Introduction

The tabs below show each area of learning and a page of general comments. Within each area of learning th
differentiated statements for each aspect. These are based on the early years outcomes and can be used for
progress, including end of year reports for parents and guardians.

The month bands have been provided to give an approximate guide. Comments can be chosen from any part
comments and then practitioners can use a 'best-fit' assessment to determine the final level reported. The sur
bands can also be consulted when deciding the 'best-fit' for each child.

Practitioners can use these statements to generate ideas or to copy and paste and then edit/personalise for in

Enter a child's name and gender in the boxes below in order to correctly pre-populate and contextualise the s

To see all of the areas of learning, simply scroll along the tabs at the bottom. Each area of learning is also div
areas - to see these move the scroll bar across.

Child Name
<CHILD NAME>

Child Gender
Male
 General Statements
Please use the tabs at the bottom of the sheet to navigate between different areas of learning.
The comments below can be used as part of a personal page for each child. They should be edited to r
achievements of each child.

<CHILD NAME> has had an EXCELLENT/VERY GOOD/GOOD year in NURSERY/RECEPTION.

He has made EXCELLENT/VERY GOOD/GOOD/SOME/STEADY progress in all areas of learning.
He is a pleasure to teach and has made a valuable contribution to the class.
<CHILD NAME> is a FRIENDLY/SMILEY/CONFIDENT/HAPPY/QUIET/POLITE/POPULAR/CARING/SENSIBLE/RELIABLE
<CHILD NAME> has formed good relationships with her peers and NURSERY/SCHOOL staff.
He tries hard to follow class rules and is keen to please.
It has been a pleasure to watch his confidence develop throughout the year.
<CHILD NAME> especially enjoys READING/WRITING/CREATIVE ACTIVIES/NUMBER ACTIVITIES etc.
He particularly enjoys PLAYING OUTSIDE ON THE CLIMBING EQUIPMENT/PLAYING ON THE CLASS COMPUTER/PLA
Throughout the year, <CHILD NAME> has enjoyed many activities and topics. He especially enjoyed our topics on MINIBEA
CASTLES/WEATHER/BIRTHDAYS.
<CHILD NAME> responds well to praise and encouragement and has received several STARS/STICKERS/REWARDS.
<CHILD NAME> was especially proud when HE/SHE FIRST WROTE HIS/HER NAME / TOOK OUR CLASS TOY HOME F
HEADTEACHER / COMPLETED A PUZZLE / COUNTED TO TEN BY HIMSELF/HERSELF.
<CHILD NAME> should be very proud of his achievements this year. I wish him every success next year in RECEPTION/Y

General Personality Comments

<CHILD NAME> is a happy and enthusiastic member of our class.
<CHILD NAME> is a happy and popular member of our class.
<CHILD NAME> is an imaginative and creative member of our class.
<CHILD NAME> is a keen and confident member of our class.
<CHILD NAME> is a keen and enthusiastic member of our class.
<CHILD NAME> is a confident and independent member of our class.
<CHILD NAME> is a friendly and popular member of our class.
<CHILD NAME> is a happy and confident member of our class.
<CHILD NAME> is a conscientious and helpful member of our class.
<CHILD NAME> is a confident and enthusiastic member of our class.
<CHILD NAME> is a quiet and thoughtful member of our class.

Behaviour Comments
<CHILD NAME> tries his best and always follows the class/school rules.
<CHILD NAME> always follows the class/school rules and is a fantastic role model for his peers.
<CHILD NAME> enjoys school and his behaviour is always good.
<CHILD NAME> always listens carefully and follows instructions.
<CHILD NAME> usually listens carefully and follows instructions.
<CHILD NAME> usually follows the class/school rules, although occasionally needs reminders to focus on himself and wha
<CHILD NAME> responds well to praise and, when following the class/school rules, is capable of achieving well.
<CHILD NAME> is learning to focus on himself and is learning what is appropriate and acceptable behaviour in different situ
<CHILD NAME> has worked hard with the learning mentors in school throughout the year to develop his self-esteem and c

Friendships
<CHILD NAME> has many friends who he talks to and plays with.
<CHILD NAME> has a few close friends who he usually talks to and plays with.
<CHILD NAME> has one best friend who he usually talks to and plays with.
<CHILD NAME> often enjoys his own company and sometimes talks and plays with others.
<CHILD NAME> often enjoys his own company and sometimes plays alongside others.
<CHILD NAME> is learning how to be a good friend to others.

Working with Others

In a paired or group activity, <CHILD NAME> always works sensibly with members of the class. He works cooperatively, sh
When working on a paired or group activity, <CHILD NAME> usually works cooperatively with other members of the class.
When working on a paired or group activity, <CHILD NAME> often needs reminding to work cooperatively.
With the support of an adult, <CHILD NAME> is able to work cooperatively with other members of the class in a paired or g
<CHILD NAME> is learning how to work cooperatively with other members of the class in a paired or group activity.

Sharing Ideas and Contributing to Discussions

<CHILD NAME> always joins in with discussions and can explain his views clearly.
<CHILD NAME> is often keen to share his ideas in class discussions.
<CHILD NAME> enjoys answering questions and sharing his ideas with others.
<CHILD NAME> is often willing to share his opinion with confidence and often answers questions, particularly in XXXX.
<CHILD NAME> often joins in with discussions and is beginning to explain his ideas with increasing confidence.
<CHILD NAME> enjoys class discussions and is sometimes keen to share his ideas.
<CHILD NAME> is sometimes willing to share his opinion with the class and occasionally answers questions.
<CHILD NAME> occasionally joins in with discussions and can explain his views clearly.
When feeling confident he knows the answer, <CHILD NAME> sometimes joins in with discussions and answers questions.
With the support of an adult, <CHILD NAME> sometimes joins in with discussions and shares his ideas.
<CHILD NAME> is keen to share his ideas with the class, although he often needs reminding to put his hand up and wait hi
Next Year
It has been a pleasure to teach <CHILD NAME> and I hope his enthusiastic approach to learning continues in Year X.
I have enjoyed teaching <CHILD NAME> and I wish him luck in Year X.
I have enjoyed teaching <CHILD NAME> and he has a good sense of humour which often makes me smile.
I have enjoyed teaching <CHILD NAME> this year and it has been lovely to watch his confidence grow.
I have enjoyed teaching <CHILD NAME> this year and it has been lovely to watch his independence grow.
I have enjoyed watching <CHILD NAME> grow this year and I hope he continues to develop his focus next year.
It has been lovely to see <CHILD NAME> enjoy his learning this year. I hope that he continues to apply his positive attitude
It has been lovely to see the care <CHILD NAME> takes over his learning and I'm sure he will continue to do so next year.
I'm sure <CHILD NAME>'S imagination and creativity will continue to inspire his learning in Year X.
I hope <CHILD NAME> continues to try to improve his behaviour next year.
I wish <CHILD NAME> every success in the future.
 Self-Confidence and Self-Awareness
End of Nursery
HA comments (developing within 40-60 months)
<CHILD NAME> is confident when speaking to others about his own
<CHILD NAME> is confident when speaking to a larger group.
needs, wants, interests and opinions.
He can talk about himself in positive terms and talks about his
abilities and achievements.
MA comments (secure within 30-50 months)
With a little support from adults or peers, <CHILD NAME> is able to <CHILD NAME> is confident when approaching new activities or
select and use activities and resources.
He welcomes and values praise for what he has done.
He enjoys the responsibility of carrying out small tasks.
He is more confident and outgoing towards unfamiliar people and
more confident in new social situations.
<CHILD NAME> is confident when speaking to others during play
and will communicate freely about his own home and community.
He shows confidence in asking adults for help.
LA comments (developing within 30-50 months)
With support, <CHILD NAME> is beginning to select and use
activities and resources.
He is becoming more open to receiving praise and enjoys the
responsibility of carrying out small tasks.
He is becoming more independent when separated from his main
carer.
With adult support, he is becoming more confident and outgoing
towards unfamiliar people in new social situations.
<CHILD NAME> is gaining confidence when speaking to others
during play and is beginning to communicate more freely about his
own home and community.
He is gaining the confidence to ask adults for help when needed.
End of Reception
HA comments (Exceeding)
He is confident when speaking about his interests and achievements <CHILD NAME> is very aware of the behavioural expectations of the He can listen to others' suggestions and can independently plan how
and also when discussing things he finds more challenging.
<CHILD NAME> is resourceful in finding support when he needs
help or information.
<CHILD NAME> enjoys talking about the plans that he has made for
activities or resources and can also discuss what he might change if
he repeated the activity.
MA comments (ELG: Expected)
resources.
He is confident when discussing his choices and preferences for
activities and resources.
<CHILD NAME> is confident speaking in a familiar group. He enjoys
discussing his ideas and interests.
He is confident when selecting and choosing the resources needed
for self-chosen activities.
<CHILD NAME> is confident when asking for help or support but is
also able to say when help is not required.
LA comments (Emerging)
<CHILD NAME> is gaining confidence when approaching new
resources and activities.
He is gaining confidence when discussing his choices and
preferences for activities and resources.
<CHILD NAME> is becoming more confident when speaking to a
familiar group.
He is becoming more confident and independent when selecting and With adult support, he is beginning to adapt his behaviour to different <CHILD NAME> is beginning to adjust his behaviour to suit different
choosing the resources needed for self-chosen activities.
<CHILD NAME> is becoming more confident when asking for help or
support.
Managing Feelings and Behaviour
End of Nursery End of Reception
HA comments (developing within 40-60 months) HA comments (Exceeding)
<CHILD NAME> understands that his own actions affect other
<CHILD NAME> knows some ways to manage his feelings and is
people and demonstrates this by apologising or becoming upset
beginning to use these to maintain control.
when he realises he has hurt or upset someone.
setting and is able to follow rules and boundaries set by adults. to achieve a goal.
He is beginning to be able to negotiate and solve minor
He knows how and when to stand up for himself appropriately.
disagreements or problems without aggression.
<CHILD NAME> can 'stop and think' before acting impulsively and
he is able to be patient and can wait for things he wants.
MA comments (secure within 30-50 months) MA comments (ELG: Expected)
<CHILD NAME> is aware of his own feelings, and knows that some <CHILD NAME> is able to talk about his feelings and also those of
actions and words can hurt others' feelings. others.
<CHILD NAME> knows that some behaviour is unacceptable and is
He is beginning to accept the needs of others and can take turns and
able to talk about his own behaviour and consequences of his
share resources, sometimes with support.
actions.
<CHILD NAME> can usually tolerate delay when his needs are not
<CHILD NAME> is able to talk about his own and others' behaviour
immediately met and understands his wishes may not always be
and their consequences.
met.
He can usually adapt behaviour to different events, social situations <CHILD NAME> works well as part of a group and is able to
and changes in routine. understand and follow rules.
<CHILD NAME> is able to adjust his behaviour to suit different
situations and can manage changes of routine.
LA comments (developing within 30-50 months) LA comments (Emerging)
<CHILD NAME> is becoming more aware of his own feelings and is <CHILD NAME> is beginning to talk about his feelings and also
learning that some actions and words can hurt others' feelings. those of others.
<CHILD NAME> is learning that some behaviour is unacceptable
With adult support, <CHILD NAME> is beginning to accept the needs
and can sometimes talk about his own behaviour and consequences
of others and is learning to take turns and share resources.
of his actions.
<CHILD NAME> is learning to tolerate delay when his needs are not
With adult support, <CHILD NAME> is beginning to work well as part
immediately met and has a developing understanding that his wishes
of a group and is learning to follow rules.
may not always be met.
events, social situations and changes in routine. situations and is learning to handle changes of routine.
 Moving and Handling
End of Nursery
HA comments (developing within 40-60 months)
<CHILD NAME> enjoys exploring different types of movements.
He can jump off an object and land appropriately and safely.
<CHILD NAME> is able to negotiate space successfully when
playing racing and chasing games with other children. He can
change speed or direction to avoid obstacles.
<CHILD NAME> travels with confidence and skill around, under,
over and through balancing and climbing equipment. He especially
enjoys the CLIMBING FRAME/SLIDE/BALANCE BEAMS ETC.
He shows increasing control over an object in pushing, patting,
throwing, catching or kicking it.
<CHILD NAME> is able to use tools to make changes to materials
and especially enjoyed using CLAY/PLAYDOUGH/CARDBOARD
BOXES and simple tools to make a model
HOUSE/TOWER/PRINCESS CASTLE ETC.
He handles tools, objects, construction and malleable materials
safely and with increasing control.
<CHILD NAME> shows a preference for using his RIGHT/LEFT hand.
<CHILD NAME> is beginning to use anticlockwise movement and
retrace vertical lines.
When writing, <CHILD NAME> is beginning to form some
recognisable letters, for example the letters of his name.
<CHILD NAME> is able to hold a pencil effectively and control it to
write recognisable letters - most of which are correctly formed.
MA comments (secure within 30-50 months)
<CHILD NAME> moves freely in a range of ways with pleasure and <CHILD NAME> shows good control and coordination in large and
confidence. small movements.
He especially enjoys movement activities and exploring different
ways of moving for example; slithering, shuffling, rolling, crawling,
walking, running, jumping, skipping, sliding and hopping.
<CHILD NAME> is able to mount stairs, steps or climbing equipment <CHILD NAME> can move with confidence and can safely negotiate <CHILD NAME> understands that equipment and tools have to be
using alternate feet. space.
He can walk downstairs, two feet to each step, while carrying a small
object.
<CHILD NAME> is able to run skilfully and negotiates space
successfully, adjusting his speed or changing direction to avoid
obstacles.
When shown, <CHILD NAME> is able to stand momentarily on one
foot.
<CHILD NAME> is able to catch a large ball and is developing good
throwing and catching skills.
<CHILD NAME> is able to use large movements to draw lines and
circles.
With increasing independence, <CHILD NAME> is able to use one-
handed tools and equipment, for example child scissors.
<CHILD NAME> can now hold a pencil between thumb and two
fingers. He no longer uses whole-hand grasp.
<CHILD NAME> is able to hold a pencil, near the point, between his
first two fingers and thumb and uses it with good control.
<CHILD NAME> can copy some letters and is working hard to copy
all the letters of his name.
LA comments (developing within 30-50 months)
<CHILD NAME> moves freely in a range of ways with pleasure and
<CHILD NAME> enjoys exploring different types of movements.
confidence.
<CHILD NAME> is learning to mount stairs, steps or climbing
equipment using alternate feet.
<CHILD NAME> is able to run skilfully and is beginning to negotiate He is beginning to move with greater confidence and in a variety of
space in order to avoid obstacles.
With support, <CHILD NAME> is learning to balance and enjoys
balancing games and activities.
<CHILD NAME> is learning to throw and catch a large ball.
<CHILD NAME> is learning to use one handed equipment like child
scissors.
<CHILD NAME> is beginning to develop an effective pencil grip.
<CHILD NAME> usually uses a whole-hand grasp to hold a pencil
but with support is developing a more effective grip.
<CHILD NAME> is able to use three fingers to grip writing tools.
End of Reception
HA comments (Exceeding)
<CHILD NAME> can hop confidently and skip in time to music.
<CHILD NAME> is able to hold a piece of paper in position and use
his preferred hand for writing.
<CHILD NAME> uses a correct pencil grip.
<CHILD NAME> is beginning to write on lined paper and is learning
to control letter size when writing.
MA comments (ELG: Expected)
He is able to move with confidence in a variety of ways.
used safely.
<CHILD NAME> is able to handle and control a variety of tools
effectively and with safety - including child scissors and pencils for
writing.
LA comments (Emerging)
<CHILD NAME> is developing good control and coordination in large <CHILD NAME> is beginning to observe the effects of activity on his <CHILD NAME> is beginning to manage his own basic hygiene and
and small movements.
different ways.
<CHILD NAME> can move with increasing confidence and is
beginning to negotiate space with greater control.
<CHILD NAME> is learning to use and control a variety of tools
effectively and with safety - including child scissors and pencils for
writing.
Health and Self-Care
End of Nursery End of Reception
HA comments (developing within 40-60 months) HA comments (Exceeding)
<CHILD NAME> shows awareness of healthy foods and eats a
<CHILD NAME> understands different ways of keeping healthy and
healthy range of foodstuffs. He understands the need for variety in
can make healthy choices related to healthy eating and exercise.
food.
<CHILD NAME> can usually manage his own toileting and basic <CHILD NAME> can dress and undress independently, for example
hygiene needs. He is usually clean and dry during his nursery when changing for physical activity, he is able to fasten buttons or
session. laces.
<CHILD NAME> has a developing understanding that good practices
with regard to exercise, eating, sleeping and hygiene can contribute
to good health.
<CHILD NAME> has a developing understanding of the need for
safety when tackling new challenges, and considers and manages
some risks.
<CHILD NAME> has a developing understanding of how to transport
and store equipment safely.
<CHILD NAME> is able to use some simple safety measures without
direct supervision - for example he knows to put scissors away when
he has finished using them.
MA comments (secure within 30-50 months) MA comments (ELG: Expected)
<CHILD NAME> is able tell adults when hungry or tired or when he <CHILD NAME> knows the importance of a healthy diet and
wants to rest or play. exercise in order to stay healthy.
<CHILD NAME> is able to describe and observe the effects of <CHILD NAME> can manage his own basic hygiene and personal
activity on his body. needs successfully.
He is able to dress independently, needing just a little adult support
with difficult buttons or laces.
<CHILD NAME> is usually able to manage his own basic toileting
and hygiene needs.
He is able to wash and dry his hands independently.
<CHILD NAME> is able to dress with increasing independence, for
example he has worked hard to put on and fasten his own coat once
the zip is fastened at the bottom.
LA comments (developing within 30-50 months) LA comments (Emerging)
<CHILD NAME> is usually able tell adults when hungry or tired or <CHILD NAME> is learning about the importance of a healthy diet
when he wants to rest or play. and exercise in order to stay healthy.
body. personal needs with greater independence.
<CHILD NAME> has a growing awareness that equipment and tools
He is beginning to dress with greater independence.
have to be used safely.
With a little adult support or prompting, <CHILD NAME> is beginning
to manage his own basic toileting and hygiene needs.
He is learning to wash and dry his hands with increasing
independence.
With adult support, <CHILD NAME> is learning to dress with greater
independence, for example he is beginning to put on his own coat or
cardigan.
 Listening and Attention
End of Nursery
HA comments (developing within 40-60 months)
<CHILD NAME> is able to maintain attention, concentrate and sit
quietly during a short activity.
<CHILD NAME> is able to demonstrate two channelled attention,
<CHILD NAME> is able to listen attentively for a longer length of
meaning that he can listen and respond to verbal instructions without
time.
stopping his task.
MA comments (secure within 30-50 months)
<CHILD NAME> is able to listen to others one to one or in small
groups.
<CHILD NAME> enjoys story time and listens to stories with
increasing attention and recall.
He is able to join in with repeated parts of a story and is able to
anticipate key events and phrases in rhymes and stories.
<CHILD NAME> can shift his attention from one activity to another
with increasing independence.
<CHILD NAME> is able to follow directions with increasing
independence.
LA comments (developing within 30-50 months)
<CHILD NAME> is beginning to listen to others one to one or in
small groups.
<CHILD NAME> enjoys story time and listens to stories with
increasing attention.
He is beginning to join in with repeated parts of a story.
<CHILD NAME> can shift his attention from one activity to another
with a little adult support.
With adult support, <CHILD NAME> is able to shift his attention to a
different task or activity.
End of Reception
HA comments (Exceeding)
<CHILD NAME> listens carefully to instructions and is able to
respond accurately. He is able to ask for clarification if necessary.
He is able to listen attentively and maintain concentration to follow a
<CHILD NAME> is able to follow a story without pictures or props.
story without pictures or props.
<CHILD NAME> is able to listen as part of a larger group.
MA comments (ELG: Expected)
<CHILD NAME> is able to listen attentively in a range of situations.
He enjoys listening to stories and can anticipate key events.
<CHILD NAME> often responds to what he hears in a story with
questions, comments or actions. He especially enjoyed the story
about GOLDILOCKS/ALIENS/PIRATES and enjoyed sharing his
ideas with others.
Whilst engaged in another activity, he is able to give his attention to
what others say and respond appropriately.
LA comments (Emerging)
With a little adult support, <CHILD NAME> is able to answer simple
<CHILD NAME> is beginning to listen with greater concentration and
questions related to objects for example 'What do we use to cut
attention in a range of situations.
things?' or 'What shall we use to catch the water?'
<CHILD NAME> has a developing understanding of prepositions
With a little adult support, <CHILD NAME> is beginning to respond to
such as ‘under’, ‘on top’ or ‘behind.' He needs a little support to carry
what he hears in a story with questions, comments or actions.
out the correct action in relation to prepositions.
<CHILD NAME> is developing his listening skills so that he can
continue an activity but also listen and respond to others.
Understanding
End of Nursery
HA comments (developing within 40-60 months)
<CHILD NAME> is able to respond accurately to instructions
involving a two part sequence.
<CHILD NAME> understands humour, for example nonsense
rhymes or simple jokes.
He can listen and respond to ideas expressed by others in
conversation or discussion.
MA comments (secure within 30-50 months)
<CHILD NAME> is able to answer simple questions related to
objects, for example 'What do we use to cut things?' or 'What shall
we use to catch the water?'
<CHILD NAME> has a good understanding of prepositions such as
‘under’, ‘on top’ or ‘behind.' He demonstrates this by carrying out an
action or selecting a correct picture.
<CHILD NAME> is able to respond appropriately to simple
instructions.
<CHILD NAME> is beginning to answer ‘why’ and ‘how’ questions.
LA comments (developing within 30-50 months)
<CHILD NAME> is beginning to respond accurately to instructions.
With adult support, <CHILD NAME> is beginning to understand 'how' He is beginning to listen and respond to ideas expressed by others
and 'why' questions.
End of Reception
HA comments (Exceeding)
After listening to a story, <CHILD NAME> enjoys discussing his
views about events or characters.
He can answer questions about why events happened in a story.
<CHILD NAME> can accurately listen and respond to instructions
which contain several steps in a sequence.
MA comments (ELG: Expected)
<CHILD NAME> is able to follow instructions that involve several
ideas or actions.
He can answer 'how' and 'why' questions based on his own
experiences and also in reponse to events and stories.
LA comments (Emerging)
<CHILD NAME> is able to respond accurately to instructions
involving a two part sequence.
<CHILD NAME> is beginning to follow instructions that involve
several ideas or actions.
He is beginning to answer 'how' and 'why' questions based on his
own experiences and also in reponse to events and stories.
in conversation or discussion.
Speaking
End of Nursery End of Reception
HA comments (developing within 40-60 months) HA comments (Exceeding)
<CHILD NAME> enjoys learning new words and their meanings. He <CHILD NAME> is able to take the needs of the listener into account
works hard to extend his vocabulary by grouping and naming new by changing the language he uses or by using different non-verbal
words and exploring the meaning and sounds of new words. clues.
He is able to use language to imagine and recreate roles and <CHILD NAME> is able to recount his experiences and imagine
experiences in play situations. other possibilities. He often connects his ideas together.
<CHILD NAME> uses his wide vocabulary in imaginative ways for
<CHILD NAME> can link statements he makes together and usually
example to add further information, express ideas or to explain
sticks to a main theme or intention.
actions or events.
<CHILD NAME> is able to talk to organise, sequence and clarify
thinking, ideas, feelings and events.
<CHILD NAME> often introduces a storyline into his play. An
example of this would be the imaginative story he created when
playing with the TOY FARM ANIMALS/IN THE ROLE PLAY PIRATE
SHIP/WITH THE PUPPETS FROM THE GRUFFALO STORY.
MA comments (secure within 30-50 months) MA comments (ELG: Expected)
<CHILD NAME> is beginning to use words like 'and' or 'because' to <CHILD NAME> is able to express himself effectively and shows
link thoughts together. awareness of the listener's needs.
He can use tenses correctly when discussing events that have
<CHILD NAME> is able to retell a simple past event in correct order.
happened or will happen in the future.
<CHILD NAME> is able to talk to connect ideas, explain what is
<CHILD NAME> is able to develop his own stories or explanations
happening and anticipate what might happen next. He can recall and
by connecting ideas or events.
relive past experiences by talking about his memories.
<CHILD NAME> can use a variety of question words to seek
information and can also give simple explanations.
<CHILD NAME> has a growing understanding of tenses and how
they are used in speech.
<CHILD NAME> can use intonation, rhythm and phrasing to make
his meaning clear to others.
<CHILD NAME> can learn and use new vocabulary quickly,
especially for topics, objects or people of particular interest to him.
For example during our topic on DINOSAURS he particularly
enjoyed learning THE DINOSAUR NAMES AND DESCRIPTIONS.
<CHILD NAME> is able to extend his vocabulary based on his
experiences.
During imaginative play, <CHILD NAME> can talk about objects and
pretend they are something else - for example 'Look! This stick can
be my fairy wand!'
LA comments (developing within 30-50 months) LA comments (Emerging)
<CHILD NAME> is beginning to retell past events in the correct order.
Although <CHILD NAME>'s speech can sometimes be a little
unclear, He is beginning to express himself more clearly.
<CHILD NAME> is beginning to connect ideas and explain what is
happening. With adult support he can talk about what might happen next.
He is beginning to use tenses more accurately within his speech.
<CHILD NAME> is beginning to use a variety of question words to seek
information. He is also beginning to give simple explanations. <CHILD NAME> is beginning to connect ideas to create his own
stories.
<CHILD NAME> can use a variety of word endings (for example 'going'
and 'cats'). He is developing an understanding of tenses and how to use them
when speaking.
<CHILD NAME> is beginning to use intonation, rhythm and phrasing to
make his meaning clear to others.
<CHILD NAME> enjoys learning and using new words. He works hard to
use words based on his favourite activities and topics.
<CHILD NAME> is beginning to extend his vocabulary based on his
experiences.
<CHILD NAME> is beginning to use language to describe objects during
imaginative play. For example, 'This box can be my house!'
 Reading Writing

End of Nursery End of Reception End of Nursery End of Reception

HA comments (developing within 40-60 months) HA comments (Exceeding) HA comments (developing within 40-60 months) HA comments (Exceeding)

<CHILD NAME> is able to continue a rhyming string of <CHILD NAME> is able to read longer words that are spelt <CHILD NAME> often gives meaning to marks he makes as <CHILD NAME> can apply his phonic knowledge to correctly
words. phonetically. he draws, writes and paints. spell and write longer words.

<CHILD NAME> is able to hear and say the initial He can also read many irregular words from the 'high frequency <CHILD NAME> is beginning to break the flow of speech into He can also correctly spell many high frequency irregular
sound in words. word' list. words. words.

<CHILD NAME> is able to segment letter sounds in

<CHILD NAME> is able to use knowledge of phonics, words and <CHILD NAME> can use key features of story writing within
simple words and blend them together to read the <CHILD NAME> is able to continue a rhyming string of words.
context to understand new vocabulary. his own writing.
word.

<CHILD NAME> knows which letters represent some <CHILD NAME> can describe the main events in a story he has
<CHILD NAME> can hear and say the initial sound in words.
sounds. read.

<CHILD NAME> can link sounds to letters, naming and <CHILD NAME> can segment and blend the sounds in simple
sounding the letters of the alphabet. words.

<CHILD NAME> is able to read some words and <CHILD NAME> is able to link sounds to letters, naming and
simple sentences. sounding the letters of the alphabet.

<CHILD NAME> often uses vocabulary and forms of <CHILD NAME> can use some clearly identifiable letters to
speech that are influenced by his experiences of communicate his meaning. Within a word he represents some
books. sounds correctly and in the correct sequence.

<CHILD NAME> especially enjoys reading and looking <CHILD NAME> is able to write his own name and other things
at an increasing range of books. such as labels or captions.

<CHILD NAME> is aware that information can be

<CHILD NAME> is beginning to write short sentences.
retrieved from books and computers.

MA comments (secure within 30-50 months) MA comments (ELG: Expected) MA comments (secure within 30-50 months) MA comments (ELG: Expected)

<CHILD NAME> enjoys rhyming and rhythmic <CHILD NAME> is able to read and understand simple <CHILD NAME> enjoys 'mark making' and sometimes gives <CHILD NAME> is able to use his phonic knowledge to spell
activities. sentences. meaning to the marks he makeswhen drawing or painting. and write words.

He shows increasing awareness of rhyme and <CHILD NAME> is able to use his phonic knowledge to decode <CHILD NAME> sometimes gives meaning to the marks he He can spell and write some common irregular words
alliteration. simple words and can accurately read these aloud. sees in different places around the setting. correctly, for example 'the'.

<CHILD NAME> can recognise rhythm in spoken He can also read some common irregular words for example <CHILD NAME> can write simple sentences which he, and
words. 'the', 'you' and 'said'. others, can read.

In small groups or one-to-one with an adult, <CHILD
NAME> enjoys listening to and joining in with stories
and poems.
When talking with others, <CHILD NAME> shows understanding
During independent writing, <CHILD NAME> is able to spell
about what he has read. He enjoys reading with an adult and
some words correctly and others are phonetically plausible.
discussing what he has read.

<CHILD NAME> enjoys joining in with repeated parts

of a story.

<CHILD NAME> has a developing understanding of

the way stories are structured.

<CHILD NAME> enjoys predicting how the story might

end.

<CHILD NAME> listens to stories with increasing

attention and recall.

<CHILD NAME> can describe the main settings,

events and characters within a story.

He is interested in illustrations and text in a book and

also in the environment around him. He especially
enjoys looking at displays around the setting and asks
questions about the text he sees.

<CHILD NAME> can recognise some familiar words

and signs for example his own name and also
advertising logos.
<CHILD NAME> enjoys looking at books
independently and often spends time in the book
corner.

He knows how to handle books carefully. He can hold

a book up the correct way and turn the pages from
right to left.

<CHILD NAME> understands that information can be

relayed in the form of print.

<CHILD NAME> knows that print carries meaning and,

in English, is read from left to right and top to bottom.

LA comments (developing within 30-50 months) LA comments (Emerging) LA comments (developing within 30-50 months) LA comments (Emerging)

<CHILD NAME> enjoys rhyming and rhythmic

<CHILD NAME> is beginning to read and understand simple <CHILD NAME> is able to distinguish between the different <CHILD NAME> is beginning to apply his phonic knowledge
activities and has a growing understanding of rhyming
sentences. marks he makes. to spelling and words.
words.

In small groups or one-to-one with an adult, <CHILD <CHILD NAME> is beginning to use his phonic knowledge to <CHILD NAME> enjoys exploring 'mark making' and is With a little adult support, <CHILD NAME> can spell and
NAME> enjoys listening to and joining in with stories decode simple words and with a little adult support is beginning beginning to give meaning to the marks he makes when write some common irregular words correctly, for example
and poems. to read these aloud with increasing accuracy. drawing or painting. 'the'.

With a little adult prompting, <CHILD NAME> enjoys He enjoys reading with an adult and shows increasing <CHILD NAME> has a growing awareness of the marks he <CHILD NAME> is beginning to write simple sentences
joining in with repeated parts of a story. understanding of what he has read. sees in different places around the setting. which he, and others, can read.

During writing activities, <CHILD NAME> needs some adult

With a little adult support, <CHILD NAME> enjoys
support to spell some words correctly and also to apply his
predicting some ways for ending a story.
phonetic knowledge to spell other more tricky words.

<CHILD NAME> listens to stories with increasing

attention and recall, sometimes needing a little support
to maintain concentration.
<CHILD NAME> can describe the main characters
within a story.

He is interested in illustrations and text in a book and

also in the environment around him.

<CHILD NAME> can recognise some familiar words

and signs for example his own name and also
advertising logos.

<CHILD NAME> is beginning to spend time looking at

books independently.

He knows how to handle books carefully. With a little

support <CHILD NAME> can hold a book up the
correct way and turn the pages from right to left.

<CHILD NAME> has a growing understanding that

print carries meaning and, in English, is read from left
to right and top to bottom.
 Numbers
End of Nursery
HA comments (developing within 40-60 months)
<CHILD NAME> can recognise some numbers of personal
significance.
<CHILD NAME> can recognise numerals 1 to 5.
He can carefully count up to three or four objects by saying one
number name for each item.
<CHILD NAME> counts actions or objects which cannot be moved.
<CHILD NAME> counts objects to 10 and is also beginning to count
beyond 10.
He can count out up to six objects from a larger group.
<CHILD NAME> can select the correct numeral to represent 1 to 5 or
1 to 10 objects.
<CHILD NAME> can count an irregular arrangement of up to ten
objects.
<CHILD NAME> can count and estimate how many objects he sees
and he can then accurately count to see how close his estimate was.
He can use words like ‘more’ and ‘fewer’ to compare two sets of
objects.
<CHILD NAME> can find the total number of items in two groups by
counting all of them.
<CHILD NAME> is able to say the number that is one more than a
given number.
He can find one more and one less from a group of up to FIVE/TEN
objects.
<CHILD NAME> is beginning to use the language of addition and
subtraction during practical activities and discussion.
<CHILD NAME> can use marks he understands to record his
counting strategies.
<CHILD NAME> enjoys number activities and counting games. He
identifies his own number problems based on his own interests and
ideas.
MA comments (secure within 30-50 months)
When playing, <CHILD NAME> is able to use some number names <CHILD NAME> can use numbers to count reliably from one to
and number language spontaneously. twenty.
<CHILD NAME> uses some number names accurately in play.
<CHILD NAME> is able to recite numbers, in order, from 1 to 10.
He knows that numbers identify how many objects are in a set.
<CHILD NAME> is beginning to represent numbers using fingers,
marks on paper or pictures.
<CHILD NAME> can sometimes match numeral and quantity
correctly.
<CHILD NAME> enjoys number activities and shows curiosity about
numbers by offering comments or asking questions.
<CHILD NAME> can compare two groups of objects, saying when
he has the same number.
<CHILD NAME> shows an interest in number problems.
<CHILD NAME> enjoys exploring and counting small groups of
objects and sorting or arranging them in different ways. He is
beginning to recognise that the total number of objects remains the
same.
<CHILD NAME> enjoys looking for numerals displayed around the
setting.
<CHILD NAME> is interested in representing numbers in different
ways for example numerals, pictures or marks on paper.
He recognises that things other than objects can be counted for
example jumps, steps and claps.
LA comments (developing within 30-50 months)
<CHILD NAME> is beginning to use some number names and
number language spontaneously when playing.
<CHILD NAME> is beginning to use some number names more
accurately during play.
<CHILD NAME> is able to recite numbers in order to 4/6/8.
He has a growing understanding that numbers identify how many
objects are in a set.
<CHILD NAME> is beginning to represent numbers using fingers,
marks on paper or pictures.
With a little adult support, <CHILD NAME> is beginning to match
numeral and quantity correctly.
<CHILD NAME> enjoys number activities and is beginning to
comment and ask questions about numerals and number tasks and
problems.
<CHILD NAME> is beginning to explore different ways of
representing numbers for example numerals, pictures or marks on
paper.
He is beginning to recognise that things other than objects can be
counted for example jumps, steps and claps.
End of Reception
HA comments (Exceeding)
<CHILD NAME> is able to estimate a number of objects and check
the actual quantity by counting to 20.
<CHILD NAME> is able to solve practical problems that involve
combining groups of 2, 5 or 10 or by sharing into equal groups.
<CHILD NAME> is keen to explore number problems involving
addition and subtraction and also simple multiplication and division. as ‘behind’ or 'next to'.
MA comments (ELG: Expected)
<CHILD NAME> can correctly sequence numbers from one to twenty
<CHILD NAME> is aware of similarities of shapes seen in the
and he can say which number is one more or one less than a given
environment and surroundings.
number to twenty.
Using quantities or objects, <CHILD NAME> can add and subtract
two single digit numbers. He can count on or back from a number to
find the answer.
<CHILD NAME> can solve number problems that involve doubling, when <CHILD NAME> plays with construction toys for a long length
halving and sharing different quantities.
LA comments (Emerging)
<CHILD NAME> is beginning to use numbers to count reliably from
one to twenty.
With a little adult support, <CHILD NAME> can sequence numbers
from one to twenty. He is growing in confidence with saying which
number is one more or one less than a given number to twenty.
<CHILD NAME> is beginning to use the language of addition and
subtraction during practical activities and discussion. He is beginning
to add and subtract single digit numbers.
Shape, Space and Measure
End of Nursery End of Reception
HA comments (developing within 40-60 months) HA comments (Exceeding)
<CHILD NAME> is beginning to use mathematical names for ‘solid’
<CHILD NAME> can estimate, measure, weigh, compare and order
3D shapes and ‘flat’ 2D shapes and also mathematical terms to
objects.
describe shapes.
<CHILD NAME> is able to select a particular named shape when
<CHILD NAME> can talk about the properties of 2D and 3D shapes.
posed a question.
<CHILD NAME> can confidently describe his relative position such
<CHILD NAME> can talk about the position of objects and people.
<CHILD NAME> can order two or three items by length or height. <CHILD NAME> can talk about time using time related vocabulary.
<CHILD NAME> can order two items by weight or capacity.
<CHILD NAME> enjoys using familiar objects and common shapes
to create and recreate patterns and build models. He particularly
enjoys the BUILDING BRICKS/SHAPE TEMPLATES and often
choose to play with this resource to BUILD MODELS/CREATE
PICTURES AND PATTERNS.
<CHILD NAME> is interested in telling the time and can use
everyday language related to time.
<CHILD NAME> is beginning to use everyday language related to
money.
<CHILD NAME> can order and sequence familiar events for
example different day-to-day activities and routines.
<CHILD NAME> is able to measure short periods of time in simple
ways for example using a sand timer.
MA comments (secure within 30-50 months) MA comments (ELG: Expected)
<CHILD NAME> can use everyday language to talk about size,
<CHILD NAME> shows an interest in shape and space by playing weight, capacity, position, distance, time and money. He can use this
with shapes/making arrangements with objects. language to compare quantities and objects and also to solve
problems.
<CHILD NAME> can recognise, create and describe patterns.
<CHILD NAME> enjoys exploring the characteristics of everyday
<CHILD NAME> is able to confidently and accurately use positional
objects and shapes. He can use mathematical language to describe
language.
his observations.
<CHILD NAME> shows an interest in shapes. This is often seen
of time/talks about shapes or arrangements when building models or
creating patterns.
<CHILD NAME> shows an interest in shapes in the environment.
<CHILD NAME> is able to choose and use shapes appropriately for
different tasks for example choosing the most appropriate shaped
brick to build a tower or roll down a pipe.
<CHILD NAME> is beginning to talk about the shapes of everyday
objects, for example ‘round’ and ‘tall’.
LA comments (developing within 30-50 months) LA comments (Emerging)
<CHILD NAME> is beginning to use everyday language to talk about
<CHILD NAME> shows an interest in shapes and notices simple size, weight, capacity, position, distance, time and money. With adult
shapes and patterns in pictures. support, he is beginning to use this vocabulary to compare quantities
and objects.
<CHILD NAME> is beginning to sort and categorise objects <CHILD NAME> is beginning to recognise, create and describe
according to properties like shape and size. patterns.
<CHILD NAME> enjoys exploring the characteristics of everyday
<CHILD NAME> is beginning to use positional language with greater
objects and shapes and he is beginning to use mathematical
accuracy.
language to describe his observations.
<CHILD NAME> is beginning to show interest in shapes seen in the
environment.
<CHILD NAME> is beginning to use a wider vocabulary when talking
about the shapes and sizes of everyday objects, for example ‘round’
and ‘tall’.
<CHILD NAME> is able to use some time related words related to
his immediate past and future for example 'before' and 'soon'.
 People and Communities The World Technology

End of Nursery End of Reception End of Nursery End of Reception End of Nursery End of Reception

HA comments (developing within 40-60 months) HA comments (Exceeding) HA comments (developing within 40-60 months) HA comments (Exceeding) HA comments (developing within 40-60 months) HA comments (Exceeding)

<CHILD NAME> enjoys playing on the class computer. He

<CHILD NAME> enjoys joining in with family customs and <CHILD NAME> can recognise the difference between past <CHILD NAME> can look closely at similarities, <CHILD NAME> knows that the environment and living <CHILD NAME> is very interested in technology and is
can complete a simple program on a computer - for example
routines. and present events in his own life. differences, patterns and change. things are influenced by human activity. confident when using a range of everyday ICT devices.
drawing a picture in Paint.

He is able to select and use appropriate applications to

support an identified need, for example WHEN DECIDING
He can describe some actions which people in his community HOW BEST TO RECORD A MODEL HE HAD MADE, HE
do that help to maintain the area they live in - for example he ASKED TO TAKE A PHOTOGRAPH USING THE
He is able to interact with ICT hardware like our class
<CHILD NAME> can describe reasons why people's lives WAS VERY INTERESTED TO SHARE KNOWLEDGE OF NURSERY CAMERA/BROUGHT IN A PHOTOGRAPH HE
computer and Bee-Bots and also child-friendly software for
were different in the past. THE LOCAL NATURE RESERVE/ENJOYED OUR TRIP TO HAD TAKEN ON A FAMILY TRIP TO THE
example Paint, CBeebies and 2Simple.
THE LOCAL POND AND WAS INTERESTED TO LEARN SEASIDE/ASKED AN ADULT IF THEY COULD WATCH A
ABOUT HOW ANIMALS ARE ATTRACTED TO THE POND. VIDEO OF THE CHRISTMAS SHOW THEY HAD
PERFORMED IN, TO REMEMBER WHICH WAS HIS
FAVOURITE SONG.

<CHILD NAME> can describe the properties of some

<CHILD NAME> knows that other people have different likes
materials and he can suggest purposes the materials could
and dislikes to his own.
be used for.

<CHILD NAME> enjoys experimenting and learning through

<CHILD NAME> understands and respects that other people
practical activities. He is familiar with some basic scientific
may be good at different things to himself.
concepts for example floating and sinking.

<CHILD NAME> understands that different people have

different beliefs, attitudes, customs and traditions and why it
is important to treat them with respect.

MA comments (secure within 30-50 months) MA comments (ELG: Expected) MA comments (secure within 30-50 months) MA comments (ELG: Expected) MA comments (secure within 30-50 months) MA comments (ELG: Expected)

<CHILD NAME> takes an interest in the lives of people who <CHILD NAME> can talk about past and present events in
are familiar to them. his own life and also in the lives of his family members.
<CHILD NAME> is aware that other people do not always
<CHILD NAME> can talk about significant events of his life.
enjoy the same things he does and shows sensitivity to this.
<CHILD NAME> is aware of similarities and differences
<CHILD NAME> can recognise and describe special times
between himself and others and among families,
or events for family or friends.
communities and traditions.
<CHILD NAME> comments on and asks questions about
<CHILD NAME> knows about similarities and differences in
aspects of his familiar world - for example such as the
relation to places, objects, materials and living things.
place where he lives.
<CHILD NAME> can talk about some of the things he has He can talk about the features of his own immediate
observed such as plants, animals, natural and found environment and how environments might vary from one
objects. another.
<CHILD NAME> can make observations of animals and
plants and explain why some things occur, and talk about
<CHILD NAME> can talk about and discuss his ideas
changes he observes - for example he WAS FASCINATED
about why things happen and how things work.
TO WATH OUR CLASS CATERPILLARS GROW AND
CHANGE INTO BUTTERFLIES!
<CHILD NAME> knows how to operate simple equipment, for
<CHILD NAME> recognises that a range of technology is
example he can switch on a CD player and is able to make a
used in his home and Nursery.
Bee-Bot move.
He can select and use technology for particular purposes -
<CHILD NAME> shows an interest in technological toys with
for example MAKING A BEE-BOT MAP FOR BEE-BOT TO
knobs or pulleys AND/OR real objects such as cameras,
FOLLOW/ USING A DIGITAL CAMERA TO RECORD
tablets or mobile phones.
THINGS HE SAW ON OUR NATURE WALK.
He shows skill when exploring new toys and how they work
for example by pressing parts or lifting flaps to achieve effects
such as sound, movements or new images.

<CHILD NAME> shows interest in different occupations <CHILD NAME> has a developing understanding of <CHILD NAME> knows that information can be retrieved from
and ways of life. growth, decay and changes over time. computers.

<CHILD NAME> shows care and concern for living things

and the environment. For example he ESPECIALLY
<CHILD NAME> knows some of the things that make
ENJOYS WATERING THE FLOWERS IN THE NURSERY
HIM/HER unique, and can talk about some of the
GARDEN/ REMINDED OTHER CHILDREN NOT TO PICK
similarities and differences in relation to friends or family.
FLOWERS OUT OF THE FLOWER BEDS/GENTLY
MOVED A SNAIL OFF THE PATH.

LA comments (developing within 30-50 months) LA comments (Emerging) LA comments (developing within 30-50 months) LA comments (Emerging) LA comments (developing within 30-50 months) LA comments (Emerging)

With a little adult support, <CHILD NAME> can talk about <CHILD NAME> is beginning to ask questions about <CHILD NAME> is beginning to recognise some similarities
<CHILD NAME> is beginning to take an interest in the lives <CHILD NAME> is learning how to operate simple equipment, <CHILD NAME> is beginning to recognise that a range of
past and present events in his own life and also in the lives of aspects of his familiar world - for example such as the and differences in relation to places, objects, materials and
of people who are familiar to them. for example a Bee-Bot and a CD player. technology is used in his home and Nursery.
his family members. place where he lives. living things.
With a little adult support, he can select and use technology
With a little adult prompting '=Child_Name_Variable&" can <CHILD NAME> is aware that other people do not always With a little adult prompting, <CHILD NAME> can talk With a little adult support, he can talk about the features of <CHILD NAME> shows a growing interest in technological for particular purposes - for example MAKING A BEE-BOT
talk about significant events of enjoy the same things he does and is beginning to show about some of the things he has observed such as plants, his own immediate environment and how environments might toys with knobs or pulleys AND/OR real objects such as MAP FOR BEE-BOT TO FOLLOW/ USING A DIGITAL
"&IF(Child_Gender_Variable="Male","his","her")&" life. sensitivity to this. animals, natural and found objects. vary from one another. cameras, tablets or mobile phones. CAMERA TO RECORD THINGS HE SAW ON OUR
NATURE WALK.

<CHILD NAME> is beginning to make observations of

He shows increasing skill and independence when exploring
With a little adult support, '=Child_Name_Variable&" is animals and plants, and explain why some things occur. With <CHILD NAME> enjoys playing on the class computer. With
<CHILD NAME> enjoys joining in with family customs and <CHILD NAME> is gaining the confidence to talk about his new toys and how they work for example by pressing parts or
beginning to recognise and describe special times or a little adult support, he is beginning to talk about changes he adult support he can complete a simple program on a
routines. ideas about why things happen and how things work. lifting flaps to achieve effects such as sound, movements or
events for family or friends. observes - for example he was able to talk about the cress computer - for example drawing a picture in Paint.
new images.
seeds we planted and how they grew into cress to eat!

<CHILD NAME> is beginning to show interest in different <CHILD NAME> is beginning to understand patterns of <CHILD NAME> can look closely at similarities, differences,
occupations and ways of life. growth, decay and changes over time. patterns and change.
<CHILD NAME> is beginning to recognise some of the <CHILD NAME> is beginning to show greater care and
things that make HIM/HER unique. concern for living things and the environment.
 Exploring and Using Media and Materials
End of Nursery
HA comments (developing within 40-60 months)
<CHILD NAME> is able to develop his own ideas by selecting <CHILD NAME> is able to create simple representations of DESCRIBED HOW HE MADE A HEDGEHOG HOUSE FOR
<CHILD NAME> is building a repertoire of songs and dances.
and using materials and processes that interest him.
<CHILD NAME> enjoys exploring the different sounds of
instruments.
<CHILD NAME> enjoys exploring what happens when he
mixes colours.
<CHILD NAME> loves to experiment to create different
textures in his creative work.
<CHILD NAME> recognises that different media can be
combined to create new effects.
<CHILD NAME> is able to manipulate materials to achieve a
planned effect.
<CHILD NAME> enjoys constructing with a purpose in mind,
using a variety of resources.
<CHILD NAME> is able to competently and appropriately use
a variety of simple tools and techniques.
<CHILD NAME> can select and use appropriate resources
and is able to adapt his work where necessary.
<CHILD NAME> selects tools and techniques needed to
shape, assemble and join the materials he is using.
MA comments (secure within 30-50 months)
<CHILD NAME> enjoys joining in with dancing and ring
games.
<CHILD NAME> enjoys singing a few familiar songs.
<CHILD NAME> is beginning to move rhythmically to music.
<CHILD NAME> often imitates movement in response to
music.
<CHILD NAME> is able to tap out simple repeated rhythms.
<CHILD NAME> enjoys exploring and learning how sounds
can be changed.
<CHILD NAME> enjoys exploring colours and how they can
be changed.
<CHILD NAME> understands that he can use lines to
enclose a space, and is beginning to use these shapes to
represent objects.
<CHILD NAME> is beginning to be interested in different
textures and enjoys exploring and describing the texture of
things.
<CHILD NAME> especially enjoys using a variety of
construction materials and toys.
<CHILD NAME> is beginning to construct, stacking blocks
vertically and horizontally, making enclosures and creating
spaces.
<CHILD NAME> enjoys joining construction pieces together
to build and balance whilst creating a variety of models.
He recognises that different tools can be used for different
purposes.
LA comments (developing within 30-50 months)
With a little adult support, <CHILD NAME> is beginning to
join in with dancing and ring games.
<CHILD NAME> tries hard to sing a few familiar songs.
<CHILD NAME> is beginning to imitate movement in
response to music.
With a little adult support, <CHILD NAME> is learning to tap
out simple repeated rhythms.
<CHILD NAME> enjoys exploring how sounds can be
changed.
End of Reception
HA comments (Exceeding)
events, people and objects.
<CHILD NAME> can use and apply knowledge about media
and materials discovered during his own projects. He can
explore and use new processes and techniques for
combining and changing materials.
MA comments (ELG: Expected)
<CHILD NAME> enjoys singing songs, dancing and making
music.
<CHILD NAME> enjoys exploring ways of changing known
songs, dances and how to make different sounds with
instruments.
<CHILD NAME> is able to safely explore and use a variety of <CHILD NAME> enjoys singing to himself and enjoys
materials, tools and techniques.
<CHILD NAME> enjoys experimenting with colour, design,
texture, form and function.
LA comments (Emerging)
<CHILD NAME> enjoys singing, dancing and playing music.
<CHILD NAME> enjoys exploring the different sounds of
instruments.
<CHILD NAME> is beginning to explore and use a variety of With a little adult support, <CHILD NAME> is beginning to
materials, tools and techniques.
<CHILD NAME> enjoys experimenting with colour and is
beginning to experiment with different textures, forms and
functions.
Being Imaginative
End of Nursery End of Reception
HA comments (developing within 40-60 months) HA comments (Exceeding)
<CHILD NAME> is able to talk about the ideas and
processes which have led him to make music, designs,
images or products. For example, <CHILD NAME> recently
OUR CLASS AFTER SEEING ONE IN A STORY WE READ
AS A CLASS/ <CHILD NAME> recently DESCRIBED HOW
he WAS INSPIRED TO MAKE HIS OWN TREASURE
CHEST AFTER OUR PIRATE TOPIC.
<CHILD NAME> can talk about the features of his own work
<CHILD NAME> can initiate new combinations of movement and the work of others. He is able to recognise the
and gesture in order to express and respond to feelings, differences and similarities between his own work and the
ideas and experiences. work of others and recognises the potential strengths of
different approaches.
<CHILD NAME> can choose particular colours to use for a
purpose.
<CHILD NAME> often introduces a storyline or narrative
into his imaginative play. For example during our PIRATES
topic he especially enjoyed CREATING A LOST
TREASURE STORY USING SMALL WORLD TOYS.
<CHILD NAME> is able to play alongside other children who
are engaged in the same theme and often participates in
role play activities.
He is able to play cooperatively as part of a group to
develop and act out a narrative.
MA comments (secure within 30-50 months) MA comments (ELG: Expected)
<CHILD NAME> is developing preferences for his favourite By thinking about the uses and purposes of an object,
forms of expression. He especially enjoys DANCE/ROLE <CHILD NAME> is able to use what he has learnt about
PLAY/PAINTING etc. media and materials in original ways.
<CHILD NAME> is able to represent his own ideas, thoughts
<CHILD NAME> can use movement to express ideas and
and feelings through creating models, art activities, music,
feelings. He can create movement in response to music.
dance, role play and stories.
creating his own simple songs.
<CHILD NAME> is able to create his own rhythms using
percussion instruments.
<CHILD NAME> often notices what adults do and imitates
what he observes. He then spontaneously repeats these
actions and also uses them during creative play. For
example….
He often engages in imaginative role play based on his own
first-hand experiences. He especially enjoyed our CHINESE
RESTAURANT ROLE PLAY AREA AND RELISHED THE
OPPORTUNITY TO SHARE HER KNOWLEDGE AND
UNDERSTANDING/FRUIT AND VEGETABLE SHOW AND
ENJOYED TELLING THE GROUP ABOUT HIS
EXPERIENCES.
<CHILD NAME> is very creative and often creates stories
around familiar toys. For example he ESPECIALLY
ENJOYED CREATING STORIES USING THE FARM
ANIMAL TOYS AND REALLY ENJOYED MAKING A
STORY TO TELL HIS FRIENDS ABOUT A LOST SHEEP.
<CHILD NAME> enjoys using available resources to create
props to support his role play activities. For example, he
recently made A FANTASTIC TELESCOPE FROM A
SHEET OF PAPER WHICH HE USED IN A PIRATE SHIP
ROLE PLAY GAME.
<CHILD NAME> is able to capture his experiences using a
range of different media, for example music, dance, paint
and other materials or words.
LA comments (developing within 30-50 months) LA comments (Emerging)
<CHILD NAME> especially enjoys DANCE/ROLE
<CHILD NAME> is beginning to use what he has learnt
PLAY/PAINTING and with a little adult support is beginning
about media and materials in original ways.
to explore other forms of expression.
With a little adult support, <CHILD NAME> is able to
<CHILD NAME> is gaining the confidence to use movement
represent his own ideas, thoughts and feelings through
to express ideas and feelings. He is beginning to create
creating models, art activities, music, dance, role play and
movement in response to music.
stories.
<CHILD NAME> is able to create simple representations of
copy and repeat rhythms using percussion instruments. events, people and objects.
<CHILD NAME> is beginning to introduce a storyline or
narrative into his imaginative play. For example DURING
<CHILD NAME> sometimes imitates adults and uses these
OUR PIRATES TOPIC HE ESPECIALLY ENJOYED
ideas within his own experiences and imaginative role play.
CREATING A LOST TREASURE STORY USING SMALL
WORLD TOYS.
<CHILD NAME> is beginning to use his own experiences to
inform his imaginative role play. For example, <CHILD <CHILD NAME> is able to play alongside other children who
NAME> needed a little prompting to demonstrate his are engaged in the same theme and often participates in role
experiences of GOING TO AN ICE CREAM SHOP WITHIN play activities.
OUT ICE CREAM SHOP ROLE PLAY AREA.
 <CHILD NAME> is beginning to create his own stories using
<CHILD NAME> enjoys exploring the different sounds made
familiar toys. With a little support he listens to the ideas of
by a variety of different instruments.
others and is beginning to develop his own ideas.

<CHILD NAME> is beginning to use available resources to

<CHILD NAME> enjoys exploring colours and colour mixing.
create props to use within his own role play.

<CHILD NAME> enjoys exploring the texture of different <CHILD NAME> is beginning to use a variety of different
objects and materials. media and materials to capture his experiences.

<CHILD NAME> enjoys using a variety of construction

materials and toys.

<CHILD NAME> is beginning to construct and build models

using a variety of materials. With a little support, he can make
enclosures and build and balance bricks and blocks.

He is beginning to recognise that different tools can be used

for different purposes.