Revised EYFS Observation Assessment and Planning

The following pro-formas have been written to support you with developing your planning and assessment formats to ensure that they reflect the language and ethos of the revised EYFS. They will also give you the opportunity to reflect upon and adapt your current formats. These examples have been designed to meet the needs of a range of practitioners working with different age groups of children from babies to R/Y1.

A steering group, which included colleagues from the wide range of settings in York, trialled and evaluated the formats and their findings have been valued and incorporated.  The purpose of this booklet is to select the particular format which you would find most useful and pertinent for your needs. These pro-formas are all optional.

Any feedback would be gratefully received, please contact EYLW on 01904 555300 or email eylw@york.gov.uk. If you decide to adapt \ and use one of the templates for use please can you remove the logos.

For all training, take a look at the Early Years Prospectus.

If you feel you need any training on using the following pro-formas, please contact the Workforce Development Unit on 01904 553017 or email wdu@york.gov.uk.


Observations

ObservationAn observation will provide information about a child’s learning, skills and knowledge. It is important to record ‘what the child is doing and saying’ and to ensure that what is being recorded is significant and meaningful. Make notes that are brief and to the point.


Formative assessments

Formative AssessmentsFormative assessment covers all of the evidence that has been collated over a period of time. This is to gain an understanding of a child’s learning, development and progress. Evidence could include observations, photographs, samples of children’s work, comments from parents and the child’s own voice. You can record observations on these pro-formas over time to build up knowledge of the child.

 


Summative assessments

Summative AssessmentsSummative assessment is a ‘summing up’ of an individual child’s achievement at certain points in the year. This could be a baseline, termly or end of year assessment in which a decision is made about which age and stage best fits the child.  Prime areas will be more relevant for the youngest children or both prime and specific areas as appropriate. Formative evidence that has been collated will be used to support and inform these.


Group trackersGroup Trackers

Group trackers are a means of recording the attainment of an entire cohort or group of children. These will provide opportunities to look at how children within the group are progressing and will highlight areas of learning in which children are doing well and those which require attention and further support. These will be updated at key points in the year, for example as a baseline, ½ termly, termly and end of year.

 


Planning

PlanningPlanning documents are a means of recording the activities, interests, provocations and learning intentions for a child or a group of children. Planning must always be relevant to the stage and age of the child/children and what is planned should support and further their learning and development. Planning will be informed by knowledge of the child’s age and stage which will; be understood through observation, assessment & tracking.

 

Childminder planning


Schools

These pro-formas may be more relevant for use with older children in school.


I Can Planning Pro-formas for areas of provision

These I Can statements have been taken from Development Matters and help to guide your resourcing and planning for areas of provision dependent on the age and stage of the children.

 

 

Planning for learning cycle

How to balance use of these resources

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