Early Years Foundation Stage Profile
All registered early years providers are required to complete an Early Years Foundation Stage (EYFS) profile for each child at the end of the academic year in which he or she reaches the age of five. The primary purpose is to provide year 1 teachers with reliable and accurate information about each child's level of development as they reach the end of EYFS, enabling the teacher to plan an effective, responsive and appropriate curriculum that will meet all children's needs. Assessment, based on observation of children's learning and development, is an integral part of the EYFS.
The Early Years Foundation Stage (EYFS) Profile exemplification materials set out the national standard for the level of learning and development expected at the end of the EYFS.
The exemplification materials should help:
Download here:
2013 EYFS Profile exemplification materials
The 2013 Early Years Foundation Stage (EYFS) Handbook contains important information for all Early Years professionals about assessing children's attainment.
It includes information about how and why EYFS assessments should be carried out and guidance on how to complete an EYFS Profile; recording children's attainment; and making accurate and reliable judgements about EYFS attainment.
Download here:
2013 Assessment and reporting arrangements EYFS
Statutory guidance including completing the EYFS Profile, moderating the profile and reporting and using the results. Download here
Frequently Asked Questions on EYFS Profile Assessment and Moderation- external web link
Ealing EYFSP moderation 2013
Resources to support EYFSP moderation:
Supporting documents and resources
There are a range of supporting resources that can be downloaded as follows:
Summarising Children’s Progress
There are a range of tools which you may wish to use to summarise children’s progress throughout the EYFS (Birth to 5) as follows:
Tracking Children’s Progress
These tools can be used from birth to 5 (see each tool for specific age/phase appropriate) to track and provide gap analyses of children's progress for individual, whole group and specific groups.