Revised EYFS (September 2012) Observation, Assessment & Planning
The following pro-formas have been written to support you with developing your planning and assessment formats to ensure that they reflect the language and ethos of the revised EYFS. They will also give you the opportunity to reflect upon and adapt your current formats. These examples have been designed to meet the needs of a range of practitioners working with different age groups of children from babies to R/Y1.
A steering group, which included colleagues from the wide range of settings in York, trialled and evaluated the formats and their findings have been valued and incorporated. The purpose of this booklet is to select the particular format which you would find most useful and pertinent for your needs. These pro-formas are all optional.
Any feedback would be gratefully received, please email the EYLW team at: Nicola Fox email@example.com. If you decide to adapt \ and use one of the templates for use please can you remove the logos.
An observation will provide information about a child’s learning, skills and knowledge. It is important to record ‘what the child is doing and saying’ and to ensure that what is being recorded is significant and meaningful. Make notes that are brief and to the point.
- Photograph Observation
- Weekly Overview
- Quick snapshot observation
- Area of provision observation
- Bubble observation
- Interests observation
- Tell us about
- Things I'd like you to know example
- Things I'd like you to know template
Formative assessment covers all of the evidence that has been collated over a period of time. This is to gain an understanding of a child’s learning, development and progress. Evidence could include observations, photographs, samples of children’s work, comments from parents and the child’s own voice. You can record observations on these pro-formas over time to build up knowledge of the child.
- Baby room - observation based on characteristics of effective learning (no colours)
- Baby room - observation based on characteristics of effective learning
- Baby room- characteristics of effective learning example
- Toddler room - observation based on characteristics of effective learning (no colours)
- Toddler room - observation based on characteristics of effective learning
- Toddler room- characteristics of effective learning examples
- Pre school rooms - observation based on characteristics of effective learning (no colours)
- Pre school rooms - observation based on characteristics of effective learning
- Pre school room- characteristics of effective learning example
- Prime areas assessment example
- Prime Areas - Learning Development Chart
- Specific Areas - Learning Development Chart
Summative assessment is a ‘summing up’ of an individual child’s achievement at certain points in the year. This could be a baseline, termly or end of year assessment in which a decision is made about which age and stage best fits the child. Prime areas will be more relevant for the youngest children or both prime and specific areas as appropriate. Formative evidence that has been collated will be used to support and inform these.
- Baseline example
- Baseline - Aug 2012
- Progress Summary
- Transition Summary
- Two year progress - Circles with detail
- Two year progress - Examples Bobby
Group trackers are a means of recording the attainment of an entire cohort or group of children. These will provide opportunities to look at how children within the group are progressing and will highlight areas of learning in which children are doing well and those which require attention and further support. These will be updated at key points in the year, for example as a baseline, ½ termly, termly and end of year.
Planning documents are a means of recording the activities, interests, provocations and learning intentions for a child or a group of children. Planning must always be relevant to the stage and age of the child/children and what is planned should support and further their learning and development. Planning will be informed by knowledge of the child’s age and stage which will; be understood through observation, assessment & tracking.
- 7 Areas Plan
- Activity Planner
- Adult led Planner
- Baby Room Planning 0-11 months
- Baby Room Planning 0-11 months Charlotte
- Baby Room Planning 0-11 months Thomas
- Baby-Toddler Room Planning 8-20 months
- Baby-Toddler Room Planning 8-20 months Archie
- Baby-Toddler Room Planning 16-26 months
- Baby-Toddler Room Planning 16-26 months Jessica
- Baby-Toddler Room Planning 22-36 months
- Baby-Toddler Room Planning 22-36 months Dylan
- Baby-Toddler Room Planning 30-50 months
- Baby-Toddler Room Planning 40-60 months
- Calendar Planner - Terms 1 and 2
- Focus Plan
- Planning grid for childminders - listening
These pro-formas may be more relevant for use with older children in school.
- Long term plan - AOLD 3 terms
- Long term plan - AOLD
- Long term plan - Terms 1 and 2
- Long term plan
- Medium term plan 1
- Medium term plan 2
- Medium term plan 3
- Medium term planing literacy
- Seasonal plan
I Can Planning Pro-formas for areas of provision
These I Can statements have been taken from Development Matters and help to guide your resourcing and planning for areas of provision dependent on the age and stage of the children.