Section 2 Assessment – Audit of MUSTs is to be used in conjunction with Review It provides an opportunity for you to evidence and evaluate your practice in Location of evidence Action required date relation to the EYFS statutory Framework. 2.1 In their interactions with children, practitioners should respond to their own day-to-day observations about progress and observations children’s that parents and carers share. 2.2 Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. Paperwork should be limited to that which is absolutely necessary to promote successful children’s learning and development. Parents and/or carers should be kept with their progress and development. Practitioners should child’s address any learning and development needs in partnership with parents and/or carers, and any relevant professionals. Progress check at age 2 2.3 When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their development in the prime areas. child’s This progress check must identify the strengths, and any areas child’s where the progress is less than expected. If there are significant child’s emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the future learning and development involving parents and/or carers child’s and other professionals as appropriate. 2.4 The summary must highlight: Areas in which a child is progressing well; areas in which some additional support might be needed; and focus particularly on any areas where there is a concern that a child may have a developmental delay (which may indicate a special educational need or disability).
Section 2 – Assessment Audit of MUSTs is to be used in conjunction with It provides an opportunity for you to evidence and evaluate your practice in relation to the EYFS statutory Framework. Review date Location of evidence Action required 2.1 In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress and observations that parents and carers share. 2.2 Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. Paperwork should be limited to that which is absolutely necessary to promote children’s successful learning and development. Parents and/or carers should be kept with their child’s progress and development. Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals. Progress check at age 2 2.3 When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving parents and/or carers and other professionals as appropriate. 2.4 The summary must highlight: Areas in which a child is progressing well; areas in which some additional support might be needed; and focus particularly on any areas where there is a concern that a child may have a developmental delay (which may indicate a special educational need or disability).
EYFS_MUSTs.docx