The Early Years Foundation Stage Profile is a summary of children’s attainment at the end of the Early Years Foundation Stage. The outcome of the profile judgements together with a brief summary of each child’s “Characteristics of Effective Learning” are shared with parents in the summer term as part of the reception class report format.

Throughout children’s time at Robert Blair Primary School and Children’s Centre Services we make on-going observations and assessments which help us plan motivating and exciting learning opportunities and to identify possible “next steps” in children’s learning. At the end of the reception year we use our knowledge of individual children and these observations and assessments to make a judgement about how well they have achieved in all 7 Areas of Learning (Personal, Social and Emotional Development, Communication and Language, Physical Development, Literacy, Mathematics, Understanding the World and Creative Development).We make a summary judgement that “best fits” where the child is at the end of their time in the Foundation Stage. We use what we have observed about the ways individual children learn called the “Characteristics of Effective Learning” and a set of descriptors that help us identify if a child is working at an “emerging” “expected” or “exceeding” level. A child who has met or broadly met the Early Learning Goal in an aspect of learning will therefore be judged as “expected” in that aspect. A child who has achieved some elements or partially met some elements of the Early Learning Goal is judged as “emerging”. Many children will have comfortably met the Early Learning Goal and are working above this level these are therefore deemed to be “exceeding”.

The EYFS Profile is not a “test” judgements are informed by talking to children about their learning, observing them in their play, as well as, when they take part in adult initiated experiences, talking to parents and parental contributions via parent  discussion, focus child forms and parent voice stickers and also other adults or professionals who are involved with the child and have an understanding of the child’s learning and development. Children may be successful across all the learning areas or may demonstrate particular strengths and areas for development in specific Early Learning Goals. We do all we can to ensure children have opportunities to show their strengths but also that judgements are sound to ensure they provide an accurate picture of each child’s attainment. We take part in both internal and external moderation events to ensure accuracy.

Provision is made to ensure children with special educational needs and disabilities are included in the assessments including using adapted materials or preferred modes of communication such as Makaton, picture exchange or visuals to ensure assessments accurately reflect children’s skills and strengths. Children who may have English as an additional language can demonstrate competencies across learning areas in their first language and this information can be gathered via parental contributions or bi-lingual educational workers. However, the Early Learning Goal for Communication and Language and the Early Learning Goal for Literacy must be assessed in relation to the child’s competency in English.

The EYFS Profile and summary of each child’s Characteristics of Effective Learning are designed to be used in 3 key ways:

  • As a summary (or snapshot) of where individual children, cohorts of children, identified groups of children are at the end of the key stage in this case the Early Years Foundation Stage. This can be compared national and locally giving useful insight for school to help improve and develop practice.
  • To inform parents about their child’s learning and development. Again this is useful to identify where children may need additional support in school and identify actions home and school can work on together.
  • To support effective transition into the next key stage (KS1) to ensure the curriculum and the teaching and learning meet the needs of pupils as they move into Year 1.

In addition to the Year 1 teacher’s involvement with moderating specific EYFS Profile judgements they  meet with the reception class teacher to share profile judgements for each individual child as part of the transition arrangements from reception to year one. If you have any questions regarding the Profile please talk to the reception class teacher, under 5s manager or any other member of the senior management team.

Further information can be found at: