Learning and development within the EYFS

The characteristics of effective learning and the prime and specific areas of learning and development are all interconnected. 

This document shows how the key themes and principles of the early years foundation stage (EYFS) work together for children.

The 3 characteristics of effective learning

Childcare providers should consider the characteristics of effective learning within the Observation, Assessment and Planning Cycle in the EYFS.

The following document provides guidance and questions to support the characteristics of effective learning:

• Characteristics of effective learning prompt questions (PDF 156KB)

The EYFS (2017) states that on-going assessment is an integral part of the learning and development process. Practitioners should use appropriate tools to identify children's progress, determine their development needs and plan stimulating and challenging experiences. Parents and carers should be kept up to date with their child's progress and development.

The early years inspection handbook for Ofsted registered provision (2019) states that inspectors will consider the progress children make in their learning and development relative to their starting points, and their readiness for the next stage of their education (page 29).

Tools for tracking children's progress

Northamptonshire’s tools for tracking offer sample formats to record summative assessments - a summary of a child's learning and development at a specific point in time.

It supports all staff working with children to consider 'What is it like for a child here?'.

Tools for tracking children's progress include:

• Individual Progress Tracker September 2019 (Word 102KB)
• Cohort Tracking Analysis Form 2019 (Word 72.5KB) 
• Cohort Tracker September 2019 (Word 40KB)
• Sample Cohort Tracker Tally and Analysis 2019 (PDF 290KB)

These tools are sample documents only and may be adapted by schools, childminders and settings. They help to identify and explain the differing rates of progress that all children are making in their learning and development.

Evidence gathered through on-going formative assessment, judgement on progression, knowing key children well and parental knowledge builds a picture, so that practitioners can make a ‘best fit’ judgement of the development band that the child is working within.

On-going assessment is at the heart of effective early years practice.

• Step 1 - Look listen and note: Practitioners can observe children as they play, during everyday activities and planned activities, and learn from parents about what the child does at home. This builds a picture of what the child can do.
• Step 2 - Assessment: Practitioners should use their knowledge of the child to identify where they are in their own developmental pathway.
• Step 3 - Planning: Practitioners should use this information to plan relevant and motivating experiences to challenge and extend the child’s current learning and development.

Taken from Development Matters in the Early Years Foundation Stage 2012.

The Statutory framework for the early years foundation stage 2017 states that ‘practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this to plan a challenging and enjoyable experience for each child in all areas of learning and development’ (pg. 9).

Under the Early years inspection handbook for Ofsted registered provision 2019 inspectors will gather evidence by talking to practitioners about their assessment of what children know and can do and how they are building on it. Inspectors will continue to track children taking in to account the practitioners knowledge of each child (pg. 13).

Practitioners need to take in to account what they do, through the EYFS curriculum and interactions with children to build on the essential skills needed to prepare them for future success. Ofsted refer to this as ‘cultural capital’ (pg. 31).

Within The evaluation schedule under the Quality of education good criteria (pg. 34), practitioners and leaders must use assessment well to check what children know and can do to inform teaching. This includes planning suitably challenging activities and responding to specific needs. It is important for leaders to understand the limitations of assessment and avoid unnecessary burdens for staff or children. Practitioners are required to share information with parents about their child’s progress and promote and support home learning.

Useful documents to support assessment of children’s development:

• Development Matters in the Early Years Foundation Stage (PDF 651KB)
• Early years outcomes (PDF 217KB)
• What to expect, when? A parent’s guide (PDF 2.93MB)

What is the EYFS progress check?

The learning and development requirements of the Statutory Framework for the Early Years Foundation Stage (EYFS) state that:

"When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child's development in the prime areas:

• personal, social and emotional development
• physical development
• communication and language

This progress check must identify the child's strengths, and any areas where the child's progress is less than expected" (Section 2.3, 2017).

What information should be included in the progress check?

The EYFS framework does not require the progress check to be completed in a prescribed or standard format. It only specifies that information about a child’s development should be provided to parents, in the prime areas of learning and development.

Beyond these prime areas, it is for practitioners to decide what the written summary should include, reflecting the development level and needs of the individual child.

The summary must:

• highlight areas in which a child is progressing well
• highlight areas in which some additional support might be needed
• focus particularly on any areas where there is a concern that a child may have a developmental delay (which may indicate a special educational need or disability)
• describe the activities and strategies the provider intends to adopt to address any issues or concerns
• practitioners must discuss with parents or carers how the summary of development can be used to support learning at home

For more information and some suggested formats, please refer toNational Children's Bureau (NCB) a know how guide (PDF 1.77MB).

The proforma below was developed by Northamptonshire Early Years Improvement Team.

• Progress Check at Age Two NCC proforma (Word 100KB)

Two year progress check 2019 to 2020

The following documents can support completion of the EYFS progress check at age two:

• Progress Check at Age Two - Quality Assessment Feature Focus (Word 626KB)
• Progress Check at Age Two - Manager’s Monitoring Tool (Word 67KB)
• Progress Check at Age Two - Quality Assessment Procedures for the Key Person (Word 67.5KB)
• The Progress Check at Age Two - Frequently Asked Questions (Word 53KB)
• What to expect when? A parents' guide

​The EYFS requires that all EYFS providers must complete an EYFS profile for each child during the academic year they reach the age of five (for most children this is the reception year in primary school).

This is a summative assessment and describes the child's level of attainment at the end of the EYFS. It identifies their learning needs for the next stage of school to ensure that an effective and appropriate curriculum can be planned for each child entering Year 1.

EYFS profile judgements should be made on the basis of cumulative observational evidence recorded over the course of the year.

The Early Years Foundation Stage Profile (EYFSP) describes a child's level of attainment at the end of the EYFS, and identifies their learning needs for the next stage of school.

Guidance to support the most recent EYFS Profile is available below:

• Early Years Foundation Stage Profile 2018 Handbook (PDF 457KB)
• 2018 EYFS Assessment and Reporting Arrangements ARA (PDF 487KB)
• EYFSP Training and Agreement Trialling 2018 (PPT 841KB)

EYFS Profile exemplification materials

The EYFSP exemplification materials set out the national standard for the level of learning and development expected at the end of the EYFS.

The materials are divided into each of the 17 EYFSP early learning goals. They include a variety of different types of evidence of children’s learning, to show the wide range of ways information can be gathered to support EYFSP judgements.

The exemplification materials should help:

• practitioners to make accurate judgements about each child’s attainment
• moderators to assess the accuracy of practitioner judgements
• year 1 teachers to use EYFS Profile outcomes to plan effective provision   
• all stakeholders who wish to evaluate children’s learning and development

You should use these materials to decide whether a child has met the level of development expected at the end of the EYFS for each ELG, has exceeded that level or not yet reached it (emerging). The exemplification illustrates a child’s learning and development where it best fits the ‘expected’ category.

There is currently no exemplification for the ‘emerging’ or ‘exceeding’ categories.

• DfE: 2013 EYFS Profile exemplification materials   

EYFS profile plan

The profile plan details the processes and procedures for Northamptonshire. Below is a sample moderation visit form and a copy of the appeals process:

• Appendix 1 EYFSP visit form 2018 (Word 61KB)
• Appendix 2 appeals process 2018 (Word 54.7KB)
• Appendix 3 Headteacher declaration form 2018 (Word 58KB)

​If a child attends more than one setting, or is on transition to a new setting, it is good practice for settings to share information about the child’s developing skills, interests and needs. The provider agreement for funded places requires that all settings send transitional information to new settings.

The progress summary for transition is:

A summative record, informed by the gathering of information throughout the child’s early years foundation stage (EYFS), education, and care.

It will:

• enable the practitioner to build on the child’s current knowledge, skills and interests, to support on entry assessments and develop an understanding of the unique child
• encourage collaboration between settings
• enable a smooth transition for the child and family
• enable continuity and progression of the child’s care, learning and development towards the early learning goals
• use the knowledge of the parent / carers to inform the setting’s practice
• capture the voices of the setting, the child and the parents and carers
• Guidance for completing the progress summary for transition to school 2018 to 2019 (PDF 283KB)
• Progress Summary Transition revised 2018 to 2019 (Word 120KB)
• School readiness booklet 2017 (PDF 1.99MB)
• School readiness A4 poster 2017 (PDF 91.6KB)
• Transition case study PVI to school (PDF 247KB)

​What is Early Years Pupil Premium?

The Early Years Pupil Premium (EYPP) is additional funding available from the government to improve outcomes for children.

Children who are currently claiming the Free Entitlement for 3 and 4 year olds in Northamptonshire who meet certain eligibility criteria could be eligible for the EYPP. Children who are 3 and 4 and who meet the eligibility criteria are funded at a rate of 53p an hour which equates to £302.10 per annum.

Early years providers are responsible for:

• Identifying which of the children in their care may be eligible for the early years pupil premium (EYPP) including children who are currently looked after, or have left care in England or Wales through: an adoption, a special guardianship order or a child arrangement order.
• Passing that information on to their local authority. For further information/advice email the 'Virtual School' Virtualschool@northamptonshire.gov.uk to access the EYPP additional funding and discuss the individual learning and development needs of that child. If cross county arrangements are in place remember to contact the local authority that is responsible for the child to access the additional funding.

Early Years Pupil Premium – implications for provision and practice

It is important for providers to record clear aims as to how they will use the EYPP to raise the quality of provision and practice to narrow the attainment gap, and demonstrate impact of the EYPP by tracking children’s progress through observation, learning journeys, case studies and tracking. Ofsted will review ‘how effectively leaders use additional funding, including the early years pupil premium, and measure its impact on narrowing gaps in children’s outcomes’ (Early Years Inspection Handbook, August 2015, p. 33).

The NCC EYPP Feature Focus shares information and good practice from settings in Northamptonshire to review how the EYPP has been used to meet the needs of all children including the most vulnerable.

• Early Years Pupil Premium feature focus 2017-2018 (PDF 273KB)
• Feature Focus for schools (PDF 144KB)

EYPP Audit Tool
The audit tool is to be used by leaders and managers of early years settings to review the use and impact of the EYPP on children’s learning and development outcomes.

• EY Audit EYPP Setting Tool 2019 to 2020 (Word 70.1KB)

The EYPP audit may also be used by the NCC Early Years Team as part of a focused visit to review use and impact of the EYPP across the county.

• Literacy Learning Environment Audit Setting Tool 2017 to 2018 (Word 133KB)
• EY Audit EYPP Setting Tool 2017 to 2018 (Word 70.1KB)
• Learning Environment Audit Setting Tool 2017 to 2018 (Word 141KB)
• Maths Learning Environment Audit 2017 to 2018 (Word 135KB)