Assessment for Learning | EYFS

EYFS definition

Assessment for learning means using what we notice about a child’s learning to decide how to support it next. In EYFS practice, it is closely connected with ongoing, or formative, assessment.

How does it support learning?

Adults consider what a child understands, what is becoming secure and what may need another explanation or experience. The information becomes useful when it shapes a response, whether immediately or during later planning.

Children’s ideas and family observations can add to this picture.

What might it look like in practice?

  • An adult notices a toddler communicating through pointing and offers a word alongside the gesture.
  • A preschool child counts the same object twice, so an adult models moving each item as it is counted.
  • A Reception teacher revisits a sound after hearing children blend words.

Does it need a written record?

A brief note can help adults remember or share something useful, but EYFS ongoing assessment does not require written records. Much happens through interaction and professional knowledge.

Feedback might be a model, a helpful prompt or a conversation that helps the child continue. The approach can vary with the child and situation.

Further Guidance | Related Documents

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Useful routes into practice

  • Observation & assessment

    Explore guidance and optional tools for interpreting children’s learning.

  • Planning

    Connect what children show with suitable teaching, care and provision.

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