Part of the EYFS Glossary
This article forms part of our EYFS Glossary of Early Years Education Terms, which explains key curriculum, pedagogy, and assessment language used in early years practice.
Early Learning Goals (ELGs) describe the expected level of development that most children should reach by the end of the Reception year in the Early Years Foundation Stage (EYFS). They provide a framework for assessing children’s development at the end of the EYFS.
What are the Early Learning Goals?
Early Learning Goals outline the knowledge, skills, and understanding that children are expected to demonstrate by the end of the Reception year. They are used as part of the Early Years Foundation Stage Profile (EYFSP) to assess children’s development at the end of the EYFS.
Each Early Learning Goal describes the expected level of development within a particular area of learning. Practitioners use professional judgement, informed by observation and knowledge of the child, to determine whether a child has reached this expected level.
The ELGs provide a way of summarising children’s development across the early years and support communication with Year 1 teachers as children move into the next stage of their education.
The Role of ELGs in the EYFS
Within the EYFS framework, the Early Learning Goals serve as the assessment reference point for the end of the Reception year. They help practitioners consider children’s development across the different Areas of Learning and Development.
The ELGs are not intended to define everything that children learn in the early years. Instead, they represent broad outcomes that summarise children’s development by the end of the EYFS.
Children may demonstrate their understanding and skills in different ways, and development does not always occur at the same pace for every child.
How Early Learning Goals Are Used in Assessment
At the end of the Reception year, practitioners complete the Early Years Foundation Stage Profile (EYFSP) for each child. This involves assessing whether children have met the expected level of development described in each Early Learning Goal.
Judgements are based on:
ongoing observation of children’s learning
interactions and conversations with children
knowledge of the child’s development over time
examples of children’s play and activity
Practitioners use their professional judgement to determine whether a child has met the expected level of development for each goal.
The Structure of the Early Learning Goals
The Early Learning Goals correspond to the seven Areas of Learning and Development within the EYFS.
They cover both the Prime Areas and the Specific Areas of learning:
Prime Areas
Communication and Language
Physical Development
Personal, Social and Emotional Development
Specific Areas
Literacy
Mathematics
Understanding the World
Expressive Arts and Design
Each area includes specific Early Learning Goals that describe the expected level of development for children by the end of the Reception year.
Statutory Context
The Early Learning Goals are set out within the EYFS Statutory Framework and form the basis of the Early Years Foundation Stage Profile (EYFSP) assessment.
The EYFSP must be completed for each child in the final term of the Reception year. The profile provides a summary of children’s development and helps support the transition to Year 1.
Common Questions About Early Learning Goals
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Early Learning Goals describe the expected level of development for most children by the end of the Reception year. However, children develop at different rates, and some may still be working towards these outcomes.
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The ELGs are specifically used as the assessment reference point at the end of Reception. Earlier in the EYFS, practitioners focus on observing and supporting children’s development through everyday experiences and interactions.
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No. The Early Learning Goals represent broad outcomes rather than a complete description of early years learning. Children’s experiences, exploration, and development extend beyond the statements within the goals.
Summary
Early Learning Goals describe the expected level of development that most children should reach by the end of the Reception year. They are used as part of the Early Years Foundation Stage Profile to assess children’s development across the Areas of Learning and Development.
Practitioners use professional judgement, informed by observation and knowledge of the child, to determine whether children have reached these outcomes at the end of the EYFS.
Related Glossary Terms
The following glossary entries are closely related to Early Learning Goals and provide additional context:
Further Guidance | Related Documents within our ‘EYFS Curriculum & Pedagogy’ suite:
Below you will find a selection of guidance documents from within our Little Owls Resources ‘Curriculum & Pedagogy’ area which explore this concept (& its age-specific application within EYFS settings) in greater depth.
[For additional documents please visit our support pathways: Baby | Toddler | Preschool | Reception | Mixed-Age]
Further Guidance | Related Resources within our ‘Printable Provision’ area:
The following resources are within our ‘EYFS Framework’ collection.
Disclaimer
The information provided in this glossary is intended to support understanding of terminology commonly used within the Early Years Foundation Stage (EYFS). It does not constitute official guidance and should not be considered a substitute for the EYFS Statutory Framework or other Department for Education publications.
Terminology and interpretations may vary between settings and professional contexts.