The Education Network for Waltham Forest
 
Supported by Waltham Forest

Progress Review

Early Years Foundation Stage

The progress review is a summative assessment tool which is used to review what the child has learnt. This is done by the key person who gathers evidence from observations made, samples of work, trackers and evidence collected in the child's Learning Journal. This is then communicated to parents on a termly or a month basis in the setting.

Logged-in users can download below template progress review documents produced by the Early Years team in Waltham Forest:

  • Progress review template
  • Progress review template - completed example

How to carry out a progress review

The Key person reviews the evidence gathered to write a comment on the child's strengths and learning style. This is done by using the characteristics of learning guidance in 'Development Matters'. From this a summary of learning and development made is written in three priority areas/aspects of learning. These could be the Prime Areas for younger children or other priority areas/ aspects that are particularly relevant to the individual child.

By using the learning statements in Development Matters, from the Unique child column select the phase of development that 'Best Fits' the current learning demonstrated by the child in each aspect of learning. Then decide whether the child is either (E) Emerging (D) Developing or (S) Secure in the phase of development, following this make an overall 'Best Fit' judgement.

Remember parents might also be able to provide you with further evidence on the child's development so it is a good idea to complete the phase of development in pencil, so that this can be easily changed if the need arises.

Strategies/steps to support learning

To support future learning, two or three next steps are discussed and filled in with the parent. This will include how both the setting and home will support the child in their progress. There a number of useful suggestions detailed in the Development Matters document under the headings of positive relationships and enabling environments that can be used to support effective practice.

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Last updated: 
Thursday, 5 May, 2016
Last updated: 5 May 2016 by Barry Fong

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