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EYFS Assessment

Below you will find further information on how we assess children in the Early Years. 

The EYFS profile is a statutory assessment of children’s development at the end of the early years foundation stage (known as a summative assessment) and is made up of an assessment of the child’s outcomes in relation to the 17 early learning goals (ELGs). This is completed near the end of the academic year. It is intended to provide a reliable, valid, and accurate assessment of each child’s development at the end of the EYFS. Practitioners are expected to use their professional judgement to make these assessments, based on their knowledge and understanding of what the child knows, understands, and can do. They also take into account knowledge parents share, observations throughout the year and any evidence in their special books. 

More information of the Early Years Profile can be found on the Government website.


Active Learning

Being involved and concentrating
  • Maintaining focus on their activity for a period of time
  • Showing high levels of energy, fascination 
  • Not easily distracted
  • Paying attention to details
Keeping on trying
  • Persisting with activity when challenges occur
  • Showing a belief that more effort or a different approach will pay off
  • Bouncing back afte5r difficulties
Enjoying achieving what they set out to do
  • Showing satisfaction in meeting their own goals
  • Being proud of how they accomplished something - not just the end result
  • Enjoying meeting challenges for their own sake rather than external rewards or praise 

How we Assess:

I can focus on a task.

I can pay attention to detail.

I can bounce back after difficulties.


Playing and Exploring

Finding out and exploring
  • Showing curiosity about objects, events and people
  • Using senses to explore the world around them
  • Engaging in open-ended activity
  • Showing particular interests
Playing with what they know
  • Pretending objects are things from their experience
  • Representing their experiences in play
  • Taking on a role in their play
  • Acting out experiences with other people
Be willing to 'have a go'
  • Initiating activities
  • Seeking challenge
  • Showing a 'can do' attititude
  • Taking a risk, engaging in new experiences, and learning by trial and error

How we Assess:

I question why things happen.

I can focus on a chosen task.

I test my ideas.

I create simple representations of my ideas.


Creative and Critical Thinking

Having their own ideas
  • Thinking of ideas
  • Finding ways to solve problems
  • Finding new ways to do things
Making links
  • Making links and noticing patterns in their experience
  • Making predictions
  • Testing their ideas
  • Developing ideas of grouping, sequences, cause and effect
Choosing ways to do things
  • Planning, making decisions about how to approach a task, solve a problem and reach a goal
  • Checking how well their activities are going
  • Changing strategy as needed
  • Reviewing how well the approach worked

How we Assess:

I test my own ideas.

I can ask questions about things like plants, animals, natural and found objects.

I notice similarities and differences.