Early Years Foundation Stage

A Learning Journey All About Me

“My experiences between birth and five have a major “My experiences between birth and five have a major “My experiences between birth and five have a major “My experiences between birth and five have a major
impact on my future life chances “ impact on my future life chances “ impact on my future life chances “ impact on my future life chances “

My name……………………………………………………………. I was born on ………………………….

I started here on………………………………… and my Key Person is ……………………………

My photo

The EYFS seeks to provide:

quality and consistency in all early years
settings, so that every child makes good
progress and no child gets left behind

a secure foundation through learning and
development opportunities which are planned
around the needs and interests of each
individual child and are assessed and reviewed

partnership working between practitioners and
with parents/carers

equality of opportunity and anti-
discriminatory practice, ensuring that every
child is included and supported


A Child’s Learning Journey “All About Me”
An Introduction

This ‘story’ is a record of my unique learning and development journey during the
Early Years Foundation Stage and will build over time. My key person must help ensure that
my learning and care is tailored to meet my individual needs and must seek to engage and
support my parents/and or carers in guiding my development at home.

• The records are based on observation and assessment of my individual and unique learning

• Observations of me as I act and interact in my play, everyday activities and planned
activities, and learn from my parents about what I do at home (observation).


Start here


Look, listen and note

Analyising observations and
deciding what they tell us
about the child.

What next?
Experiences and
opportunities, learning
environment, resources,
routines, practitioner’s

The Child

A Learning Journey “All About Me”

• Learning takes place in many different situations, and my parents and carers remain my
most important influence in life. Working in partnership makes a real difference to my
achievement and progress. In order that this record is a true reflection of my learning
and development, my parents and practitioners from each setting that I attend should

• Observation of learning and development may include:

• The use of long observation for gaining knowledge about me.
• 12-15 second observation alongside interaction with me
• What you need to help identify the next steps
• What you might forget
• A 360° view of those involved with me.

Distinguish between assessments (something you do all of the time) and recording (falls out
of assessment).

• Each chapter will be a summary of my progress to date and will support future planning
and development for me, ensuring that individual needs are met. A progress check must
be completed between 2 – 3 years.

Foundation Stage Profile

• For a child who is 4 on the 31
of August in their final year of the EYFS there is a
statutory requirement for an assessment of the child’s development to be recorded and
Year 1 readiness against the Early Learning Goals in the EYFS profile, which will also be
shared with parents/carers. All of this is based on observing what the child is doing –
never testing.
• The completed EYFS Profile must include a short commentary on each child’s skills and
abilities in relation to the 3 key characteristics of effective learning.

Learning Difficulties

• Children who are identified as having Special Education Needs (SEN), Learning
Difficulties or Disabilities (LDD) may need a more individualised education plan (IEP).
This will support the child in meeting appropriate targets and will then supplement the
child’s learning story. This information (a child’s IEP and other professional reports) can
only be shared with other providers/schools with parental consent in line with the SEN
Code of Practice. All children however must have a learning story/record of achievement
and transfer record as this is a requirement of the EYFS.


The Characteristics of Effective Learning and the prime and specific Areas of Learning and
Development are all interconnected.

• creating and thinking critically

The ways in which the child engages with
other people and their environment – playing
and exploring, active learning and creating and
thinking critically – underpin learning and
development across all areas and support the
child to remain an effective and motivated
The prime areas begin to develop quickly in
response to relationships and experiences and
run through and support learning in all other
The prime areas continue to be fundamental
throughout the EYFS.

The specific areas include essential skills
and knowledge. They grow out of the prime
areas and provide important contexts for
The Unique Child reaches out to relate
to people and things through the
Characteristics of Effective
Learning, which move through all areas
of learning.
Playing and exploring
Active learning
Creating and thinking critically
Prime areas are fundamental, work
together, and move through to support
development in all other areas.
Personal, Social and Emotional
Communication and Language
Physical Development
Specific areas include essential skills
and knowledge for children to
participate successfully in society
Understanding the World
Expressive Arts and Design
Children develop in the
context of relationships
and the environment
around them.

This is unique to each
family and reflects
individual communities
and cultures.

Characteristics of Learning

Through observation and knowledge of individual children Key
Persons must identify how children learn.

Playing and exploring – engagement
Finding out and exploring is when the child uses open-ended, hands-on experiences which arise
from curiosity. These provide the basis on which the child builds concepts, tests ideas and finds out
how things work.

Using what they know in their play refers to how a child uses imaginative play to understand,
explore and embed ideas. Using their imaginative play to recreate experiences.

Being willing to have a go, refers to a child using their particular interests to initiate activity
ideas, look for challenges and opportunities within new experiences and to take risks. The child
demonstrates a ‘have a go’ attitude and uses new opportunities to learn.

Active learning – motivation
Being involved and concentrating describes how absorbed and focussed the child is on their chosen

Keeping on trying is concerned with the need to strive to overcome challenges. To be persistent
and build on basic skills which maintains resilience.

Enjoy achieving what they set out to do describe the personal reward a child gets when they
achieve their own goal and builds on their natural motivation to obtain long term success rather
than just looking for approval from others.

Creating and thinking critically – thinking
Having their own ideas involves the child using their imagination and creativity to take on
challenges and explore how these problems could be solved and how their ideas can be implemented.

Using what they already know to learn new things is concerned with the way children link and
develop concepts to different activities. It is also how children develop an understanding of
sequences, cause and effect and how they build on these thoughts through description and
scientific thoughts.

Choosing ways to do things and finding new ways involves children making choices, and decisions
in an organised way when undertaking new goal-directed activities or tasks. It involves the child
working out what to do, and how to change what they do, to achieve.


The Unique Child
“All About Me“

I have been previously cared for inside/outside my home by

My routine for nappy changing, sleep patterns, feeding, playing is

My favourite toy or comforter is

I make friends easily / I am quite shy

I am / am not confident around new people and situations

My method of communication is

At home my family’s language is

I can also speak

My family culture / religion is

My favourite books, DVDs, rhymes, CDs or stories are

The people important to me are

I have these pets at home

I might need help with

More helpful information about me:

These memory prompts are to be used in conjunction with your registration form
to support the Key Person’s initial discussion with parents/carers. Information
from this discussion will form an important part of my Learning Journey.


Ongoing dialogue with child and family

Helpful information to support this process

(Interests, friends, anxieties, likes/dislikes…… etc)


My Current Interests and Achievements

The “My Current Interests and Achievements” page must be completed every
6 – 12 weeks by the Key Person.

My parents/carers must be kept up to date with my progress and development.

My parents/carers contribution and my views must be recorded to build up a
complete picture.

It is recommended that both the prime and specific areas identify the
development stage in which I am working.

My Key Person must identify, record and plan the following Characteristics of my

Plan and Exploration (engaging)

Active learning (motivation)

Creating and thinking critically (thinking)

For guidance see 2008 EYFS Practice Card.

Experiences and Opportunities

The “My Current Interests and Achievements” and “Experiences and Opportunities
to Support My Development and Learning” MUST be completed to identify my
“next steps”.

This document must be shared with parents and used to support parents with the
“next Steps” within the “home learning environment”.

The Experiences and Opportunities to Support My Development must be fed into
the overall planning to progress my development and learning.

My current interests and achievements

My name is…………………………………….. I am ……. years ……. Months

My Key Person has noticed that I
am interested in
My family have noticed that I am
interested in

Personal, Social and Emotional Development:

Developmental Stage Months

Communication and Language:

Developmental Stage Months
Physical Development:

Developmental Stage Months
This is what my family feels about my progress:



Developmental Stage months

Expressive Arts and Design:

Developmental Stage months

Understanding the World:

Developmental Stage months


Developmental Stage months

Key Person comments
Key Person signature……………………………………….. Date ……………………………………………….

Parent signature……………………………………………… Date ………………………………………………

Signed ……………………………………………… Date ……………………
Signed ………………………………………………………… Date…………………………
Key Person
Communication and
Personal, Social and
Experiences and Opportunities to Support my
Development and Learning
My next steps
Physical Development
Understanding the
Expressive Arts and
At home I can:

Reading Language Monitoring Tool (RLMT)
The Reading Language Monitoring Tool should be completed for me by the setting
and now forms part of the Learning Journey All About Me. It monitors my
progress against typical stages of speech, language and communication development
in 4 key aspects:
1. Listening
2. Understanding
3. Talking
4. Social Communication
The Monitoring Tool should be completed using a process of ongoing observations
and forms a summative assessment of my progress. The RLMT identifies if I am at
risk of delay, as expected or ahead, thus providing an opportunity for practitioners
to intervene early by putting strategies into place to support me if I am at risk of
When considering whether I am at risk of delay, as expected or ahead in each
strand of language and communication, it is necessary to consider my actual age in
months in relation to the overlapping age bands. If I am within two months of the
end of the age band and development is not yet within the band, then a judgement
of ‘risk of delay’ would be appropriate.
The assessment is a ‘best fit’ match to a stage band. Alongside the ‘best fit’
judgement, certain checkpoint statements are included; marked with a flag and a
specific age, these are particular statements which should be noted.
The information gathered from the RLMT will be invaluable in informing the
2 – 3 year old progress check, as the 4 key aspects link into the Revised EYFS
Prime Area of Communication and Language


Name of child DOB
Language EYP
Stage Listening and Attention
(Receptive Language)
(Expressive Language)
Social Communication
Turns toward a familiar sound then locates
range of sounds with accuracy.
Listens to, distinguishes and responds to
intonations and sounds of voices.
Quietens or alerts to the sound of speech.
Fleeting Attention – not under child’s control,
new stimuli takes whole attention.
Stops and looks when hears own
name. (by 12 months ⌦ ⌦⌦ ⌦)

Gradually develops speech sounds (babbling) to
communicate with adults; says sounds like ‘baba,
nono, gogo’. (by 11 months ⌦ ⌦⌦ ⌦)
Gazes at faces and copies facial movements, eg. Sticking out
Concentrates intently on faces and enjoys interaction.
Uses voice, gesture, eye contact and facial expression to make
contact with people and keep their attention. (by 12 months ⌦ ⌦⌦ ⌦)
Concentrates intently on an object or activity of
own choosing for short periods.
Pays attention to dominant stimulus – easily
distracted by noises or other people talking.
Moves whole bodies to sounds they enjoy,
such as music or a regular beat.
Has a strong exploratory impulse.
Responds to the different things said
when in a familiar context with a
special person (e.g. ‘Where’s
Mummy?’, ‘Where’s your nose?’).
Understanding of single words in
context is developing, e.g. ‘cup’,
‘milk’, ‘daddy’
Uses single words. (by 16 months ⌦ ⌦⌦ ⌦)
Frequently imitates words and sounds.
Enjoys babbling and increasingly experiments with
using sounds and words to communicate for a range
of purposes (e.g. teddy, more, no, bye-bye)
Likes being with familiar adult and watching them. Developing
the ability to follow an adult’s body language, including pointing
and gesture.
Learns that their voice and actions have effects on others.
Uses pointing with eye gaze to make requests, and to share an
interest. (by 18 months ⌦ ⌦⌦ ⌦)
Listens to and enjoys rhythmic patterns in
rhymes and stories.
Enjoys rhymes and demonstrates listening by
trying to join in with actions or vocalisations.
Rigid attention – may appear not to hear.
Selects familiar objects by name and
will go and find objects when asked,
or identify objects from a group.

Beginning to put two words together (e.g. ‘want ball’,
‘more juice’) (by 24 months ⌦ ⌦⌦ ⌦)
Uses different types of everyday words (nouns,
verbs and adjectives, e.g. banana, go, sleep, hot)
Beginning to ask simple questions.
Gradually able to engage in ‘pretend’ play with toys (supports
child to imagine another’s point of view).
Looks to others for responses which confirm, contribute to, or
challenge their understanding.
Single channelled attention. Can shift to a
different task if attention fully obtained – using
child’s name helps focus. (by 36 months ⌦ ⌦⌦ ⌦)
Listens with interest to the noises adults make
when they read stories.
Recognises and responds to many familiar
sounds e.g. turning to a knock on the door,
looking at or going to the door.
Identifies action words by pointing to
the right picture, e.g., “Who’s
jumping?” (by 30 months ⌦ ⌦⌦ ⌦)
Understands ‘who’, ‘what’, ‘where’ in
simple questions (e.g. Who’s
that/can? What’s that? Where is.?).
Developing understanding of simple
concepts (e.g. big/little)
Learns new words very rapidly and is able to use
them in communicating.
Uses action, sometimes with limited talk, that is
largely concerned with the ‘here and now’ (e.g.
reaches toward toy, saying ‘I have it).
Uses a variety of questions (e.g. what, where, who).
Uses simple sentences (e.g.’ Mummy gonna work.’)
Beginning to use word endings (e.g. going, cats)
Uses language as a powerful means of widening contacts,
sharing feelings, experiences and thoughts.
Holds a conversation, jumping from topic to topic.
Enjoys being with and talking to adults and other children.
Interested in others’ play and will join in.
Responds to the feelings of others.
Listens to others in one to one or small groups,
when conversation interests them.
Listens to stories with increasing attention and
Joins in with repeated refrains and anticipates
key events and phrases in rhymes and stories.
Focusing attention – still listen or do, but can
shift own attention.
Is able to follow directions (if not intently
focused on own choice of activity).

Understands use of objects (e.g.
“What do we use to cut things?’)
Shows understanding of prepositions
such as ‘under’, ‘on top’, ‘behind’ by
carrying out an action or selecting
correct picture.
Beginning to understand ‘why’ and
‘how’ questions.

Beginning to use more complex sentences to link
thoughts (e.g. using and, because).
Can retell a simple past event in correct order (e.g.
went down slide, hurt finger).
Uses talk to connect ideas, explain what is
happening and anticipate what might happen next,
recall and relive past experiences.
Questions why things happen and gives
explanations. Asks e.g. who, what, when, how.
Uses a range of tenses (e.g. play, playing, will play,
Beginning to accept the needs of others, with support.
Can initiate conversations.
Shows confidence in linking up with others for support and
Talks freely about their home and community.
Forms friendships with other children.


Sustains attentive listening, responding to
what they have heard with relevant comments,
questions or actions.
Maintains attention, concentrates and sits
quietly when appropriate.
Two-channelled attention – can listen and do
for short span.
Integrated attention – can listen and do in
range of situations with range of people; varies
according to the demands of the task.

Understands humour, e.g. nonsense
rhymes, jokes.
Demonstrates understanding of
“how?” and “why?” questions by
giving explanations.
Able to follow a story without pictures
or props.
Understands instructions containing
sequencing words; first…after…last,
and more abstract concepts – long,
short, tall, hard soft, rough.
Extends vocabulary, especially by grouping and
naming, exploring the meaning and sounds of new
Links statements and sticks to a main theme or
Uses language to imagine and recreate roles and
experiences in play situations.
Uses talk to organise, sequence and clarify thinking,
ideas, feelings and events.
Introduces a storyline or narrative into their play.
Has confidence to speak to others about their own wants,
interests and opinions.
Initiates conversation, attends to and takes account of what
others say.
Explains own knowledge and understanding, and asks
appropriate questions of others.
Shows awareness of the listener when speaking.
Expresses needs / feelings in appropriate ways.
Forms good relationships with adults and peers.
Works as part of a group or class, taking turns

Guidance on typical development of speech sounds
Speech sounds
(Developing speech and being understood applies to all
languages. Order of acquiring specific sounds – here in
English – may vary with other languages)
Babbles using a range of sound combinations, with
changes in pitch, rhythm and loudness.
Babbles with intonation and rhythm of home language
8-20 months Speech consists of a combination of ‘jargon’ and some
real words and may be difficult to understand.
16-26 months Many immature speech patterns, so speech may not be
May leave out last sounds or substitute sounds (e.g. ‘tap’
for ‘cap’).
Uses most vowels, and m,p,b,n,t,d,w,h
22-36 months Speech becoming clearer, and usually understood by
others by 36 months although some immature speech
patterns still evident.
May still substitute sounds or leave out last sound.
Emerging sounds including k,g,f,s,z,l,y.
30-50 months Speech mostly can be understood by others even in
connected speech.
Emerging use of ng, sh, ch, j, v, th, r – may be
Sound clusters emerging (e.g. pl in play, sm in smile)
though some may be simplified (e.g. ‘gween’ for ‘green’).
40-60+ months Overall fully intelligible to others.
May be still developing r and th.
May simplify complex clusters (e.g. skr, str).
Making good progress

• The goal of monitoring children’s development is to plan and provide more accurate support for each child to make good progress.
• How well a setting helps children to make good progress can be determined by analysing the proportion of children who are at risk of delay, as
expected, or ahead of expectations in each strand of language and communication. If children are making accelerated progress, the proportion of
children at risk of delay should decrease over time.
• In considering whether a child is at risk of delay, as expected, or ahead in each strand of language and communication, it is necessary to consider
the child’s actual age in months in relation to the overlapping age bands. If a child is within two months of the end of the age band and development
is not yet within the band or is judged to be ‘Emerging’, then a judgement of ‘risk of delay’ would be appropriate.
Notes on monitoring early communication and language

Observation and best-fit judgements
• Judgements of a child’s stage of development are made through a process of
ongoing observational assessment.
• Observation involves noticing what children do and say in a range of contexts,
and includes information from the family about what children do and say at
• For children learning English as an additional language, it is important to find
out from families about how children use language in their mother tongue and
how they communicate at home.
• The assessment is a ‘best fit’ match to a stage band. This involves considering
what is known about the child, and matching it to the development described in
the bands. This should be considered separately for each strand of
communication and language.
• Development of speech sounds need not be assessed specifically, but it is
useful to be aware of typical development which is described in the table to
the right.
• Alongside the ‘best fit’ judgement, certain ‘Checkpoint’ statements
are included. Marked with a flag ⌦ and a specific age, these are
particular statements which should be noted.
• Where a child has not reached a Checkpoint by the age indicated, this is
not necessarily a sign of difficulty. The Checkpoint statements serve as
an alert for close monitoring including discussion with the family, and
perhaps further assessment or support.

When I am 2 years old my Key Person will be
required to carry out a 2 - 3 yr old Progress Check
The progress check is a statutory requirement of the EYFS. Providers should seek
the consent of my parents to share information from the check directly with relevant
professionals. Providers MUST have written policies and procedures in place to
safeguard children in line with the guidance and requirements of the relevant Local
Safeguarding Children Board (LSCB).
The EYFS requires that providers carry out a progress check when I am age 2
years, taking into account the factors described on page 15 of ‘Know How’.
(http://www.ncb.org.uk/ey/peertopeersupport), which may determine the timing of
the progress check.
The aims of the progress check are to review my development in the three Prime
Areas of the EYFS:
• ensuring that parents have a clear picture of my development
• enable practitioners to understand my needs and plan activities to meet them
in the setting
• enable parents to understand my needs and, with support from practitioners,
enhance development at home
• note areas where I am progressing well and identify any areas where progress
is less than expected and describe actions the provider intends to take to
address any developmental concerns (including working with other professionals
where appropriate).
The check should be completed by my Key Person.


Figure 1
‘Know How’ The progress check at age 2 ncb

The progress check is completed using ongoing assessment.

The views of other
practitioners and
professionals who
know the child well
Ongoing assessment
information gathered
over time
A clear picture
of the child
participation in their
own learning and
based on what the
child can do
consistently and
Views and
gathered from
knowledge of
the child

Figure 4
from ‘Know How’
suggests a process for practitioners completing the
progress check

Valuable progress checks should be clear and easy to read, easy to understand and
avoid unfamiliar jargon. Be presented in a truthful, yet sensitive way. Identify areas
where the child is progressing at a slower pace than expected and recognise the
parents’ in-depth knowledge of their child.

Review and reflect upon the child

(see process in Figure 1)
Draft some comments or make
initial assessment judgements
Discuss the child’s progress with
parents or carers, taking their
views into account
Finalise the progress check
Discuss any concerns about the
child with the leader/manager of
the setting or childminding support
Consider any support needed
from other agencies and gain
parental consent to share
Put in place any actions
to meet the child’s
needs within the setting
or the home
Provide a copy for
parents and add a copy
to the child’s ongoing
Learning Journey

Child’ ’’ ’s Name:
Key person Name:
Start date:
Number of session:
Characteristic of Learning
Playing and Exploring
(Finding out and exploring, Using what they know
in their play, Being willing to have a go)

Active Learning
Being involved and concentrating, Keeping on trying,
Enjoying achieving what they set out to do)
Creating and thinking critically
Having their own ideas, Using what they already
know to learn new things, Choosing ways to do
things and finding new ways)
Personal, Social & Emotional Development
Self-confidence & Self awareness Managing Feelings & Behaviour Making relationships

Developmental Stage: months

Developmental Stage: months Developmental Stage: months

Communication & Language
Listening and attention Understanding Speaking

Developmental Stage: months

Developmental Stage: months Developmental Stage: months

24 to 36 month EYFS Progress Check

Physical development
Moving & Handling Health & Self-care

Developmental Stage: months Developmental Stage: months
Next Steps

Areas where specific support is required (if applicable)
Current support strategies.

What next?
Key Person comments

Signed ………………………………. Date
Parents/Carers comments

Signed …………………………….. Date


Completing the Transfer Record

The Key Person must complete the transfer record using their
own knowledge of me and observations of me, to form a
summative assessment of my individual stage of development
and learning. This knowledge should also include information on
how I learn (Characteristics of Learning).

The Transfer Record must also include the views of the
parents/carers. It should be shared with my parent/carer, and
comments recorded, prior to being sent to the next provision.

Additionally a copy of the Reading Language Monitoring Tool
should accompany the Transfer Record.

‘A Learning Journey all About Me’ can be shared with the next
setting on visits, but should be given to my parent/carer when I
leave your setting.


Early Years Foundation Stage Transfer Record

Name of Child:

Date of Birth

Gender: Male/Female
Ethnic Origin:
Language Spoken at Home:
Religion (if known):
Name of Setting: Name of Key Person:
Date of Entry: Date of Leaving: No. of Sessions
per Week:
Possible attendance during last year: Actual attendance
during last year

Any other setting attended: yes/no

Additional Support Needs
(include general information, medical alerts, dietary needs
and allergies, SEN, other professionals involved with parents permission)

Record of discussion with child (if appropriate)

Parents Comments
Parent’s Signature: Parent’s Name:
Key Person’s Signature

A session = half day (minimum 3 hours)
Additional Information should be sent e.g. behaviour management strategies used

Prime Areas of
Summary of Achievement and Development
Personal, Social,
and Emotional

Developmental stage months
Communication and

Developmental stage months

Developmental stage months
Specific Areas of

Expressive Arts
and Design

Developmental stage months



Developmental stage months

Developmental stage months
Understanding of
the World

Developmental stage months

Characteristics of Learning

Play and Exploration (engagement)
□ Finding out and exploring
□ Playing with what they know
□ Be willing to ‘have a go’


Active Learning (motivation)
□ Being involved and concentrating
□ Keeping trying
□ Enjoying achieving what they set out
to do.


Creating and thinking critically
□ Having their own ideas
□ Making links
□ Choosing ways to do things

Key persons comments