Learn more about how students are assessed in the Early Years programs at the British International School of Boston, and how students are supported during transitions between programs.

1. Development Matters and
assessment in the EYFS

2. 7 areas of learning and development.
Children should mostly develop the 3 prime areas first. These are:
• Communication and language;
• Physical development; and
• Personal, social and emotional development.
As children grow, the prime areas will help them to develop skills in 4 specific
areas. These are:
• Literacy;
• Mathematics;
• Understanding the world; and
• Expressive arts and design.
• There are ASPECTS within each area.
E.g. Literacy is broken down into Reading and Writing.
There are 17 aspects in total and therefore a child will be assessed against 17
ELGs at the end of reception.

4. Not what they’re learning, but how

5. Assessments
• Daily observations to support judgements will
build up an accurate picture of what a child is
able to do. There are some formal assessment
periods though.
• At some point after a child turns 2, we give a
written summary of how a child is progressing
against the 3 prime areas of learning:
• This is called the progress check at age 2.

6. • At the end of the EYFS, teachers complete an
assessment which is known as the EYFS
Profile. This assessment is carried out by the
reception teacher and is based on what they,
and other staff caring for a child, have
observed over a period of time.
• Assessment of Emerging, Expected or
Exceeding.
• GLD (Good Level of Development)

7. 16 –
26
mont
hs
Walks upstairs holding hand of adult. MH10
•Comes downstairs backwards on knees (crawling). MH11
•Beginning to balance blocks to build a small tower. MH12
•Makes connectionsbetween theirmovement and the marks they make. MH13
• Develops own likes and dislikes in food and drink. HSC10
•Willing to try newfood textures and tastes. HSC11
•Holds cup with both hands and drinkswithout much
spilling. HSC12
•Clearly communicates wet or soiled nappy or pants.
HSC13
•Shows someawareness of bladder and bowel urges. HSC14
•Shows awareness of what a potty or toilet is used for.
HSC15
•Shows a desire to helpwith dressing/undressing and
hygiene routines. HSC16
22 –
36
mont
hs
Runs safely on whole foot. MH20
•Squats with steadiness to rest or play with object on the ground, and rises
to feet without usinghands. MH21
• Climbs confidently and is beginning to pull themselves up on nursery play
climbingequipment. MH22
•Can kick a large ball. MH23
•Turns pages in a book, sometimes several at once. MH24
•Shows control in holding and using jugs to pour, hammers, books andmark-making
tools. MH25
•Beginning to use three fingers (tripod grip) to hold writing tools MH26
•Imitates drawingsimple shapes such as circles and lines. MH27
•Walks upstairs or downstairsholdingonto a rail two feet to a step. MH28
•May be beginning to show preference for dominanthand. MH29
• Feeds self competentlywith spoon. HSC20
•Drinks well without spilling. HSC21
• Clearly communicates theirneed for potty or toilet. HSC22
•Beginning to recognise danger and seeks support of
significant adults for help. HSC23
•Helpswith clothing, e.g. puts on hat, unzips zipperon
jacket, takesoff unbuttoned shirt. HSC24
•Beginning to be independent in self-care, but still often
needs adult support. HSC25
30 –
50
mont
hs
Moves freely and with pleasure and confidence in a range of ways, such as
slithering, shuffling, rolling, crawling, walking, running, jumping, skipping,
sliding and hopping. MH30
•Mounts stairs, steps or climbingequipment using alternate feet. MH31
•Walks downstairs,two feet to each step while carrying a small object. MH32
•Runs skilfully and negotiates space successfully, adjusting speed or direction
to avoidobstacles. MH33
•Can standmomentarily on one foot when shown. MH34
•Can catch a large ball. MH35
•Draws lines and circles using grossmotor movements. MH36
•Uses one-handedtools and equipment, e.g.makes snips in paper with child
scissors. MH37
Can tell adultswhen hungry or tired or when they want to
rest or play. HSC30
•Observes the effects of activity on theirbodies. HSC31
•Understands that equipment and tools have to be used
safely. HSC32
•Gains more bowel and bladder control and can attend
to toileting needsmost of the time themselves. HSC33
•Can usuallymanage washing and dryinghands. HSC34
•Dresses with help, e.g. puts arms into open-frontedcoat or
shirt when held up, pullsup own trousers, and pullsup zipper
once it is fastened at the bottom. HSC35

8. Making relationships PSED

9. Exploring and using media and
Name:
A
Date:
Observation and context:
In the workshop making a model of a
phone.
“I’ve put the batteries in there” A said as
he
stuck an extra part on.
Child/adult initiated
“Look at my phone” A said as he put it to
his ear. “Look at the batteries” he
continued.
A talked through his actions as he worked.
materials

10. Transition
• Key transition points:
Toddlers to Nursery
Nursery to Reception
Reception to Year One

11. Open to discussion!