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EARLY YEARS FOUNDATION STAGE PROFILE

2011Guidance materials for moderation activities

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

COMMUNICATION, LANGUAGE AND LITERACY

PROBLEM SOLVING REASONING AND NUMERACY

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

PHYSICAL DEVELOPMENT

CREATIVE DEVELOPMENT

Motivation and excitement to learn must be maintained in order for a child to progress in the foundation stage. Therefore links with PSED- DA 6 should thread through everything, particularly the higher level application of skills.

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1. Additional exemplification materials can be found on the QCDA website This site has been revised and a wide range of materials are now available including video clips of observations with voice over describing the child's achievements through the course of the activity.

2. When recording observation note the support given. Leading questions Responding to and participating with children Working alongside Modelling by the adult

3. Balance of evidence - Child initiated / adult directed learningOf the 80% from the everyday activity, we would hope that a large proportion would be from activities which show that the child can perform the skills or demonstrate the knowledge and qualities in child-initiated work.

What do we mean by child-initiated? (Guidance in the National Strategies publication – “Playing. Learning and Interacting” October 2009 – ref 00775-2009BKT-EN

Where the child achieves success through choosing an activity (It may be teacher initiated but not directed). It may be the independent activity following up or an application of something recently modelled or guided in teacher-directed/focused activity.

Adult providing choice.Adults scaffolds, questions, intervenes and observes then looks for children learning independently

Examples (additional guidance included in the document Sustained, shared thinking available within the EYFS documentation on the National Strategies site)- Good open ended activity e.g. child observed counting in the sand tray. Cross application of skills learned.- Seeing children using symbolic play – taking play-dough into home corner to make food.- Observing free play – expectations of observer- Using continuous provision

In addition to this, we would want to see evidence over a range of situations, and that the performance is consistent over time.Evidence could come from a range of sources – parents, practitioners, SENCOs, lunch time supervisors and other outside agencies


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4. Best description – an observation may cover a number of strands and scale points and describes the skills and behaviours a child demonstrates. A best description model is used in preference to a best fit.

Personal, Social and Emotional Development

”With adult support” This only appears in a small number of Profile points, and is contextually different in each. Dispositions and attitudes Point 2 – Dresses and undresses and manages own personal hygiene with adult support.

- Adult support here is appropriate for the stage the child is at with dressing/undressing. This distinguishes the stage from profile Point 4 at ELG stage, where it says Dresses and undresses independently and manages own personal hygiene.

Scoring below the Early Learning Goals

PSED Scale point 1 Scale point 2 Scale point 3Profile criteria for Dispositions and Attitudes

Shows an interest in classroom activities through observation or participation.

Dresses, undresses and manages own personal hygiene with adult support

Displays high levels of involvement in self-chosen activities.

What to look for – indoors/outdoors

Can the child watch or listen for short periods of time or join in (possibly with support)?

Can the child put on their coat with help? Is the child aware of the need to wash their hands after using the toilet?

Can the child complete self chosen activities with concentration to their satisfaction?How keen is the child to try new activities and experiences?

Examples in practice

A child stood next to the playdoh table watching the adult and children, making hedgehogs. He sat down and joined in when a ball of dough was put in a space.

A child gets own coat and manages to get one arm in but needs help with finding second arm. A child asks to go to the toilet but cannot undo button on trousers – washes hands.

A child decides to build the garage for his new car. Selects his/her own duplo bricks and constructs three walls – chooses card, from mark-making for a door and roof.

Age of child 4 year 10 monthsLength of observation 5 minutes gap of 10 then returns for 10

more minutesContext:

Working individually in the sand as a self chosen activityLook, listen, note:

M. touches each of the pieces of equipment already in the sand tray. He looks at them and trickles sand out of the bucket and trowel, funnel. Goes to another are when asked by an adult but returns when completed activity and repeats the trickling the sand through the equipment in the tray for a further 10 minutes

Evaluation/Judgments:1 –shows an interest in the equipment and handles it.


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3 - beginning to show high levels of involvement and interest to want to

return. Is using resources already available.

SCORES WITHIN THE EARLY LEARNING GOALSPSED Scale point 4 Scale point 5 Scale point 6 Scale point 7 Scale point 8Profile criteria for disposition & attitude

Dresses and undresses independently and manages own personal hygiene.

Selects and uses activities and resources independently.

Continues to be interested, motivated and excited to learn.

Is confident to try new activities, initiate ideas and speak in a familiar group.

Maintains attention and concentrates.


Can the child dress up for role play without support. Can the child go to the toilet and wash hands without support?

How does the child set about choosing an activity?How does the child show the successes they have achieved?

Do the activities absorb and interest the child?Can the child sustain interest and persevere in a range of activities?

Can the child offer answers, ideas and suggestions in a small group? Is the child confident to use enhanced provision and try their own ideas in a new activity?

Can the child show high levels of involvement and engagement in a range of activities and situations?


A child wanted to be an angel – didn’t remove clothes but put on a long dress, wings, tiara and a wand. She then added the cloak to fly.

A child wanted to make a birthday card for her dad. She selected card from the writing table and took it to the workshop area to make a collage picture. Asked for sequins for corners.

A child waits near the sand tray saying, “Can I have the band? Is it my turn?”

A child volunteers answers to what might happen next in the story. A child goes over to an enhancement introduced the day before and gets additional materials needed for their idea.

A child listens to what is going to happen when they go on their walk – what to look for – while walking he points and names the buildings and their uses.

Age of child 5 year 2 monthLength of observation 17 minutes

Context:B. working in small groups of self chosen activities. He begins in the small world, moves into the story corner and then goes outside.

Look, listen, note:In the small world B. moves the figures around so they interact with each other. B. talks for them – “look at his sword,” “I walk up wall”, “keep out of my way I am brave and tough” He is very enthusiastic.In the book corner looks at some books and uses the tapes “How about this?” another child offers some headphones. Accepted them and puts them on as he sat on a cushion, used a squeaky pig and made the noises with it as it was repeated on the tape and in the book. Smiles all through the session and asks an adult to replay he tape again.

Evaluation/Judgments:5 -Chose his own figures from the box near the small world and are using them

appropriately to develop his ideas.


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6- Exploring his ideas and is beginning to want to learn through joining in the

story and realising he can listen again.

SCORING BEYOND THE EARLY LEARNING GOAL


PSED Scale point 9Profile criteria for disposition & attitude

Sustains involvement and perseveres, particularly when trying to solve a problem or reach a satisfactory conclusion.


Challenging activities are met with sustained, high level of involvement – demonstrates a need to reach a satisfactory outcome and will persevere o attain this.


A child was constructing a fairground using a combination of different construction kits because “they need to move in different ways”. Model was kept over the whole week and added to daily – the slide and swings were ‘easy’ but the big wheel took time to get right and satisfy his ideals.

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PSED Scale point 1 Scale point 2 Scale point 3Profile criteria for Social development

Plays alongside others. Builds relationships through gesture and talk. Takes turns and shares with adult support.


How happy is the child to visit a variety of activities?Will the child play alongside another child?

How does the child respond to other children? Does the child ask to go outside?

In teacher led/child initiated activities will the child take turns but requires adult support and reassurance?


A child has recently started at the school and likes to try different activities. He chose to build with Lego and gathered a few pieces for him/herself to join together but spent most of the time watching and listening to the others.

A child wanted to go outside and brought his coat to the teacher to see if it was time to go out. Whilst playing with the magnets, the child was watching the others. He saw another child needed a certain piece for his model, so he found it and handed it to him and they then played together.

A child enjoys playing the crow game. The child waits until the teacher tells him it is his turn to throw the dice and tells the other children if it is their go.

Age of child 5 year 0 monthsLength of observation 10 minutes

Context:L and small groups using the train outside to build and use the track to explore movement.Look, listen, note:“Look at this S.” he shows his friend the blue train in his hand as they play alongside each other. “I’m going to pull it, J, You’d better be quiet. I am going in the tunnel”Look S. It’s going round there (touched S. on shoulder to make sure he was listening. S left the group). L. joined other children in making a ch, ch sound. He moved his train into a tunnel – “it’s gone in my tunnel” J says “it won’t get past” and leaves the game looking at L. L. is left playing alongside a girl. L. asked for a train and the girls gives him one. Evaluation/Judgments:


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1 -Plays alongside other children.2 –Joins the play and explains his play.

SCORES WITHIN THE EARLY LEARNING GOALSPSED Scale point 4 Scale point 5 Scale point 6 Scale point 7 Scale point 8Profile criteria for Social development

Works as part of a group or class taking turns and sharing fairly.

Forms good relationships with adults and peers.

Understands that there need to be agreed values and codes of behavior for groups of people, and children, to work together harmoniously.

Understands that people have different needs, views, cultures and beliefs that need to be treated with respect.

Understands that s/he can expect others to treat her or his needs, views, cultures and beliefs with respect.


Does the child ask and wait for their turn?Is the child aware of the number of children allowed in each area? Can the child take their turn during circle time?

Can the child respond to familiar adults in the setting?Is the child beginning to make friends with other children and choose activities together?

Can the child understand agreed values and codes?

How does the child accept similarities and differences? How does the child understand various beliefs and customs?(See also guidance on ED Point 6)

How tolerant is the child of other children’s differences?How comfortable is the child in sharing simple things from their own background, everyday occurrences and special events with others?


When a child first started she always wanted to be the one to give out the drinks – she now knows the children takes turns and she checks the list to see when it is her turn. Outside the bikes are always in demand and a child knows he cannot ride them all the time and other children need to have a go.

In the paint area two children want to paint. They first help each other put on the aprons. Another child happily chats to any of the staff and will often pop into the office to have a chat with the secretary.

The children had talked with the teacher about running inside school. During free play one child cam and said he had seen another child running inside and he was worried because he might fall and hurt himself or bump into something.

During the lead up to Christmas the children talked about Christmas trees. One child said they had not put their tree up yet because they had a real tree and not a pretend one and their tree would die if they put it up too early.

A child enjoys singing time when it is a birthday and is especially excited when it is one of the teachers. She will tell other children to be quiet because it is a birthday. One child who is autistic got very upset at snack time and threw himself on the floor. A child told one of the new children that it was the other child did not really like sitting for snacks.


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Examples of children working within the Early Learning Goals

Age of child 5 years 2 monthsLength of observation minutes

Context:Playing a game of cricket in the outdoor area. Working as part of a group in an activity suggested by an adult.Look, listen, note:H. tells the group what they are going to do. He tells them where they are going to wait their turns to bat. He gave all the players a bat “you must wait until I throw the ball and hit it.” “We have to catch it and he will run after it”– pointing to another child. “You have to all play and watch to catch the ball”.Evaluation/Judgments:4 – Leading the group and making sure all receive a turn.5 - Positive approach to other children. 6 – Beginning to understand the need for agreed codes to work together.


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Age of child 5 year 7monthsLength of observation 20 minutes

Context:S and her friend had written their Christmas cards in the writing area and she wanted to post them in the school post box for her friends in the other reception class.Look, listen, note:The two children went to the hall to find that the box was no longer there. On returning to the classroom she suggested that they should try to find out where the box had gone and they should go and ask other classes if they could help them. Her friend who was hesitant and didn’t want to leave the classroom, so S said “why don’t we ask (the adult) if they can come with us”Evaluation/Judgments:7 -is offering ideas confidently9 -made changes to her ideas and was keen that her friend would be

able to join in and suggesting an idea to facilitate this.


PSED Scale point 9Profile criteria for Social development

Takes into account the ideas of others. relevant detail. Uses language to work out and clarify ideas, showing control of a range of appropriate vocabulary.


Has the child consolidated all the learning further at points 4-8? In addition will the child listen respectfully to others and adapt/change plans in response to suggestions from others.


Playing in the role-play area a child is organising the others they are playing the 3 bears and she is Goldilocks. Another child wants to join the play and does not want to be a bear so the child organising the play decides she can be Goldilock’s little sister.

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PSED Scale point 1 Scale point 2 Scale point 3Profile criteria for Emotional development

Separates from main carer with support. Communicates freely about home and community. Expresses needs and feelings in appropriate ways.


How does the child grow in confidence as they adapt to their setting?Can the child enter the setting and join activities with confidence and without distress?

Can the child talk about or communicate in an appropriate form about experiences important to them and within their immediate experience?

Does the child demonstrate a range of emotions and needs in given situations?


A child was initially reluctant to come into the setting and clung to mum. Through continuing praise he became more and more confident. He is now able to enter setting freely, put coat/bags/pack up away, self-register and immediately looks for his friends and self selects activities. He is happy for mum to go and no longer requires the level of support that he once did.

A child was very excited that next week it was the holiday; he was keen to tell everyone all the jobs he would be doing with the farm hands and his Dad. He described in detail the jobs he had done and exactly how long he had “worked”, ‘It were dark when we went out and dark when we got back! We didn’t even come home for lunch, ‘cos me mam and Katie brought it out t’field!’

As a response to a circle time, a child, who had been finding it difficult to express himself and his feelings, started to use the ‘emotions dial’ we had made to help communicate how he felt. He began to use appropriate language and then was able to interact with others in a more positive manner. ‘I’m not happy ‘cos a child has got all the play-dough, he’s got to share ‘cos else it’s not fair!’


Context:Using the ramps, drain pipes and balls outside. J had chosen to play with O.Look, listen, note:J stands at the top of the ramp. He bends down crouched and rolls the ball from his left hand. Then he runs to the bottom and his ball has gone, so he crouches down ad waits for next ball. “I want to roll one up the hill.” You can’t” He then rolls the ball up and it stops half way. J “Oh no ...” and it rolls back down, he stands up laughing. “It’s rolling back down O. looked at J. “Look, look, J”

Evaluation/Judgments:1 – Working alongside another child.2 –I s building his relationship through talk and actions


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SCORES WITHIN THE EARLY LEARNING GOALSPSED Scale point 4 Scale point 5 Scale point 6 Scale point 7 Scale point 8Profile criteria for Emotional development

Responds to significant experiences, showing a range of feelings when appropriate.

Has developing awareness of own needs, views and feelings and is sensitive to the needs, views and feeling of others.

Has a developing respect for own culture and beliefs and those of other people.

Considers the consequences of words and actions for self and others.

Understands what is right, what is wrong and why.

What to look for – indoors /outdoors

How does the child respond to key events and show their emotions.How does the child express their feelings as they experience new and exciting activities?

Is the child secure within their own identity?How does the child show a sense of those around them and empathizes with the needs of their peer group?

How does the child show an awareness of their own culture?How does the child recognise that other children within the setting have different values and experiences to their own?How does the child recognise the cultures and values of others whilst being different are of equal value?

How does the child recognise that their actions affect those around them?How does the child respond to others when upset by actions?

How does the child recognise the difference between right and wrong?How well the child does accepts that some actions are unacceptable?How does the child subscribe to agreed codes of conduct within the class, school and outdoors?


A child was excited about the whole school trip to the theatre, but was a little concerned about traveling on the coach as this was a new experience for her. She was happy when she was strapped in and with her friend. The whole journey to the theatre she talked about what she thought it would be like. She knew it might get dark and asked if she could sit near an adult, ‘It might be scary for me!’Throughout the performance she was transfixed by the action and the return journey was filled with her talk about what she had seen and thought of the live performance. She was able to express an opinion clearly and respond to the thoughts of others.

When playing within the malleable materials, a child was particularly kind to another child who had joined the setting later than others and was finding it difficult to integrate to the already established friendship groups.She noticed him standing watching her but reluctant to join in. She said to the other children in the area to ‘save my dough ‘cos I’m coming back in a minutes’. She then went and invited the child to join the table and explained what the others were doing. The child then spent much of her time supporting the other child and encouraging him to join in with the others.

Through a topic on festivals the children looked at how various children celebrated Christmas. One child was keen to explain some of the traditions that her family had, they celebrate St Lucia’s day on 13 December. She was excited as this year she was going to be ‘St Lucia’ serving coffee, saffron buns and gingerbread. After that day they were able to put up their decorations and get ready for Christmas. She explained about going to Midnight Mass and how when they got back the presents were under the tree and they were allowed to open just one gift. The child was confident and clear about what her family did and why it was special to her. She listened carefully to the ways in w which other children

After lashing out and injuring another child, a child showed great remorse and spent much time trying to comfort the injured child. He made the injured child a sorry card and then spent the rest of the session checking that the other child was ok and was concerned that their friendship could be re-established.

During a disagreement over a toy in the outdoor provision, a child stepped in to try and resolve the conflict. He explained to the child that we need to share and that hitting was wrong because you hurt others ‘and that is unkind and we’re not unkind children here are we?’He then negotiated a compromise, one child could start with the tractor and that the other child could be a person walking on the road, he gets knocked over and he would come and rescue one child and then the other child would have to go to jail and he could take him there on the tractor. ‘And that will be


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celebrated Christmas and reflected on the differences between them.

fair then ‘cos you both get a go!’

Age of child 5 year 8 month

Length of observation 10 minutesContext:

J and M have chosen to take their dolls outside for a walk.Look, listen, note:

M. “Oh no she has broken her leg. Can you go and look after her?”J. “She broke her leg too”M. “I will show you where to put this, just park it there” Points to putting the pram under a tree. She lifts the baby out of the pram and cuddles her. She imitates the baby hitting her. “No you haven’t to do that, you naughty little baby. There, there.” She soothes the doll and cuddles her.J. “Her leg better now. You go under there” She puts the baby gently back into the pram and covers her up.M.”Alright now. The babies are alright now. Let’s go home for tea.”

Evaluation/Judgments:4 – Responding to others feelings through the doll using the doll as the vehicle.5 -Beginning to be aware of others needs through the doll.8 –Showing understanding that it is not acceptable to hit others and


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reacts through cuddling the baby.



PSED Scale point 9Profile criteria for Emotional development

Displays a strong and positive sense of self-identify and is able to express a range of emotions fluently and appropriately


Has the child a clear identity of themselves?Is the child able to express themselves very confidently in a range of situations?Has the child the confidence to approach a range of new and unfamiliar situations with enthusiasm and vigour?


A child was responding to some unkind comments from older children about her weight and size. She clearly stated that she liked being herself that everyone is different and it didn’t matter what you looked like because if you were all the same it would be boring.When drawing herself and friends she represented herself bigger than her friends and was keen to use her height as an advantage to reach things others couldn’t.

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Communication Language and Literacy - Language for communication and thinking

Scoring below the Early Learning GoalsCLL Scale point 1 Scale point 2 Scale point 3Profile criteria for Language for communication & thinking

Listens and responds. Initiates communication with others, displaying greater confidence in more informal contexts.

Talks activities through, reflecting on and modifying actions.

What to look for indoors/outdoors

At this stage, interaction with others is characterized mainly by the child’s listening and responding to what others say through words and/or gestures. S/he rarely initiates talk. Assessment should be made on the basis of the child’s achievement in her/his preferred language. For some children, this may be a recognised sign language or Picture Exchange Communication symbol system.

The child talks and listens with emerging self-confidence in informal contexts, for example role-play or snack-time. S/he responds willingly but is less likely to instigate talk during more adult-led group activities such as story-time. Again, assessment should be based on achievement in the child’s preferred language.

The child reveals her/his thinking through speech or other forms of communication. As the child reflects, s/he may modify actions or solve problems.


A child points to milk when asked would you like milk or water. A child goes to close the door when asked.

Child shares information about their baby’s birthday with a friend at the snack table. Would not choose to speak to an adult.A child watches others in indoor provision

Child working in clay says it feels sloppy. She finds a twig for her model, she makes a zig zag in her clay and say “look I’ve made zig zag lines”


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without communicating and then instigates the talk outside.


Context:Z and A are making roti with play doughLook, listen, note:I’m being the big cook, you be little cook. I am making roti; it needs to cook for 10 minutes. It cooked now, you sit down. Sit down properly, good boy!To the adult- “We’re big cook, little cook, we’re making roti. I am ready to cut it now. Finished!”Evaluation/Judgment:2 –leading the communication, initiating the topic, expressing

choice.3- Explaining how and why, providing a simple commentary

whilst carrying out the actions.

SCORES WITHIN THE EARLY LEARNING GOALSCLL Scale point 4 Scale point 5 Scale point 6 Scale point 7 Scale point 8Profile criteria for Language for communication & thinking

Listens with enjoyment to stories, songs, rhymes and poems, sustains attentive listening and responds with relevant comments, questions or actions.

Uses language to imagine and recreate roles and experiences.

Interacts with others in a variety of contexts, negotiating plans and activities and taking turns in conversation.

Uses talk to organise, sequence and clarify thinking, ideas, feelings and events, exploring the meanings and sounds of new words.

Speaks clearly with confidence and control, showing awareness of the listener.


Assessments of scale points 4 to 9 should be in English (or BSL or sign-supported English), Are the child’s emerging competence in English language recalling more details of stories etc, for example by sequencing pictures or cards? When listening to

During a range of activities, how does the child use language to imagine, act out or develop experiences?

How does the child interact with others to take account of what they say and using language to negotiate plans and activities?

How often is the child using language rather than action to rehearse and reflect on experiences and to clarify ideas and feelings? Does the child ever talk her/himself or others through

How clearly does the child speak with confidence in familiar groups and also with people other than those who are well known to him or her? How does the child demonstrate and awareness of the listener, for example by


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suggestions or explanations, can the child respond appropriately through actions or comments, or by asking relevant questions?

challenging activities?

the use of conventions such as greetings and courtesies, or by her/his inclusion of some detail when offering accounts or explanations?


Children are inspired by rain makers a song. Asked others to join in when a guitar was played and clapped to the beat. Used this to retell the story.

Two children in the role play looking after the dolls. Both had broken their arms and they were discussing with the doctor how to mend them.

Children interacting as they plan how to fill different containers with water. Two children negotiated how to divide a painting both had worked on.

In small world play is talking through the route taken as the lorry tips out the gravel to make the surface of the road.

In circle time children are explaining what they have made and how it will be used.


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Examples of children working within the Early Learning Goals

Age of child 5 year 0 monthLength of observation 15 minutes

Context:Whole class story time reading the Owl Babies.Look, listen, note:Raj sat listening with his eyes fixed on the book and his face showed signs of concentration and expressions of delight. He was asked – where do you think mum has gone? “To hunt for food for her babies. Miss, what do they eat?”T answered, and then Raj said “I know, owls sleep in the day when we are at school.”Evaluation/Judgments:3 -Explain how and why4 - Listening attentively, Asks and answers questions.


Context:The children had come into the class after lunch; there was some disagreement between some of the children. One or two children were blaming another child for something. TH. stood up and spoke to the whole class- totally unpromptedLook, listen, note:You can’t always blame S all the time because everybody does naughty things sometimes. He might be having a sad time.TH was confident, looked at other children and had a clear loud voice, intimating a real sense of injustice.Evaluation/Judgments:6 -Responding to others, listening and responding during conversations.7/8 -Using speech to reflect on experiences, confident to express own

feelings9 –using some reasoned thought needs more to show sustained thinking


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Evidence should be gathered from a variety of contexts: including adults, parent/carers, other professionals, peers; solitary play, pairs, small and larger groups; across a range of experiences; in a variety of areas; both indoors and outdoors. Learning behaviours should be demonstrated consistently.SCORING BEYOND THE EARLY LEARNING GOAL

CLL Scale point 9Profile criteria for Language for communication & thinking

Talks and listens confidently and with control, consistently showing awareness of the listener by including relevant detail. Uses language to work out and clarify ideas, showing control of a range of appropriate vocabulary.


How well is the child talking and listening very confidently in a wide range of situations, sometimes adapting her/his vocabulary and tone of voice to the particular situation?Does the child use appropriate vocabulary in explaining ideas clearly?Does the child show an awareness of the needs of the listener by including relevant details, for example when describing events or activities which took place when the listener was not present?

Examples in practice The child extends ideas and clarifies thought, shows high level of sustained thinking and can reason through some of their ideas using appropriate language.

Age of child 5 year 7monthsLength of observation 20 minutes

Context:After a visit to a museum, J finds the set of dinosaurs form the small world and shares his collection with his friend (P) and the teacher.

Look, listen, note:He explains the difference that some dinosaurs eat meat and others only eat plants. “They are called carnivores” With support from the adult he is introduced to the word herbivore for plant eaters. He talks to P “let’s put all the meat eaters in the forest and let them catch the other ones.” He sorts the dinosaurs into groups according to carnivores and herbivores. He uses the names for a number of the dinosaurs and describes how those with long necks can reach up into trees to eat the leaves. He demonstrates with the T-rex the use of claws to hold the meat. He roars like a fierce dinosaur. After the adult suggestion he finds a dinosaur book from the book shelf and sits with P talks about the dinosaurs and points to the correct one on the page– “is that a tyrannosaurus rex?” No that’s a brontosaurus – he’s got a long neck and big body.”

Evaluation/Judgments:7/8 -Giving instructions, confident and coherent.9 -confident, wide range of vocabulary, sustains discussion, very passionate about

the subject.


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Evidence should be gathered from a variety of contexts: including adults, parent/carers, other professionals, peers; solitary play, pairs, small and larger groups; across a range of experiences; in a variety of areas; both indoors and outdoors. Learning behaviours should be demonstrated consistently.Communication Language and Literacy - Linking Sounds and LettersScale point

Profile criteria What to look for indoors/outdoors Learning behaviours should be demonstrated consistently

NAA additional guidance Examples in practice –

1 Joins in with rhyming and rhythmic activities

Can the child follow or initiate a beat e.g. nods head, taps foot etc?

Can the child join in with some words?

Singing, saying action rhymes, listening to rhymes and songs on tapes.

2 Shows an awareness of rhyme and alliteration

Can the child fill in the missing word at the end of a rhyme?

Can the child distinguish one sound from another or notice when words begin with the same sound?

Singing, saying action rhymes, missing out the final words. Making up new rhymes and words.Making up alliterative jingles.

3 Links some sounds to letters

Does the child notice letter sound the same as in their own name or other familiar words?

Does the child in table top activities, chooses letter shapes/cards to play with, identifying some sounds represented?

Can the child hear initial sounds in words and identify some corresponding sound symbols in listening games?

Can the child talk about environmental and other print?

Playing table top activities and listening games, using letter shapes/cards and matching the sound to the appropriate symbol.

4 Links sounds to letters, naming and sounding letters of the alphabet.

Does the child know that letters have a name and a sound and is able to name and sound most of them?

Can the child identify sounds within words and appropriate letter symbols in listening games?

To attain the scale point children need to be able to name and sound more letters than not.Children need to be confident in letter naming and sounding in a variety of situations, especially self-initiated activities.Children must demonstrate the ability to name and sound letters of the alphabet.

Alphabet puzzles, books, stories.Magnetic letters, foam letters etc.Linking letter shape with its sound and name.Linking letters commonly used in their names and frequent words in the environment

5 Hears and says sounds in words.

Can the child hear and say sounds all through the word

Links with creative development point 4 as children need this point to sing

When reading and writing words.Mark making activities, role play, indoors and outPhoneme frame activity.


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Evidence should be gathered from a variety of contexts: including adults, parent/carers, other professionals, peers; solitary play, pairs, small and larger groups; across a range of experiences; in a variety of areas; both indoors and outdoors. Learning behaviours should be demonstrated consistently.

simple songs from memory I spy.Oral blending and segmenting activities from Letters and Sounds Phase 1

6 Blends sounds in words

Can the child blend sounds in words together to say simple CVC words?

Activities from Letters and Sounds Phase 2 and 3Jump in the hoop etc – activities based on linking letters and sounds materials

7 Uses phonic knowledge to read simple regular words.

Can the child read simple regular words in the environment?

Book area, mark making, labels and questions around the setting and in provision areas, concentrating on phonetically regular words.

8 Attempts to read more complex words, using phonic knowledge.

Can the child read more complex words and is starting to use knowledge of phonics to decipher irregular words?

Book area, mark making, labels and questions around the setting and in provision areas.

9 Uses knowledge of letters, sounds and words when reading and writing independently.

Can the child write labels/captions for own purposes?

Can the child, writes simple regular words correctly and or/imitates practitioner leading story/rhyme in role play.

Can the child read environmental and other print with no adult support in their learning environment?

Book area, mark making, role play.Labels/clipboards, providing children with opportunities to record in all provision areas, including outdoor.

Communication Language and Literacy - Reading

Scale Profile criteria What to look for indoors/outdoors Examples in practice –


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Evidence should be gathered from a variety of contexts: including adults, parent/carers, other professionals, peers; solitary play, pairs, small and larger groups; across a range of experiences; in a variety of areas; both indoors and outdoors. Learning behaviours should be demonstrated consistently.point Learning behaviours should be demonstrated consistently

1 Is developing interest in books

Does the child shows an interest in book contents/stories.

Does the child choose own book s, and can play reading?

Does the child handle books appropriately, turning pages?

Book area, role-play and story time.Visit to school library. Books from home, individual reading.[ICT/e.g. talking books, computer tapes and books.]

2 Knows that print conveys meaning.

Can the child distinguish between print and picture? Does the child makes comments about print / mark

making that shows they understand information conveyed?

Environmental print, role play, mark making, book corner, ICT provision areas

3 Recognises a few familiar words.

Can the child finds and match words in play? Does the child says reads spontaneously and

unprompted?

Environmental print, class/group reading, individual reading, self registration, mark making, ICT

4 Knows that in English, print is read from left to right and top to bottom.

Does the child begin to read from left to right, top to bottom?

Does the child follow print with finger, or track with eyes.

All reading/writing opportunities as above.

5 Shows an understanding of the elements of stories, such as the main character, sequence of events and openings.

Does the child talk about elements of familiar stories with an adult or another child?

Does the child re-enacts or re-tell parts of stories or events?

Can the child talk about the characters?

Book area indoors and outdoors (linked appropriately to the activities).Acts out story in role play, small world, with puppets or props

6 Read a range of familiar and common words and simple sentences independently.

Can the child reading common words in a range of contexts?

Books, environmental print, labels and instructionsAs above

7 Retells narratives in the correct sequence, drawing on language patterns of stories.

Can the child retell a simple narrative in the correct sequence?

Can the child use language patterns e.g. once upon a time?

Retelling stories in book area, small world, role play or uses puppets and props, computer

8 Shows an understanding of how information can be found in non-fiction texts to answer questions about where, who, why and how.

Can the child attempt to find information in a non-fiction text, or appropriate computer programme?

Does the child go to find a book related to particular interests?

Book area, interactive displays, provision areas e.g. books on farm animals in small world or book about sand in the sand area. Recipe bookscomputer

9 Reads books of own choice with some fluency and accuracy.

Is the child enthusiastic and confident, reading a wide range of books?

Does the child read with expression, fluency and understanding?

Does the child apply a range of reading strategies?

Choosing fiction and non fiction books to read independently


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Communication Language and Literacy -Writing

Some additional thoughts to guide judgments

”With adult support” This only appears in a small number of Profile points, and is contextually different in each.

Writing Point 7 Uses phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.The child’s efforts are phonetically plausible when s/he writes simple regular words and particularly when s/he attempts to write more complex words, sometimes with adult support.Adult support in this context would mean reminding, suggesting or prompting

Open prompt – supporting their independence – not showing them how. In a longer word we might be encouraging the child to split the word into parts or syllables, or “stretch it out” auditorily. We might be saying- Which

letters or graphemes do you need for that part? Giving strategies e.g. “what does it start with”, “ put those two phonemes together”

Writing Point 8 Begins to form captions and simple sentences, sometimes using punctuationThe child attempts to write simple sentences, sometimes using capital letters and full stops. S/he may need adult support

On some occasions a prompt, to put the full stop or capital letter Sentences should be thought out by the pupils themselves-what they want to write. Attempting to make their own meanings in writing.

To be secure - need to see some degree of independence – classroom needs to give opportunities for showing independence – consistency – seen on more than one occasion


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Scale point

Profile criteria What to look for indoors/outdoors. NAA Additional Guidance 2007

Examples in practice –

1 Experiments with mark-making, sometimes ascribing meaning to the marks.

Does the child demonstrate emergent writing, sometimes being able to talk about what they have written?

Brushes, paint, water, chalks, crayons, pens, chalkboards,

2 Uses some clearly identifiable letters to communicate meaning.

Is the child developing emergent writing where some of the letters in writing are clearly recognisable and not sound or symbol matched?

Can the child able to talk about what is written.

Mark making area, clipboards in provision areas, indoors and outdoors and role play

3 Represents some sounds correctly in writing.

When writing independently do some sounds and letters correspond?

Does the child usually put the correct sound in the in the initial position?

Opportunities to write captions, labels, cards and their names

4 Writes own name and other words from memory.

Can the child write their name and familiar words, often cvc words?

Is the child beginning to understand what is written?

Mark making area, writing names on pictures or painting. Making cards, sending letters etc.

5 Holds a pencil and uses it effectively to form recognisable letters, most of which are correctly formed.

Does the child hold their pencil comfortably, forming recognizable letters in independent writing?

Guidance for links to physical development (5 and 7).

Play provision and mark making area. Writing independently whiteboards, paper, and malleable materials.

6 Attempts writing for a variety of purposes, using features of different forms.

Does the child independently write lists, invitations, greeting’s cards, messages, instructions, labels and signs?

Wide variety of opportunities in mark making, role play and provision areas both indoors and outdoors

7 Uses phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.

Can the child regularly use cvc words, mostly correct in their independent writing?

Does the child attempt longer words producing phonetically plausible results?

Guidance for links to PSED (DA6), CLLD (LSL 7)

Independent attempts at words and sometimes with adult support.

8 Begins to form captions and simple sentences, sometimes using punctuation.

Can the child structure their writing to give sense and convey meaning and sometimes using full stop and capital letters at the beginning of sentences?

Tricky point –This scale points makes a judgment on the child’s ability to write confidently in short sentences, captions and labels, sometimes

Children are writing in a variety of forms for examples lists, letters, cards and stories. They will choose to do this independently often in the context of role play and for self defined purpose.


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using simple punctuation. The judgment rests on whether or not the child is confident towrite for different purposes, use simple punctuation especially in the context of self initiated activities

9 Communicates meaning through phrases and simple sentences with some consistency in punctuating sentences.

Does the child begin most sentences with a capital letter (not just I) and end with a full stop. Sentences may be short.

Does the child use a range of vocabulary? Is the child’s writing clearly readable text that makes sense? Are most spellings correct and phonetically plausible? Are letters of a consistent size with a regular space between

words?

Independent writing from a variety of contexts.Writing is more consistent in structure and in communicating meaning.


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Evidence towards3. Represents some sounds correctly in writing. some sounds and letters correspond the child has put the correct sound in the in the initial position

4. Writes own name and other words from memory. The child can write familiar words, often cvc words correctly (can, got) The child is beginning to understand what is written

6. Attempts writing for a variety of purposes, using features of different forms. The child has responded independently in the role play corner to a party invitation

7. Uses phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. The child is using cvc words (can, got) Does the child attempt longer words producing phonetically plausible results? – Insufficient evidence.


I can come to your party. I have got you a card

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Evidence towards4. Writes own name and other words from memory. The child can write their name and familiar words and cvc words (put, him, his) The child understands what is written

5. Holds a pencil and uses it effectively to form recognisable letters, most of which are correctly formed. The child holds their pencil comfortably, forming recognisable letters in independent writing – most ascenders are in the correct orientation and the child

traces over to form ascenders and descenders. There are some occasional reversals.6. Attempts writing for a variety of purposes, using features of different forms. There is some indication that the child has an understanding of lists. There is an understanding of story writing language.

7. Uses phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. The child is regularly using cvc words. The child attempt longer words producing phonetically plausible results -frens, agen, sharck, seeweed, jellyfish, chast

8. Begins to form captions and simple sentences, sometimes using punctuation. The child writing has sense and conveys meaning. Even though there are some indications of list writing the child is sometimes using capital letters at

the beginning of sentences and full stops at the end of the sentence.


I put a deep sea diver on a sharck and sum see weed and sum fish and sum shells and sum rocks and sum jellyfish and a sbreem and a octopus and a dolfin. and a fish is gowing on a igvench (adventure). and he is gowing throow the see weed and he mits (meets) the sharck and the jllfish chast him.But the fish was too fast for thm.and he got hoom.and he was sef.But the sharck and the jllfish were frenswith the fish.And he nevr went on his oon agen.That is the end of the story.This story was by Joe Richardson.

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This piece provides some evidence towards scale point 9.

Communicates meaning through phrases and simple sentences with some consistency in punctuating sentences. The child begins most sentences with a capital letter (not just I) and ends with a full stop. Sentences may be short. The child is using a range of vocabulary The child’s writing is clearly readable text that makes sense. Most spellings are correct and phonetically plausible Letters are developing a consistent size with a regular space between words.


One dark night a prinsens was sleeping in a casul. A gost was wooring about outside nier the casul.He brok the glass on thewindow! crash! went thewindow. The Prinsensensjumpt up and ran downsters! Then she sercht for the king She lookedevrywere. Soon she foundthe king rite at the top.The king fecht themagic dragon hoo could tern the gost a nise gostSo he did the spellThe end

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Evidence should be gathered from a variety of contexts: including adults, parent/carers, other professionals, peers; solitary play, pairs, small and larger groups; across a range of experiences; in a variety of areas; both indoors and outdoors. Learning behaviours should be demonstrated consistently.Problem Solving Reasoning and Numeracy - Numbers for labels and counting

Scale point

Profile criteria for Numbers for labels and counting

What to look for indoors/outdoors Learning behaviours should be demonstrated consistently


1Says some number names in familiar contexts, such as nursery rhymes

Can the child use numbers within rhymes 0-5, may attempt other numbers?

Everyday contexts –e.g. register timeKnows that a number is a number

2 Counts reliably up to 3 everyday objects

Can the child consistently comes back with or counts out the correct number of things?

Develop opportunities for independent counting in appropriate areas of provision – indoors and outdoors


Can the child consistently comes back with or counts out the correct number of things?

Develop opportunities for independent counting in appropriate areas of provision – indoors and outdoors.Use number lines – hopscotch, painted lines in the outdoor area/ number cards etc.Using language before/after.

4 Says number names in order

Can the child count zero to ten and/or backwards from ten to zero in their play?

Continue to build up children’s’ knowledge of number positions using before and after, missing number activities etc.

5 Recognises numerals 1 to 9

Does the child respond to numbers in a variety of contexts and fonts? Use of ICT, looking for numbers within the local environment. Ordering cards. Children creating number lines in large play- number ladders/numbers on the outdoor bikes line up in order.


Can the child consistently comes back with or counts out the correct number up to 10?

7 Orders numbers up to 10

Does the child order numerals? Mix up numbers, miss numbers out.

8 Uses developing mathematical ideas & methods to solve practical problems

How does the child apply methods and strategies? Is the child confident and can demonstrate use of 4 operations - missing

numbers, grouping, sharing, and estimation up to 10? Can the child use numbers beyond 10 and within 20? Is the child beginning to explain their strategies and thinking?

Provide opportunities to use numbers 0-20 and beyond when children are more confidentUsing grouping or sharing scenarios e.g. a handful of sweets/buttons which could contain more than 10 initially.Questions- Will there be enough?- How do you know?- What can we do?- How many do you think there are?- How can you find out?

9 Recognises, counts, orders and writes and

Has developed points up to 8 with breadth and depthEvidence of recording is needed some occasional reversal of numerals or

Use a range of contexts includingBaking, planning, sharing food, number games, where


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uses numbers up to 20 digits is allowed Can the child show their work by drawing, tallying? Can the child order numerals to 20 when there are some missing from the

set? Can the child choose the operation themselves when solving the

problem? Has the child begun to use ordinal number? Is the child beginning to develop a good understanding of place value

(understands that the 1 in ten represents one ten, or the 2 in twenty represents two tens,)?

Can the child partition 2-digit numbers to 20 into the ten(s) and the units? Does the child understand what is happening when we count on in tens;- 10, 20, 30 etc, 13, 23, 33, etc? Can the child explain their strategies and thinking?

children are able to be independent.Use problems based on stories or rhymes.Extend ideas in outdoor games.

Problem Solving Reasoning and Numeracy - Calculating

Scale Profile criteria for What to look for indoors/outdoors Examples in practice – Motivation and excitement to learn must be maintained in order for a child to progress in the foundation stage. Therefore links with PSED- DA 6 should thread through everything, particularly the higher level application of skills.

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Evidence should be gathered from a variety of contexts: including adults, parent/carers, other professionals, peers; solitary play, pairs, small and larger groups; across a range of experiences; in a variety of areas; both indoors and outdoors. Learning behaviours should be demonstrated consistently.point Calculating Learning behaviours should be demonstrated consistently

1Responds to the vocabulary involved in addition & subtraction in rhymes & games

Does the child respond correctly in relation to one more or fewer by removing or adding one?

Does the child use vocabulary or convey that one more, some left, one’s gone?

All contexts, indoor and outdoorSnack time

2 Recognise differences in quantity when comparing sets of objects

Does the child independently demonstrate the use of a strategy to show how they are working out whether the group of objects is the same or different?

QuestionsWho has more?Are there the same number in each group?Car Park maths, farm animals,outdoor toys, fruit, biscuits, sweets

3 Finds one more OR one less from a group of up to 5 objects

How does the child find the correct answer? (Fingers, blocks, counting out aloud etc.)

QuestionsHow many are there now?Situations Snack time-biscuits on a plateRegister time

4 Relates addition to combining two groups

Mainly within the context of working with numbers to 10 Is the child secure with the order of numbers and are they able to identify

which numbers comes before or after? How the child does responds when putting or moving 2 groups together

and counting the total?

QuestionsHow many altogether?Rhymes and songs including:-1 elephant came out…..Hungry CaterpillarBilly’s Beetle,Don’t Forget the Bacon

5 Relates subtraction to taking away

Mainly within the context of working with numbers to 10 How does the child responds – do they use the strategy to count how

many in the first place, take some away, then count those that are left? (further guidance in the FSP Handbook)

QuestionsHow many are left?Ten Green bottlesWashing on the lineTen in the Bed

6 In practical activities & discussion, begins to use the vocabulary involved in adding & subtracting

Does the child understands all the terms listed (add, take away, makes, altogether, how many?) and can respond appropriately when the terms are used?

Can the child counts readily and without adult prompting? (Practical use of objects, apparatus or fingers is permissible)

Is the child beginning to verbalise or sign the terms? ( there must be some instances of use of terms for both addition and subtraction)

Is the child initiating the language?

A range of contexts, e.g. Making story problems for others to solve, number games, dice games

7 Finds one more OR one less than a number from 1 to 10

Does the child understand and responds correctly to the terms one more, one less (fewer)?

Can the child find one more or one less than? (Does not need to know the answer straight off)

Is the child independently using a number line i.e. the child accesses the number line or track from resources without prompting to count forward

Questions.How many are left if I sell one?How many will you have left if you give one to?What is one more/one less than?


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or backwards, when solving problems or calculating?8 Uses developing

mathematical ideas & methods to solve practical problems

Can the child demonstrate appropriate responses to doubling, sharing, grouping, and halving?

How does the child “talk it” through? Is the child beginning to explain their strategies and thinking?

Situations – not expected to be over complicatedSharing equally, making it fair, making sure there are enough, deciding what to do when there are some left, and working out how many would be needed.Action songs, rhymes

9 Uses a range of strategies for addition & subtraction, including some mental recall of number bonds

Is the child using a range of strategies, including, e.g. use of number line, fingers, bead string, in head, partitioning?

Does the child know some addition facts to ten? E.g. including pairs which make ten, doubles to double 5, other facts such as 2+6, 3+2, and 9+1?

Can the child explain their strategies and thinking?

Practical work, games and role-play situations

Mathematical Development - Shape, space and measures

Scale point

Profile criteria for shape, space and measures

What to look for indoors/outdoors Learning behaviours should be demonstrated consistently


1Experiments with a range of objects & materials showing some mathematical awareness

Does the child shows an interest and curiosity in activities where there is opportunity to play and experiment with objects or arrange shapes in a space?

Can the child manipulate the objects? Links to PD Does the child have opportunities to Provision provides opportunities to

Jigsaws, insert puzzles and posting- boxes,construction work, drawing, filling vessels in the sand, threading beads, putting things into, onto or next to other things, stacking -sets, Russian dolls, designing and making with recycled materials, Duplo-Lego,


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engage with the range of activities Stickle bricks, Clixi, Meccano

2 Sorts or matches objects & talks about sorting

Can the child sort and one to one match? Does the child demonstrate their decision-making process using any

criteria of sorting or matching, such as what it is made of, colour, size, and texture? (At this stage personal reasons such as “liking them” are permissible)

How does the child show consistent sorting? (notably if child does not use much talking to represent their ideas and would prevent achievement at this stage)

Sorting-Make collectionsSituations could include;--tidying up time, snack time,cloak room, sand toys, lunch-boxes, books on trolley, pupils, home corner, role play areas, pencils and crayons,1-1 matching-silhouette or shadow boards coat to peg, cups to saucers, shoe to foot, pair of shoes to a box, pumps to bag

For teaching, model sorting, and talking it through.Encourage children to talk it through.

3 Describes shapes in simple models, pictures & patterns

Can the child choose shapes in relation to their qualities? Is the child able to convey why, by some means? (Spoken terms can

be everyday terms -flat , pointy , slope, big, small round, long, texture words, you can put things in it, roll, slide, it is like a…….) Is within the child’s own language not expected as mathematically correct.

Extends Point 1 -Very important to be including 3-dimensional objectsSituationsThroughout the environment, including PE, and outdoor work, as well as art and craft workStepping Stones also include positional language- relationships between objects

4 Talks about, recognises & recreates simple patterns

Can the child independently make simple, repeating patterns in a variety of contexts using fewer than 4 elements and able to sustain repeat for at least three repeats?

Situations- Small World, anything that can be lined up in

sequence, farm animals, vehicles, shells, natural materials, pasta, making impressions and patterns in clay and dough, printing

- Recognising and describing given patterns on buildings, wallpaper, friezes, curtains and fabrics, paving stones and brickwork, fences,

Musical instruments and sound, - Jump-hop, up-down, up down.

Pattern Attributes- Colour, size, shape, texture, gender, direction,

numbers and numerals, 5 Uses everyday words to

describe position Can the child respond appropriately to the majority of the listed

vocabulary, when used as instructions? –evidence will need to be collated over a period of time.

How does the child verbally or signing?

Terminology suitable for YRUnder, in, above, below, on top of, between, top, bottom, next to, on this side, at the side of, forwards, backwards, in, inside, outside, in front of, behind, front, back, side, over, up, down, sideways, across, around, close, far, near, along, through, to, from, towards, away from, turns


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IdeasUse questioning or games to elicit natural use of vocabulary. E.g. Where do you keep your shoes at night? How will you get the remote control car to…?Game of Bear Hunt, can they describe where they have hidden the bear,Give turns to instruct in PE directing robots, computer games and role- play corner, vehicle road-mats.

6 Uses language such as ‘circle’ or ‘bigger’ to describe the shape & size of solids and flat shapes

Does the understands the terms listed in the FSP folder, p40 and those listed in the Numeracy strategy for YR, including circle, bigger, shape, flat, curved, round, straight , corner, side, end, roll, slide)

How does the child respond to the names of the common shapes (Cube, cuboids, sphere, cone, cylinder, circle, square, triangle, rectangle – children are not required to verbalise the names until Point 9, although many children will be able to name some at ELG)?

Other useful terms for YRHollow, solid, face, edge, (vertex), bigger, smaller, fatter, thinner, shorter, (Suggestions from Wakefield Maths team)

Not just “Maths shapes”- pupils should be encouraged to recognise these characteristics and shapes in everyday objects, and materials

7 Uses language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities

Can the child demonstrate without the comparative terms in independent work and use the correct term when work follows a focused teaching activity (See FSP handbook)

TerminologyLess if quantity, -Fewer if numberInclude measures such as lengthQuestioningBaking- What do I have to do to get it to balance?Is it fair and why?Which would you rather have?

8 Uses developing mathematical ideas & methods to solve practical problems

Can the child independently (sometimes in collaboration with others, but playing a part in the task), demonstrate solving problems across a range of contexts?

How does the child estimate and/ or measure, find the right shape/size, adjust materials to fit the requirement, working out how to complete a pattern in a confined space?

(Problems will sometimes occur naturally, and sometimes can be staged.)Natural problems, e.g. Making choicesSelects and cuts an appropriate length of string for a washing line in the home area.Staged situationsWhat if?e.g. Envelopes all too small, shoe boxes not right shape for Wellingtons How can I/you/the character……..?.

9 Uses mathematical language to describe solid (3D) objects and flat (2D) shapes

Can the child name all or almost all of the full range of shape including cone and cylinder, star and pyramid

Can the child work out the name of the shape unseen, from the properties given, and be able to describe characteristics if a shape is named?

Ideas to encourage describingVisualisation gamesSlow reveal games

For 2D shapes, drawn on card, printed or projected.


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When describing 3D shapes doe the child talk about the number of faces, edges and corners (vertices)?

When describing 2D shapes can the child talk about the number of sides and corner/vertex?

Knowledge and Understanding of the World

Scale point



1Shows curiosity & interest by exploring surroundings

Are there opportunities to observation children in all areas of provision? Are they engaging with experiences?

Observing and listening to pupils on walks around local environmentInteracting with the environment

2 Observes, selects & manipulates objects & materials. Identifies simple features & significant personal events

Using open prompts-“what can you tell me about?” Can the child describe objects and materials simply? Can the child describe or explain about something special?

Observing pupils using interactive displays and sorting activitiesDuring workshop, baking, craftwork, construction, clay discussion s about sorting Observing and listening to pupils on walks around school and local environmentCircle time, news time, new events/stimulus in home corner

3 Identifies obvious similarities and differences when exploring and observing. Constructs in a purposeful way, using simple tools & techniques

Can the child compare objects which can be quite dissimilar? Is the child sorting or putting things together or separating for a reason? Does the child understand the language associated with tools and

techniques? Can the child using tools safely?

Sorting activitiesSelf-chosen activities in continuous provision areas

4 Investigates places, objects, materials & living things by using

Assess in situations where adult modelling is not taking place. Can the child respond to appropriate open questions such as

What can you tell me about….?

Activities where pupils are observing and exploring, indoors and outdoor and in the locality, in role play areas, construction, workshop areas, investigation table


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all the senses as appropriate. Identifies some features & talks about those features s/he likes & dislikes

Tell me more about?What do you like about it? Is there anything that you don’t like?

Can the child talk about the choices they have made and reasons? Can the child explain processes or stages? Can the child use characteristics/ properties when they are describing?

Observe, listen to their talk and ask questions when they are sorting, grouping, classifying, and making simple forms of recording etc

5 Ask questions about why things happen and how things work.Looks closely at similarities, differences, patterns and change.

Is the child willing to spend time and compare, or watch changes, or comment on changes after time has elapsed?

Can the child ask questions, either spontaneously, or following prompts, e.g. what could we ask about….? What questions could we ask about? What might we want to find out about these….?

Can the child make simple statements from their observations which suggest they are thinking about reasons why?

Can the child comment on similarities and differences, or represent in their

drawings/art work/models(Related links with LCT, DA, MD)

Observe pupils usinginteractive displays, and engaged in any activities involving nature,-plants, animals, seasonsExploring working toys, simple technology items, vehicles

6 Finds out about past & present events in own life & in those of family members & other people s/he knows.

Begins to know about own culture & beliefs & those of other people

Is the child willing to engage with the finding out activities? Can the child talks about or represents experiences and events involving

family, community or school? Can the child take on the role of being someone else? Does the child use and talk about artefacts and cultural elements in their

role play? Does the child talks about the ways some people do everyday and special

things differently? Can the child talks about experiences e.g. at museums, places of

worship,

Children talking about the experiences/artefacts such as visits, visitors, in-role experiences, people at home/grandparents, photographs, artefacts

Change in stimulus in role –play/home corner may stimulate own memories e.g. suitcases, party, new pet

7 Finds out about and identifies the uses of everyday technology & uses information & communication technology & programmable toys to support her/his learning

Has the child knowledge about technology and what it is used for?Does the child take advantage of opportunities to use ICT and other technology across provision areas and does not depend on input from adult or others?Does the child understand and use vocabulary such as: - select, click, switch, button?

How is the child developing the skills to use technology?Can the child move items with mouse on computer?Can the child perform specific actions children exampled in the handbook?

Observation of children using any of the technology below Observe uses across the curriculum

Tape-recorder, computer, photocopier, simulated equipment for role-play, torch, Bee Bot, Digital camera, interactive whiteboard, video,, metal detectors, till, walkie talkies, telephone,, Roamer, CD player…..

8 Builds & constructs with a wide range of objects, selecting

Can the child describe their plans for making a model? Can the child respond to appropriate open questions such as

What are you going to make/build?

Observe pupils selecting and using in their free choice work in construction areas/DT area, blocks, kits etc.


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appropriate resources, tools and techniques and adapting her/his work where necessary.

How are you going to make it?What will you use?Can you tell me about your model?Did you have any problems making it? What did you do?Did you change anything?

Was everything easy to fix? Can the child discuss their own work with a view to adapting it? Can say why they are changing it? Are they able to modify their plans to make things fit?

Encourage pupils to talk about their constructions , describing them, and any changes they have made

9 Communicates simple planning for investigations & construction & makes simple records & evaluations of her/his work. Identifies & names key features & properties, sometimes linking different experiences, observations & events. Begins to explore what it means to belong to a variety of groups & communities.

This constitutes an advance from all the other aspects of points 4-8. Can the child name key features of natural objects and specimens? Can the child talk about properties of objects and materials? Is the child at a stage of planning, recording and evaluating?

At this stage the child should be able to answer key questions through a range of opportunities to

a). Make constructions What are you going to make? How are you going to make it? What will you use? How will you fix things together? Is your model/construction like you planned? What do you like/dislike

about your model and/or how you made it? What were your problems? What would you change or do differently next time?

b).Undertake Investigations What are you trying to find out? What do you think might happen? How are you going to find out? What did you find out? Would you do it the same next time? Can the child make own plans for investigations and constructions? Can the child follow own interests and come back to things again. Is the child building on previous learning?

c).Make links between experiences Can the child talks about why they think things might happen? Can the child talk about and begin to compare different experiences and

situations to which they belong?

All areas and aspects of learning, indoors and outdoors, in locality and community

All sharing and discussion times


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Physical DevelopmentScale point



1Moves spontaneously, showing some control and coordination

Are there opportunities for the child to express their movement through outdoor play in a specified movement area (e.g. hall), in and around the setting

The child initiates own movements. The child initiates movement in response to practitioners’ stimulus such as ideas or music

2 Moves with confidence in a variety of ways, showing some awareness of space

How does the child express their movement through outdoor play in a specified movement area (e.g. hall), in and around the setting

How is the child beginning to use strategies to avoid bumping into others and objects. These include a range of gross motor, speed movements, movements which would be slow and considered, and smaller movements –hand-eye co-ordination.

3 Usually shows appropriate control in large and small scale movements

Are there large gross play opportunities for climbing, controlling large apparatus (e.g. bikes, scooters, climbing frames)?

Are there opportunities for large scale construction as well as small scale?

Can children demonstrate threading, twisting, painting, sticking, cutting, pouring a drink, buttering snacks and peeling fruit (orange, banana)

Include control and spatial awareness from full range of balancing, moving and stopping and for a range of small motor skills

Sits where there is a spaceWaits for others to be out of the way

4 Moves with confidence, imagination & in safety. Travels around, under, over and through balancing and climbing equipment. Shows awareness of space, of self and others.

Does the learning environment provide large and small spaces for the child to negotiate obstacles, jump off objects and land safely?

How does the child respond to poems and stories and music which describe or invoke different ways of moving?

Include evidence from expressive dance-type activities as well as gymnastic movements in PE and on play equipmentThe child responds with control in both slow and fast activitiesThe child is anticipates and thinks ahead

5 Demonstrates fine motor control and coordination

Are there opportunities for children to thread beads, post objects?

Can children use the skills in small games and pick up small objects?

Control of the mouse when using the computer.Shaking dice and moving counters.

6 Uses small & large equipment, showing a range of basic skills

Do children have opportunity to use skills in a range of situations - role play, building dens, playing games?

Handling a range of objects, rolling, throwing, catching and kicking use a range of balls, bats, hops bean-bags etc.

7 Handles tools, objects, construction and malleable

Do children have opportunities to move equipment in the setting?

Are there opportunities for children to create something they

Include evidence re safety e.g. carrying equipment carefully - chair with legs pointing towards the ground

.materials safely & with basic control

need in their play or want to give to their friend? Cutting, sticking, measuring, pinching and pulling, rolling, use of woodwork tools

8 Recognises the importance of keeping healthy & those things, which contribute to this. Recognise the changes that happen to her/his body when s/he is active

Are a range of opportunities provided on a daily basis to discuss with children directly or indirectly who do not naturally volunteer information? Could talk about posters they have made, or why we have fruit at playtimes etc.

Look for opportunities in PE, snack time, playtimes etc

Should be able to comment on or convey recognition of all aspects over time – not necessarily all in same context

eating, sleeping, exercise, hygiene

Should be able to say examples of body changes-thirsty, hot, sweating, tired, out of breathBegins to generate comments of their own about these aspects

9 Repeats, links & adapts simple movements, sometimes commenting on her/his work. Demonstrates coordination and control in large and small movements & using a range of tools and equipment.

Does the child have opportunities to vary and combines skills and actions e.g. in making bat and ball games with a partner, creating a dance sequence?

Without prompting does the child uses all appropriate handling and safety practices?

Is the child able to show understanding of good practices relating to health and the effects of exercise on the body

Has developed points up to 8 with breadth and depth and independently.In addition there should be Evidence of greater coordination and control across all aspects of the prompts in the FSP handbook.Making of sequences and repetition e.g. 3 movements, repeatedSkill and cooperation with partnersCarries out safe practices without reminders


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CREATIVE DEVELOPMENT

Scale point



1Explores different media and responds to a variety of sensory experiences.Engages in representational play

Listen, look and note how the child responds to sensory experiencesHow does the child show curiosity, interest, involvement during child initiated opportunities?What skills does the child demonstrate?What it is that is engaging the child?What do they show an interest in?What materials and media are they beginning to choose and use?

Note Observe the process-not just a judgment of the end-product

Smelling, Touching, Tasting, Looking, Laughing, Facial expressions

Examples of representational play;-Child uses block as phone or hammerChild leaping from point to point and says I’m a frog

Tasting sessions, sound journeys

2 Creates simple representations of events, people and objects and engages in music making

How does the child choose from a wide range of materials to represent experiences?How does the child explore colour texture and shape?Does the child have access to an area with media readily available?

Observed during role play, outdoor play, PE Finds materials and props to represent a personInitiates sounds e.g. with body percussion, simple instruments, everyday objectsInvolved in large scale activities outside – footprints, large brushes, rollers, tyres, large sheets of papersWork alongside children and model vocabulary of colour, texture, shape, tone or formJoins in with sounds and music through listening and enjoying and/or moving to it

3 Tries to capture experiences, using a variety of different media

Does the child participate and use a range of media with some purpose? show some preferences?

When does the child use resources in an imaginative way? make selections and complete a materials activity to

achieve his/her intentionNoteQuality of child’s own commentary, evidence of sustained shared thinking. Observation of process important.The quality of product is not whether it is recognisable, or adult

Demonstrates knowledge of simple sequencing

Able to talk about own picture or model with meaning and purpose

Acts out own experiences.


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.determined.

4 Sings simple songs from memory

When does the child take part as individual/ group/pairs/whole class?Has the child opportunities

to use augmentative communication systems? to express their ideas when not following an adult lead?

NoteEmphasis of assessment should be on child- initiated activities and not on adult led teaching sessions

Uses familiar resources to prompt singing from memory e.g. finger puppets, 5 currant buns, prop bagsIn role play setting the children sing “Happy Birthday”Using laminated song-cards/bags of props available to encourage independent, self-initiated singing

5 Explores colour, texture, shape, form and space in two or three dimensions

Exploration is what is being assessed and note the 2 or 3 dimensions.

Is the child provided with a range of materials to investigate and

explores possibilities, trying and choosing from different media on different time-scales?

keen to explore different media ,mix/join media together, convert one medium to another?

Does the child uses imagination and thinks through ideas?

Note Key links to supporting boys achievement, ‘Confident, Creative, Capable boys’‘Supporting children for when English is an Additional language’(available from the National Strategies website - Early Years section)

Links to festivals making props, masks, act out , danceColour – colour mixing - painting, coloured water, cellophane, kaleidoscope, glaze on clayTextures, collections, natural objects in malleable materials, sand etc collage Feely bags/boxes weaving, stitching Shape, printing 2D and with 3D boxes. Shape in the environment / natureFinger painting, shaving foam, Large 3D models, boxes, dens, use of drapesUse of wooden blocks to make roads etcUse of autumn objects to create own picturesUse of fabric and ribbon to dance as butterfliesDT area – model making creating modelsDance using scarves /fabric. Experiments with mixing paint Creating their own gardens using natural materials from Autumn walk - collage in workshop areaWet sand tray – conkers, leaves, pine cones / natural objectsBaking things Dance Selecting appropriate materials to make a vehicle - cardboard boxes outside - to explore making into different forms of transportPortraits – self portraits paper collage of faces clay faces using different tools to create different effectsSymmetry – chalks / rice /fresco collage

6 Recognises and Does the child Child initiated activities:Motivation and excitement to learn must be maintained in order for a child to progress in the foundation stage. Therefore links with PSED- DA 6 should thread through everything, particularly the higher level application of skills.

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.explores how sounds can be changed

Recognises repeated sounds and sound patterns and matches movements to music

demonstrate independent joy and exploration of music in different areas ? (look for self-instigated /spontaneous use of music , song/dance, independent rhyme-making)

confidently move in response to music of different types?

Can the child use vocabulary or convey in other ways the variation in

sounds? (Loud, soft, high, low, words evoking memories or feelings such as sad or happy)

show a willingness to explore and use to create own music or re create music that has been heard

purposefully try to create variation in sound pitch, volume, or rhythm, match it to a mood, celebration or storyline or experience

Ribbon sticks Music / tape recorder Sound representation cards / pictorially Instruments – home made and bought

Instruments made in box modelling area, boxes, dried materials etc.Responding to sound, pulse, loudness (timbre)Sounds to storiesMake instruments change sound according to size of seed / object in the tube or the amount of seeds children put in the tube.Action songs – books in areas able to use independentlyCreating cardsCollection of plastic bottles with different things insideMusic bank-regular songs, music bag, nursery rhyme books and sacksInstruments which reflect a range of possible sounds e.g. sea-cabasa, rain- shakers

7 Uses imagination in art and design, music, dance, imaginative and role-play and stories

Responds in a variety of ways to what s/he sees, hears, smells, touches and feels

Has the child sufficient opportunities to actively access the provision and work imaginatively?Does the child work purposefully using and choosing a full range of

material/media independently? to transform different ideas? uninhibited and excited to access resources independently works? using materials innovatively and demonstrate various forms

of expression?

Does the child express a range of emotions in response to activities and

experiences articulates thoughts and feelings

Has the child access to sufficient books, pictures, music and a wide range of media to inspire them?

NoteAssessment cannot be made from practitioner- led creative

Children’s use of equipment to represent part of their imaginative play e.g. climbing frame becomes bus, spaceship; card boxes as caves, dens etc.Use of interactive whiteboard – use as a backdrop and act out appropriately.Use music centre – or other music resource – to select and move appropriately, or select to represent a character.Following adult input (story, rhymes) developing role pay, making resources – e.g. hats, masksBuilds environments with small world resources, also using treasure baskets, story boxes etc.Performs on small stage – copying adults, dancing in costumes.3D – representing with brick and block, building structures with recyclable materials, developing an environment.Quality in role-play – evidenced by detail of the role-play, language used, involvement of the children.Using malleable materials to create models, which are representative of children’s own interests and ideas.


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.activities“Actively observe” to understand the child’s thinking and don’t forget the “child’s voice”-self assessmentOrganise observation time to capture the spontaneous and the organised

8 Expresses and communicates ideas, thoughts and feelings using a range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments

In reality some children may show a preference/skill in a particular area, but the expectation in this point is that they can use a range

Can only be assessed over timeEnsure children have access to encourage a deeper level of creative thinkingChildren’s unique efforts are valued. (no “Blue Peter” solutions).

Environment and resources; independent skills and thinking are key to opportunities / successEthos of environment to respect and value child’s ideas and efforts

Consider different forms of communication (e.g. EAL, Hearing Impaired, etc.)

Large tyres outside – children using different media to design on rubber (pattern-making, texture, etc.) Builds a stage, making & selling tickets, managing a performance.Creates a gift for someone.Chooses appropriate materials, props for use in all role-play and super hero play.Plans, organises and takes active part in ‘play’ indoors and outdoors. Experiments with paint, different size brushes, tools, and a range of techniques.Enthusiastically takes part in movement (some linked to music).Uses digital/video cameras to capture feelings and communicate ideas.Makes models unaided, using different tools for a purpose and shows imagination when discussing work.Tells imaginative stories and creates environments through drawing and models.Takes the initiative to extend their own learning in all aspects.In DT, ability to choose resources appropriately, improvising when necessary.Use initial stimuli for further development and expression (story, art work).Uses musical instruments by choice to create sounds/sound effects in support of imaginary situations.

9 Expresses feelings and preferences in response to artwork, drama and music and

Further guidance from NAA see clip 14 Sound and Vision with AERYN

One activity can provide a range of evidence


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.makes come comparisons and links between different pieces. Responds to own work and that of others when exploring and communicating ideas, feelings and preferences through art, music, dance, role-play and imaginative play


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