The Statutory EYFS progress check To be completed when the child is aged between 24 – 36 months

1. The Statutory EYFS progress check To be completed when the child is aged between 24 – 36 months

2. Statutory requirement The Early Years Foundation Stage requires that parents and carers must be supplied with a short written summary of their child’s development in the three prime areas of learning and development … when the child is aged between 24-36 months.

3. Know How Guide - Key aims P3 • review a child’s development in the three prime areas • ensure that parents have a clear picture of their child’s development • enable parents and practitioners to understand the child’s needs, enhance development at home and within the setting • note areas where a child is progressing well and identify any areas where progress is less than expected • describe actions the provider intends to take to address any developmental concerns (including working with other professionals where appropriate)

4. Know How Guide - Key principles P4 • should be completed by a practitioner (key person) who knows the child well and works directly with them in the setting • arises from the on going observational assessments • is based on skills, knowledge, understanding and behaviour that the child demonstrates consistently and independently • takes account of the views and contributions of parents, practitioners and other professionals • enables children to contribute actively to the process

5. Taken from Know How Guide P6

6. Tracking development using the one of the following: EYFS Unique Child aspect of Development Matters OR EYFS Assessment overview In order to produce a Progress check between 24-36 months The Four Elements of a Pathway Profile

7. The role of the parents Reflective questions: How do your policies and procedures currently support the involvement of parents? • Induction • Admissions policy • How do you involve parents in supporting their child’s learning and development? How does your setting already value and support the learning that takes place at home? • More than just a display

8. A parent’s thoughts on the planned progress check “If I was given a report or document written about my son, I would like the report to show that the person who has written it really knows him. Of course I know exactly what he can do when he is at home, because I am watching him and listening to him every day, but I would want to know what he shows when he isn’t with me, on the days when he is at nursery. When I watch him playing I often think about how he was a tiny baby such a short time ago and all the stages he has gone through to reach his present stage of development. So I would also want to feel that the report really recognises and celebrates all that he can do and, most importantly, shows something of his true self, of his uniqueness and all the wonderfully funny, surprising and exciting things he does each day.”

9. Review and reflect upon the child Draft some comments or make initial assessment judgements Discuss the child's progress with parent/carers, taking their views into account Discuss any concerns about the child with the leader/manager of the setting or Improvement Advisor for childminders Finalise the progress check Provide a copy for parents and add a copy to the child's ongoing learning & development record Put in place any actions to meet the child's needs within the setting or home Consider if extra support is needed and gain parental consent to share information with other agencies if required

10. The following factors may determine the timing of the progress check • The child’s entry point to the setting. • Individual needs and circumstances. • Parental preferences. • Pattern of attendance.

11. Completing the check • Time management implications to draft the report and meet with parents/carers • Confidentiality • Overall responsibility of the manager to ensure consistency and quality • Available example formats

12. Templates for the check There is no prescribed format What to include: • Name, date of birth, age at the time of the check, date of the check • Space to comment on the three prime areas • Next steps for the setting and ideas for home • Space for the parents to comment • Space for signatures

13. Child Scenarios Luca enjoys the company of his key person Gemma and is beginning to take notices of the other children in the group. He is a quiet and happy boy. Luca has recently begun to walk around, however he still prefers to bottom shuffle the majority of the time. He will now hold his beaker with encouragement and is beginning to feed himself using his fingers. His favourite book to share is Buster's Birthday and he gets very excited when Gemma asks 'again?' when the story finishes. He concentrates by studying the pictures taking his time to look for things and when asked he points to the pictures. Luca loves to listen to music, swaying to songs and smiling as Gemma encourages him to dance.

14. Children developing at a slower pace • This is a sensitive issue • Practitioners must not diagnose but should signpost • The role of the setting SENCo and other practitioners in the setting • Contacting the Inclusion Team or setting’s I.A. • Linking with other professionals There will be additional training on offer

15. Children with diagnosed additional needs • Celebrate what the child has achieved. • The views of all the professionals already involved should be sought • The setting SENCo should be involved with the whole process • Link to current support plan / IEP • Even greater role for the parents, they will have significant expertise.

16. Children at more than one setting The progress check would normally be carried out by the child’s key person at the setting where the child spends the greatest amount of time each week. However Seek the views of other practitioners working with the child in other settings. If the child moves setting during this period the report should usually be produced by the setting where the child has spent most time.

17. As a practitioner what are the key messages that you will need to consider. • Engaging with parents • Space, time and privacy to have the discussion with parents • Time to draft the summary • When is the best time to complete it • Release of staff • Making arrangements • Support from EYCS

18. And finally... • There will be additional training sessions available in the autumn term – e.g. Journey to Excellence • Support from the Local Authority