Aims of the revised EYFS• Reduce paperwork and bureaucracy;• Strengthen partnership between parents

and professionals;• Focus on the three prime areas of learning

most essential for children’s future learning and healthy development;

• Simplify assessment at age five;• Provide for early intervention where

necessary, through the introduction of a progress check at age two.

Revised EYFS documents

• Statutory Framework 2012

• Development Matters

• A Know How Guide - The EYFS progress check at age two

• Overall Reforms to the 2012 EYFS Framework

Changes to the Learning and Development Requirements

1. Areas of learning and development

2. Early Learning Goals and assessment

3. Progress Check at age two

4. Play and teaching

5. English as an Additional Language

6. Wrap-around and holiday care

Child-initiated Learning• Each area of learning and development must be implemented

through planned, purposeful play and through a mix of adult-led and child-initiated activity.

• Children learn by leading their own play, and by taking part in play which is guided by adults.

• There is an ongoing judgement to be made by practitioners about the balance between activities led by children, and activities led or guided by adults.

• Practitioners must respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.

• As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1.

English as an Additional Language

• Providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home.

• Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Year 1.

• When assessing communication, language and literacy skills, practitioners must assess children’s skills in English.

• If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.

Observation, Assessment and Planning

“Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations”

Reducing paperwork

“Assessment should not entail prolonged breaks from interaction with children nor require excessive paperwork.”

“Paperwork should be limited to that which is absolutely necessary to promote children’s successful learning and development”

Statutory Assessments

The EYFS requires early years practitioners to review children’s progress and share a summary with parents at two points:

• In the prime areas between the ages of 24 and 36 months (the Progress Check at Age 2).

• At the end of the EYFS (the EYFS Profile).

Aims of the Progress check at 2

The aims of the progress check are to:

• review a child’s development in the three prime areas of the EYFS • ensure that parents have a clear picture of their child’s development

• enable practitioners to understand the child’s needs and plan activities to meet them in the setting

• enable parents to understand the child’s needs and, with support from

practitioners, enhance development at home • note areas where a child is progressing well and identify any areas where

progress is less than expected • describe actions the provider intends to take to address any

developmental concerns (including working with other professionals where appropriate).

The key principles of the progress check at 2

The check:

• should be completed by a practitioner who knows the child well and works directly with them in the setting. This should normally be the child’s key person

• arises from the 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

• enables children to contribute actively to the process.

The Early Learning Goals and the EYFS Profile

• Instead of 69 goals there are now only 17.

• Instead of the current set of judgements against 117 scale points, teachers will make judgements against the 17 goals.

• For each goal teachers determine whether children are meeting expected levels, exceeding or not yet reaching them (emerging).

• Share results of Profile with Year 1 teachers along with a commentary on each child’s skills and abilities in relation to the three characteristics of learning.

• Share the results of the Profile with parents.

• Take part in all reasonable moderation activities specified by the Local Authority.

• Report profile results to the Local Authority.