Age-related expectations in the EYFSWhat are age-related expectations in the EYFS? We link to information about assessing development in the EYFS, and relay information about how Ofsted uses age-related expectations when judging the quality of EYFS provision.
Assessing development in the EYFSHow should we judge if development is below typical in the EYFS? We include advice from two of our associate education experts on assessing whether a child's development is typical for his or her age, with reference to early years outcomes. We also include information on moderation of assessments.
Assessment requirements for the EYFSWhat are the assessment requirements for the early years? We summarise the progress check at age 2 and the Early Years Foundation Stage (EYFS) profile, the 2 statutory assessment requirements in the EYFS. We also refer to information on local authorities' duty to moderate EYFS profile assessments.
Development Matters statementsGet to grips with the Development Matters statements with guidance on what they are and how they can be used. We also link to further articles on assessing progress in the Early Years Foundation Stage.
'Good level of development' measure in the EYFSWhat is the 'good level of development' (GLD) measure in the EYFS? The DfE explains that the GLD is a performance measure. We look at how it relates to expected levels in the early learning goals, and confirm that there is no minimum expected proportion of pupils in a setting achieving a GLD.
Marking work in the EYFSHow should we mark work in the early years? In this article, we relay advice from one of our associate education experts on marking work in the Early Years Foundation Stage (EYFS). We also look at some marking policies from schools and outline how they approach marking in the EYFS.
Measuring progress in the EYFS: case studiesHow are schools and nurseries measuring progress in the EYFS? This article features case studies from three EYFS providers. It looks at how they monitor and assess pupil progress throughout the EYFS, and at how they report this information.
Nursery schools: tracking progressIs there any guidance on tracking progress at nursery level? We relay guidance from our associate education experts on tracking and assessing progress in nursery schools. We link to examples of assessment policies from nursery schools, as well as information from TES Connect and a local authority.
Observing learning in the EYFS: proformasAre there forms for observing pupils in the EYFS? We highlight examples of EYFS observation forms produced by local authorities. We also link to further guidance on tracking pupil progress.
Reception baseline assessmentAll new primary school pupils will be expected to take the reception baseline assessment, which has now been postponed to September 2021 due to coronavirus. Get prepared for the assessment by understanding how it works, and find out how to get involved in the Early Adopter year.
Tracking progress in the EYFSHow can we track progress in the early years? This articles looks at how Early Years Foundation Stage (EYFS) providers can track and demonstrate progress. It also links to further articles with case studies on how schools approach progress tracking.
Tracking progress of pupils with SEN in the EYFSHow do we assess pupils with SEN who are working below the EYFS profile? This article cites advice from the STA and 3 experts on assessing pupils with special educational needs in the Early Years Foundation Stage (EYFS). We also link to additional development tracking methods.
Tracking pupil progress in the EYFS: proformasAre there proformas for tracking progress using the EYFS framework? This article features a KeyDoc with a template assessment tracker, created with one of our associate education experts. It also has a KeyDoc for a cohort tracker, to help schools look at EYFS data for an entire cohort.
Child-initiated learning in the EYFSWhat is child-initiated learning in the EYFS? This article explains child-initiated learning and looks at suggestions on how to support it. You will also find approaches to child-initiated play adopted by Early Years Foundation Stage (EYFS) settings.
Child-led and adult-led activities in the EYFSHow often should children engage in adult-led activities? We look at what the framework for the Early Years Foundation Stage (EYFS) says about child-led and adult-led activities. We also include examples of schools’ EYFS policies and research on child-led and adult-led activities.
Ensuring that play is purposeful: EYFSHow can we ensure that play is purposeful? We refer to what the EYFS framework and the Ofsted inspection handbook say about purposeful play and its balance with adult-led activities. We also relay advice from two of our associate education experts on ensuring that play is purposeful.
Equipment for an EYFS classroomWhat equipment should be used in an EYFS classroom? In this article, we relay advice from one of our associate education experts and look at the equipment that different settings use. We also link to commercial organisations that provide EYFS equipment.
EYFS evidence scrutiny proformasAre there evidence scrutiny proformas for the EYFS? We worked with one of our associate education experts to create a KeyDoc proforma for scrutinising evidence of learning in the Early Years Foundation Stage (EYFS). We link to a template from an LA and guidance on making work scrutinies effective.
EYFS framework 2017: summary of changesWe summarise key changes in the 2017 Early Years Foundation Stage (EYFS) Framework relevant to schools and nurseries, including new requirements related to paediatric first aid training.
EYFS framework reforms: summary of changesUpdatedThe DfE has confirmed changes to the EYFS framework. Download our summary sheet to compare and contrast the changes with the existing framework, and read about the changes to assessment and moderation.
EYFS planning scrutiny proformasAre there examples of planning scrutiny proformas for the EYFS? We worked with two of our associate education experts to create a KeyDoc with a planning scrutiny proforma and sample text. We also link to other articles with forms for scrutinising pupils' work.
EYFS timetables: examplesAre there examples of Early Years Foundation Stage (EYFS) timetables? This article highlights EYFS class timetables and nursery timetables. It also looks at examples of timetabling approaches in nursery schools developed in response to the 30 hour offer.
Guided reading strategies in the EYFSAre there strategies for conducting guided reading in the EYFS? We refer to two experts' advice on how to conduct guided reading in the EYFS. We also link to an Ofsted report that highlights successful strategies for teaching reading in the EYFS, including guided reading.
Key person in the EYFSIs there information on children’s key person? We explain that each child must have a designated key person in the Early Years Foundation Stage, and we look at how many children should be assigned to a key person.
Maths plans for the EYFSAre there examples of maths plans for the early years? In this article, we look at how learning objectives for maths have been included in schools’ medium and long-term plans for the Early Years Foundation Stage (EYFS).
Personalised planning within the EYFSHow is personalised planning applied in the EYFS? One of our associate education experts provides advice on personalised planning in the Early Years Foundation Stage (EYFS) and discusses involving parents, and planning for large reception classes. We link to further articles on planning in the EYFS.
Planning in the EYFS: examples, guidance and case studiesAre there examples of outstanding planning for the EYFS? Ofsted does not specify what outstanding planning looks like. We link to examples of planning from 'outstanding' infant and special schools, and examples of planning templates from local authorities.
Planning templates for the EYFSAre there planning templates for the EYFS framework? This article relays advice from one of our associate education experts on producing a planning template based on the EYFS framework. We also link to templates produced by local authorities.