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Early Years Foundation Stage – Progress check at age two

CMS Vocational Training Hadyn Luke posted this on Friday 14th of June 2019 Hadyn Luke 14/06/2019


Early Years Foundation Stage – Progress check at age two

In an earlier blog, we outlined the information found in the Statutory Framework for the Early Years Foundation Stage (EYFS). Published in March 2017, this is a mandatory framework for those providing Early Years learning and support in England, from childminder agencies to schools.

You can also access a range of related blogs on our site, covering: Learning and developing requirements, The prime areas of the Early Learning Goals, The specific areas and How to assess progress.

This week we are investigating the progress check at age two.

Why carry out a progress check at age two?

The framework states that: “Every child deserves the best possible start in life and the support that enables them to fulfil their potential.”

The Early Years Foundation Stage (EYFS) “sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe”. Its aim is to help a child reach a stage of “school readiness”, with the skills and knowledge that will support them through education and, more generally, in life.

At the age of two, children have already developed quickly and gone through experiences that can have a significant impact on their future lives.

What is the legal requirement for the progress check?

EYFS providers are legally required to review the progress of children in their care between the age of two and three.

The practitioner must then write a short summary of how each child is developing and progressing. This should cover the prime areas, as outlined in our blog The prime areas of the Early Learning Goals, which are:

  1. Communication and language
  2. Physical development
  3. Personal, social and emotional development

The aim is to establish where the child is developing well and pinpoint any aspects of the prime areas where there is room for improvement.

If it’s found that there are specific concerns, special needs or disability, the EYFS provider should establish a targeted plan to help the child learn and develop moving forward. This plan should include the involvement of relevant adults, whether parents/carers or education/health professionals.

What else should be included in the written summary?

EYFS providers can decide what else goes into the plan depending on each child and their specific needs.

As well as noting positive progress and areas where support is required, the plan should convey any developmental delays. After noting these issues, the plan should outline both activities and strategies that will be used to tackle them, including how parents or carers can help the child continue to learn and develop at home.

What if the child has moved setting?

If a child has moved – for example from a childminder to a nursery – the progress check should be carried out wherever they have spent the most time.

How should information be shared?

Integrated working between health and educational professionals is beneficial for the children under their care. Parents or carers should be encouraged to share the details of the progress check with professionals currently involved in caring for their child, as well as those working in any new places their child moves to. However, providers should seek consent from parents or carers before sharing the information with other professionals.

Sharing information will help a child and those providing care and education. It allows the identification of the child’s particular strengths and support that could help the child with any developmental delays. Following the progress check at age two, EYFS providers will be required to carry out an EYFS Profile as the child leaves Early Years provision at age five.

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