their development before completing the review

Beyond the prime areas, the written summary must:

• identify and celebrate the areas where the child is making good progress
• highlight any areas where the child may benefit from additional support
• give particular consideration to any concerns about a child's progress that could suggest a developmental delay or indicate a possible special educational need and/or disability (SEND)
• outline the actions and strategies that will be put in place to support the child's ongoing learning and development in the setting and at home
• you must discuss with parents or carers how the summary of development can be used to support learning at home

Completing the progress check at age two

The EYFS framework does not require the progress check at age two to be completed using a specific format. Settings may choose a format that best meets their needs. A Progress Check at Age Two template is available on request. To obtain a copy, please email [email protected].

The check:

• should be completed by a practitioner who knows the child well and works directly with them in the setting
• be informed by ongoing observational assessments carried out as part of everyday practice in the setting
• is based on skills, knowledge, understanding and behaviour that the child demonstrates consistently and independently
• takes account of the views and contributions of parents
• takes into account the views of other practitioners and, where relevant, other professionals working with the child
• reflects the voice of the child

Health Visiting Service

There is a local referral process for children who show early signs of developmental concerns during their two-year progress check. If the progress check shows that a child isn't meeting developmental milestones, you need to contact the 0-19 service. Early years settings can send the Progress Check at Age Two form electronically to 0-19 Universal Children's Services. Children's 0-11 Services North Northamptonshire - Best Start In Life | NHFT . Providers must have the consent of parents and/or carers to share information directly with other relevant professionals.

If you have questions or need support when completing the progress checks at age two, please email our Early Education and Childcare Advisory Service at [email protected].

The Department for Education

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. 

The guidance offers practical advice, information, and suggestions to help inform the assessment process, while recognising that practitioners' professional knowledge and judgement remain central to accurately reflecting each child's development.

The DfE has also published a vodcast to explain the new guidance to early years practitioners and a blog that highlights why the progress check is important now, more than ever as we support children to bounce back from the COVID-19 pandemic.

The DfE funded the East London Research School to produce a guide for parents of children from birth to five years old. It will help parents find out more about their child’s learning and development in the EYFS called What to expect in the Early Years Foundation Stage: a guide for parents.

Children should remain at the centre of all transition arrangements. High-quality transitions play an important role in supporting children's emotional well-being, learning, and development. Effective transitions are an ongoing process rather than a single event, with arrangements tailored to meet the individual needs of each child and their family. By working in partnership with parents, carers, and other professionals, practitioners can help children feel secure, confident, and ready for change. A child who feels secure during and after the move will be more likely to engage with their new environment in a positive way and access the learning opportunities more readily.

The Transition Document forms an important part of this process, supporting the sharing of key information to ensure continuity in children's care, learning, and development.

Through effective partnerships, children, parents and carers and schools should promote children’s readiness for school and a school’s readiness for children. Parental and carer permission must be gained prior to the Transition Document being shared.

The information captured supports receiving staff to prepare for the child’s arrival in school. 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, however, sharing information late can mean successful transitions cannot be planned for. To address this, the Transition Document has been split into two sections:

• Section A captures key information about the child and is better placed to be received by schools earlier, so they can plan ahead for successful transitions - this would be completed and shared to the corresponding school within one week of allocation - In the event of an appeal, or where a school place has not yet been confirmed by parents, any corresponding documents should not be shared at this stage
• Section B focuses more on learning and development and the characteristics of the unique child - this would be completed in in the first three weeks of the summer term 2 (the first 3 weeks of June) to reflect up to date information about the child’s abilities and once completed shared immediately with the allocated school

The council transition document and supporting guidance for early years providers is available by request. 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.

You can find out more information and guidance for schools administering the reception baseline assessment (RBA) by visiting Reception baseline assessment - GOV.UK

The EYFS Profile is statutory and must be completed for each child in the final term of the academic year in which they reach 5 and submitted to North Northamptonshire Council by no later than 30 June each year.

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].