Two year old progress check
When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected.
If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving parents and/or carers and other professionals (for example, the provider’s Special Educational Needs Co-ordinator
(SENCO) or health professionals) as appropriate.
The reception baseline assessment (RBA) is a short, task-based assessment of your child’s early literacy, communication, language and mathematics skills when they begin school. It is statutory for all schools from September 2021.
The assessment can take place at any point in the first 6 weeks of your child starting reception. The assessment will form the start of a new measure of how schools are helping their pupils to progress between reception and year 6.
Your child does not need to prepare. There is no pass mark or score and your child should not realise they’re doing an assessment.
During a short one-to-one session with their teacher or teaching assistant, your child will do a number of practical and interactive tasks.
Your child can answer questions verbally or by pointing or moving objects. The assessment has been designed to be inclusive and there are modified materials available – this means it is also accessible to children with special educational needs or disability (SEND) or English as an additional language (EAL). The teacher may pause the assessment at any time, for example, if a child needs a break.
The tasks are carefully designed to assess early mathematics, literacy, communication and language skills.
You do not need to do anything. Your child is unlikely to even know that they are doing an assessment when they are completing the tasks.
The assessment provides a better starting point to measure the progress a school makes with their pupils throughout their whole time at primary school, between reception and year 6.
Children will not ‘pass’ or ‘fail’ the assessment; it will provide a snapshot of where they are when they start school in the reception year. The results of the assessment will not be used by government to track or label individual pupils, or to judge the performance of early years’ settings.
The data from the assessment will only be used at school level to measure the progress of the year group from reception to year 6. The data from the assessment, including numerical scores, will not be shared with parents, pupils, teachers, or external bodies, including schools. There will be no published score.
Teachers will receive narrative statements on how your child did, which will tell them how your child performed in the assessment. Schools are not obliged to report the narrative statements to you as a matter of course. However, schools must share the narrative statements with you upon your request.
Early Years Foundation Stage Profile
In June of their Reception year, teachers make a summative assessment of children and report whether they are Emerging or Expected against each of the 17 Early Learning Goals. These judgements are moderated within school. Staff also attend moderation meetings organised by the Local Authority. The judgements for this are made using a ‘best-fit’ approach. The information is shared with you via the end of year school report and is shared with Year 1 teachers who use this to inform their planning in Year 1.