Review of progress
(months) / Early learning goals6 (40-60)
5 (30-50)
4 (22-36)
3 (16-26)
2 (8-20)
1 (0-11)
Stages of development / Prime areas of
learning / Making relationships / Self-confidence and self-awareness / Managing feelings and behaviour / Listening and attention / Understanding / Speaking / Moving and handling / Health and self-care
Personal, social and emotional development / Communication and language / Physical development
Below is a short written summary of your child’s progress and main strengths in the prime areas of learning:
The EYFS requires your child’s key person to identify any areas where your child’s progress is less than expected in the prime areas of learning:
Parents/Carers - Please use the space below to tell us about your comments and feelings about your child’s progress check at two and any other information you would like us to know:
Key Person – please give parents/carers and child a copy of this progress check which should be shared with the health visitor and retain a copy for your records.
If there are any significant emerging concerns or an identified special educational need or disability, your key person will talk to you about developing a targeted plan to support your child’s future learning and development involving you and other professionals e.g. setting Special Educational Needs Co-ordinator (SENCo), health visitor, speech and language therapist, as appropriate.
Targeted plan required
PROGRESS CHECK AT AGE TWO
Name of setting: ……………………………………………………………….
Key Person: ……………………………………………………………………
Child’s Name: ………………………………………………………………….
Date of Birth: .……..………… Current age: ……………….
The learning and development requirements of the Early Years Foundation Stage (EYFS) state that:
‘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 prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected’ (Section 2.3, 2014).
This is an opportunity for you to discuss your child’s learning at home with your key person e.g. Bertie has just moved into a big bed; Harry decided to give his dummy to the ducks.
To be completed for all children - What you and your key person will do next to support your child’s progress, taking into account the characteristics of effective teaching and learning: