This article describes the assessment arrangements in place during the Early Years Foundation Stage (EYFS), the phase of education spanning the period from birth to age five. 

The EYFS framework, which sets standards for the learning, development and care of children during this phase, and which is statutory in all early years settings in receipt of government funding, states that ongoing (formative) assessment, through practitioner observation of children, is an integral part of the learning and development process. It states also that this ongoing assessment is important for understanding children’s level of achievement, interests and learning styles, and for shaping learning experiences to reflect these observations. The government does not prescribe how ongoing assessment should be undertaken.

The framework also requires children to be formally assessed at two points. The first is a progress check between the ages of two and three (known as the ‘progress check at age two’). The second is the completion of the Early Years Foundation Stage Profile (EYFSP) at the end of the EYFS at age five.

Progress check at age two

The progress check at age two considers children’s progress in all seven areas of learning and development in the EYFS framework, although it focuses on the three ‘prime areas of learning’ - communication and language; physical development; and personal, social and emotional development. The other ‘specific areas of learning’ are literacy; mathematics; understanding the world; and expressive arts and design.

The progress check aims to enable early identification of development needs so that, where necessary, additional support can be put in place.

Following the progress check, early years providers must supply parents and carers with a short, written summary of their child’s development in the prime areas of learning. Beyond these three areas, the practitioner can decide what the summary should include, reflecting the developmental level and needs of the individual child. The summary must, however, highlight:

• areas in which a child is progressing well;
• areas in which some additional support might be needed and, in particular, any areas where there is a concern that a child may have a developmental delay;
• the activities and strategies the provider intends to adopt to address any issues or concerns.

No standard format is required for completing and reporting on the check.

Practitioners must also discuss with parents and carers how the summary of their child’s development can support learning at home. They should encourage parents / carers to share information from the progress check with other relevant professionals, including those in any new provision the child transfers to, and health visitors (see ‘Healthy Child Programme review’ below).

Pages 13-14 of the EYFS framework provide further information on the progress check at age two.

Early Years Foundation Stage Profile (EYFSP)

The Early Years Foundation Stage Profile (EYFSP) records children’s development against the 17 early learning goals, which are linked to the seven areas of learning of the EYFS framework (see the article on ‘Teaching and Learning in Programmes for Children over 2–3 years’). It is  completed for each child in the final term of the year in which he or she reaches age five, and is not intended to be used for children’s ongoing assessment.

The aim of the EYFSP is to provide a well-rounded picture of a child’s knowledge, understanding and abilities; their progress against expected levels; and their readiness for Year 1 of primary education (children aged 5 to 6).

The EYFSP indicates whether children are:

• meeting expected levels of development (‘expected’);
• exceeding expected levels (‘exceeding’);
• not yet reaching expected levels (‘emerging’). 

It combines ongoing practitioner observation; all relevant records held by the early years setting; and information from discussions with parents, carers and any other adults the teacher, parent or carer judges can offer a useful contribution.

The Profile must be shared with parents and carers who must have the opportunity to discuss it. It is also shared with the next year’s teacher(s) in Year 1 of primary education, together with a short commentary on each child’s skills and abilities in relation to three key characteristics of effective learning laid down in the EYFS framework. These are:

• ‘playing and exploring - children investigate and experience things, and ’have a go’;
• active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; 
• creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things (p.10).

All providers in receipt of government funding, including academies, must take part in these assessment arrangements.

Guidance on the Early Years Foundation Stage Profile (EYFSP)

The Early Years Foundation Stage Profile (EYFSP) Handbook (November 2018) provides guidance for practitioners on making accurate judgements of each child’s attainment during the Early Years Foundation Stage (EYFS). It may be used alongside the EYFSP exemplification materials, which demonstrate national standards for each of the 17 early learning goals. The materials show the level of learning and development expected at the end of the EYFS and illustrate how information can be gathered to support Early Years Foundation Stage Profile (EYFSP) judgements.

In addition, statutory guidance is available from the Standards and Testing Agency (STA) on the assessment and reporting arrangements for the EYFS. This includes details of the respective responsibilities of those involved in assessing and reporting the EYFSP, including headteachers, governing bodies and local authorities (LAs).

In accordance with this statutory guidance, and with The Childcare (Provision of Information about Young Children) (England) Regulations 2009 (as amended), early years providers in receipt of government funding must provide information about the assessments they carry out to LAs. Local authorities are under a duty to return this data to the Department for Education (DfE). They also have a duty to monitor and moderate EYFSP judgements to ensure that providers are making assessments that are consistent across settings. Guidance on moderation for LAs is included in the EYFS Profile Handbook.

Changes to assessment in the EYFS

The Early Years Foundation Stage Profile (EYFSP) was due to become non-statutory from September 2016 when it was intended that a new ‘baseline assessment’ would be introduced. The ‘baseline’ assessment was intended to take place within a few weeks of children’s entry to the reception class in a primary school. However, in April 2016, the Government withdrew the planned arrangements for statutory baseline assessment and the EYFSP remains statutory.

Following a consultation on the future of assessment in primary education, which ran from March to June 2017, the Government announced a series of reforms to assessment in the early years. The reforms, which aim to improve the assessment of children’s development and school readiness, include:

1. introducing a baseline assessment (as originally planned in 2016), to be carried out within a few weeks of pupils’ entry to reception class. It is intended that this will be used in all schools by the end of 2020. However due to the challenging circumstances faced by schools in the context of the Covid-19 pandemic, statutory introduction of the baseline assessment has been postponed to Autumn 202;
2. revising the early learning goals in the EYFS. 25 schools have been using the revised goals since September 2018;
3. launching two new early learning goals aimed at improving early language and literacy development, particularly for disadvantaged children.

Healthy Child Programme review

During the Early Years Foundation Stage (EYFS), health professionals also carry out the Healthy Child Programme review when children are aged two to two-and-a-half. Details are set out in guidance published by the then Department of Health in 2009.

Since September 2015, local authorities (LAs), health professionals and early years providers have been encouraged to bring together the Healthy Child Programme review and the progress check at age two (see above) as an 'Integrated Review'. However, this is not a statutory requirement.

The purpose of the Integrated Review is to:

• identify the child’s progress, strengths and needs in order to promote positive outcomes in health and wellbeing, learning and behaviour;
• facilitate appropriate intervention and support for children and their families, especially those for whom progress is less than expected;
• generate information which can be used to plan services and contribute to the reduction of inequalities in children’s outcomes.

The Integrated Review covers five key domains in relation to the child:

• personal, social and emotional development
• communication and language
• learning and cognitive development
• physical development and self-care
• physical health.

The National Children’s Bureau (NCB) has produced resources to support practitioners in carrying out Integrated Reviews.

Article last reviewed December 2020.