Personal, Social and Emotional Development

An assessment sheet for tracking developmental progress

This assessment sheet is based on the ‘statements’ or ‘outcomes’ in Development Matters/Early Years Outcomes, highlighting the developing knowledge, skills, understanding and attitudes that children need if they are to achieve the Early Learning Goals by the end of the EYFS. It is important to note that children will not necessarily progress sequentially through the stages, as each child’s progress is individual to that child and children develop at different rates.

Using the grid, you will be able to track a child’s development, in conjunction with your observations, both written and visual – the grid should not be used alone as a checklist. This method of tracking will help you produce summative assessments of a child, including the EYFS progress check at age two. While using this grid, you may notice that there are areas of the child’s development which require your further attention. Along with any observations, this information should be shared with the parents and could be used to help transitions from childminder to nursery/school.

Instructions: - Use one tracking grid for each child. - Use for children from birth to 31st August after their fifth birthday. - A child can be assessed at intervals of your choice, but three times a year is advised, in keeping with school terms and the assessment points of other early years providers: October half term, February half term, and the end of June. These points or dates for assessment, allow for settling-in a child who started in September or January. The June assessment could contribute to transition forms, for a child moving on to school. - Use the blank comments spaces to note observation dates, cross referencing to an observation number and any relevant, supporting information, such as photographs. - Use a different colour highlighter pen each time you fill out the grid, see highlighter key below. - Every time you fill out the grid, make sure you put the assessment date. - As you use this assessment/tracking document, remember to observe, record and, above all, encourage, those positive attitudes to learning - the characteristics of effective learning. . Characteristics of Effective Learning Name of child………………………………………... The ways in which the child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all Key to show child’s development over time areas and support the child to remain an effective and motivated learner. Playing and Active Learning- Creating and Thinking Date Colour Exploring- motivation Critically- thinking Assessed highlighter Age of child engagement used Finding out and exploring Being involved and Having their own ideas • Showing curiosity about concentrating • Thinking of ideas objects, events and people • Maintaining focus on their • Finding ways to solve problems • Using senses to explore the activity for a period of time • Finding new ways to do things world around them • Showing high levels of energy, • Engaging in open-ended fascination activity • Not easily distracted • Showing particular interests • Paying attention to details

Playing with what they Keeping on trying Making links know • Persisting with activity when • Making links and noticing • Pretending objects are things challenges occur patterns in their experience from their experience • Showing a belief that more • Making predictions • Representing their experiences effort or a different approach will • Testing their ideas in play pay off • Developing ideas of grouping, • Taking on a role in their play • Bouncing back after difficulties sequences, cause and effect • Acting out experiences with other people

Being willing to ‘have a Enjoying achieving what Choosing ways to do go’ they set out to do things • Initiating activities • Showing satisfaction in meeting • Planning, making decisions about • Seeking challenge their own goals how to approach a task, • Showing a ‘can do’ attitude • Being proud of how they solve a problem and reach a goal • Taking a risk, engaging in new accomplished something – not • Checking how well their activities experiences, and learning by just are going trial and error the end result • Changing strategy as needed • Enjoying meeting challenges • Reviewing how well the approach Children develop at their own rates, and in their own ways. The development statements and theirfor ordertheir own should sake rathernot be than taken asworked necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these areexternal not fixed rewards age or boundaries praise but suggest a typical range of development. Created by the Childminder Support Team from Development Matters in the Early Years Foundation Stage (May 2012), which was subsequently revised and renamed Early Years Outcomes (Sept 2013)

Prime Areas Personal, Social and Emotional Development Making relationships Self-confidence and self- Managing feelings and awareness behaviour  Enjoys the company of others and seeks  Laughs and gurgles, e.g. shows  Is comforted by touch and people’s contact with others from birth. pleasure at being tickled and other faces and voices.  Gazes at faces and copies facial physical interactions.  Seeks physical and emotional comfort movements. E.g. sticking out tongue,  Uses voice, gesture, eye contact and by snuggling in to trusted adults. opening mouth and widening eyes. facial expression to make contact with  Calms from being upset when held,  Responds when talked to, for example, people and keep their attention. rocked, spoken or sung to with move arms and legs, changes facial soothing voice. expression, moves body and makes  Shows a range of emotions such as Birth – 11 months mouth movements. pleasure, fear and excitement.  Recognises and is most responsive to  Reacts emotionally to other people’s main carer’s voice: face brightens, emotions, e.g. smiles when smiled at activity increases when familiar carer and becomes distressed if hears appears. another child crying.  Responds to what carer is paying attention to, e.g. following their gaze.  Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin. Birth – 11 months comments:

 Seeks to gain attention in a variety of  Enjoys finding own nose, eyes or  Uses familiar adult to share feelings ways, drawing others into social tummy as part of naming games. such as excitement or pleasure, and for interaction.  Learns that own voice and actions have ‘emotional refuelling’ when feeling tired,  Builds relationships with special people. effects on others. stressed or frustrated.  Is wary of unfamiliar people.  Uses pointing with eye gaze to make  Growing ability to soothe themselves,  Interacts with others and explores new requests, and to share an interest. and may like to use a comfort object. situations when supported by familiar  Engages other person to help achieve a  Cooperates with caregiving 8 – 20 months person. goal, e.g. to get an object out of reach. experiences, e.g. dressing.  Shows interest in the activities of others  Beginning to understand ‘yes’, ‘no’ and and responds differently to children and some boundaries. adults, e.g. may be more interested in watching children than adults or may pay more attention when children talk to them.

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. Making relationships Self-confidence and self- Managing feelings and awareness behaviour 8 - 20 months comments:

 Plays alongside others.  Explores new toys and environments,  Is aware of others’ feelings, for  Uses a familiar adult as a secure base but ‘checks in’ regularly with familiar example, looks concerned if hears from which to explore independently in adult as and when needed. crying or looks excited if hears a new environments, e.g. ventures away to  Gradually able to engage in pretend familiar happy voice. play and interact with others, but returns play with toys (supports child to  Growing sense of will and for a cuddle or reassurance if becomes understand their own thinking may be determination may result in feelings of anxious. different from others). anger and frustration which are difficult 16 – 26 months  Plays cooperatively with a familiar adult,  Demonstrates sense of self as an to handle, e.g. may have tantrums. e.g. rolling a ball back and forth. individual, e.g. wants to do things  Responds to a few appropriate independently, and says “No” to adult. boundaries, with encouragement and support.  Begins to learn that some things are theirs, some things are shared, and some things belong to other people. 16 – 26 months comments:

 Interested in others’ play and starting to  Separates from main carer with support  Seeks comfort from familiar adults join in. and encouragement from a familiar when needed.  Seeks out others to share experiences. adult.  Can express their own feelings such as  Shows affection and concern for people  Expresses own preferences and sad, happy, cross, scared, worried. who are special to them. interests.  Responds to the feelings and wishes of  May form a special friendship with others. another child.  Aware that some actions can hurt or 22 – 36 months harm others.  Tries to help or give comfort when others are distressed.  Shows understanding and cooperates with some boundaries and routines.  Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do.  Growing ability to distract self when upset, e.g. by engaging in a new play activity. 22 – 36 months comments:

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. Making relationships Self-confidence and self- Managing feelings and awareness behaviour  Can play in a group, extending and  Can select and use activities and  Aware of own feelings, and knows that elaborating play ideas, e.g. building up a resources with help. some actions and words can hurt role-play activity with other children.  Welcomes and values praise for what others’ feelings.  Initiates play, offering cues to peers to they have done.  Begins to accept the needs of others join them.  Enjoys responsibility of carrying out and can take turns and share  Keeps play going by responding to what small tasks. resources, sometimes with support others are saying or doing.  Is more outgoing towards unfamiliar from others. 30 – 50 months  Demonstrates friendly behaviour, people and more confident in new  Can usually tolerate delay when needs initiating conversations and forming good social situations. are not immediately met, and relationships with peers and familiar  Confident to talk to other children when understands wishes may not always be adults. playing, and will communicate freely met. about own home and community.  Can usually adapt behaviour to  Shows confidence in asking adults for different events, social situations and help. changes in routine.

30 – 50 months comments:

 Initiates conversations, attends to and  Confident to speak to others about own  Understands that own actions affect takes account of what others say. needs, wants, interests and opinions. other people, for example, becomes  Explains own knowledge and  Can describe self in positive terms and upset or tries to comfort another child understanding, and asks appropriate talk about abilities. when they realise they have upset questions of others. them.  Takes steps to resolve conflicts with Early Learning Goal  Aware of the boundaries set, and of other children, e.g. finding a Children are confident to try new activities, behavioural expectations in the setting. compromise. and say why they like some activities more  Beginning to be able to negotiate and than others. They are confident to speak in solve problems without aggression, 40 – 60 + months Early Learning Goal a familiar group, will talk about their ideas, e.g. when someone has taken their toy. Children play co-operatively, taking turns and will choose the resources they need with others. They take account of one for their chosen activities. They say when Early Learning Goal another’s ideas about how to organise their they do or don’t need help. Children talk about how they and others activity. They show sensitivity to others’ show feelings talk about their own and needs and feelings, and form positive others’ behaviour, and its consequences, relationships with adults and other and know that some behaviour is children. unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. Communication and Language Listening and attention Understanding Speaking

 Turns toward a familiar sound then  Stops and looks when hears own name.  Communicates needs and feelings in a locates range of sounds with accuracy.  Starts to understand contextual clues, variety of ways including crying,  Listens to, distinguishes and responds to e.g. familiar gestures, words and gurgling, babbling and squealing. intonations and sounds of voices. sounds.  Makes own sounds in response when  Reacts in interaction with others by talked to by familiar adults. smiling, looking and moving.  Lifts arms in anticipation of being  Quietens or alerts to the sound of picked up. Birth – 11 months speech.  Practises and gradually develops  Looks intently at a person talking, but speech sounds (babbling) to stops responding if speaker turns away. communicate with adults; says sounds  Listens to familiar sounds, words, or like ‘baba, nono, gogo’. finger plays.  Fleeting Attention – not under child’s control, new stimuli takes whole attention. Birth – 11 months comments:

 Moves whole bodies to sounds they  Developing the ability to follow others’  Uses sounds in play, e.g ‘brrrm’ for toy enjoy, such as music or a regular beat. body language, including pointing and car.  Has a strong exploratory impulse. gesture.  Uses single words.  Concentrates intently on an object or  Responds to the different things said  Frequently imitates words and sounds. activity of own choosing for short when in a familiar context with a special  Enjoys babbling and increasingly 8 – 20 months periods. person (e.g. ‘Where’s Mummy?’, experiments with using sounds and  Pays attention to dominant stimulus – ‘Where’s your nose?’). words to communicate for a range of easily distracted by noises or other  Understanding of single words in purposes (e.g. teddy, more, no, bye- people talking. context is developing, e.g. ‘cup’, ‘milk’, bye.) ‘daddy’.  Uses pointing with eye gaze to make requests, and to share an interest.  Creates personal words as they begin to develop language. 8 - 20 months comments:

16 – 26 months  Listens to and enjoys rhythmic patterns  Selects familiar objects by name and  Copies familiar expressions, e.g. ‘Oh in rhymes and stories. will go and find objects when asked, or dear’, ‘All gone’.  Enjoys rhymes and demonstrates identify objects from a group.  Beginning to put two words together listening by trying to join in with actions  Understands simple sentences (e.g. (e.g. ‘want ball’, ‘more juice’). or vocalisations. ‘Throw the ball.’)  Uses different types of everyday words  Rigid attention – may appear not to hear. (nouns, verbs and adjectives, e.g. banana, go, sleep, hot). Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development.  Beginning to ask simple questions.  Beginning to talk about people and things that are not present. Listening and attention Understanding Speaking

 Listens with interest to the noises adults  Identifies action words by pointing to the  Uses language as a powerful means of make when they read stories. right picture, e.g., “Who’s jumping?” widening contacts, sharing feelings,  Recognises and responds to many  Understands more complex sentences, experiences and thoughts. familiar sounds, e.g. turning to a knock e.g. ‘Put your toys away and then we’ll  Holds a conversation, jumping from on the door, looking at or going to the read a book.’ topic to topic. door.  Understands ‘who’, ‘what’, ‘where’ in  Learns new words very rapidly and is 22 – 36 months  Shows interest in play with sounds, simple questions (e.g. Who’s that/can? able to use them in communicating. songs and rhymes. What’s that? Where is.?).  Uses gestures, sometimes with limited  Single channelled attention. Can shift to  Developing understanding of simple talk, e.g. reaches toward toy, saying ‘I a different task if attention fully obtained concepts (e.g. big/little). have it’. – using child’s name helps focus.  Uses a variety of questions (e.g. what, where, who).  Uses simple sentences (e.g.’ Mummy gonna work.’)  Beginning to use word endings (e.g. going, cats). 22 – 36 months comments:

30 – 50 months  Listens to others one to one or in small  Understands use of objects (e.g. “What  Beginning to use more complex groups, when conversation interests do we use to cut things?’) sentences to link thoughts (e.g. using them.  Shows understanding of prepositions and, because).  Listens to stories with increasing such as ‘under’, ‘on top’, ‘behind’ by  Can retell a simple past event in attention and recall. carrying out an action or selecting correct order (e.g. went down slide,  Joins in with repeated refrains and correct picture. hurt finger). anticipates key events and phrases in  Responds to simple instructions, e.g. to  Uses talk to connect ideas, explain rhymes and stories. get or put away an object. what is happening and anticipate what  Focusing attention – still listen or do, but  Beginning to understand ‘why’ and might happen next, recall and relive can shift own attention. ‘how’ questions. past experiences.  Is able to follow directions (if not intently  Questions why things happen and focused on own choice of activity). gives explanations. Asks e.g. who, what, when, how.  Uses a range of tenses (e.g. play, playing, will play, played).  Uses intonation, rhythm and phrasing to make the meaning clear to others.  Uses vocabulary focused on objects Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. and people that are of particular importance to them.  Builds up vocabulary that reflects the breadth of their experiences.  Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’ Listening and attention Understanding Speaking

 Maintains attention, concentrates and  Responds to instructions involving a  Extends vocabulary, especially by sits quietly during appropriate activity. two-part sequence. grouping and naming, exploring the  Two-channelled attention – can listen  Understands humour, e.g. nonsense meaning and sounds of new words. and do for short span. rhymes, jokes.  Uses language to imagine and recreate  Able to follow a story without pictures or roles and experiences in play Early Learning Goal props. situations. Children listen attentively in a range of  Listens and responds to ideas  Links statements and sticks to a main situations. They listen to stories, accurately expressed by others in conversation or theme or intention. anticipating key events and respond to discussion.  Uses talk to organise, sequence and what they hear with relevant comments, clarify thinking, ideas, feelings and 40 – 60 + months questions or actions. They give their Early Learning Goal events. attention to what others say and respond Children follow instructions involving  Introduces a storyline or narrative into appropriately, while engaged in another several ideas or actions. They answer ‘how’ their play. activity. and ‘why’ questions about their experiences and in response to stories or Early Learning Goal events. Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical Development Moving and Handling Health and self-care

Birth – 11 months  Turns head in response to sounds and sights.  Responds to and thrives on warm, sensitive physical contact and  Gradually develops ability to hold up own head. care.  Makes movements with arms and legs which gradually  Expresses discomfort, hunger or thirst. become more controlled.  Anticipates food routines with interest.  Rolls over from front to back, from back to front.  When lying on tummy becomes able to lift first head and then Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. chest, supporting self with forearms and then straight arms.  Watches and explores hands and feet, e.g. when lying on back lifts legs into vertical position and grasps feet.  Reaches out for, touches and begins to hold objects.  Explores objects with mouth, often picking up an object and holding it to the mouth. Moving and Handling Health and self-care

Birth – 11 months comments:

 Sits unsupported on the floor.  Opens mouth for spoon.  When sitting, can lean forward to pick up small toys.  Holds own bottle or cup.  Pulls to standing, holding on to furniture or person for support.  Grasps finger foods and brings them to mouth.  Crawls, bottom shuffles or rolls continuously to move around.  Attempts to use spoon: can guide towards mouth but food often falls  Walks around furniture lifting one foot and stepping sideways off. (cruising), and walks with one or both hands held by adult.  Can actively cooperate with nappy changing (lies still, helps hold legs 8 – 20 months  Takes first few steps independently. up).  Passes toys from one hand to the other.  Starts to communicate urination, bowel movement.  Holds an object in each hand and brings them together in the middle, e.g. holds two blocks and bangs them together.  Picks up small objects between thumb and fingers.  Enjoys the sensory experience of making marks in damp sand, paste or paint.  Holds pen or crayon using a whole hand (palmar) grasp and makes random marks with different strokes. 8 - 20 months comments:

 Walks upstairs holding hand of adult.  Develops own likes and dislikes in food and drink.  Comes downstairs backwards on knees (crawling).  Willing to try new food textures and tastes.  Beginning to balance blocks to build a small tower.  Holds cup with both hands and drinks without much spilling.  Makes connections between their movement and the marks  Clearly communicates wet or soiled nappy or pants. 16 – 26 months they make.  Shows some awareness of bladder and bowel urges.  Shows awareness of what a potty or toilet is used for.  Shows a desire to help with dressing/undressing and hygiene routines. 16 – 26 months comments:

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. Moving and Handling Health and self-care

 Runs safely on whole foot.  Feeds self competently with spoon.  Squats with steadiness to rest or play with object on the  Drinks well without spilling. ground, and rises to feet without using hands.  Clearly communicates their need for potty or toilet.  Climbs confidently and is beginning to pull themselves up on  Beginning to recognise danger and seeks support of significant nursery play climbing equipment. adults for help.  Can kick a large ball.  Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes 22 – 36 months  Turns pages in a book, sometimes several at once. off unbuttoned shirt.  Shows control in holding and using jugs to pour, hammers,  Beginning to be independent in self-care, but still often needs adult books and mark-making tools. support.  Beginning to use three fingers (tripod grip) to hold writing tools  Imitates drawing simple shapes such as circles and lines.  Walks upstairs or downstairs holding onto a rail two feet to a step.  May be beginning to show preference for dominant hand. 22 – 36 months comments:

 Moves freely and with pleasure and confidence in a range of  Can tell adults when hungry or tired or when they want to rest or play. ways, such as slithering, shuffling, rolling, crawling, walking,  Observes the effects of activity on their bodies. running, jumping, skipping, sliding and hopping.  Understands that equipment and tools have to be used safely.  Mounts stairs, steps or climbing equipment using alternate  Gains more bowel and bladder control and can attend to toileting feet. needs most of the time themselves.  Walks downstairs, two feet to each step while carrying a small  Can usually manage washing and drying hands. object.  Dresses with help, e.g. puts arms into open-fronted coat or shirt  Runs skilfully and negotiates space successfully, adjusting when held up, pulls up own trousers, and pulls up zipper once it is 30 – 50 months speed or direction to avoid obstacles. fastened at the bottom.  Can stand momentarily on one foot when shown.  Can catch a large ball.  Draws lines and circles using gross motor movements.  Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors.  Holds pencil between thumb and two fingers, no longer using whole-hand grasp.  Holds pencil near point between first two fingers and thumb and uses it with good control.  Can copy some letters, e.g. letters from their name. 30 – 50 months comments:

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. Moving and Handling Health and self-care

 Experiments with different ways of moving.  Eats a healthy range of foodstuffs and understands need for variety  Jumps off an object and lands appropriately. in food.  Negotiates space successfully when playing racing and  Usually dry and clean during the day. chasing games with other children, adjusting speed or  Shows some understanding that good practices with regard to changing direction to avoid obstacles. exercise, eating, sleeping and hygiene can contribute to good health.  Travels with confidence and skill around, under, over and  Shows understanding of the need for safety when tackling new through balancing and climbing equipment. challenges, and considers and manages some risks.  Shows increasing control over an object in pushing, patting,  Shows understanding of how to transport and store equipment safely. throwing, catching or kicking it.  Practices some appropriate safety measures without direct  Uses simple tools to effect changes to materials. supervision.  Handles tools, objects, construction and malleable materials 40 – 60 + months safely and with increasing control. Early Learning Goal  Shows a preference for a dominant hand. Children know the importance for good health of physical exercise,  Begins to use anticlockwise movement and retrace vertical and a healthy diet, and talk about ways to keep healthy and safe. They lines. manage their own basic hygiene and personal needs successfully,  Begins to form recognisable letters. including dressing and going to the toilet independently.  Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.

Early Learning Goal Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Specific Areas Literacy Reading Writing

 Enjoys looking at books and other printed material with familiar people. Children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See the roots of Writing in Communication and Birth – 11 months language). Early mark-making is not the same as writing. It is a sensory and physical experience for babies and toddlers, which they do not yet connect to forming symbols which can communicate meaning.(See roots of mark- making and handwriting in Playing and exploring and Physical Development). Birth – 11 months comments:

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. Reading Writing

 Handles books and printed material with interest. Children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See the roots of Writing in Communication and 8 – 20 months (writing as per language). birth – 11 months Early mark-making is not the same as writing. It is a sensory and physical experience for babies and toddlers, which they do not yet connect to forming symbols which can communicate meaning.(See roots of mark- making and handwriting in Playing and exploring and Physical Development) 8 - 20 months comments:

 Interested in books and rhymes and may have favourites. Children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See the roots of Writing in Communication and language).

16 – 26 months (writing as per Early mark-making is not the same as writing. It is a sensory and physical birth – 11 months) experience for babies and toddlers, which they do not yet connect to forming symbols which can communicate meaning. (See roots of mark- making and handwriting in Playing and exploring and Physical Development).

 Has some favourite stories, rhymes, songs, poems or • Distinguishes between the different marks they make. 22 – 36 months jingles.  Repeats words or phrases from familiar stories.  Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’. 22 – 36 months comments:

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. Reading Writing

 Enjoys rhyming and rhythmic activities. • Sometimes gives meaning to marks as they draw and paint.  Shows awareness of rhyme and alliteration. • Ascribes meanings to marks that they see in different places.  Recognises rhythm in spoken words.  Listens to and joins in with stories and poems, one-to-one and also in small groups.  Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.  Beginning to be aware of the way stories are structured.  Suggests how the story might end. 30 – 50 months  Listens to stories with increasing attention and recall.  Describes main story settings, events and principal characters.  Shows interest in illustrations and print in books and print in the environment.  Recognises familiar words and signs such as own name and advertising logos.  Looks at books independently.  Handles books carefully.  Knows information can be relayed in the form of print.  Holds books the correct way up and turns pages.  Knows that print carries meaning and, in English, is read from left to right and top to bottom. 30 – 50 months comments:

40 – 60 + months  Continues a rhyming string.  Gives meaning to marks they make as they draw, write and paint.  Hears and says the initial sound in words.  Begins to break the flow of speech into words.  Can segment the sounds in simple words and blend them  Continues a rhyming string. together and knows which letters represent some of  Hears and says the initial sound in words. them.  Can segment the sounds in simple words and blend them  Links sounds to letters, naming and sounding the letters together. of the alphabet.  Links sounds to letters, naming and sounding the letters of the  Begins to read words and simple sentences. alphabet.  Uses vocabulary and forms of speech that are  Uses some clearly identifiable letters to communicate meaning, increasingly influenced by their experiences of books. representing some sounds correctly and in sequence.  Enjoys an increasing range of books.  Writes own name and other things such as labels, captions.  Knows that information can be retrieved from books and  Attempts to write short sentences in meaningful contexts. computers. Early Learning Goal Early Learning Goal Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common Children read and understand simple sentences. words. They write simple sentences which can be read by themselves They use phonic knowledge to decode regular and others. Some words are spelt correctly and others are words and read them aloud accurately. They also phonetically plausible. read some common irregular words. They Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. demonstrate understanding when talking with others about what they have read.

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. Mathematics Numbers Shape, Space and Measure

 Notices changes in number of objects/images or sounds Babies’ early awareness of shape, space and measure grows from their in groups of up to 3. sensory awareness and opportunities to observe objects and their Birth – 11 months movements, and to play and explore. See Characteristics of Effective Learning - Playing and Exploring, and Physical Development. Birth – 11 months comments:

 Develops an awareness of number names through their  Recognises big things and small things in meaningful contexts. 8 – 20 months enjoyment of action rhymes and songs that relate to their  Gets to know and enjoy daily routines, such as getting-uptime, experience of numbers. mealtimes, nappy time, and bedtime.  Has some understanding that things exist, even when out of sight. 8 - 20 months comments:

 Knows that things exist, even when out of sight.  Attempts, sometimes successfully, to fit shapes into spaces on  Beginning to organise and categorise objects, e.g. putting inset boards or jigsaw puzzles. all the teddy bears together or teddies and cars in  Uses blocks to create their own simple structures and 16 – 26 months separate piles. arrangements.  Says some counting words randomly.  Enjoys filling and emptying containers.  Associates a sequence of actions with daily routines.  Beginning to understand that things might happen ‘now’. 16 – 26 months comments:

 Selects a small number of objects from a group when  Notices simple shapes and patterns in pictures. asked, for example, ‘please give me one’, ‘please give  Beginning to categorise objects according to properties such as me two’. shape or size.  Recites some number names in sequence.  Begins to use the language of size.  Creates and experiments with symbols and marks  Understands some talk about immediate past and future, e.g. 22 – 36 months representing ideas of number. ‘before’, ‘later’ or ‘soon’.  Begins to make comparisons between quantities.  Anticipates specific time-based events such as mealtimes or  Uses some language of quantities, such as ‘more’ and ‘a home time. lot’.  Knows that a group of things changes in quantity when something is added or taken away.

Numbers Shape, Space and Measure

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development.  Uses some number names and number language  Shows an interest in shape and space by playing with shapes or spontaneously. making arrangements with objects.  Uses some number names accurately in play.  Shows awareness of similarities of shapes in the environment.  Recites numbers in order to 10.  Uses positional language. Understanding the world People and communities The World Technology

Birth – 11 months The beginnings of understanding of People  Moves eyes, then head, to follow moving The beginnings of understanding and communities lie in early attachment and objects. technology lie in babies exploring and other relationships. See Personal,  Reacts with abrupt change when a face or making sense of objects and how they Social and Emotional Development and object suddenly disappears from view. behave. Communication and Language.  Looks around a room with interest; visually See Characteristics of Effective scans environment for novel, interesting Learning - Playing and Exploring objects and events. and Creating and Thinking Critically  Smiles with pleasure at recognisable playthings.  Repeats actions that have an effect, e.g. kicking or hitting a mobile or shaking a rattle.  See also Characteristics of Effective Learning – Playing and Exploring, and Physical Development Birth – 11 months comments:

The beginnings of understanding of People  Closely observes what animals, people The beginnings of understanding and communities lie in early attachment and and vehicles do. technology lie in babies exploring and other relationships. See Personal, Social and  Watches toy being hidden and tries to making sense of objects and how they 8 – 20 months Emotional Development and Communication find it. behave. and Language.  Looks for dropped objects. See Characteristics of Effective  Becomes absorbed in combining objects, Learning - Playing and Exploring e.g. banging two objects or placing objects and Creating and Thinking Critically into containers.  Knows things are used in different ways, e.g. a ball for rolling or throwing, a toy car for pushing. People and communities The World Technology

8 - 20 months comments:

16 – 26 months  Is curious about people and show  Explores objects by linking together  Anticipates repeated sounds, interest in stories about themselves different approaches: shaking, hitting, sights and actions, e.g. when and their family. looking, feeling, tasting, mouthing, pulling, an adult demonstrates an  Enjoys pictures and stories about turning and poking. action toy several times. themselves, their families and other  Remembers where objects belong.  Shows interest in toys with people.  Matches parts of objects that fit together, buttons, flaps and simple Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. e.g. puts lid on teapot. mechanisms and beginning to learn to operate them. 16 – 26 months comments:

 Has a sense of own immediate  Enjoys playing with small-world models  Seeks to acquire basic skills family and relations. such as a farm, a garage, or a train track. in turning on and operating  In pretend play, imitates everyday  Notices detailed features of objects in their some ICT equipment. actions and events from own family environment.  Operates mechanical toys, 22 – 36 months and cultural background, e.g. e.g. turns the knob on a wind- making and drinking tea. up toy or pulls back on a  Beginning to have their own friends. friction car.  Learns that they have similarities and differences that connect them to, and distinguish them from, others. 22 – 36 months comments:

 Shows interest in the lives of people  Comments and asks questions about  Knows how to operate simple who are familiar to them. aspects of their familiar world such as the equipment, e.g. turns on CD  Remembers and talks about place where they live or the natural world. player and uses remote significant events in their own  Can talk about some of the things they control. experience. have observed such as plants, animals,  Shows an interest in  Recognises and describes special natural and found objects. technological toys with knobs 30 – 50 months times or events for family or friends.  Talks about why things happen and how or pulleys, or real objects  Shows interest in different things work. such as cameras or mobile occupations and ways of life.  Developing an understanding of growth, phones.  Knows some of the things that make decay and changes over time.  Shows skill in making toys them unique, and can talk about  Shows care and concern for living things work by pressing parts or some of the similarities and and the environment. lifting flaps to achieve effects differences in relation to friends or such as sound, movements or family. new images.  Knows that information can be retrieved from computers People and communities The World Technology

40 – 60 + months  Enjoys joining in with family customs  Looks closely at similarities, differences,  Completes a simple program and routines. patterns and change. on a computer.

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development.  Uses ICT hardware to interact Early Learning Goal Early Learning Goal with age-appropriate Children talk about past and present events Children know about similarities and differences computer software. in their own lives and in the lives of family in relation to places, objects, materials and living members. They know that other children things. They talk about the features of their own Early Learning Goal don’t always enjoy the same things, and immediate environment and how environments Children recognise that a range of are sensitive to this. They know about might vary from one another. They make technology is used in places such as similarities and differences between observations of animals and plants and explain homes and schools. They select and themselves and others, and among why some things occur, and talk about use technology for particular families, communities and traditions. changes purposes.

Expressive Arts Exploring and using media and materials Being Imaginative

Babies explore media and materials as part of their exploration of Babies and toddlers need to explore the world and develop a range of ways the world around them. See Characteristics of Effective to communicate before they can express their own ideas through arts and Birth – 11 months Learning – Playing and Exploring, Physical Development, design. See Characteristics of Effective Learning; Communication and Understanding the World – The World Language; Physical Development; Personal, Social and Emotional Development Birth – 11 months comments:

 Explores and experiments with a range of media through Babies and toddlers need to explore the world and develop a range of ways sensory exploration, and using whole body. to communicate before they can express their own ideas through arts and 8 – 20 months (as per birth to  Move their whole bodies to sounds they enjoy, such as design. See Characteristics of Effective Learning; Communication and 11 months for imaginative) music or a regular beat. Language; Physical Development; Personal, Social and Emotional  Imitates and improvises actions they have observed, e.g. Development clapping or waving.  Begins to move to music, listen to or join in rhymes or songs.  Notices and is interested in the effects of making movements which leave marks. Exploring and using media and materials Being Imaginative

8 - 20 months comments:

16 – 26 months (as per 8-20  Explores and experiments with a range of media through  Expresses self through physical action and sound. sensory exploration, and using whole body.  Pretends that one object represents another, especially when months for exploring media)  Move their whole bodies to sounds they enjoy, such as objects have characteristics in common. music or a regular beat.  Imitates and improvises actions they have observed, e.g.

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. clapping or waving.  Begins to move to music, listen to or join in rhymes or songs.  Notices and is interested in the effects of making movements which leave marks. 16 – 26 months comments:

22 – 36 months  Joins in singing favourite songs.  Beginning to use representation to communicate, e.g. drawing a  Creates sounds by banging, shaking, tapping or blowing. line and saying ‘That’s me.’  Shows an interest in the way musical instruments sound.  Beginning to make-believe by pretending.  Experiments with blocks, colours and marks.

 Enjoys joining in with dancing and ring games.  Developing preferences for forms of expression.  Sings a few familiar songs.  Uses movement to express feelings.  Beginning to move rhythmically.  Creates movement in response to music.  Imitates movement in response to music.  Sings to self and makes up simple songs.  Taps out simple repeated rhythms.  Makes up rhythms.  Explores and learns how sounds can be changed.  Notices what adults do, imitating what is observed and then doing 30 – 50 months  Explores colour and how colours can be changed. it spontaneously when the adult is not there.  Understands that they can use lines to enclose a space,  Engages in imaginative role-play based on own first-hand and then begin to use these shapes to represent objects. experiences.  Beginning to be interested in and describe the texture of  Builds stories around toys, e.g. farm animals needing rescue from things. an armchair ‘cliff’.  Uses various construction materials.  Uses available resources to create props to support role-play.  Beginning to construct, stacking blocks vertically and  Captures experiences and responses with a range of media, such horizontally, making enclosures and creating spaces. as music, dance and paint and other materials or words.  Joins construction pieces together to build and balance.  Realises tools can be used for a purpose. Exploring and using media and materials Being Imaginative

40 – 60 + months  Begins to build a repertoire of songs and dances.  Create simple representations of events, people and objects.  Explores the different sounds of instruments.  Initiates new combinations of movement and gesture in order to  Explores what happens when they mix colours. express and respond to feelings, ideas and experiences. Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development.  Experiments to create different textures.  Chooses particular colours to use for a purpose.  Understands that different media can be combined to  Introduces a storyline or narrative into their play. create new effects.  Plays alongside other children who are engaged in the same  Manipulates materials to achieve a planned effect. theme.  Constructs with a purpose in mind, using a variety of  Plays cooperatively as part of a group to develop and act out a resources. narrative.  Uses simple tools and techniques competently and appropriately. Early Learning Goal  Selects appropriate resources and adapts work where Children use what they have learnt about media and materials in necessary. original ways, thinking about uses and purposes. They represent their  Selects tools and techniques needed to shape, assemble own ideas, thoughts and feelings through design and technology, art, and join materials they are using. music, dance, role play and stories.

Early Learning Goal Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development.