Wrens Class - What is the two-year progress check?

The Early Years Foundation Stage (EYFS) requires every child between the ages of 2–3 years have their development assessed & evaluated. Your child's key worker will record a short summary (usually on Tapestry) detailing their development as a learner, and identify areas that could be improved through a progress check of the three areas of learning: Personal, Social and Emotional Development, Physical Development and Communication and Language.

The progress check encompasses insights made from ongoing observations that have taken place in everyday practice in preschool. The summary is evaluated based on the knowledge, skills, understanding and behaviour that has been independently and consistently shown in their learning setting and at home.

The summary will indicate where your child is doing well, and describe the learning areas that call for further development and improvement. It will also strategise actions that can be undertaken to address these developments.

The progress check, alongside the Healthy Child Health and Development Review (at age 2), is used to integrate an overall and accurate understanding of your child’s development. 

Who will write the two-year progress check? 

The check will normally be carried out by your child’s key person or worker, a practitioner who knows them well and works with them regularly in the setting. However, it’s beneficial for there to be a collaborative effort to produce a more well-rounded view of the child.

It will take into account the views and observations of parents, and include contributions from other practitioners and any other professionals - such as speech or language therapists, NHS workers or childminders - that are involved in your child’s care.

The child themselves will also contribute to the check. Their voice should be heard and valued through active conversations. It should be noted that although very young children, or those with a disability or developmental delay, may not verbally contribute very much, valuable insight can be gleaned through other modes of communication such as body language, facial expressions, gestures and intonation.

Outcomes of parent/guardian/carer and practitioner collaboration

It is generally acknowledged that parents and legal guardians will most likely know their child best, and this will be reflected in an ongoing dialogue with the preschool, and any action plans that may be undertaken. We believe that this collaborative approach works best to improve children’s cognitive, emotional and social outcomes. Parents/guardians, carers and practitioners should discuss:

• What a child likes to do/enjoys/is fascinated by
• What they are trying to master or what they have achieved
• Any new words or language structures that are emerging
• Any particular interest or patterns in play that are apparent at the moment

It can be fascinating to see how your child behaves differently in different settings, and an ongoing conversation between their key caregivers network is an excellent way of forming the best strategies to support a child holistically.

Notably, if the decision is reached that a child needs further support or involvement from outside service providers or professionals, the full consent of the legal guardians will be sought before doing so.

Some useful Links - 

Understanding how your child will develop and learn - The foundation Years

What to expect when?

Parents’ Guide to the Early Years Foundation Stage Framework