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Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children.
Early Years Foundation Stage (EYFS)
Characteristics of Effective Learning run through and underpin all seven areas of learning and
development, representing processes rather than outcomes. The ways in which a child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner..‘In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice. ’ Playing and Exploring Engagement Active Learning Motivation Creating and Thinking Critically Thinking Finding out and exploring E1 Showing curiosity about objects, events and people E2 Using senses to explore the world around them E3 Engaging in open-ended activity E4 Showing particular interests Being involved and concentrating M1 Maintaining focus on their activity for a period of time M2 Showing high levels of energy, fascination M3 Not easily distracted M4 Paying attention to details Having their own Ideas TH1 Thinking of ideas TH2 Finding ways to solve problems TH3 Finding new ways to do things Playing with what they Know E5 Pretending objects are things from their experience E6 Representing their experiences in play E7 Taking on a role in their play E8 Acting out experiences with other people Keeping on trying M5 Persisting with activity when challenges occur M6 Showing a belief that more effort or a different approach will pay off M7 Bouncing back after difficulties Making Links TH4 Making links and noticing patterns in their experience TH5 Making predictions TH6 Testing their ideas TH7 Developing ideas of grouping, sequences, cause and effect Being willing to ‘have a go’ E9 Initiating activities E10 Seeking challenge E11 Showing a ‘can do’ attitude E12 Taking a risk, engaging in new experiences, and learning by trial and error Enjoying achieving what they set out to do M8 Showing satisfaction in meeting their own goals M9 Being proud of how they accomplished something – not just the end result M1 0 Enjoying meeting challenges for their own sake rather than external rewards or praise Choosing ways to do things TH8 Planning, making decisions about how to approach a task, solve a problem and reach a goal TH9 Checking how well their activities are going TH10 Changing strategy as needed TH11 Reviewing how well the approach worked
Learning and Development
Progress Tracker(V2)
Updated to combine the non-statutory guidance for Early Years Outcomes (formerly known as Development Matters) that underpin assessment of children’s Learning and Development towards the EYFS Profile Early Learning Goals within Early Years Foundation Stage (EYFS, 2012)
Child’s Name:______________________
Date of Birth: ____________________
I attend:________________________.
My first day was on:________________
I was _____ months old on my first day.
Key: Tracking Colours Baseline 0 - 12mths 12 - 24 mths 24 - 36mths 36 - 48+ mths Exit
Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children.
Early Years Outcomes in the Early Years Foundation Stage (EYFS) Prime Area: Communication and Language Listening and Attention Understanding Speaking Birth
11 1. Turns toward a familiar sound then locates range of sounds with accuracy. 2. Listens to, distinguishes and responds to intonations and sounds of voices. 3. Reacts in interaction with others by smiling, looking and moving. 4. Quietens or alerts to the sound of speech. 5. Looks intently at a person talking, but stops responding if speaker turns away. 6. Listens to familiar sounds, words, or finger plays. 7. Fleeting Attention – not under child’s control, new stimuli takes whole attention. 1. Stops and looks when hears own name. 2. Starts to understand contextual clues, e.g. familiar gestures, words and sounds. 1. Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing. 2. Makes own sounds in response when talked to by familiar adults. 3. Lifts arms in anticipation of being picked up. 4. Practises and gradually develops speech sounds (babbling)to communicate with adults; says sounds like ‘ baba, nono, gogo 8 -^20 8. Moves whole bodies to sounds they enjoy, such as music or a regular beat. 9. Has a strong exploratory impulse. 10. Concentrates intently on an object or activity of own choosing for short periods. 11. Pays attention to dominant stimulus – easily distracted by noises or other people talking. 3. Developing the ability to follow others’ body language, including pointing and gesture. 4. Responds to the different things said when in a familiar context with a special person (e.g. ‘Where’s Mummy?’, ‘Where’s your nose? ’). 5. Understanding of single words in context is developing, e.g. ‘cup’, ‘milk’, ‘daddy 5. Uses sounds in play, e.g. ‘brrrm’ for toy car. 6. Uses single words. 7. Frequently imitates words and sounds. 8. Enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye. ) 9. Uses pointing with eye gaze to make requests, and to share an interest. 10. Creates personal words as they begin to develop language 16
26 (^) 12. Listens to and enjoys rhythmic patterns in rhymes and stories. 13. Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations. 14. Rigid attention – may appear not to hear 6. Selects familiar objects by name and will go and find objects when asked, or identify objects from a group. 7. Understands simple sentences (e.g. ‘Throw the ball. ’) 11. Copies familiar expressions, e.g. ‘Oh dear’, ‘All gone’. 12. Beginning to put two words together (e.g. ‘want ball’, ‘more juice ’). 13. Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot ). 14. Beginning to ask simple questions. 15. Beginning to talk about people and things that are not present. 22
36 15. Listens with interest to the noises adults make when they read stories. 16. Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door. 17. Shows interest in play with sounds, songs and rhymes. 18. Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus. 8. Identifies action words by pointing to the right picture, e.g., “Who’s jumping?” 9. Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’ 10. Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.? ). 11. Developing understanding of simple concepts (e.g. big/little ) . 16. Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts. 17. Holds a conversation, jumping from topic to topic. 18. Learns new words very rapidly and is able to use them in communicating. 19. Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’. 20. Uses a variety of questions (e.g. what, where, who ). 21. Uses simple sentences (e.g.’ Mummy gonna work.’ ) 22.Beginning to use word endings (e.g. going, cats 30 -^ 50 19. Listens to others one to one or in small groups, when conversation interests them. 20. Listens to stories with increasing attention and recall. 21. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. 22. Focusing attention – still listen or do, but can shift own attention. 23. Is able to follow directions (if not intently focused on own choice of activity). 12. Understands use of objects (e.g. “What do we use to cut things?’ ) 13. Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. 14. Responds to simple instructions, e.g. to get or put away an object. 1 5. Beginning to understand ‘why’ and ‘how’ questions 23. Beginning to use more complex sentences to link thoughts (e.g. using and, because ). 24. Can retell a simple past event in correct order (e.g. went down slide, hurt finger ). 25. Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. 26. Questions why things happen and gives explanations. Asks e.g. who, what, when, how. 27. Uses a range of tenses (e.g. play, playing, will play, played ). 28. Uses intonation, rhythm and phrasing to make the meaning clear to others. 29. Uses vocabulary focused on objects and people that are of particular importance to them. 30. Builds up vocabulary that reflects the breadth of their experiences. 31. Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’ 40
60+ 24. Maintains attention, concentrates and sits quietly during appropriate activity. 25. Two-channelled attention – can listen and do for short span. Early Learning Goal (ELG1) Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. 16. Responds to instructions involving a two-part sequence. 17. Understands humour, e.g. nonsense rhymes, jokes. 18. Able to follow a story without pictures or props. 19. Listens and responds to ideas expressed by others in conversation or discussion. Early Learning Goal (ELG2) Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. 32. Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. 33. Uses language to imagine and recreate roles and experiences in play situations. 34. Links statements and sticks to a main theme or intention. 35. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. 36. Introduces a storyline or narrative into their play. Early Learning Goal (ELG3) Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events
Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children.
Early Years Outcomes in the Early Years Foundation Stage (EYFS) Prime Area: Personal, Social and Emotional Development Self-confidence and Self-awareness Managing Feelings and Behaviour Making Relationships Birth – 11
- Laughs and gurgles, e.g. shows pleasure at being tickled and other physical interactions.
- Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention.
- Is comforted by touch and people’s faces and voices.
- Seeks physical and emotional comfort by snuggling in to trusted adults.
- Calms from being upset when held, rocked, spoken or sung to with soothing voice.
- Shows a range of emotions such as pleasure, fear and excitement.
- Reacts emotionally to other people’s emotions, e.g. smiles when smiled at and becomes distressed if hears another child crying.
- Enjoys the company of others and seeks contact with others from birth.
- Gazes at faces and copies facial movements. e.g. sticking out tongue, opening mouth and widening eyes.
- Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements.
- Recognises and is most responsive to main carer’s voice: face brightens, activity increases when familiar carer appears.
- Responds to what carer is paying attention to, e.g. following their gaze.
- Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin. 8 – 20
- Enjoys finding own nose, eyes or tummy as part of naming games.
- Learns that own voice and actions have effects on others.
- Uses pointing with eye gaze to make requests, and to share an interest.
- Engages other person to help achieve a goal, e.g. to get an object out of reach.
- Uses familiar adult to share feelings such as excitement or pleasure, and for ‘emotional refuelling’ when feeling tired, stressed or frustrated.
- Growing ability to soothe themselves, and may like to use a comfort object.
- Cooperates with care-giving experiences, e.g. dressing.
- Beginning to understand ‘yes’, ‘no’ and some boundaries
- Seeks to gain attention in a variety of ways, drawing others into social interaction.
- Builds relationships with special people.
- Is wary of unfamiliar people.
- Interacts with others and explores new situations when supported by familiar person.
- Shows interest in the activities of others and responds differently to children and adults, e.g. may be more interested in watching children than adults or may pay more attention when children talk to them. 16 -
- Explores new toys and environments, but ‘checks in’ regularly with familiar adult as and when needed.
- Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others).
- Demonstrates sense of self as an individual, e.g. wants to do things independently, says “No” to adult.
- Is aware of others’ feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice.
- Growing sense of will and determination may result in feelings of anger and frustration which are difficult to handle, e.g. may have tantrums.
- Responds to a few appropriate boundaries, with encouragement and support.
- Begins to learn that some things are theirs, some things are shared, and some things belong to other people.
- Plays alongside others.
- Uses a familiar adult as a secure base from which to explore independently in new environments, e.g. ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious.
- Plays cooperatively with a familiar adult, e.g. rolling a ball back and forth. 22 – 36
- Separates from main carer with support and encouragement from a familiar adult.
- Expresses own preferences and interests.
- Seeks comfort from familiar adults when needed.
- Can express their own feelings such as sad, happy, cross, scared, worried.
- Responds to the feelings and wishes of others.
- Aware that some actions can hurt or harm others.
- Tries to help or give comfort when others are distressed.
- Shows understanding and cooperates with some boundaries and routines.
- Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do.
- Growing ability to distract self when upset, e.g. by engaging in a new play activity.
- Interested in others’ play and starting to join in.
- Seeks out others to share experiences.
- Shows affection and concern for people who are special to them.
- May form a special friendship with another child. 30 – 50
- Can select and use activities and resources with help.
- Welcomes and values praise for what they have done.
- Enjoys responsibility of carrying out small tasks.
- Is more outgoing towards unfamiliar people and more confident in new social situations.
- Confident to talk to other children when playing, and will communicate freely about own home and community.
- Shows confidence in asking adults for help
- Aware of own feelings, and knows that some actions and words can hurt others’ feelings.
- Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
- Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.
- Can usually adapt behaviour to different events, social situations and changes in routine.
- Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
- Initiates play, offering cues to peers to join them.
- Keeps play going by responding to what others are saying or doing.
- Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. 40 – 60+
- Confident to speak to others about own needs, wants, interests and opinions. 19.Can describe self in positive terms and talk about abilities Early Learning Goal (ELG6) Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
- Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
- Aware of the boundaries set, and of behavioural expectations in the setting.
- Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy. Early Learning Goal (ELG7) Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
- Initiates conversations, attends to and takes account of what others say.
- Explains own knowledge and understanding, and asks appropriate questions of others.
- Takes steps to resolve conflicts with other children, e.g. finding a compromise. Early Learning Goal (ELG8) Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children.
Early Years Outcomes in the Early Years Foundation Stage (EYFS) Specific Area: Literacy Specific Area: Mathematics Reading Writing Numbers Shape, Space and Measure Birth
-^ 11 1. Enjoys looking at books and other printed material with familiar people ( See the roots of writing in Communication & Language ). 1 Children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. 1. Notices changes in number of objects/images or sounds in group of up to 3. (See Characteristics of Effective Learning – Playing & Exploring and Physical Development)
- Babies’ early awareness of shape, space and measure grows from their sensory awareness and opportunities to observe objects and their movements, and to play and explore. 8-
- Handles books and printed material with interest (See the roots of mark-making and handwriting in Characteristics of Effective Learning - Playing and Exploring and also Physical Development). 2.Early mark-making is not the same as writing. It is a sensory and physical experience f symbols which can communicate meaning.or babies and toddlers, which they do not yet connect to forming
- Develops an awareness of number names through their enjoyment of action rhymes and songs that relate to their experience of numbers.
- Has some understanding that things exist, even when out of sight. 2 Recognises big things and small things in meaningful contexts.
- Gets to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime 16- (^) 3. Interested in books and rhymes and may have favourites 4. Knows that things exist, even when out of sight.
- Beginning to organise and categorise objects, e.g. putting all the teddy bears together or teddies and cars in separate piles.
- Says some counting words randomly.
- Attempts, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles. 5. Uses blocks to create their own simple structures and arrangements.
- Enjoys filling and emptying containers.
- Associates a sequence of actions with daily routines.
- Beginning to understand that things might happen ‘now’. 22-
- Has some favourite stories, rhymes, songs, poems or jingles.
- Repeats words or phrases from familiar stories.
- Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a … 3 .Distinguishes between the different marks they make 7. Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’.
- Recites some number names in sequence.
- Creates & experiments with symbols and marks representing ideas of number. 10. Begins to make comparisons between quantities.
- Uses some language of quantities, such as ‘more’ and ‘a lot’.
- Knows that a group of things changes in quantity when something is added or taken away.
- Notices simple shapes and patterns in pictures.
- Beginning to categorise objects according to properties such as shape or size.
- Begins to use the language of size. (^12) ‘ later. Understands some talk about imm’ or ‘ soon ’. ediate past and future, e.g. ‘ before ’, 13 Anticipates specific time-based events such as mealtimes or home time. 30 - 50
- Enjoys rhyming and rhythmic activities.
- Shows awareness of rhyme and alliteration.
- Recognises rhythm in spoken words.
- Listens to and joins in with stories and poems, one-to-one & also in small groups.
- Joins in with repeated refrains stories. & anticipates key events & phrases in rhymes and 12 Beginning to be aware of the way stories are structured.
- Suggests how the story might end.
- Listens to stories with increasing attention and recall.
- Describes main story settings, events and principal characters.
- Shows interest in illustrations and print in books and print in the environment.
- Recognises familiar words and signs such as own name and advertising logos.
- Looks at books independently.
- Handles books carefully.
- Knows information can be relayed in the form of print.
- Holds books the correct way up and turns pages.
- Knows that print carries meaning and, in English, is read from left to right and top to bottom.
- Sometimes gives meaning to marks as they draw and paint.
- Ascribes meanings to marks that they see in different places
- Uses some number names and number language spontaneously.
- Uses some number names accurately in play.
- Recites numbers in order to 10.
- Knows that numbers identify how many objects are in a set.
- Beginning to represent numbers using fingers, marks on paper or pictures.
- Sometimes matches numeral and quantity correctly.
- Shows curiosity about numbers by offering comments or asking questions.
- Compares two groups of objects, saying when they have the same number.
- Shows an interest in number problems.
- Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.
- Shows an interest in numerals in the environment.
- Shows an interest in representing numbers.
- Realises not only objects, but anything can be counted, including steps, claps or jumps.
- Shows an interest in shape and space by playing with shapes or making arrangements with objects.
- Shows awareness of similarities of shapes in the environment.
- Uses positional language.
- Shows interest in shape by sustained construction activity or by talking about shapes or arrangements.
- Shows interest in shapes in the environment.
- Uses shapes appropriately for tasks.
- Beginning to talk about the shapes of everyday objects, e.g. ‘ round ’ and ‘ tall ’. 40 – 60+
- Continues a rhyming string.
- Hears and says the initial sound in words.
- Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
- Links sounds to letters, naming and sounding the letters of the alphabet.
- Begins to read words and simple sentences.
- Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
- Enjoys an increasing range of books.
- Knows that information can be retrieved from books and computers. Early Learning Goal (ELG9) Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read
- Gives meaning to marks they make as they draw, write and paint.
- Begins to break the flow of speech into words.
- Continues a rhyming string.
- Hears and says the initial sound in words.
- Can segment the sounds in simple words and blend them together.
- Links sounds to letters, naming and sounding the letters of the alphabet. (^12) representing some sounds correctly and in sequence.. Uses some clearly identifiable letters to communicate meaning,
- Writes own name and other things such as labels, captions.
- Attempts to write short sentences in meaningful contexts. Early Learning Goal (ELG10) Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible
- Recognise some numerals of personal significance.
- Recognises numerals 1 to 5.
- Counts up to three or four objects by saying one number name for each item.
- Counts actions or objects which cannot be moved. 30. Counts objects to 10, and beginning to count beyond 10.
- Counts out up to six objects from a larger group.
- Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
- Counts an irregular arrangement of up to ten objects. 34. Estimates how many objects they can see and checks by counting them.
- Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
- Finds the total number of items in two groups by counting all of them.
- Says the number that is one more than a given number. 38. Finds one more or one less from a group of up to five objects, then ten objects.
- In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. 40. Records, using marks that they can interpret and explain.
- Begins to identify own mathematical problems based on own interests and fascinations. Early Learning Goal (ELG11) Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single- digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing
- Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.
- Selects a particular named shape.
- Can describe their relative position such as ‘ behind ’ or ‘ next to ’.
- Orders two or three items by length or height.
- Orders two items by weight or capacity.
- Uses familiar objects and common shapes to create and recreate patterns and build models.
- Uses everyday language related to time.
- Beginning to use everyday language related to money.
- Orders and sequences familiar events.
- Measures short periods of time in simple ways. Early Learning Goal (ELG12) Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
