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.