Assessment and Transition

Early learning and development is complex, therefore it requires assessment processes that reflect this complexity and practitioners who are skilled in observation, reflection, interpretation and making meaning of children’s learning and development.

We believe that every child can be a capable and mastery learner… through trusting relationships and a rich and meaningful curriculum that builds upon their previous knowledge and understanding.

Children have enquiring minds and they learn and develop in different ways and at different rates when learning about the fascinating world in which they live. With this in mind, we must ensure that the assessments we use reflect this. Early Years assessment is inclusive. It is a collaborative approach which includes the child and parents voice.

In order to build a holistic picture of a child it is fundamental that assessments are observation based and show what a child can do in a range of contexts. It is not the child’s responsibility to ‘perform’ but our responsibility to be attuned and understand each child’s stage of learning and development.

Learners’ assessments are underpinned by a set of overarching principles.

Bristol values that underpin ethical assessment practice

Differentiated Early Years Outcomes (DEYO)

Read more about the DEYO document…

Differentiated Early Years Outcomes link

Assessment and Transition News

EYFSP Pilot Handbook 2018

The DfE is planning to make changes to the Early Years Foundation Stage Profile and is piloting the proposed new Early Learning Goals in 25 schools which are a representative mix of all schools. The Education Endowment Foundation will be managing the independent...

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Useful Resources

Early Learning contacts

Nicola Theobald, Early Years Improvement Officer

Elizabeth Fee, Early Years Improvement Officer

Nicky Bale, Foundation Years Bristol Standard Consultant

Smi Pearce, Foundation Years Consultant Assessment and Transition