What EYFS assessment is (and isn’t)

Assessment in the EYFS is about understanding children’s learning so we can improve provision, not about collecting piles of evidence. Use your professional judgement, supported by representative examples, to notice progress and plan next steps.

What it is:

• Ongoing, formative noticing that informs teaching
• Occasional snapshots and summaries that capture progress
• Professional judgement guided by Areas of Learning and ELGs

What it isn’t:

• Endless uploading of minor moments
• Checklists to “tick off” daily practice
• A separate workload from teaching—it should be integrated

Using journals and journeys effectively

Learning journals record quality observations (objective notes, child/family voice, concise analysis, one next step). Learning journeys connect these moments into a clear progress story over time. Together they provide a low‑burden evidence base that supports termly reviews and conversations with families.

Tips:

• Select a small number of representative pieces to show breadth and depth
• Tag 1–2 most relevant Areas; link to ELGs when the evidence fits
• Note provision changes you make as a result (environment, routines)

Termly snapshot (child‑level) – simple structure

• Strengths and secure learning (reference 2–3 journal items)
• Areas we are developing (focus strands and why they matter)
• Provision changes we made (what helped, what we’ll keep/adjust)
• Next steps for the coming term (child + provision; include review date)

Example (Mathematics, composition of number):

• Strength: subitising 1–3 reliably during games; beginning to talk about ‘more’. Linked items: 12 Oct dice game; 20 Oct loose parts tray.
• Developing: composition of 4–5; language to describe parts/whole.
• Provision: added dot cards and matching trays; weekly small‑group games.
• Next: plan daily 5‑minute composition games; add number talk prompts.

Cohort and group snapshots (leader view)

• Use filters/groups to spot patterns (e.g., engagement outdoors, early writing)
• Agree 1–2 whole‑class provision changes and capture impact on journeys
• Avoid over‑tagging—clarity beats volume when comparing across a cohort

EYFS Profile (end of reception)

The EYFS Profile is a summative judgement at the end of reception, informed by your ongoing formative assessment. Professional judgement matters most—large folders of evidence are not required. Where helpful, use journey timelines to illustrate progress narratives for particular strands.

Do:

• Refer to ELGs as a destination, not a daily checklist
• Use representative evidence and professional dialogue in moderation
• Keep records parent‑friendly and free of jargon

Don’t:

• Create separate evidence just for the Profile
• Over‑collect minor moments or over‑tag entries

Moderation and workload

• Hold short, regular moderation: review 2 entries each, discuss analysis/next steps
• Share exemplar entries that model objective description and concise analysis
• Protect time: 10–15 minutes weekly is better than end‑term marathons

Common pitfalls (with fixes)

• Evidence sprawl: set a cap per child per half‑term; choose representative items
• Vague next steps: use the “Because… we will… so that… we’ll review…” template
• Over‑tagging: limit to 1–2 Areas; link ELGs only when clearly evidenced
• Paperwork first: always link evidence to a concrete provision tweak

FAQs

• How many journal entries per child? Enough to represent breadth and progress—quality over quantity. For many settings, 2–4 good entries per half‑term is sufficient.
• Do we need a separate assessment folder? No—use journals/journeys and a simple snapshot template.
• How do we involve parents? Share clear, brief entries; invite comments/photos; reference family voice in analysis.

Links: ELGs Explained · Observations/Next Steps · Areas of Learning · Learning Journal & Journey