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<p>The Early Years Foundation Stage (EYFS) framework sets the standards and requirements
that all early years providers in England must follow. This includes statutory assessment
arrangements for measuring progress of all children in early years provision, including
those with Special Educational Needs and Disabilities (SEND).</p><p>As set out in
the EYFS framework, when a child is aged between two and three, practitioners must
review their progress, and provide parents and/or carers with a short written summary
of their child’s development in the three prime areas of learning and development.
This is the ‘progress check at age two’. The progress check must identify the child’s
strengths and any areas where progress is less than expected. If there are significant
emerging concerns, or an identified SEND, practitioners should develop a targeted
plan to support the child’s future learning and development, involving parents and/or
carers and other professionals as appropriate.</p><p>Practitioners should encourage
parents and/or carers to share information from the progress check with other relevant
professionals, including the staff of any new provision the child may transfer to.</p><p>Additionally,
the EYFS requires early years providers, ordinarily schools, in England to complete
the EYFS profile assessment for all children, including those with SEND, at the end
of the academic year in which they turn five, usually reception year.</p><p>Each child’s
level of development is assessed against 17 early learning goals (ELGs). For each
ELG, practitioners must assess whether a child is meeting the level of development
expected at the end of the EYFS, or if they are not yet reaching this level and should
be assessed as ‘emerging’.</p><p>Year 1 teachers must be given a copy of the EYFS
profile report. The main purpose of the EYFS profile is to support a successful transition
to key stage 1 by informing the professional dialogue between EYFS and year 1 teachers
regarding each child’s stage of development and learning needs, and helping them to
plan the year 1 curriculum to meet the needs of all children.</p><p>For children attending
more than one setting, the profile must be completed by the school where the child
spends most time. If a child moves to a new school during the academic year, the original
school must send their assessment of the child’s level of development against the
ELGs to the relevant school within 15 days of receiving a request. If a child moves
during the summer term, relevant providers must agree which of them will complete
the profile.</p>
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