Early Years Foundation Stage (EYFS) Reforms
The Statutory Framework for the Early Years Foundation Stage (EYFS)
The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children's success and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
- EYFS Statutory Framework
- Development Matters
- Assessment & Reporting Arrangements 2021
- EYFS Profile Handbook
Assessment and completing the EYFSP
The EYFS profile handbook contains detailed information about the background and purpose of the profile. It also explains how practitioners should assess and complete the profile. Headteachers and other managers of early years provisions should make sure those involved in assessing the EYFS have a thorough understanding of the handbook.
The Good Level of Development (GLD)
Children are defined as having reached a good level of development (GLD) at the end of the EYFS if they have achieved at least the expected level in the early learning goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and the early learning goals in the specific areas of mathematics and literacy.
The GLD measure is supported by a measure of the average of the cohort's total point score across all the early learning goals in order to also help to promote the attainment of all children across all the early learning goals.
The levels attained by children at the end of the EYFS are allocated a number as follows:
Emerging - 1, Expected - 2
For each of the 17 Early Learning Goals a child is recorded as have achieved 1 or 2 and it is possible to give children an overall 'score' (average point score).
Once data has been submitted to the DfE the average score of the whole national cohort will give the secondary measure of a 'Good Level of Development.’. It is therefore possible to compare a school’s cohort average with the national cohort average, and also an individual child's average score compared to a cohort’s average and the national average.
The Good Level of Development (GLD) measure 2019