graduated approach for early years - open objects...4 graduated approach for early years every child...

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Graduated Approach for Early Years Early Years Quality and Inclusion Team

2

Introduction ............................................................. 4

Quality Inclusive Practice ......................................... 5

Cognition and Learning .......................................... 11

First Concerns……… ......................................... 12

SEN Support………… ......................................... 15

Complex/Specialist ......................................... 19

Communication and Interaction ............................ 22

First Concerns ……………………………………………..23

SEN Support ………………………………………………..26


Social, Emotional and Mental Health ..................... 34

First Concerns …….. ........................................ 35

SEN Support ……….. ........................................ 38


Sensory and Physical Needs: Sensory Needs ......... 45

First Concerns ………. ....................................... 46

SEN Support ……….. ......................................... 49

Complex/Specialist .......................................... 53

Sensory and Physical Needs: Visual Impairment .... 56

First Concerns …….. ......................................... 57

SEN Support ………. .......................................... 60


Sensory and Physical Needs: Hearing Impairment . 67

First Concerns …….. ......................................... 68

SEN Support ………. .......................................... 71


Sensory and Physical Needs: Physical Needs ......... 78

First Concerns …….. ......................................... 79

SEN Support ………. .......................................... 82


Glossary .................................................................. 89

Graduated Approach for Early Years -Toolkit ........ 99

Chronology of Action.......................... 100

Early years Quality and Inclusion Team Request

Documents ................................................... 102

Request for advice from Early Years

Quality and Inclusion Team ................ 103

Request for Early Years Quality and

Inclusion Team Involvement .............. 104

Next steps and Strategies recording

sheet ……….. ........................................ 107

Team Around the Child Meeting

Documents ................................................... 109

Who to Invite to an initial or review ‘Team

around the child’ meeting (TAC) ........... 110

TAC Meeting Invitation ......................... 111

Timescale and Procedure for team around

the child meetings ................................ 112

TAC Plan ....................................... 114

My one-page profile ............................. 119

Table of Contents

3

Leuven Wellbeing and Involvement Tools ... 121

Class screening...................................... 123

Weekly monitoring sheet ..................... 125

Promoting Positive Behaviour Documents .. 126

Behaviour change chart ........................ 127

Behaviour change chart - examples ..... 130

ABC Chart .............................................. 133

Behaviour STAR Chart ........................... 135

Behaviour Questionnaire ...................... 136

Transition Information .................................. 138

Blackpool EYFS Transition Document .... 139

Record of Transition Planning Meeting. 145

Assessment Documents ................................ 150

Starting Points Summary Sheet ............. 151

Termly Progress Summary .................... 152

Success from the Start .................................. 153

Blackpool Learning Charts - Additional

Steps ............................................................. 168

Birth – 11 months ................................. 168

8 - 20months ......................................... 174

16-26 months ........................................ 181

22-36months ......................................... 189

30-50 months ........................................ 190

40-60 months ........................................ 190

4

Graduated Approach for Early Years

Every child deserves the best possible start in life and the support that enables them to meet their potential. Children develop quickly in the early years and a child’s experiences between birth and five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation.

The Early Years Foundation Stage sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. (Statutory Framework for the Early Years Foundation Stage 2017, page 5)

Overarching principles of the EYFS provide the foundations for learning These principles are:

Every child is a unique child

Children learn to be strong and independent through positive relationships

Children learn and develop well in enabling environments

Children develop and learn in different ways and at different rates

Each child must be assigned a key person. Their role is to help ensure that every

child’s care is tailored to meet their individual needs (in accordance with

paragraph1.10), to help the child become familiar with the setting, offer a settled

relationship for the child and build a relationship with the parent. (EYFS page 22)

In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect this in their practice. Three characteristics of effective teaching and learning are: playing and exploring; active learning; creating and thinking critically. (EYFS page 10)

Observation, assessment and planning are key to meeting every child’s individual

needs. The child’s progress should be monitored and tracked across all areas of

learning. This can be done using ‘Success from the Start’ (Development matters)

termly. This will establish if a child is showing typical development for their age

or may be at risk of delay or ahead for their age. Early identification is essential

to ensure that additional support is provided in a timely way to meet the needs

of individual children. For children with complex/specialist needs, it may be

necessary to use the local authority ‘Additional Steps tracker’ (can be found in

the SEND toolkit) in conjunction with the SFS tracker.

The importance of wellbeing and involvement has been acknowledged as crucial to children’s capacity for learning. In order to enable practitioners to identify children’s levels of wellbeing and involvement it is strongly recommended that the ‘Leuven class screening tool’ will be used termly. Where there are concerns about children’s wellbeing and involvement, more frequent screening should be undertaken and interventions planned. To ensure that all children make the best possible progress it is essential that the setting works in true partnership with parents and other professionals. Parents: the key person must seek to engage and support parents and or carers in guiding their child’s development at home. They should also help families engage with more specialist support if appropriate (EYFS page 13).Other professionals: practitioners should link with, and help families to access, relevant services from other agencies (EYFS page 9); providers must have the consent or parents and or carers to share information directly with other relevant professionals (EYFS page 14).

Introduction

5

Quality Inclusive Practice

Early Years Quality Inclusive Practice

Role of the adult

Enabling environments Outcomes for children

Effective key person system in place; Key person knows their key children well, what they can do, what they like as well as how best to support them. Works in partnership with the parent to support the child (see toolkit re working in partnership with parents)

If a child is new to the setting, give consideration to the child’s transition from the home/previous setting following nursery transition/ settling in procedures

Gathering information from parents about what their children can do before they start nursery. Continue to find out from the parents what the child likes to do outside the setting, their interests what they like to play with, what holds their interest and concentration

Model expectations of the setting – such as routines, rules, boundaries

Model how to use resources and play purposefully with them

Model communication and language, and provide opportunities to extend vocabulary

Use Hanen strategies to promote, support and extend all children’s communication and language skills

Quality interactions with every child at least daily

Develop and extend children’s thinking, and problem solving skills

Support children to develop conflict resolution skills

Well defined areas of continuous provision that contain a good range of open-ended and natural resources both indoors and out

Resources that children can access independently

Resources that stimulate children’s curiosity and interest and challenge thinking

Resources that support all aspects of the EYFS curriculum

Specific resources that meet the developmental needs of all children accessing the provision

A number of cosy areas that support interactions, communication and wellbeing

Flexible routines with free flow between indoor and outdoor environment where possible

Visual and tactile prompts to support independence and communication, including navigation and orientation

Resources, imagery and text support positive image of diversity and reflect the community the setting serves

Good range of high quality age / stage appropriate story and information books throughout the setting

Good range of high quality mark making resources throughout the setting

Daily access to opportunities that promote gross motor physical development and being active.

Opportunities that promote healthy lifestyle choices, e.g. continuous provision snack.

Children feel safe secure and valued as part of the setting community

Children demonstrate high levels of wellbeing and involvement

Children interact within their developmental expectations with both adults and their peers

Children use a wide range of vocabulary to communicate thinking and explain meaning

Children actively seek out solutions to problems and persist until they reach their desired outcome

Children are confident to take managed risks and take on new challenges

Children confidently and independently access the environment and make choices about their learning

Children are involved and absorbed in their learning

Children have clear understanding of expectations within the setting and operate within the agreed boundaries

Children meet expected developmental milestones.

Engage in and support children to develop sustained shared thinking.

Provide opportunities for children to have experience of managing own risks and to be responsible for assessing risk during their play

Maintain effective documentation that supports all children to reach their potential.

Track what child can do consistently in all areas of learning and development.

Monitor children’s levels of wellbeing and involvement, responding to needs as appropriate.

If it is agreed that the child is making progress continue as above

If it is agreed that the child is not making enough progress continue to First Concerns

Tools to support Quality Inclusive practice Providers must support staff to undertake appropriate training and professional development opportunities to ensure they offer quality learning and development

experiences for children that continually improves. EYFS 3.20 Documents to support

EYFS

Development Matters

Birth to three matters

SEND code of practice 0 – 25 years

Success from the Start

Learning, Playing and Interacting

Parents, Early Years and Learning (PEAL)

What to expect, when?

Behaviour in the Early Years book

Managing medicines in early years settings

‘Hanen’ booklets and posters

Babbling Babies

Toddler Talk

Chattering Children

Early Help Assessment

Services to support

Blackpool Council training offer

Children’s Centres timetable and services

National Health Service Speech and language therapy service

Communicate (Speech and language support)

Health Visiting teams

Early Help Services

FYi Directory

Social care

Aiming Higher for Disabled Children

Resources and processes to support, develop and evidence Quality Inclusive practice

Sustained shared thinking and emotional wellbeing scales (SSTEW)

Early childhood environment rating scales (ECERS-3/ECERS E)

Infant and toddler environment rating scale (ITERS)

Movement environment rating scale (MOVERS)

Leadership and management audit

SEND practice and provision Audit toolkit

SEF Audit

Healthy Early Years

Better Start Quality Mark

ICAN – Early Talk Accreditation

Communication Trust Early Years Commitment

Early Support developmental journals

Evidence of Graduated Approach - Quality Inclusive practice How do we track and record progress and outcomes?

Learning journey


Outcomes of plan do review process

2 year old progress check - both Health Visiting team and settings

3 – 3.5 ‘School Readiness’ check - Health Visiting team with settings

https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

https://foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf

https://www.foundationyears.org.uk/wp-content/uploads/2012/04/Birth-to-Three-Matters-Booklet.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

https://foundationyears.org.uk/wp-content/uploads/2011/10/Learning_Playing_Interacting.pdf

https://www.foundationyears.org.uk/wp-content/uploads/2019/01/0778-What-to-Expect-When-2018.pdf

http://www.hanen.org/home.aspx

https://icancharity.org.uk/resources/babbling-babies

https://icancharity.org.uk/resources/toddler-talk

https://icancharity.org.uk/resources/chatter-matters

https://www.blackpoolsafeguarding.org.uk/for-professionals/early-help-and-thresholds-for-intervention

https://www.blackpool.gov.uk/Residents/Education-and-schools/Early-years-and-childcare/Childrens-centres.aspx

https://www.bfwh.nhs.uk/our-services/community-services/speech-and-language-therapy/childrens-speech-and-language-therapy-service/


http://communicate-slt.org.uk/information/newsletters-2-2-2/

https://www.bfwh.nhs.uk/childrens/hv.shtml

https://www.blackpoolsafeguarding.org.uk/for-professionals/early-help-and-thresholds-for-intervention

https://www.fyidirectory.co.uk/kb5/blackpool/directory/blackpool.page?district=blackpool&directorychannel=0

https://www.blackpoolsafeguarding.org.uk/

https://www.aiminghighercharity.org.uk/

https://icancharity.org.uk/early-talk-accreditation

https://www.thecommunicationtrust.org.uk/projects/communication-commitment/

https://councilfordisabledchildren.org.uk/help-resources/resources/early-years-developmental-journal

https://www.foundationyears.org.uk/wp-content/uploads/2012/03/A-Know-How-Guide.pdf



All Ofsted registered providers of Early Years provision have a duty to adhere to legislation and have required policies and procedures in place which are

effectively implemented at all times.

Legal requirements and policies required

Legal requirements

The Statutory Framework for the Early Years Foundation Stage 2017

Equality Act 2010

Children and Families Act 2014

Education Act 2011

Childcare Act 2006

The Special educational needs and disability code of practice 0 – 25 years January 2015

General Data Protection Regulation (GDPR)

Data Protection Act 2018

Progress check at age two

Working together to Safeguard Children 2018

Prevent duty guidance for England and Wales 2015

Health and safety legislation including Fire Safety and Hygiene requirements

Freedom of information act 2000

Policies, procedures and arrangements required by EYFS

Safeguarding Policy and procedures

Administering medicines Policy and procedures

Procedure for responding to children who are ill or infectious

Written procedure for dealing with concerns and complaints

Providers must have arrangements in place to support children with SEN or disabilities

Systems for ensuring suitability of individuals

Arrangements for supervision of staff

Emergency evacuation procedures

Risk management

NB * all staff must be trained in how to implement the settings policies and

procedures effectively.


https://www.gov.uk/guidance/equality-act-2010-guidance

http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted

http://www.legislation.gov.uk/ukpga/2011/21/contents/enacted

http://www.legislation.gov.uk/ukpga/2016/5/enacted

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25#history

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25#history

https://ico.org.uk/for-organisations/guide-to-data-protection/guide-to-the-general-data-protection-regulation-gdpr/

https://www.gov.uk/government/collections/data-protection-act-2018


https://www.gov.uk/government/publications/working-together-to-safeguard-children--2

https://www.gov.uk/government/publications/prevent-duty-guidance#history

https://www.hse.gov.uk/

https://www.hse.gov.uk/

https://ico.org.uk/for-organisations/guide-to-freedom-of-information/what-is-the-foi-act/


Cognition and Learning

Early Years First Concerns Cognition and Learning All early years providers are required to have arrangements in place to identify and support children with SEN or disabilities

(The Special educational needs and disability code of practice 0 – 25 years January 2015 5.12)

Impact on Learning

What are we seeing? Response

What should we do next? How best to support

What can we put in place?

Evidence of some delay in meeting expected milestones

Up to 1 development band below chronological age (Success from the Start level 2)

Some evidence of repetitive play, restricted interests and limited imaginative play

Lack of engagement in available resources and learning opportunities

May move quickly from one activity to another and may need an adult to ensure learning through play occurs.

Key Person to liaise with the setting SENCo

Share concerns with the parents and explore if they have similar concerns at home

Start chronology of action/graduated approach (yellow form) to evidence all actions taken from Early Identification and continue to maintain this document

Setting SENCo to support the key person to start the ‘Assess, Plan, Do, Review’ process (with parental involvement) and review every half term

Document agreed Next steps and record outcomes (see toolkit for next steps Intervention sheets)

Monitor the child’s progress using the Success from the Start tracking tool.

Setting to continue to track and monitor the child’s progress

Consider the information gathered during the ‘two year progress check’

With parental consent the Key

person/Setting SENCo to liaise closely with

the linked Health Professional (ask about

the outcome of the child’s 2 year check and

Consider what you know about the child e.g. how do they play and explore, where do they like to learn, what motivates them to learn. Use this information to plan next steps for learning

Make sure that the activities that the child enjoys remain available for extended periods of time and are easily accessible

Ensure that you provide resources that are developmentally appropriate for the age and stage of the child

Use simple language at a level that the individual child is able to understand and respond to

Support language with visual prompts such

as pictures, objects, symbols gestures.

share your concerns and planned

interventions for support, and clarify any

strategies offered by the HV)

Consider SEND training opportunities such as Wellbeing and behaviour workshops, SEND workshops and clusters for staff members

Support children and their families to access the ‘Local Offer’ this can be accessed through FYi website

Where necessary consider accessing advice and guidance from the Area SENCo

Prior to meeting with the parents, consider whether the child has made sufficient progress or may need to move to SEN support

At a meeting with the parents discuss the child’s progress and plan further actions to take if required (some children may go back to universal support).

https://www.fyidirectory.co.uk/kb5/blackpool/directory/home.page

Tools to support

Integrated 2 year old review and 3-3.5 year old review



Communicate training offer/ support

EYFS

Development Matters



Evidence of Graduated Approach at First Concerns How do we track and record progress and outcomes?

Learning journey


Chronology of action/graduated approach (yellow form)


2 year old progress check both Health Visitors and settings

If it is agreed that the child is making progress continue as above

If it is agreed that the child is not making enough progress continue to SEN SUPPORT






https://www.gov.uk/government/publications/send-code-of-practice-0-to-25



Early Years SEN Support Cognition and Learning Providers must have arrangements in place to support children with SEN or disabilities. These arrangements should include a clear approach to

identifying and responding to SEN. (The Special educational needs and disability code of practice 0 – 25 years January 2015 5.12)

Impact on Learning What are we seeing?

Response What should we do next?

How best to support / strategies What can we put in place?

Delay in reaching milestones

1 development band below chronological age in 1 or more aspects within the prime areas (at least 50% secure)

Limited play interests

Evidence of frequent repetitive play, and difficulties with imaginative play

Evidence that the child has difficulties in retaining concepts over time

New learning needs to be broken down into small steps, and repetition and over learning is required for progress to occur and outcomes to be met

Child may appear to lose skills

Difficulties with attention. Requires support

to maintain focus and promote learning

through play.

Key Person to liaise with the setting SENCo regarding concerns and also consider the information gathered during the ‘2 year progress check’ by the setting where applicable and/or the health visiting team

Maintain chronology of action/graduated approach (yellow form)

Arrange Team Around the Child (TAC) meeting with parents to share concerns, and agree the next cycle of the ‘Assess, Plan, Do, Review’ process record outcomes of meeting on TAC Plan (Also see toolkit for how to run a TAC meeting.)

Obtain parental consent to seek further advice and guidance from other practitioners (e.g. Area SENCo, Early Years Advisory Teacher, Health Visitor)

Setting SENCo to ensure that the ‘Assess, Plan, Do, Review’ process is being followed and ensure that parents are involved in the process

Ensure that any suggested specialist advice is incorporated into the child’s TAC Plan, including any advice, support and guidance given by the Early Years Quality and Inclusion Team

Continue with any relevant strategies from First Concerns level, plus:

Consider what gains the child’s interests and high levels of involvement and wellbeing and use this information to support in planning for the child

Ensure that at each session attended, a practitioner supports the child to experience a quality learning opportunity, during one to one, small group time and ensuring the child is supported during child initiated play, linked to next steps and strategies

Ensure there are plenty of opportunities to repeat activities

Ensure there is a bank of clearly labelled sensory resources that can be used to develop the child’s awareness and engage all of their senses

Continue to offer interesting experiences that develops the child’s curiosity and motivation to explore

Ensure practitioners follow the child’s interests, join them in their play, and model language appropriate to the child’s level of development



Monitor the child’s progress using the Success from the Start tracking tool and additional steps if required (see toolkit for additional steps documents)

Record progress between formal reviews using the next steps and strategies sheet

‘Assess, Plan, Do, Review’ – At follow-up TAC, discuss the child’s progress, the impact of strategies and interventions used with parents, agree next steps. This should be completed half termly and recorded on TAC plan (see toolkit for TAC plan document)

Continue to liaise with the setting’s linked Health Professional, as appropriate

Consider SEND training opportunities such as Wellbeing and behaviour workshops, SEND workshops and clusters for staff members


Where necessary consider accessing advice and guidance from the Area SENCo at the Wellbeing and SEND surgeries

Support children and their families to access universal and targeted services as appropriate in their local Children’s Centres

If child’s development continues to cause concern and progress is slow, setting SENCo to book place at Area SENCo surgery to discuss child’s progress. Where available, the following documentation should be taken to

Introduce unexpected objects, place toys in unusual

places, and/or introduce treasure boxes of

interesting objects for children to explore to

encourage engagement.



a surgery – o Signed parental consent form o Latest termly summary sheet o Next steps and strategies sheets o Success from the Start document o TAC meeting records o Recommendations from other

professionals e.g. Speech and Language Therapist,

o 2 year progress check/health visitor review and/or 3 – 3.5 ‘School readiness check’

o Chronology of action/graduated approach (yellow form)



Tools to support





EYFS

Development Matters



Success from the Start Additional steps learning chart

National Strategies Inclusion Development Programme support tools: - Supporting children with speech, language and communication needs; supporting children on the autism spectrum; Supporting children with Behavioural, Emotional and Social Difficulties

Evidence of Graduated Approach at SEN support How do we track and record progress and outcomes?

SEN Support

Practitioners from other agencies who support me


One page profile

Assessments

Success from the Start learning chart Prime and specific Areas

Success from the Start baseline and termly summary documents

Success from the Start Additional steps learning chart Prime Areas

Progress check at age 2

Characteristics of effective learning

Record of TAC meetings

TAC Plans

Next steps and strategies sheets (Assess Plan, Do, Review)

If “Impact on Learning” indicators remain and progress has not been made

Continue to Complex/Specialist support and consider making a request for an EHC needs assessment.







http://www.idponline.org.uk/



Early Years Complex/Specialist Cognition and Learning

Where there is little or no improvement in the child’s progress, more specialist assessment may be called for from specialist teachers or from health, social services or other agencies beyond the setting. Where professionals are not already working with the setting, the SENCo should contact them, with the

parents’ agreement.

DfE and DH (2015) SEN and disability code of practice; 0-25 years, para 5.39

Impact on Learning

What are we seeing?

Response

What should we do next?

Strategies


Persistent and significant difficulties in reaching milestones

More than one development band (Success from the Start score 1) below chronological age in at least one aspect within the prime areas

Evidence of persistent repetitive play, restricted interests and severe difficulties in imaginative play

Evidence that the child has significant difficulties in retaining concepts over time

Child may lose skills

Child requires a very high level of individual support to access an individually tailored curriculum.

Key Person to continue to liaise with the setting SENCo

SENCo to support practitioners in implementing recommended strategies from other practitioners (professionals)


Undertake ‘Assess, Plan, Do, Review’ of the TAC Plan, (see toolkit for TAC plan document) with parents focussing on the child’s progress and the impact of strategies and interventions used. This should be completed half termly

Ensure that any specialist advice is incorporated into short-term planning for the child

Maintain close partnership working with parents

Hold regular TAC meetings and invite any

professionals involved with the child e.g. Health

Visitor, Speech and Language therapist

If the child’s needs are significant and concerns remain, consideration should be given at the

Continue with any relevant strategies from Inclusive practice, First Concerns and/or SEN Support levels, plus:

Strategies used when supporting children with high level needs are individualised, it is expected that they would come from the advice given by the specialist services including the Early Years Quality and Inclusion Team that support the child and their family

Setting SENCo to monitor to ensure that all agreed strategies are effectively implemented, outcomes recorded and progress monitored and reviewed

If the child has an EHC Plan the setting should ensure that planning and interventions relate to the outcomes set out within the plan. Progress should be monitored in relation to the outcomes specified in the EHC Plan

Incorporate moving and handling plans and care plans into planning, as advised by the relevant professionals.

Team Around the Child Planning Meeting as to a Statutory Assessment for an EHC Needs Plan is to be requested

Consider using Early Support materials for additional guidance

Ensure that all staff have training to effectively meet the needs of the child within the setting (this may be in-house training)

Support children and their families to access universal and targeted services as appropriate in their local Children’s Centres.


Tools to support





EYFS

Development Matters




National Strategies Inclusion Development Programme support tools: - Supporting children with speech, language and communication needs; Supporting children on the autism spectrum; Supporting children with Behavioural, Emotional and Social Difficulties

Evidence of Graduated Approach How do we track and record progress and outcomes at Complex/ specialist support?

Complex/ Specialist Support

Practitioners from other agencies who support me


One page profile

Assessments

Success from the Start learning chart Prime and Specific Areas





Reports from other professionals


TAC Plans

Next steps and strategies sheets (Assess, Plan, Do, Review)

Record of PCP meeting Reminder: copies of all of the above information would be required to be submitted as evidence if a request for statutory assessment is made

OR – for a child with an EHC Plan: • EHC Plan (interim reviews are held every 6 months until the age of 5, and the plan is updated if appropriate)










Communication and Interaction

Early Years First Concerns Communication and Interaction

All early years providers are required to have arrangements in place to identify and support children with SEN or disabilities


Impact on Learning

What are we seeing?

Response


Strategies



Up to 1 development band (Success from the Start level 2) below chronological age (with particular reference to Communication and language aspects of learning)

Social Interaction

Some difficulties following social norms, for example, eye contact, conversation, sharing and turn taking

Some difficulties speaking with unfamiliar adults

Some withdrawal from the company of others

Limited ability to tolerate social interaction (age to be taken into account)

Higher than usual levels of anxiety at times of change or transition (routine/environment/people)

Some difficulties following adult directed activities

Some restricted play interests and/or child sticks to preferred activities e.g. vehicles, computer etc.

Child may engage in solitary play

Child enjoys and responds better to visual information rather than auditory/ language


Share concerns with the parents

Start a chronology of action/graduated approach (yellow form) to evidence all actions taken from Early Identification and continue to maintain this document


Document agreed Next steps and record outcomes (see toolkit for next steps and strategies sheets)


Continue to track and monitor the child’s progress

Consider the information gathered during the ‘2 year progress check’

With parental consent the Key person/Setting

SENCo to liaise closely with the linked Health

Professional (ask about the outcome of the

child’s 2 year check and share your concerns

and planned interventions for support, and

clarify any strategies offered by the HV)

Consider what you know about the child; how do they play and explore, where do they like to learn, what motivates them to learn. Use this information to plan next steps for learning.




Support language with visual prompts such as pictures, objects, symbols gestures.

Implement Hanen strategies:

Face –to –face

At child height

Observe, wait and listen (OWL)

Follow the child’s lead

Model language

Add a word

Keep all distractions to a minimum

Provide lots of opportunities for children to revisit experiences

Give a warning when an activity is coming to an



based

Child may have some preferences in foods, clothing and become anxious when encouraged to try new experiences

If upset, child may take longer to settle and reassure than peers

Communication

Child’s expressive and/or receptive language is showing some delay (Take account of age, number of sessions attended) and child requires some additional support to make progress

Speech and Language Therapy (SALT) may be involved and a SALT care plan in place

Child does not initiate any verbal communication

Immature speech sounds

Requires repetition, slow pace of language and use of key words

Speech is intelligible to familiar adult

Advise parents to access SALT Drop-in sessions

With parental consent, the Key person/Setting

SENCo to consider referral to SALT services

Consider SEND training opportunities such as Wellbeing and behaviour workshops, SEND workshops and clusters for staff members.

Consider attending additional training provided by Communicate


Where necessary consider accessing advice and guidance from the Area SENCo

Prior to the meeting with the parents consider whether the child has made sufficient progress or may need to move to SEN support.

At a meeting with the parents discuss the child’s progress and plan further actions to take if required. (Some children may go back to universal support).

end and to support the transition (this may need to be a visual warning, e.g. sand timer)

Provide opportunities and support children to learn how to share and take turns in small groups and on an individual basis if required

Provide opportunities for children to make choices, e.g. from two songs, stories, drinks - support choice making visually with objects/pictures/symbols

Use specific praise (labelled praise), e.g. “good

sitting” or “good drinking” etc.

Provide a consistent environment that is well labelled with visual prompts that promote communication

Display visual routines in several places and make sure that practitioners refer to them throughout the day to support the child’s understanding

Ensure consistent routines are in place and the child is supported to follow

Keep language clear and unambiguous

Plan small group activities differentiated to

support next steps in learning





Tools to support





EYFS

Development Matters



National Strategies Inclusion Development Programme: Supporting children with speech, language and communication needs

Communication Trust materials (via website)

Early Talk Boost


Learning journey

Success from the Start Prime and Specific areas



2 year old progress check - health visiting team and setting

3 – 3.5 ‘School Readiness check’ – health visiting team with setting

If “Impact on Learning” indicators remain and/or progress has not been made

Continue to SEN SUPPORT









Early Years SEN Support Communication and Interaction

Providers must have arrangements in place to support children with SEN or disabilities. These arrangements should include a clear approach to identifying and responding to SEN.


Impact on Learning

What are we seeing?

Response


Strategies



1 development band (Success from the Start level 2) below chronological age in 1 or more aspects of Communication and language (Listening and attention, Understanding and Speaking) and possibly other aspects within the Prime areas (at least 50% / secure)





Difficulties with attention. Requires support to maintain focus and promote learning through play.

Social Interaction

Frequent and persistent difficulties following expectations, for example: reduced eye contact, turn taking/sharing

Key Person to liaise with the setting SENCo regarding concerns and also consider the information gathered during the ‘two year progress check’ by the setting and the Health visiting team



Obtain parental consent to seek further advice and guidance from other practitioners (such as: Area SENCo /Early Years Advisory Teacher/ Health Visitor)

If child has not yet been referred to SALT make referral (with parental consent)

Setting SENCo to monitor the ‘Assess, Plan, Do, Review’ process is being followed and make sure parents are involved in the process

Incorporate any specialist advice into the


Implement consistently (each time the child attends) any advice or recommendations from SALT services remembering to record outcomes, monitor and review progress

Continue to use Hanen strategies (as above) and ensure all practitioners model back correct pronunciation and avoid correcting and questioning children


Ensure that at each session attended, a practitioner supports the child to experience a quality learning opportunity one- to- one, during small group time and is supported during child initiated play, based on the TAC plan

Ensure there are plenty of opportunities


difficulties etc.

Reluctant/ agitated if encouraged to share

Difficulties understanding social boundaries and expectations in play

Difficulties in tolerating social interaction

Inappropriate attempts at interaction

Might withdraw over a period of time

High levels of anxiety at times of change and transition (routine/environment/people)

May find it difficult to take part in adult directed activities.

Child may demonstrate anxiety or challenging behaviours if unable to follow own agenda.

Child may show more interest in objects than people

Child may lead adult by hand/arm to get whatever he/she wants or use adult’s hand as a tool to make toys or equipment work

May experience difficulty with maintaining attention and move quickly from area to area and from activity to activity with limited engagement and learning taking place

Communication

Child’s expressive and/or receptive language is showing delay (take account of age, number of sessions attended) and child requires some additional support to make progress

may be loss of previously demonstrated communication skills

child’s TAC Plan, including any advice, support and guidance given by the Early Years Quality and Inclusion Team

Monitor the child’s progress using the Success from the Start tracking tool and additional steps if required (see toolkit for additional steps documents)

Record progress between formal reviews using the next steps and strategies form.

Implement the ‘Assess, Plan, Do, Review’ of the TAC Plan and Next steps and strategies sheets, (replaces next steps and intervention sheet - see toolkit) with parents focussing on the child’s progress and the impact of strategies and interventions used. This should be completed half termly


Consider training opportunities such as Wellbeing and behaviour workshops, SEND workshops, Communicate training offer and clusters for staff members.


Where necessary consider accessing advice and guidance from the Area SENCo at the Wellbeing and SEND surgeries.


If child’s development continues to cause concern and progress is slow, setting SENCo

to repeat activities


Introduce unexpected objects, place toys in unusual places, and/or introduce treasure boxes of interesting objects for children to explore. Ensure all practitioners are aware of any new vocabulary to be introduced (document on planning)



to book place at Area SENCo surgery to discuss child’s progress. Where available, the following documentation should be taken to a surgery –

• Signed parental consent form • Latest termly summary sheet • Next steps and strategies sheets • Success from the Start document • TAC meeting records • Recommendations from other


• 2 year progress check/health visitor review and/or 3 – 3.5 ‘School Readiness check’

• Chronology of action/graduated

approach (yellow form)

Tools to support




Communicate training offer/ support/ Hanen workbook

EYFS

Development Matters





Evidence of Graduated Approach at SEN Support How do we track and record progress and outcomes?

SEN Support

Documentation from professionals from other agencies who support me (e.g. SALT reports and care plans)


One page profile

Assessments







TAC Plans



Continue to COMPLEX/SPECIALIST and consider a request for an EHC needs assessment










Early Years Complex/Specialist Communication and Interaction




Impact on Learning

What are we seeing?

Response


Strategies


Persistent and significant difficulties in reaching Communication and Language milestones

More than one development band (Success from the Start score 1) below chronological age in at least one or more aspects of Communication and language (Listening and attention, Understanding and Speaking) and possibly other aspects within the prime areas (at least 50% / secure)



Child requires a very high level of individual support to access an individually tailored curriculum

Social Interaction

Persistent and severe difficulties following expectations

Severe communication difficulties which require intensive support and clear identified strategies for the child to communicate.

Child will have significant difficulties in social communication which impact on all aspects of the child’s development and ability to access the EYFS curriculum




Continue with ‘Assess, Plan, Do, Review’ of the TAC Plan and Next steps and strategies sheets, (replaces next steps and intervention sheet - see toolkit) with parents focussing on the child’s progress and the impact of strategies and interventions used. This should be completed half termly


Ensure close partnership working with parents.

Hold regular Team around the Child Planning

meetings, invite parents and any professionals

involved with the child e.g. Health Visitor, Speech

and Language therapist. At the meeting discuss

outcomes from the previous TAC plan and agree

future next steps and actions.

If the child’s needs are significant and concerns


Strategies used when supporting children with high level needs are individualised and it is expected that they would come from the advice given by the specialist services that support the child and the family and from the Early Years Quality and Inclusion Team



Incorporate moving and handling plans and care plans into planning, as advised by professionals

Ensure that all support and strategies are consistently implemented by all practitioners

If required, ensure the child receives intensive support to teach and manage alternative

Little or no understanding of social boundaries in play or other activities, including social interaction

Little or no tolerance of social interaction other than in meeting own basic needs.

Child may be frequently overwhelmed by sensory stimuli to the extent that learning is significantly compromised. A high proportion of time may be spent seeking/avoiding sensory experiences

May experience significant and persistent difficulties in following adult directed activities

Child will have significant delay in communication and/ or understanding

May have significantly restricted or repetitive interests and stereotypical play

Child’s level of anxiety may impede significantly upon behaviour and ability to access EYFS curriculum

Child’s attention may fluctuate – very short attention span or highly focused for extended periods when following own agenda.

Child may show little or no sense of danger.

Communication

Child’s expressive and/or receptive language is showing significant delay (take account of age, number of sessions attended) despite Speech and language therapy (SALT) interventions, and progress is slow

Limited communication skills that require individual alternative communication methods (e.g. picture exchange, Makaton, signing) to enable access to learning opportunities

remain, consideration should be given at the Team around the Child Planning Meeting as to whether an EHC Needs Assessment is to be requested

Consider the use of Early Support materials


Support children and their families to access universal and targeted services as appropriate in their local Children’s Centres.

communication systems advised by outside agencies.


Child has limited understanding of what is said or signed (age and first language to be taken into account)

May have loss of previously demonstrated communication skills, specifically spoken or signed.

Tools to support





EYFS

Development Matters





Evidence of Graduated Approach at Complex/Specialist Support

How do we track and record progress and outcomes?


Documentation from professionals from other agencies who support me


One page profile

Assessments








TAC Plans



OR – for a child with an EHC Plan:

• EHC Plan (interim reviews are held every 6 months until the age of 5, and the plan is updated if appropriate)











Social, Emotional and Mental Health

Early Years First Concerns Social, Emotional and Mental Health



Impact on Learning

What are we seeing?

Response


Strategies



Up to 1 development band (Success from the Start level 2) below chronological age (with particular reference to Personal , Social, Emotional development and /or Communication and language aspects of learning)

May have greater difficulty than peers with separation from parent or carer

Some behaviours cause concern

Some short term unexpected behaviours that require adult intervention.

Does not always respond to expectations and boundaries when supported by an adult

May need adult encouragement/ support to participate in group activities

May have difficulties regulating own emotions and recognising those of others

May have difficulties taking turns, sharing (age to be taken into consideration)

May be reluctant to interact and engage with peers and adults

May occasionally withdraw from play and or adult led activities

May observe some changes in behaviour and the


Observe child throughout the day to establish if there are any patterns or triggers to the behaviour

Use Leuven weekly monitoring tool and consider using ABC chart/STAR chart to gather additional evidence

Agree strategies and interventions to support the child and document on Behaviour plan/next steps and strategies sheet



Setting SENCo to support the key person to start the ‘Assess, Plan, Do, Review’ process (with parental involvement): and review every half term

Document agreed Next steps and record outcomes (see toolkit for next steps and strategies sheets)




Make sure the resources that the child enjoys remain available for extended periods of time and are easily accessible



Give a warning when an activity is coming to an end and to support the transition (this may need to be a visual warning, e.g. sand timer)

Provide opportunities and support children to learn how to share and take turns in small groups and on an individual basis if required

Provide opportunities for children to make choices, e.g. from two songs, stories, drinks - support choice making visually with objects/pictures/symbols

Use specific praise (labelled praise), e.g. “good

sitting” or “good drinking” etc.

Provide a consistent environment that is well

way they play

May seeks frequent reassurance from adults

May be reluctant to explore resources/leaning

environment /or try new ideas

Child may display unwanted behaviours at

specific times of the day





child’s 2 year check / 3-3.5 School Readiness

check and share your concerns and planned

interventions for support, and clarify any

strategies offered by the HV)

Consider SEND training opportunities such as Wellbeing and behaviour workshop, SEND workshops and clusters for staff members



Prior to the meeting with the parents consider whether the child has made sufficient progress or may need to move to SEN support

At a meeting with the parents discuss the child’s progress and plan further actions to take if required. (Some children may go back to universal support. Some children may need to move to SEN support).

labelled with visual prompts to support the child feel safe and secure

Display visual routines in several places and make sure that practitioners refer to them throughout the day to support the child feel safe and secure and reduce anxiety





Consider how the child is feeling and respond

sensitively in a calm positive way, providing

reassurance and support

Agree response to identified behaviour and

implement consistently.



Tools to support





EYFS

Development Matters



Leuven Wellbeing and Involvement scale and monitoring sheet

ABC/STAR charts

Behaviour Questionnaire

Evidence of Graduated Approach at First concerns


Learning journey



Behaviour plan




Leuven Wellbeing and Involvement scale and monitoring sheet

ABC/STAR charts











Early Years SEN Support Social, Emotional and Mental Health



Impact on Learning

What are we seeing?

Response


Strategies



1 development band (Success from the Start level 2) below chronological age in 1 or more aspects of Personal social and emotional development and possibly other aspects within the Prime areas (at least 50% / secure)

May be reluctant to engage in using resources demonstrated through withdrawal or challenging behaviour

May display signs of frequent repetitive play


May have difficulties with attention and if so may

require support to maintain focus

May have difficulty with transitions such as the

beginning and end of the day

Displays behaviours unusual for the child

Has difficulties regulating own emotions (consider age and stage of child’s development)

Has difficulties taking turns, sharing (age to be

taken into consideration

Will be reluctant to interact and engage with peers and adults

Withdraws from play and or adult led activities



Use Leuven weekly monitoring tool and consider using ABC chart/STAR chart to gather additional evidence

Agree strategies and interventions to support the child and document on Behaviour plan/next steps and strategies sheet

Arrange Team around the child (TAC) meeting with parents to share concerns, and agree the next cycle of the ‘Assess, Plan, Do, Review’ process record outcomes of meeting on a TAC Plan (Also see toolkit for how to run a TAC meeting)


Setting SENCo to ensure that the ‘Assess, Plan, Do, Review’ process is being followed and that parents are involved in the process

Incorporate any specialist advice into the child’s TAC



Ensure that at each session attended, a practitioner supports the child to experience quality learning opportunities one- to- one and is supported in child initiated play

At a level appropriate for the child, support them to access small group time based on the TAC plan


Ensure practitioners follow the child’s interests, join them in their play, and model appropriate language and expectations

Ensure there are quiet areas inside and outside where the child can go to relax.

Box full of feelings to be used daily throughout the year

Displays some changes in behaviour and the way they play

seeks frequent reassurance from adults

reluctant to explore resources/ leaning environment /or try new ideas

displays unwanted behaviours at specific times of the day

Heavily reliant on key person or other adult

Unable to form attachments

Child may also present with weight gain/loss, poor growth that are impacting on the child’s development

There may be times when the child presents many of the

above concerns if you have any cause to believe that this

is a safeguarding issue follow the setting’s safeguarding

procedures

Plan, including any advice, support and guidance given by the Early Years Quality and Inclusion Team

Monitor the child’s progress using the Success from the Start tracking tool and additional steps if required. (see toolkit for additional steps documents)

Monitor child’s wellbeing and involvement using Leuven tools

Record progress between formal reviews

‘Assess, Plan, Do, Review’ – At the follow up TAC, discuss the child’s progress, the impact of strategies and interventions used with parents, agree next steps. This should be completed half termly (see toolkit for TAC Plan)


Consider training opportunities such as Wellbeing and Behaviour workshops, SEND workshops and clusters for staff members




If child’s development continues to cause concern and progress is slow, setting SENCo to book place at Area SENCo surgery to discuss child’s progress. Where available, the following documentation should be taken to a surgery –

• Signed parental consent form

Use books that explore feelings and emotions

Use props for example puppets, empathy dolls, small world resources to explore and promote the language of feelings and emotions.

Provide opportunities for the child to talk about their feelings and needs often, using the children’s own experiences

If required support sharing and turn-taking. Initiate turn taking with an adult and when the child is ready, gradually introduce play with one other child

Practitioners to label the child’s feeling and emotions in the moment

Support the child to build positive relationship with others

Support the child to regulate their feelings and emotions

Support the child to resolve conflicts and problem solve

All practitioners to consistently implement agreed interventions and strategies for individual children to promote positive behaviour

Support the child to build trust, confidence and independence e.g. self-regulation. When conflict arises, encourage children to problem solve and find solutions together (conflict resolution).



• Latest termly summary sheet • Next steps and strategies sheets • Success from the Start document • TAC meeting records • Recommendations from other professionals

e.g. Speech and Language Therapist, • 2 year progress check/health visitor review

and/or 3 – 3.5 ‘School Readiness check’ • Chronology of action/graduated approach

(yellow form)


Tools to support




Communicate training offer/ support/Hanen Workbook

EYFS

Development Matters





Evidence of Graduated Approach at SEN Support How do we track and record progress and outcomes?

SEN Support

Documentation from professionals from other agencies who support me (e.g. SALT reports and care plans)


One page profile

Assessments







TAC Plans

Next steps and strategies sheets (Assess Plan, Do, Review)Next steps and strategies sheets / Behaviour plans (Assess Plan, Do, Review)












Early Years Complex/Specialist Social, Emotional and Mental Health




Impact on Learning

What are we seeing?

Response


Strategies


Persistent and significant difficulties in reaching

PSED milestones More than one development band (Success from

the Start score 1) below chronological age in at least one or more aspects of PSED and possibly other aspects within the prime areas (at least 50% / secure)

Child requires a very high level of individual support to access the learning environment

Severe attachment difficulties affecting development Unable to sustain attention without

implementing consistent agreed interventions Displays extreme behaviours which may affect the

child’s safety and learning and that of others Child demonstrates high levels of anxiety , is

withdrawn and difficult to engage Severe and persistent difficulties regulating own

emotions The above behaviours may occur as a result of the child having suffered from acute trauma, or abuse which renders them extremely vulnerable and is impacting on the child’s development. This may need a high level of

Key Person to continue to liaise with the setting

SENCo SENCo to support practitioners in implementing

recommended strategies from other practitioners (professionals)


‘Assess, Plan, Do, Review’ – At the follow up TAC, discuss the child’s progress, the impact of strategies and interventions used with parents, agree next steps. This should be completed half termly (see toolkit for TAC Plan)


Ensure close partnership working with parents. Hold

regular Team around the Child Planning meetings,

invite parents and any professionals involved with

the child e.g. Health Visitor, speech and language

therapist. At the meeting discuss outcomes from the

previous TAC plan and agree future next steps and

actions. If the child’s needs are significant and concerns

remain, consideration should be given at the Team





Incorporate and implement the moving and handling plans and care plans into planning, as advised by professionals


follow risk assessments and incorporate any

multi-agency involvement over a sustained period. If you have any cause to believe that this is a safeguarding issue follow the setting’s safeguarding procedures

Around the Child Planning Meeting as to whether an EHC Needs Assessment is to be requested

Consider the use of Early Support materials Ensure that all staff have training to

effectively meet the needs of the child within the setting (this may be in-house training)


Carry out risk assessments on a regular basis and incorporate any actions and strategies into planning

Ensure a positive handling plan is in place if required

actions and strategies into planning Scaffold/support social interaction in play Ensure the support plans are implemented

effectively as agreed Carry out regular risk assessments and implement

plans


Tools to support





EYFS

Development Matters





Evidence of Graduated Approach at Complex/Specialist Support How do we track and record progress and outcomes?


Documentation from professionals from other agencies who support me


One page profile

Assessments

Success from the Start learning chart Prime and specific Areas







TAC Plans

Next steps and strategies sheets / behaviour plans (Assess Plan, Do, Review)


OR – for a child with an EHC Plan:

EHC Plan (interim reviews are held every 6 months until the age of 5, and the plan is updated if appropriate)










Sensory and Physical Needs: Sensory Needs

Early Years First Concerns Sensory and Physical Needs



Impact on Learning

What are we seeing?

Response


Strategies



Up to 1 development band (Success from the Start level 2) below chronological age

The child may respond/react positively to sensory experiences *

Sensory experiences may distress the child **

Child may display a lack of concentration and find it difficult to maintain attention - this may vary throughout the day

Child may find it difficult to sit still in adult led group time

* reacts positively to sensory experiences

Enjoys banging toys and equipment; hands on tables/radiators

Enjoys loud noises/music

Likes reflective/spinning toys

Enjoys experiencing sensory play e.g. squeezing playdough, smearing, repetitive pouring etc.

Licks or mouths play equipment or furniture

**Sensory experiences may distress the child

Fear of loud or sudden noises

Dislikes bright lighting

Prefers bland food



Start a chronology of action/graduated approach to evidence all actions taken from Early Identification and continue to maintain this document











Consider SEND training opportunities such as Wellbeing and Behaviour workshops, SEND workshops and clusters for staff members

Support children and their families to access the

Consider what you know about the child; how do they play, what will they explore, where do they like to learn, what motivates them to learn. Use this information to plan next steps for learning






Give a warning when an activity is coming to an end and to support the transition (this may need to be a visual warning, e.g. sand timer)

Provide a consistent environment that is well labelled with visual prompts that promote communication




Over reacts to smells

Dislikes Messy Play

Can react negatively to another’s touch

Will avoid wearing certain clothing because of how it feels e.g. jumper too scratchy

‘Local Offer’ this can be accessed through FYi website


Prior to the meeting with the parents consider whether the child has made sufficient progress or may need to move to SEN support




*reacts positively to sensory experiences

Look at how the child responds to your environment and make changes as appropriate

e.g. lighting, noises, smells

Ensure there are always sensory experiences that

the child can access and will respond to available at

all times. The child may respond well to resources

they can hold, squeeze (at times when you are

requesting them to sit.

** Sensory experiences may distress the child

Look at how the child responds to your environment and make changes as appropriate

e.g. lighting, noises, smells

Support child by building up their tolerance to sensory plan activities slowly e.g. start off with dry sensory play and slowly add liquid

If children are unwilling to touch, offer alternatives such as tools, zipper bags filled with messy play, cling film over tables etc.

If developmentally appropriate talk to children about what and why things happen, e.g. noises like the phone ringing, fire alarm



Tools to support




EYFS

Development Matters




Learning journey














Early Years SEN Support Sensory and Physical Needs



Impact on Learning

What are we seeing?

Response


Strategies



1 development band (Success from the Start level 2) below chronological age in 1 or more aspects of Communication and language (Listening and attention, Understanding and Speaking) and possibly other aspects within the Prime areas (at least 50% / secure)





Difficulties with attention. Requires support to

maintain focus and promote learning through play.

Children may be experiencing a greater degree of difficulty with participating in sensory experiences and this may be having a significant impact on their ability to access the EYFS curriculum

Child may demonstrate more challenging behaviour.

The child may appear frequently anxious

The child may react more extremely to sensory input in the environment e.g. loud noises


Maintain chronology of action/graduated approach (yellow form), recording actions taken




Incorporate any specialist advice into the child’s TAC Plan, including any advice, support and guidance given by the Early Years Quality and Inclusion Team

Monitor the child’s progress using the Success from the Start tracking tool and additional steps if required. (see toolkit for



Ensure that at each session attended, a practitioner supports the child to experience a quality learning opportunity one- to- one, during small group time and is supported during child initiated play, based on the TAC Plan



Implement strategies and advice given by professionals e.g. Occupational Therapists, physiotherapist

The child may take a longer time to calm down once they become anxious

It may be difficult to distract the child with usual techniques

additional steps documents)




Consider training opportunities such as Wellbeing and SEND workshops, and clusters for staff members.





• Signed parental consent form • Latest termly summary sheet • Next steps and strategies sheets • Success from the Start document • TAC meeting records




• Recommendations from other professionals e.g. Speech and Language Therapist,


• Chronology of action/graduated approach (yellow form)


Tools to support




EYFS

Development Matters



Success from the Start additional Steps


Learning journey


Success from the Start Additional steps












Early Years Complex/Specialist Sensory and Physical Needs




Impact on Learning

What are we seeing?

Response


Strategies



More than one development band (Success from the Start score 1) below chronological age in at least one or more aspects (at least 50% / secure)




Constantly mouthing or chewing objects or materials which affects child’s safety and wellbeing.

The child requires a very high level of supervision and a highly individualised curriculum

At this level the sensory difficulties are highly likely to be part of a wider special educational need/disability









the child e.g. Health Visitor, Speech and Language



actions.









remain, consideration should be given at the Team Around the Child Planning Meeting as to whether an EHC Needs Assessment is to be requested




communication systems advised by outside agencies

Ensure risk assessments are carried out regularly and actions and strategies are incorporated into planning


Tools to support




EYFS

Development Matters




Evidence of Graduated Approach at complex/specialist support


Learning journey













Sensory and Physical Needs: Visual Impairment

Early Years First Concerns Sensory and Physical Needs (Visual Impairment)



Impact on Learning

What are we seeing?

Response


Strategies




Child appears to be having difficulties seeing this may be more apparent;

The child may find difficulties in negotiating obstacles and/or pathways around the environment etc.

The child may look closely at objects

May appear less interested in the learning environment than their peers

May complain of headaches and/or may rub eyes

Child may tire and lose concentration more quickly than peers

Some difficulties with self-help skills, for example, dressing, meal times etc.




Check with parents/Health Visitor that the child’s vision tests are up to date

Setting SENCo to support the key person to start the ‘Assess, Plan, Do, Review’ process ( with parental involvement): and review every half term




Consider SEND training opportunities such as Wellbeing and SEND workshops and clusters for staff members.


Where necessary consider accessing advice and






Provide a consistent environment that is well labelled



If the child wears glasses, encourage the child to bring them and wear them as appropriate

Ensure that the child is face to face with the practitioners during adult led activities



guidance from the Area SENCo at the Wellbeing and SEND surgeries.



Tools to support




EYFS

Development Matters




Learning journey














Early Years SEN Support Sensory and Physical Needs (Visual Impairment)



Impact on Learning

What are we seeing?

Response


Strategies



1 development band (Success from the Start level 2) below chronological age in 1 or more aspects (at least 50% / secure)





Child may have difficulties with attention and may

require support to maintain focus and promote

learning through play.

Child has a recognised visual impairment and/or an assessed visual deficit which is not fully corrected by lenses or glasses

Child may have moderate multi-sensory loss requiring adult support from outside agencies to teach and manage learning

Physical independence is impaired and requires input or programmes from relevant professionals

Key Person to liaise with the setting SENCo regarding concerns and also consider the information gathered during the ‘two year progress check’ by the setting and the Health visiting team and continue to check that the child’s vision tests are up to date






Monitor the child’s progress using the


Follow any recommendations from relevant professionals, e.g. Specialist teacher for the Visually Impaired, record outcomes, monitor and review progress




Ensure practitioners follow the child’s interests, join them in their play,

Ensure the child knows where there is a quiet area that they can access when they need to

Try to keep the physical environment as consistent as possible

When the child is feeling confident with their

Success from the Start tracking tool and additional steps if required. (see toolkit for additional steps documents)

record progress between formal reviews

Undertake ‘Assess, Plan, Do, Review’ of the TAC Plan and Next steps and strategies sheets, (replaces next steps and intervention sheet - see toolkit) with parents focussing on the child’s progress and the impact of strategies and interventions used. This should be completed half termly


Consider training opportunities such as Wellbeing and SEND workshops and clusters for staff members.






surroundings, support them to learn their way to different areas of learning

Encourage the child to touch and explore different aspects of the environment explaining what they are exploring and talking about what is in each area

Provide a range of multi-sensory experiences that encourage the child to investigate different textures, sounds, smells, tastes and sights. Some children will find this overwhelming and will need to be introduced sensitively

Encourage the child to access sensory rooms at their local Children Centre etc.

Help the child to make sense of what they hear in noisy situations e.g. ‘Arna is banging the pots with a spoon to make that sound, do you want a go?’

Use books with illustrations that have good contrasts between colours and features and interesting textures to explore

In a group story session, make sure the child has a good sight-line to the pictures and use big books and story props that the child can hold

Enlarge images and print as necessary

If required adapt the environment to ensure that the child is able to move around the setting safely e.g. clear paths between areas and different levels within the setting are marked with florescent tape




Tools to support




EYFS

Development Matters





Learning journey















Early Years Complex/Specialist Sensory and Physical Needs (Visual Impairment)




Impact on Learning

What are we seeing?

Response


Strategies



More than one development band (Success from the Start score 1) below chronological age in at least one or more aspects (at least 50% / secure)

Evidence of persistent repetitive play and restricted interests


Child may require a very high level of individual support to access an individually tailored curriculum

Child may require continuous support for mobility, self-help skills and access to learning experiences

Child unable to access some resources such as books, mark making resources, equipment that requires hand eye coordination

Reduced capacity to see and copy actions or movements of other children and of adults

Child may need support to build friendships and interact with their peers

Child may have a reduced capacity to recognise faces












actions. If the child’s needs are significant and concerns







Carry out risk assessments on a regular basis and incorporate any actions and strategies into


Consider the use of Early Support materials Ensure that all staff have training to

effectively meet the needs of the child within the setting (this may be in-house training)


liaise and work in partnership with Sensory Inclusion Service if involved

planning Follow and implement recommendations

regarding strategies and adaptations from the Sensory Inclusion Service (SIS) resulting from any specialist environmental audits carried out by SIS


Tools to support




EYFS

Development Matters




Evidence of Graduated Approach at complex/specialist How do we track and record progress and outcomes?

Learning journey













Sensory and Physical Needs: Hearing Impairment

Early Years First Concerns Sensory and Physical Needs (Hearing Impairment)



Impact on Learning

What are we seeing?

Response


Strategies




The child may fail to respond to their name

Child may not always respond when spoken to by adults and peers

The child may find it hard to follow simple instructions

The child may have frequent coughs and colds The child’s speech may be unclear The child may watch other children to pick up cues in

the environment.

The child may appear to lack concentration

Mild hearing loss (with or without aids)

Unilateral hearing loss i.e. the child has normal hearing in one ear and impaired hearing in the other ear

History of conductive hearing loss/mild hearing loss

Key Person to liaise with the setting SENCo Share concerns with the parents and establish if the

child has a hearing loss Recommend parents discuss concerns with GP/HV

and request a hearing test

Start a chronology of action/graduated approach to evidence all actions taken from Early Identification and continue to maintain this document











Consider SEND training opportunities such as





Support language with visual prompts such as pictures, objects, symbols gestures.

Implement Hanen strategies:

Face –to –face

At child height

Observe, wait and listen (OWL)

Follow the child’s lead

Model language

Add a word



Give a visual warning when an activity is coming to an end.

Wellbeing and SEND workshops and clusters for staff members.





Provide a consistent environment that is well labelled with visual prompts



If the child uses technology such as a hearing aid, make sure they wear it that it is clean and the batteries are not flat

Use the child’s name to gain their attention Ensure that they are listening before you start

speaking to them Maintain eye contact and remember the child will

be responding to your facial expressions and gestures

Speak clearly to the child, making sure you don’t speak too fast and that you use expression in your voice

Encourage the child to use the communication friendly spaces in your environment

Plan for child’s focussed activities to take place in quitter areas in the environment



Tools to support




EYFS

Development Matters




Learning journey














Early Years SEN Support Sensory and Physical Needs (Hearing Impairment)



Impact on Learning

What are we seeing?

Response


Strategies



1 development band (Success from the Start level 2) below chronological age in 1 or more aspects within the Prime areas (at least 50% / secure)





Difficulties with attention. Requires support to

maintain focus and promote learning through

play.

History of fluctuating hearing loss

Child has a diagnosed hearing loss

Child has hearing aids or cochlear implants







Monitor the child’s progress using the Success from the Start tracking tool and additional steps if required. (see toolkit for additional


Follow any recommendations from relevant professional (e.g. Specialist Teacher for the Deaf) regarding listening skills and language development activities

Continue to use Hanen strategies (as above) and ensure all practitioners model back correct pronunciation and avoid correcting and questioning children





steps documents)


Undertake ‘Assess, Plan, Do, Review’ of the TAC Plan and Next steps and strategies sheets, (replaces next steps and intervention sheet - see toolkit) with parents focussing on the child’s progress and the impact of strategies and interventions used. This should be completed half termly


Consider training opportunities such as Wellbeing and SEND workshops, Communicate training offer and clusters for staff members.





• Signed parental consent form • Latest termly summary sheet • Next steps and strategies sheets • Success from the Start document • TAC meeting records • Recommendations from other

Make sure that the lighting in the setting is good so that children who are lip reading or rely on facial cues can see you

Always check the child has followed what you have said and that they have understood any instructions

Keep background noise to a minimum

Enable children to access quiet areas for focussed activities where possible

If the child is using British Sign Language (BSL), learn key signs. If not, the child may benefit from Makaton/Signalong to support spoken language – as advised by Specialist Professionals working with the child.

Repetitive rhymes, singing and musical instruments can be used to provide some children with valuable auditory experiences whilst taking care not to overwhelm them with sounds

Use specialist equipment as advised




Tools to support




EYFS

Development Matters





Learning journey















Early Years Complex/Specialist Sensory and Physical Needs (Hearing Impairment)




Impact on Learning

What are we seeing?

Response


Strategies



More than one development band (Success from the Start score 1) below chronological age in at least one or more aspects within the prime areas (at least 50% / secure)



May lose previously demonstrated

communication skills, specifically spoken or

signed The child has a diagnosed, permanent, bilateral

hearing loss

The child will also have persistent, and significant difficulties with one or more of the following:

o Delayed language development

o Accessing undifferentiated activities o Accessing activities/provision without a

high level of adult support

o Accessing activities in a large group

o Developing social skills o Communicating with staff and other












actions.








children As a result the child will require a very high level of individual support to access an individually tailored curriculum

The child may also have additional learning

difficulties and/or disabilities

The safety and well-being of the child may be at risk and require a high level of support

If the child’s needs are significant and concerns remain, consideration should be given at the Team Around the Child Planning Meeting as to whether an EHC Needs Assessment is to be requested





Child may need intensive hearing, speech and language rehabilitation following hearing aid fitting or cochlear implant surgery

Child may need support with developing a manual/alternative communication system

Carry out risk assessments on a regular basis and incorporate any actions and strategies into planning


Tools to support




EYFS

Development Matters




Evidence of Graduated Approach at complex/specialist


Learning journey













Sensory and Physical Needs: Physical Needs

Early Years First Concerns Sensory and Physical Needs (Physical)



Impact on Learning

What are we seeing?

Response


Strategies



Up to 1 development band (Success from the Start level 2) below chronological age (with particular reference to Physical development aspects of learning)

Physical difficulties/delay that may require some adult assistance

May experience a delay in toilet training (age to be taken into consideration)

Lack of coordination of physical skills in comparison to peers e.g. the child may bump into things, fall over easily etc.

The child may have difficulties/avoid using

resources /equipment which involve fine motor

skills

Upper body muscles may appear to lack strength and control is delayed

Child may lack co-ordination during gross motor activities and / or two handed activities

May demonstrate some difficulties with self-help skills, for example, dressing, meal times etc.














Consider SEND training opportunities such as Wellbeing and SEND workshops and clusters for staff members.

Consider attending additional training provided





Provide lots of opportunities for children to

revisit experiences



Provide appropriate indoor and outdoor

equipment that provides children with the

appropriate level of support, risk and

challenge focussing on gross and fine motor

skills:

Gross Motor Skills

Ensure there is sufficient floor space and provide the child with plenty of opportunities to walk, run and crawl on different surfaces – grass, carpet, vinyl

Provide outdoor equipment that encourages



by Communicate





children to balance, climb, jump, slide, lift, pull, push, hang, spin and swing; for example steps, logs, planks, wheelbarrows, tyres, tunnels, large balls, large blocks etc.

Create a path with things to step onto (carpet mats for no height or blocks/logs) and paths with defined sections to step into (hoops, ladder on ground, tiles) Introduce an obstacle course with items at different heights and promote a range of movements such as climbing, crawling, tummy wriggling, rolling and sliding

Play parachute games and chasing games such as Musical Statues and ‘What’s The Time Mr. Wolf?’

Fine motor skills

Provide access to a wide range of messy play opportunities and large surfaces to mark with paint, water and shaving foam using brushes and hands

Provide a range of resources to build hand coordination, control and dexterity such as playdough, clay, finger and brush painting, tape, ribbons, string, rope and pulleys, water play equipment, pegs, threading, construction equipment and small world resources

Introduce ‘Start Stop’ games to develop fine motor skills e.g. with musical instruments (fast/slow, loud/quiet): drumming using two hands and alternate hands, spoons and sticks on pots.




Tools to support




EYFS

Development Matters




Learning journey














Early Years SEN Support Sensory and Physical Needs (Physical)



Impact on Learning

What are we seeing?

Response


Strategies



1 development band (Success from the Start level 2) below chronological age in 1 or more aspects of Physical Development and possibly other aspects within the Prime areas (at least 50% / secure)





Child may have difficulties with attention and may

require support to maintain focus and promote

learning through play.

Physical difficulties that require equipment and adapted resources and a higher level of support

Physical independence may be impaired and may require input and/or programmes from relevant professionals

May have physical difficulties that require close monitoring to ensure well-being and safety

Key Person to liaise with the setting SENCo regarding concerns and also consider the information gathered during the ‘two year progress check’ by the setting and the Health visiting team.






Monitor the child’s progress using the Success from the Start tracking tool and additional steps if required. (see toolkit for





Ensure practitioners follow the child’s interests, join them in their play.

Follow the strategies advised by the child’s Physiotherapist and/or Occupational Therapist

Provide an environment that supports a child’s developing independence e.g. position furniture to enable children to access resources, activities etc.

Carry out regular risk assessments and implement plans



additional steps documents)




Consider training opportunities such as Wellbeing and Behaviour workshops, SEND workshops, and clusters for staff members.









Tools to support




EYFS

Development Matters





Learning journey















Early Years Complex/Specialist Sensory and Physical Needs (Physical)




Impact on Learning

What are we seeing?

Response


Strategies


Persistent and significant difficulties in reaching Physical milestones

More than 1 development band (Success from the Start score 1) below chronological age in at least one or more aspects of Physical and possibly other aspects within the prime areas (at least 50% / secure)



Physical difficulties that require specialist equipment, adapted resources and position changes and a high level of adult support

High levels of adult support for self-care needs

May have significant medical difficulties that require controlled medication and intensive intervention throughout the day












actions.














Carry out regular risk assessments and implement plans


Tools to support




EYFS

Development Matters




Evidence of Graduated Approach at complex/specialist How do we track and record progress and outcomes?

Learning journey













Glossary

Glossary

AAC Augmentative and Alternative Communication (AAC)

The term AAC covers a huge range of techniques which support or replace spoken communication. These include gesture, signing, symbols, word boards, communication boards and books, as well as Voice Output Communication Aids (VOCAs).

Additional Steps Learning Chart A document developed to record in more detail, a child’s learning and development across the 3 prime areas of the EYFS.

Annual Review The review of an Education, Health & Care Plan. This must be completed within 12 months of making the Plan and then on an annual basis. An interim review will be held every six months for children in early years.

Area SENCo Gives advice support and guidance regarding the implementation of SEND statutory processes and procedures as well as for children identified by the setting as cause for concern.

ASC (Also known as ASD)

Autistic Spectrum Condition

C & F Act 2014 Children & Families Act 2014

From September 2014, there will be a number of changes to improve services for children and young people with special educational needs and disabilities (SEND). The changes are a result of the Children and Families Act 2014 which became law on the 13 March 2014. The Act aims to improve how different agencies and services work together and create a more joined-up approach to the statutory assessment process for children and young people with the most complex needs. The new approach will also give children and young people with complex needs and their families more choice and control about which services they can access and how they are paid for. The Act will also improve information about services for children and young people with SEN and their families.

C.o.P. (Special Educational Needs and Disabilities Code of Practice: 0 – 25 years)

Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities - All settings, schools and local authorities must effectively implement the Code of practice.

CAMHS Child and Adolescent Mental Health Service

CDC Council for Disabled Children

Chronology of Action A document to record actions taken and by whom, along with a record and contact details of professionals involved.

CIN Children in Need

CLA Child Looked After

CLAS Communication, Learning and Autism Service. Advisory Teachers who support schools and colleges.

Cognitive Ability Thinking and reasoning abilities.

Comprehension Understanding of spoken or written material or practical situations.

CWDT Children with Disabilities Team

CYP Children and Young People

Developmental Delay A delay in reaching the expected stages of development, for example sitting or talking.

DfE (Department for Education)

Central government department responsible for education.

Differentiated Curriculum Children make progress at different rates and have different ways in which they learn best. Practitioners take account of this when planning, organising the learning environment and choosing books and materials. They are then able to choose from the range of available approaches and resources to make a selection which best fits the learning styles of a particular child or group of children. This is what is meant by a differentiated curriculum.

DoH Department of Health

DP Direct Payments

EA 2010 (Equality Act 2010)

The Equality Act 2010 legally protects people from discrimination in school, the workplace and in wider society. It replaced previous anti-discrimination laws with a single Act, making the law easier to understand and strengthening protection in some situations. It sets out the different ways in which it’s unlawful to treat someone.

Education, Health & Care (EHC) Plan (EHCP)

The plan is a legal document describing a person’s needs, the provision to meet those needs and the most suitable educational placement. The Plan is person centred, focusing on the needs and aspirations of the child. EHC Plans will continue into further education and training, and for some children the plan can be started from birth and up to the age of 25. If a child/young person has a health or social care need only, they will not get an Education, Health & Care Plan unless these needs impact on their education.

Education, Health & Care Needs assessment A single, integrated assessment which replaces the current assessment process. The assessment process should be carried out in a ‘timely’ manner and it should not take longer than 20 weeks to issue an EHC Plan, if appropriate.

EP Educational Psychologist

EWO (Educational Welfare Officer)

Employed by the LA to make sure that children are getting the education they need. They deal with school attendance.

Expressive Language How a child or young person expresses ideas, thoughts and feelings through speech.

EY Early Years

EYSEND Early Years Special Educational Needs and Disabilities

FFT (First Tier Tribunal) An independent body that hears appeals lodged by parents/carers against SEN decisions made by the Local Authority. The tribunal also hears most claims of unlawful discrimination in admissions exclusions and education and associated services.

FiN Families in Need

Fine Motor Skills Small movements of the body for example, using fingers to pick up small items, holding a pencil or doing up zips and buttons.

FIS Family Information Service

Gait The way in which a child walks.

Global Delay A general delay in acquiring expected developmental milestones.

Governors A school’s governing body that oversees the workings of the school. It includes an SEN Governor and a Parent Governor.

GP General Practitioners

Graduated Approach Assess-Plan-Do-Review cycle.

Gross Motor Skills Whole body actions for example, playing games, swimming or riding a bicycle.

Hearing Impairment A degree of hearing loss.

HV Health Visitor

Hyperactivity Difficulty in concentrating or sitting still for any length of time. Restless, fidgety behaviour, also a child may have sleeping difficulties.

IPSEA Independent Parental Special Education Advice (website)

IS Independent Supporters

Key Person A Key Person is a named practitioner for a child and parents/carers

LA (Local Authority)

The Local Authority is responsible for providing education and for making Education, Health and Care needs assessments and maintaining Education, Health & Care Plans.

Learning Difficulties Children will have levels of educational abilities which are significantly lower than children of a similar age. Basic reading and number skills are well below average.

Literacy Skills Reading, writing and spelling ability.

Local Offer Local authorities publish a ‘local offer’. A local offer is intended to provide information about provision it expects to be available to children with SEN and disabilities in their area both in and outside of a school. this can be found on the Blackpool FIS website.

LSA, TA Non-teaching support staff who work with children with special educational needs in the classroom.

(Learning Support Assistant, Teaching Assistant, Classroom Assistant)

Makaton / Signalong / British Sign Language / Sign Supported English

Language programmes designed to provide a means of communication to children and young people who cannot communicate efficiently by speaking.

Mediation Mediation is a way of sorting out a disagreement in a safe and friendly environment. It can help you rebuild trust and working relationships, and can deal with problems you were not aware of. Mediation uses a neutral person (the mediator) who is experienced at helping people who disagree to come to an agreement. The mediation service is completely neutral and independent of schools and the local authority.

NHS National Health Service

Non-Verbal Skills Skills which do not require spoken or written language, but use other ways to communicate, e.g. gesture, facial expression.

OFSTED (Office for Standards in Education)

Inspection team that visit and inspects schools and local authorities.

One Page Profile A brief description of the child’s likes and dislikes and how best to meet their needs and support them.

OT (Occupational Therapist)

Assess how to maximise and maintain individual independence in everyday living skills. They can advise on aids, equipment or home/school adaptations.

Parent Forum A group of parents who are consulted by the Local Authority on local and national SEND developments.

PCP Person Centred Planning Meeting. A meeting to discuss a child’s progress and long-term educational needs.

PECS Picture Exchange Communication System (PECS)

The Picture Exchange Communication System, also known as PECS, is a form of alternative and augmentative communication in which a child is taught to communicate with an adult by giving them a card with a picture on it. PECS is based on the idea that children who can’t talk or write can be taught to communicate using pictures.

Personal Budget All families whose child has an EHC plan have the right to request a personal budget. The personal budget allows young people or parents to buy support identified in the plan directly, rather than relying on the local authority. Parents or young people are given a choice of whether they want to take control of the personal budget by an agency managing the funds on their behalf or by receiving direct payments, where they can purchase and manage the provision themselves.

PIP Pre-School Inclusion Project. Volunteers who support settings with the inclusion of children with SEND.

PSAM Panel for Statutory Assessment Moderation. A panel of practitioners who meet monthly to discuss requests for Education, Health and Care Needs assessment.

Receptive Language The ability to understand what is being said.

Resources The type of facilities and support available in settings.

SaLT Speech and Language Therapist

Assesses children’s speech, language and communication needs.

SEN Special Educational Needs

Children have special educational needs if they have learning difficulties that require additional support.

SEN Officer The LA Officer who liaises with parents and co-ordinates an Education, Health and Care needs assessment and final plan.

SEN Support When a child or young person has been identified as having special educational needs, settings and schools should take action to remove barriers to learning and put effective special educational provision in place called SEN Support. This SEN Support should take the form of a four part cycle (assess/plan/do/review) through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the child’s needs and what support the child needs to continue making good progress and securing good outcomes. This is known as the graduated approach.

SENCo Special Educational Needs Co-ordinator

The practitioner responsible for Special Educational Needs within a setting or school.

SEND Special Educational Needs and Disabilities

SENDIASS SEND Information, Advice and Support Service

Provide advice and information to parents whose children have special educational needs. It provides impartial and factual support on all aspects of the SEN provision to help parents play an active and informed role in their child’s education. They are statutory services which means there has to be one in every local authority.

Sensory Impairment Partial or complete hearing and/or visual loss.

Sensory Integration A sensory diet planned by an occupational therapist to support a child with a sensory processing disorder.

SfS Learning Chart Success from the Start Learning Chart. A document to record a child’s learning and development.

Specialist Provision A nursery/school which is resourced and organised to provide for the education of pupils with an Education, Health & Care Plan who need a high degree of support in the learning situation and in some cases specialist facilities, equipment and teaching.

Specific Learning Difficulties (SpLD) General learning abilities in the average range but difficulties in one or more particular areas of learning. Also known as Dyslexia, Dyscalculia.

Setting Any Early years provision such as: Nursery, pre-school, maintained nursery, childminder, kindergarten.

SW Social Worker

A person who will support a family with practical issues such as benefit applications, respite care, household adaptations etc.

TAC Team Around the Child meeting. A meeting to discuss a child’s needs and plan appropriate actions for their on-going support.

Transition Movement between different environments, rooms or settings. All transition involves change and it is vital to prepare children, no matter how young they are, for this. When children are prepared for transition they adapt more easily to changes.

Visual Impairment Partial or complete loss of sight.

Websites PLEASE NOTE websites and links change over time. If the link provided does not work, use a reliable search engine to find what you are looking for.

Council for Disabled Children

Information and resources relating to disabled children, young people and their families

and host to materials from other SEND partners: www.councilfordisabledchildren.org.uk

Foundation Years

A one stop shop for information and news in relation to the early years and childcare

sector. A specific section for resources: www.foundationyears.org.uk

Early Support Materials

Resources and information developed as part of the Early Support programme including

the Early Support developmental journals: www.ncb.org.uk/early-support/resources

Autism Education Trust

Information about training, early years autism standards, early years autism competency

framework: www.aettraininghubs.org.uk/early-years/

Communication Trust

Information about children's communication development and how to identify and

support children with speech, language and communication needs.

www.thecommunicationtrust.org.uk

ICAN

Information, resources and training to support children’s communication development.

www.ican.org.uk

http://www.councilfordisabledchildren.org.uk/

http://www.foundationyears.org.uk/

http://www.ncb.org.uk/early-support/resources

http://www.aettraininghubs.org.uk/early-years/

http://www.thecommunicationtrust.org.uk/

http://www.ican.org.uk/

Talking point

Talking Point provides information on children’s communication, a database of resources,

a progress checker for language development, and a searchable map for services in your

area. www.talkingpoint.org.uk

The National Portage Association

National Portage Association supports Portage Services and promotes service standards and training. http://www.hub.portage.org.uk Children’s Education Advisory Service (CEAS) is an organisation funded by the Ministry of

Defence to provide information and support to Service families on all aspects of the

education of their children in the UK and overseas.

https://www.gov.uk/childrens-education-advisory-service

Information, Advice and Support Services Network

The Information, Advice and Support Services Network (IASS Network) supports and

promotes the work of Information, Advice and Support (IAS) Services across England.

Local IAS services can be identified through the IASSN website:

http://www.iassnetwork.org.uk/

Contact a Family

Wide ranging information and advice for parents and practitioners: www.cafamily.org.uk

NNPCF

The National Network of Parent Carer Forums (NNPCF) promotes good practice in parent

participation and supports local parent carer forums across England.

http://www.nnpcf.org.uk/.

PALS

The Patient Advice and Liaison Service (PALS) offers confidential advice, support and

information on health-related matters. They provide a point of contact for patients, their

families and their carers. The website provides a facility for finding PALS in your local

hospital. http://www.nhs.uk/chq/Pages/1082.aspx?CategoryID=68

http://www.talkingpoint.org.uk/

https://www.gov.uk/childrens-education-advisory-service

http://www.iassnetwork.org.uk/

http://www.cafamily.org.uk/

http://www.nnpcf.org.uk/

http://www.nhs.uk/chq/Pages/1082.aspx?CategoryID=68

Inclusion development Programme

On line resources developed to support early years providers and schools to support:

children with speech language and communication difficulties; children on the autism

spectrum; and children with behaviour, emotional and social difficulties (now referred to

as social, emotional and mental health difficulties): www.idponline.org.uk/

NASEN

SEND Gateway: an online portal providing access to information, resources and training

for meeting the needs of children with special educational needs. Includes a specific

search facility for early years: www.sendgateway.org.uk

Advanced training

Online training materials for autism; dyslexia; speech, language and communication;

emotional, social and behavioural difficulties; moderate learning difficulties.

www.advanced-training.org.uk


http://www.sendgateway.org.uk/

http://www.advanced-training.org.uk/

Blackpool Early Years Quality

and Inclusion Team

Graduated Approach for Early

Years -Toolkit

SEN support / Education, health and care plan

Child’s Surname: ………………………………………. Forename[s]:……………………………………………….. Date of Birth:…………………………M/F

Address: ……………………………………………………………………………. Parents / Carers names: ………………………………………………

……………………………………………………………………………………….. Contact number: ………………………………………………………..

Professionals involved with the family

G.P.:

Health Visitor:

Consultant Paediatrician:

Speech and Language Therapist:

Physiotherapist:

Occupational Therapist:

Area SENCO:

Specialist Advisory Teacher:

Educational Psychologist:

Key Worker:

Portage:

Specialist Health Visitor:

Social Worker:

School SENCO:

LSA:

Other: Please state designation

Chronology of Action Early Years/Foundation Stage and Key Stage 1

Chronology of Action

Date Action Taken by: Action Taken Outcome

Early years Quality and Inclusion Team Request Documents

Request for advice from Early Years Quality and Inclusion Team

Early Years Quality and Inclusion Team

The role of the Early Years Quality and Inclusion team is to assist Early Years settings by providing

advice and support to setting staff and working with them to find ways to best help the children

make the most of the learning opportunities available to them.

We may observe children or staff may discuss their records and observations with us informally so

we can offer advice on their play, learning and development, well-being and behaviour. Where

needed, we can provide support or help in drawing up personalised planning for the children.

The setting will ensure you are kept fully up to date with all information they hold on your child’s

development and any specific actions they are going to undertake to assist with meeting the

individual needs of your child. They will also keep a copy of this permission slip in your child’s

records.

Detailed information about your child will remain stored with the setting. In order to enable us to

follow up support that has been provided to the setting, we will record your child’s name, date of

birth, setting attended, and brief details of the information discussed by the setting and advice

provided. This information will be stored electronically on a protected network accessible to

members of the Early Years Quality and Inclusion Team.

I give consent for ________________________ EY setting, to discuss my child with a member of the

EY Quality and Inclusion team and for details of the discussion to be kept by the team.

(Child’s name)__________________________Date of birth__________________

Signed: Parent/carer ________________________________________

Date _________________________

Request for Early Years Quality and Inclusion Team Involvement

Blackpool Early Years Quality and Inclusion Team works with Early Years settings in order to advise them how best to support children with SEND who have significant needs and may require additional support to access their Early Years entitlement.

Child’s name:

Birth date:

Details of BOTH Parents/Guardians: Sex: Male / Female

MOTHER FATHER Ethnic Group:

Name

Language(s) of the home:

Address

Position in family: (1st, 2nd…)

Siblings names / ages:

Tel. No(s)

Child’s current main residence [carers name and address if Child is Looked After - CLA]:

Parental Responsibility If CLA is held by:

Main setting attended:

Setting attended: Start date:

Setting contact name: Address:

Designation:

E mail: Tel:

Session times attended:

Mon Tues Weds Thurs Fri Term-time only? Y / N

Other professionals who have been/are involved with the child?

Name Designation Contact number Currently Involved?

What does the child like to do? Why do you feel the setting needs additional support? What support have other professionals given the setting / the child and family? PVI settings - Please tick to confirm that you have previously obtained parental permission and discussed this child with the Area SENCO Schools – Please tick to confirm that you have discussed this child with the school SENCO/Area SENCO with permission as appropriate Please attach:

1. Starting Points Summary sheet 2. Termly Progress Summary 3. Evidence of at least 1 cycle of Assess-Plan-Do-Review (next steps planning) and impact

Parental consent:

I, (Person with Parental Responsibility- Parent/Carer) understand and agree to a request to the Early Years Quality and Inclusion Team for their involvement and understand that the above and any enclosed information may be shared with other Blackpool Council services including Educational Psychology for the purpose of determining/providing appropriate support for the child named, and information may be shared with and/or sought from other Education and Health services involved with the child such as Speech and Language, Occupational and Physio Therapy, Paediatricians and Health Visiting services. I understand that the details of the child, named above, will be placed on a data base for the purpose of planning appropriate service provision and that information will be held in accordance to the Data Protection Act, 2018 (see attached privacy notice for further details). Signed: ………………………………………………………………….. Date:………………………. This Request has been completed by: (Name of person(s) completing this form)

Name:

Designation:

Contact Number:

Date:

E mail :

Setting SENCO signature

Please return by post or secure email (ensuring you have password protected the documents) to: Kate Barker – Early Years Service Manager, Early Years Quality and Inclusion Team Blackpool Council - Children's Services Special Educational Needs & Disabilities PO Box 4, Blackpool, FY1 1NA Email; [email protected]

FY1 1NA Email; [email protected]

Privacy/ Information notice

Blackpool Council is the Data Controller for the personal information you have provided in this form.

The Council’s Data Protection Officer can be contacted at [email protected]

What Information do we need?

If you are a parent/carer consenting to involvement of the Early Years Quality and Inclusion team with

your child, your child’s setting will provide us with your name and contact details along with the name

and date of birth of the child, names of siblings, details of the setting and sessions attended, and

information about other professionals involved with your child. With your consent we will seek your

views and collect relevant information from a variety of sources that always includes your child and

setting staff but may also include Social Care, Speech and Language Therapy, Occupational Therapy

and Health. We only collect information that is pertinent to your child.

Why do we need this?

We collect and hold information about your child in order to support their setting to help your child

and facilitate their success in education. The Department for Education’s Special Educational needs

Code of Practice published in 2014 and the Children’s and Families Act 2014 outlines the graduated

approach (5.40-5.48 EY and 6.61 Schools) details how SENCos should request the involvement of

specialists to support them meeting children’s needs in settings, and Local Authorities responsibilities

in providing additional support for settings. The lawful basis for holding your personal data is ‘Public

Task’ as we need the information to carry out our public functions as set out in law.

Who will we share your information with?

We will share information, with your consent, with your child’s school/setting and other agencies

identified as being involved with your child. We will share information in the event of any safeguarding

concern or if ordered to do so by a Court or if requested to do so during an Ofsted Inspection within

the Local Authority.

Where will we store your information and how long for?

With your consent we will open an electronic file. Case files are in a protected computer network

accessible to the Early Years and SEND service. Information is securely stored for 35 years in line with

Blackpool Council’s Special Educational Needs & Disability Service document retention policy.

Will my data be transferred abroad?

No

For further information about how Blackpool Council uses your personal information, including your

rights as a Data Subject, please see our website https://www.blackpool.gov.uk/Your-

Council/Transparency-and-open-data/Data-protection/Privacy-notices/Privacy-notices.aspx

mailto:[email protected]

https://www.blackpool.gov.uk/Your-Council/Transparency-and-open-data/Data-protection/Privacy-notices/Privacy-notices.aspx

https://www.blackpool.gov.uk/Your-Council/Transparency-and-open-data/Data-protection/Privacy-notices/Privacy-notices.aspx

Next steps and Strategies recording sheet

Date started

Childs name

Review date

Next step 1 Strategies



Outcomes

Wk 1 1. 2. 3.

Wk 2 1. 2. 3.

Wk 3 1. 2. 3.

Wk 4 1. 2. 3.

Wk 5 1. 2. 3.

Wk 6 1. 2. 3.

Team Around the Child Meeting

Documents

Who to Invite to an initial or review ‘Team around the child’ meeting (TAC)

Person

Requirement

Parents Essential

Key person / Nursery teacher Essential

Setting SENCO

Essential

Specialist SEN Advisory Teacher

Essential

Educational Psychologist

If involved

Speech and Language Therapist

If involved

Physiotherapist

If required

Occupational therapist

If required

Consultant Paediatrician

If required

Teacher of the Deaf

If involved

Teacher of the Visually Impaired

If involved

Health Visitor/Specialist Health visitor

If required

Social Worker

If required

TAC Meeting Invitation

Dear

Name of Child: …………………………….. Date of Birth: ……………………

Address: …………………………………………………………………………………………………………………………………………

On behalf of the Children’s Services Authority, we are holding a ‘Team Around the Child’ meeting to

review the progress of the above child at SEN Support of the Code of Practice.

Date of Review Meeting: ……………………………. Time: ………………………………

Venue: ………………………………………………………………………………………….

Please could you confirm you have received this invite and let me know whether or not you are able

to attend.

If you are unable to attend please could you provide information regarding the support and

interventions implemented and the outcomes.

Many thanks

Yours sincerely

Timescale and Procedure for team around the child meetings

Step 1 Plan for Meeting

Manager and SENCo to plan, in partnership with the parents, a date, time and venue for the meeting

Contact Area SENCo for support and advice if needed

Invite parents and any other Professionals involved with the child and family. (by post, email or phone)

Remember if other Professionals are to be invited they may require 4-6 weeks notice.

If other professionals are unable to attend on the agreed date, the meeting should go ahead but request they send a written report at least 2 days prior to the meeting.

Step 2

Preparation prior to meeting.

Setting SENCo and Key Person to consider the progress the child has made, using supporting evidence such as; Learning chart information, assessment tools, outcomes of Next Steps.

At this point it would be helpful to note some examples of what the child can now do and how they do it. (could jot these down on post-it notes.)

Ensure the examples relate to the initial concerns raised and the Assess, Plan, Do, Review Cycle which was shared with parents at the First Concerns Meeting.

Is there any further information you would like to find out or explore at this meeting; such as other Professionals involved, advice from SALT, involvement of Health Visitor/Paediatrician and other services.

Consider strategies and interventions prior to the meeting – access strategies /interventions within the toolkit or discuss these with the lead advisory teacher or Area SENCo

Remind the parents of the meeting 1-2 days beforehand.

Step 3

Day of Meeting

Provide a quiet confidential space for the meeting which is accessible to all attendees which includes adult-sized seating.

Setting SENCo and keyperson to agree who will chair the meeting and who will record key issues and agreed actions. See toolkit for Meeting Record Template.

Bring relevant documentation to the meeting. See Step 2 Step 4

During the meeting

Chair to Introduce people present and ensure all meeting participants sign and give contact details

Chair to explain the purpose of the meeting i.e. to discuss progress and plan for future next steps.

Chair to invite participants in turn to report on their involvement and progress the child has made.

Setting to report on the following;

What’s working well in nursery?-focus on the Prime areas.

What can the child now do including what and who he likes to play with.

Describe in the meeting how the child communicates his needs such as when he is happy/sad , wants something.

Discuss the child’s areas of concern and need in addition to their areas of strength • Chair to ensure that the Parents/carers have an opportunity to share any concerns

as well as celebrate success. (Refer to Working in Partnership with Parent in

toolkit.)

Prompts for discussions with parents;

What does your child like to do at home?

What and who does he like to play with?

Have you noticed any progress at home?

How do you help your child at home?

Have you any worries or concerns about your child?

Discuss reports from those unable to attend if there are any.

Explore possible Next Steps, strategies and interventions and agree any actions.

Record agreed actions on the template for TAC.

If appropriate Setting to signpost parents to relevant services such as;

Local offer

Children centre/Betterstart

Health visitor

SALT

Home start

Aiming high

Together centre

….other

Chair to sum up main points and confirm persons responsible for any agreed actions and timescales.

Set time and date for next TAC Meeting.

Step 5 After the Meeting.

• Manager to ensure all attendees receive a copy of the meeting record and actions agreed

• Update one page profile with agreed strategies and interventions • Manager/SENCo to ensure practitioners consistently implement agreed actions,

record outcomes and monitor the child’s progress over the next 6-8 weeks. • Setting to continue to work in partnership with the parents updating them of the

child’s progress.

TAC Plan

This plan should not be shared with anyone other than the people listed without asking the family first.

Name; DOB;

Setting; Date; The following people attended the TAC meeting, discussed and wrote the plan and we all agree to work to the next steps and to provide the support outlined in this TAC plan: The family consents to this plan being shared with the people who attended the meeting.

Name Role Signature

Key points for discussions

Additional Steps learning chart information

Any updates on appointments attended and recommendations made

Discuss progress and outcomes from the last strategies and interventions agreed at the last

TAC

Ensure all present has the opportunity to share information regarding what is working well and

areas for further consideration

Agree next steps and actions to take including who will implement any agreed actions and

time scales

Agree time date and venue for the next TAC meeting

Outcomes; Next Step 1.

Next Step 2.

Next Step 3.

Key points from discussion/information shared.

The next TAC meeting to review the plan will be….

Date

Venue

Next steps Strategies

1

2

3

Actions agreed

By who

By when




Date started

Childs name Review date

Outcomes

Wk 1 1. 2. 3.

Wk 2 1. 2. 3.

Wk 3 1. 2. 3.

Wk 4 1. 2. 3.

Wk 5 1. 2. 3.

Wk 6 1. 2. 3.

My one-page profile

What people like and admire

about me

What is important to me?

How best to support me

My one-page profile

Insert a photograph of child

here.

What people like and admire about

me

This section sets a positive tone and identifies

the strengths, skills and talents of the child.

Avoid words like ‘usually’ or ‘sometimes’ or

anything that sounds like faint praise.

Eg.’s. I have lots of energy

I give the best hugs.

I am a great dancer.

What is important to me?

In this section it is important to include

what’s really important to that child.

This is different to what’s important FOR

the child which would appear in how best to

support me.

Not just an I like list but will include

details about important people, places,

activities and may include things to avoid.

Eg.’s

I like dancing to fast, lively music, my

favourite song is, ‘Let it go’.

I like my key person xxx to help me with

my dinner.

I prefer quiet places, I particularly enjoy

the sensory room.

I enjoy feeling soft and silky materials on

my face.

I don’t like getting my hands messy

I need to smell my food before eating it.

I explore objects by placing in my mouth.

How best to support me

This section will include details on strategies

and interventions that supports the child to

make best use of the opportunities to learn.

It’s what people need to know, what people

need to do and may even include what people

need to say.

Information will be gathered through

observations, what’s working well what’s not,

discussions with parents and those that know

the child well.

Include strategies/recommendations from

other professionals such as; SALT, Physio,

SENCo, Advisory Teacher, EP.

Eg.’s

Hold my hand when I am walking up and down

steps.

Use a visual timetable so I know what is

happening now and next.

If you are speaking to me get down to my level

and say ‘Look at (your name)

Use a sand timer to support me to take turns

with my friends. I find it difficult to wait for

things I want.

Provide me with a quiet area when I need to

calm.

Leuven Wellbeing and Involvement Tools

LEVEL WELL BEING OBSERVABLE BEHAVIOURS

1 EXTREMELY LOW Clear signs of discomfort e.g. crying, whining, screaming, sobbing

Emotional expressions of anger, fear, sadness

Signs of frustration e.g. waving arms, stamping feet, breaking things

Aggressive behaviours i.e. hurting others or themselves

Doesn’t respond to the environment

Avoids contact with others

Withdrawn

2 LOW The child’s posture, facial expressions and actions indicate that they do not feel at ease. These signals

are less explicit than at level one, or the discomfort is not expressed the whole session.

3 MODERATE Facial expression and posture are neutral/do not show any emotion

No signs of sadness or pleasure, comfort or discomfort

4 HIGH Signs of pleasure listed at level 5 are apparent, but not constantly throughout the session.

5 EXTREMELY HIGH Throughout the entire session, there are clear signals that the child is enjoying themselves to the

fullest:

Smiling, beaming

Being spontaneous

Being expressive

Talking to oneself and playing with sounds e.g. humming, singing

Being relaxed (not showing any signs of stress)

Being lively and energetic

Expressing self-confidence/self-assurance

LEVEL INVOLVEMENT OBSERVABLE BEHAVIOURS

1 EXTREMELY LOW Activity is simple, repetitive and passive. The child shows:

No concentration. They may sit and stare.

No goal oriented activity. Their actions are aimless.

No sign of interest or exploration of environment.

No energy

2 LOW Child shows some activity, but it is often interrupted. They will be engaged in activity for some of the

time, but there will also be times of non activity.

They show limited concentration; daydreaming, fiddling, looking away

Being easily distracted by others/what is going on around them

3 MODERATE Child appears busy with an activity but there are few signs of real involvement:

Child’s mental capacity/imagination is not challenged

Performs routine activities

Child is not absorbed by the activity

Make progress but can be easily distracted

4 HIGH Clear signals of involvement in a continuous activity:

Absorbed by the activity for the most part

Real concentration though there may be a few lapses if distracted

Child is enthusiastic and challenged

Child uses their imagination and mental capacity

5 VERY HIGH Child is completely absorbed in the activity:

Concentration is uninterrupted, they are fully absorbed

Motivated

Uses their mental capacity/imagination to their utmost

Not easily distracted

Show high levels of creativity and energy

CLASS SCREENING

Class:________________ Date:__________________

NAME WELLBEING INVOLVEMENT COMMENTS

? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

NAME WELLBEING INVOLVEMENT COMMENTS

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

? 1 2 3 4 5 ? 1 2 3 4 5

WEEKLY MONITORING SHEET CHILD’S NAME: WEEK COMMENCING:

ARRIVAL TIME/ACTIVITY: TIME/ACTIVITY: HOMETIME

MONDAY Wellbeing: ? 1 2 3 4 5 Involvement: ? 1 2 3 4 5 Comments:

Wellbeing: ? 1 2 3 4 5 Involvement: ? 1 2 3 4 5 Comments:




TUESDAY Wellbeing: ? 1 2 3 4 5 Involvement: ? 1 2 3 4 5 Comments:





WEDNESDAY Wellbeing: ? 1 2 3 4 5 Involvement: ? 1 2 3 4 5 Comments:





THURSDAY Wellbeing: ? 1 2 3 4 5 Involvement: ? 1 2 3 4 5 Comments:





FRIDAY Wellbeing: ? 1 2 3 4 5 Involvement: ? 1 2 3 4 5 Comments:




Promoting Positive Behaviour Documents

BEHAVIOUR CHANGE CHART

Date programme started:

Child’s name:

Behaviour to be changed:

Keyworker:

CHANGING SETTINGS AND TRIGGERS

Rules /Instructions and Demonstration

Avoid the situation

Swap bad news for good

Distract

Early Warning

Catch the good and reward it

Change Setting / Environment

Other

Written by-

Signed

Discussed with parents Signed by parents

Discussed with Staff team Signed by staff team

BEHAVIOUR CHANGE CHART - Examples

Date programme started:

Child’s name:

Behaviour to be changed:

Key person:

CHANGING SETTINGS AND TRIGGERS

Rules /Instructions and Demonstration

ALL ADULTS TO :-

model acceptable behaviour at All times

Teach the child clearly what the rules are, and reinforce the rules at every opportunity-be clear and tell them what behaviour you want to see. “I need you to walk, let’s walk.”

Give constant praise at all times for acceptable/expected behaviours - remembering to tell them what it was they did that you are pleased with

Use visual signs/symbols to support rules routines and expected behaviours

When giving instructions only give a choice if there is one!

At ALL times state what you want them to do – Avoid reminding them of the behaviours you ‘don’t’ want to promote

Give one instruction at a time and repeat / use visual support(use language in line with the child’s age and stage)

Avoid the situation

Consider what YOU can change to avoid situations leading to unwanted

behaviours occurring

Support the child with situations he/she find difficult

Prepare child for whats coming or changing

Consider you rules and routines

Consider responses causing issues

Consider environment

Distract the child by supporting them to engage with

Swap bad news for good

Inform the child what it is you need them to do by saying” (child’s name) I need you to do this…” - tell the child “when you do this - then you can do/have that” - remember the good news (reward) needs to be something that is of high interest to them.

Use visual support NOW and THEN approach to highlight what it is you want him to do. Such as “Eat your dinner NOW and THEN you can go out to play”

Distract

Ask child to assist/ help you with a task (he really enjoys being a big helper!)

Direct and support child to go outside and support them choose an activity or set them a physical challenge.

Support the child to calm him down consider sitting down with them and reading a book of their choice or supporting them to engage with an activity the child finds highly motivating.

Early Warning

Use a visual timer (gel/sand) to indicate the activity is coming to an end.

Or an audio clue play a piece of music to indicate something is finishing

Egg/cooking timers can also be used to warning children of the changes about to tale place i.e. home time , tidy up time, diner time

Use boardmaker signs and symbols to give warnings.

Catch the good and reward it

Always praise acceptable expected behaviours remembering to tell the child why you are pleased with them. 10 positive comments for 1 negative

Stickers to be accompanied with verbal reward

certificates accompanied with verbal reward

Use motivators such as “ I’m so pleased with you today because ….. you can pick today’s story” or let them choose a special activity to play with …

Change Setting / Environment

Avoid open spaces in your indoor environment – ensure furniture is positioned to reduce the opportunities for children to run/race around.

Ensure the resources meet the developmental needs and interests of ALL the children who access the area.

Adults model appropriate use of resources.

Adults support children to extend their learning and play skills within the environment

Adults provide positive experiences to promote appropriate acceptable behaviours.

visual support is displayed throughout the environment to promote the rules routines and expected behaviours

NOW and THEN approach used to support children

Children are supported to make a choice learn rules /routines /manners /social skills/ communication skills

Other

Ignore minor unwanted behaviours.

Praise another child near by highlighting what they are doing well

Discuss acceptable behaviour in small groups

Use persona doll to explore expected behaviours

Discussed with parents Signed by parents

Discussed with Staff team Signed by staff team

ABC Chart

Childs Name:………………………………………………………. Name of Observer…………………………………………..……………………

Date/ time

A. What was happening before?

B. What did the child do?

C. What happened as a result?

Childs Name:………………………………………………………. Name of Observer…………………………………………..……………………

Date/ time

D. What was happening before?

E. What did the child do?

F. What happened as a result?

Behaviour STAR Chart

Setting Trigger Action Response Day & Time What was going on at the time? What happened immediately before? What did ____________ do? What was the response to this?


Does the child’s behaviour change when the child is indoors or outdoors? If so, how?

Does the child’s behaviour change with different practitioners? If so, how?

Does the child’s behaviour change with different activities? For example adult led and circle time.

Are there times of the day when the child’s behaviour is worse than, better than or different from what you expected?

During which activities or at what times of the day does the child seem to be most interested and involved in learning?

Are there times of the day or situations where the child seems more relaxed? If so, when and what are they doing?

What do you know from the child’s parents/carers about how they behave at home in different situations or environments?

What do you know about how and where this child learns best? For example indoors, outdoors and types of activities they engage with.

Transition Information

Blackpool EYFS Transition Document

This document will be passed on to the school where your child will be starting in Reception in line with requirements

to share information set out in the Statutory Framework for the Early Years Foundation Stage

Child’s name Date of Birth

Name of main carer/s

Languages spoken at home

School/ setting completing form

Other settings attended

School/ setting transferring to

Eligible for EYPP? (Y/N)

Number of sessions attended per week

Booked sessions actually attended over past year (approximate,please tick)

<60% 60-85% >85%

Length of time child has attended setting

Additional information

Attachments: Assess, Plan, Do, Review

Paediatrician report

SaLT care plan OT report

PT report Other (please state)

Optional attachments – e.g. photograph of me doing something I enjoy (dated) Learning Chart picture of myself (dated) ‘About me’ sheet

In order for this child to access the learning experiences in school, are there any particular issues to be taken into consideration? Are there any other agencies involved with the child/family? (please list)

Child’s Voice - child’s comments on their own achievements, interests, what they enjoy about attending the setting, etc.

Parent / carer comments

Signed

Date

YOUR UNIQUE CHILD Early Years Foundation Stage

Learning and Development Summary

Playing and exploring Finding out and exploring; Playing with what

they know; Being willing to ‘have a go’

Active Learning Being involved and concentrating : enjoying achieving

what they set out to do; Keeping on trying

Creating and thinking critically Having their own ideas; Making links;

Choosing ways to do things

Physical Development

Moving and handling; Health and self care

Development Matters stage

Moving and

handling

Health and

self care

Communication and Language

Listening and attention; Understanding; Speaking

Personal, Social and Emotional Development

Self confidence and self awareness; Making relationships;

Managing feelings and behaviour

Development Matters Stage Development Matters Stage

Listening and attention

Self confidence and self awareness

Speaking

Understanding Making

relationships

Managing feelings

and behaviour

Literacy

Reading; Writing

Mathematics

Number; Shape, space and measure


Reading Writing Number Shape, space

and measure

Understanding the world

People and communities; The world; Technology

Expressive arts and design

Exploring and using media and materials; Being imaginative


People and communities

Exploring and using media and materials

The world Technology Being imaginative

Blackpool EYFS Transition Document This document will be passed on to the school where your child will be starting in Reception in line with requirements

to share information set out in the Statutory Framework for the Early Years Foundation Stage

Child’s name Amy Thompson Date of Birth

12th February 2015

Name of main carer/s May and Paul Thompson

Languages spoken at home

English

Setting completing form

The Nursery Other settings attended

N/A

School transferring to The School Eligible for EYPP? (Y/N)

N

Number of sessions attended per week

5 Booked sessions actually attended over past year (approximate,please tick)

<60% 60-85% >85% √

Length of time child has attended setting

2yr

Additional information

Child’s Voice - child’ comments on their own achievements, interests, what they enjoy about attending the setting, etc. I really like playing with ________________ (key person), and my friends Meena, Joe and Chantelle. I used to be a bit scared coming to nursery and cried sometimes, but now I have lots of fun. My favourite places are the book corner, the creative workshop and I really like being outside. I love collecting things from outside and sorting them out or using them to make pictures.

Attachments: Assess, Plan, Do, Review

Paediatrician report

SaLT care plan OT report

PT report Other (please state)

Optional attachments – e.g. photograph of me doing something I enjoy (dated) Learning Chart picture of myself (dated) ‘About me’ sheet

Learning chart, photo collage of my favourite things about nursery

In order for this child to access the learning experiences in school, are there any particular issues to be taken into consideration? Are there any other agencies involved with the child/family? (please list)

Amy sometimes needs adult support when in new situations.

Parent / carer comments

Amy loves drawing and painting at home and at nursery. We always put her pictures up on the kitchen cupboards. We go to the park and the beach quite a lot, we meet friends at the park and she likes to play with them. She is always talking about the staff at nursery, especially _________ and really enjoys doing things with them. Amy is always telling me about the stories that she has been listening to and reading at nursery. She tells me about everyone in the story and what happens to them. She’s started talking more about friends at nursery which is good because we were worried that she’s a bit too shy and quiet sometimes. At home Amy is very excited about having a new baby brother or sister, and plays a lot with her dolls, changing their nappies and clothes and telling us that’s what she will do with the new baby when it comes. She’s getting really good at getting herself dressed and ready for bed, she only needs help if it’s something with buttons.

Signed P Thompson Date 25/6/2019

YOUR UNIQUE CHILD Early Years Foundation Stage

Learning and Development Summary

Playing and exploring Finding out and exploring; Playing with what they know; Being willing to ‘have a go’ Active Learning Being involved and concentrating : enjoying achieving what they set out to do; Keeping on trying Creating and thinking critically Having their own ideas; Making links; Choosing ways to do things Amy enjoys finding out about new things, especially exploring the natural world. She pays close attention to the resources she finds. Amy concentrates for long periods on things she enjoys, particularly in role-play and often joins in with her friends to act out previous experiences. Recently Amy acted out a wedding scenario after attending her Aunt’s wedding. Amy spends long periods of time creating collage pictures and models, carefully spreading glue and choosing materials. She is always proud of her paintings, models, etc and often shows people saying ‘Look at this!’ before putting them to dry.

Amy often shares her ideas with friends and adults in the setting. She describes her plans for making models and perseveres to reach her intended goal, for example using a number of different methods to fix two boxes together.

Physical Development Moving and handling; Health and self care

Amy uses a range of mark-making equipment inside and outside, holding a pencil between thumb and two fingers. She uses scissors and glue spreaders to make collages. Amy has recently begun to be more adventurous outside, trying out different equipment and ways of moving. She particularly enjoys skipping around the outdoor space. She pushes the wheelbarrow around the gardening area, keeping carefully to the path and enjoys playing catch with the large ball. Amy is able to dress herself with a little help and is beginning to pull up the zip of her coat. When Amy chooses to go outside, she puts on her own coat and can take off her shoes, find a pair of wellies and put them on. At the snack-bar she talks about her favourite fruits and vegetables, makes choices, and talks about what will make her healthy and strong.

Development Matters stage

Moving and handling

30-50 Health and self care

30-50

Communication and Language Listening and attention; Understanding; Speaking Amy enjoys joining in with rhymes and stories that she knows well. She likes to get the nursery rhyme finger puppets and sing the rhymes that go with them. She is able to follow directions and enjoys playing ‘Simon says’. Amy responds appropriately to ‘how’ and ‘why ‘questions and recently explained why she needed two more wheels for her model. She displays a sense of humour and enjoys listening to the jokes her friends tell. Amy enjoys talking about her family with her key person and especially likes to describe the things that she and her puppy do on their visits to the park. Amy enjoys learning the meaning of new words and tries to include them in her conversation.

Personal, Social and Emotional Development Self confidence and self awareness; Making relationships; Managing feelings and behaviour Amy enjoys being with adults and talking to them, particularly her key person who she likes to do activities with as it gives her more confidence. Recently she has shown greater confidence in communicating with other children. She often talks about things she has done at home, and also talks a lot about her visits to the park with her dog and what they do together. Amy talks confidently to adults when she needs help and is becoming more confident to talk to other children while she is playing. Amy is caring and helpful towards others, playing outside, Amy and another child found a ladybird. Amy held it in her hand and said ‘Be careful. I mustn’t squash it.’ She also often helps other children when they need it, eg. holding the hand of another child when they are on the balancing equipment.


Listening and attention 30-50

Self confidence and self awareness 30-50

Speaking 30-50

Understanding 30-50 Making relationships

30-50 Managing feelings and behaviour

30-50

Literacy Reading; Writing While out for a walk Amy saw a sign for the supermarket and said ‘That says Asda, I go there with mummy.’ She enjoys looking at books and always handles them carefully. She often ‘reads’ stories to her friends, using the pictures and key phrases. Amy uses books in other areas and understands that books can contain information, eg looking at a cookbook in the home corner and asking ‘What does that say? What do I need to make those cakes?’ Amy is beginning to talk about/name individual sounds at the beginnings of words eg. when playing in the role play area said ‘sausages, they begin with s.’ Amy enjoys exploring mark-making indoors and out using water, paint, felt-tips, pencils and crayons in different areas of nursery. She makes zig-zags on the top of her paper when she draws/paints pictures and says ‘I’ve written my name on it’, and makes signs for different things around nursery.

Mathematics Number; Shape, space and measure Amy often uses number in play, counting dolls in the cot, sheep on the farm or fish in the water, and can count 5 objects accurately. She holds up the correct number of fingers when joining in with counting rhymes, and uses them to show when things have been added and taken away. She is beginning to recognise some numerals - whilst making a birthday cake with mud outside, Amy said ‘I’m 4’ whilst sticking in the number 4 candle. At the snack bar Amy comments to another child ‘You’ve got 3 grapes left, I’ve only got 2…if you eat another one you’ll have 2 left like me’. Amy loves to sort wood, leaves, flowers and grasses by size and colour saying things like ‘That’s bigger…that’s the same colour…these go together because they’re both little’. Amy describes the shapes she uses in her junk models using words such as pointy and round. Amy sorts out the snakes into groups of ones that are the same length, she then puts the 3 groups in size order, saying ‘those are first, then those and those are last because they’re the longest’


Reading 30-50 Writing 30-50 Number 30-50 Shape, space and measure

30-50

Understanding the world People and communities; The world; Technology Amy shows great interest in what is going on around her, and in other people. She often talks about special occasions, when she went to her auntie’s wedding she told me about what had happened, and that ‘it was a very special day for Aunty Emma and Uncle Jon’ She enjoys being outside, both in the garden and further afield, and talks about what she sees, eg. When we went on a spring walk, Amy noticed the buds on trees and asked ‘will they turn into leaves? She also enjoys finding living things outside, and is careful when handling them. Amy came in with a scan picture of her new baby to show me. She said ‘mummy went to have the baby’s picture taken, it’s growing in her tummy and will be born soon’ Amy enjoys using ICT resources like the Bee-Bot and can use the digital camera to take photos of things around nursery. Playing in the den outside, Amy was using the torch, switching it on and off. After a

while when she turned it on it didn’t work. She brought it to me and

asked me how to make it work again.

Expressive arts and design Exploring and using media and materials; Being imaginative Amy enjoys trying out different instruments and using them in different ways. She talks about making loud and quiet sounds, and tries to recreate things such as the sound of the rain. Outside she uses different spoons, sticks, etc. to tap the railings and make different noises. She likes listening to music, and dances and moves in different ways, enjoying being different animals to go with the sound of the music. She enjoys singing, and often sings along to herself when playing on her own. Amy loves spending time in the creative area, and often makes pictures about things she has done eg. when she went to her aunty’s wedding, and tells me about her pictures. She tries out using different tools and ways of joining things, applying paint etc. Amy also enjoys role-play, and is particularly comfortable in the home corner. One day she said to me ‘my mummy’s got a shop, she does hair and nails’ She got a fork and used it to comb my hair, saying ‘you need to get ready for the party’.


People and communities

30-50 Exploring and using media and materials 30-50

The world 30-50 Technology 30-50 Being imaginative

30-50

Record of Transition Planning Meeting

Child’s Name

Date of Birth

Date of transition planning meeting:

Current setting:

Representative attending meeting:

Setting /School to be attended:

Representative attending meeting

Others present at meeting:

Name Role

Support service to be involved:

Child’s Proposed attendance [Nursery settings only)

Monday Tuesday Wednesday Thursday Friday

Parents’ view and concerns

Strategies / actions

Professionals who will continue to be involved: eg SALT, EP, OT etc

Name Role Contact

Agreed Plan for transition:

Dates of visits to new setting / school: To be supported by:

Start Date and School Entry Plan:

Resources needed to support transition: To be completed by:

Communication book

School Photograph Book

Visual support: pictures / photographs / symbols

Additional information needed To be completed by:

Health Care Plan

Intimate Care Plan

Risk Assessment

Personal Emergency Evacuation Plan

Mobility Assessment

Moving and Handling Assessment

Equipment:

Type: Make: Provided by:

Seating

Standing Frame

Walker

Other

Date of next meeting following transition:

Parent / Carer Signature:

Date

Rep Current Setting Signature:

Date

Rep Receiving Setting / School Signature:

Date

Form completed by: Designation:

Date

Assessment Documents

The summary should be a reflection of Development Matters, collated in the Learning Journey.

Development Matters – Prime Areas


Communication and Language Physical Development

Making Relationships

Listening and Attention

Moving and Handling

Self-confidence and self-awareness

Understanding Health and Self-care


Speaking

Development Matters – Specific Areas

Literacy Mathematics Understanding the World

Expressive Arts and Design

Reading Numbers People and Communities

EUMM

Writing SSM The World

Being imaginative

Technology

Name

DOB Age in months

Date of summary

Contextual information

Starting Points Summary Sheet

The summary should be a reflection of Development Matters, collated in the Learning Journey.

Development Matters – Prime Areas


Communication and Language Physical Development

Making Relationships

Listening and Attention

Moving and

Handling

Self-confidence and self-awareness

Understanding Health and Self-

care


Speaking

Development Matters – Specific Areas

Literacy Mathematics Understanding the World

Expressive Arts and Design

Reading

Numbers People and Communities

EUMM

Writing

SSM The World Being imaginative

Technology

Termly Progress Summary

Name

DOB Age in months

Date of summary

Contextual information


Blackpool Learning Charts

Name DOB Start date at setting

Age at start date

PSED Making relationships Self Confidence and self awareness Managing feelings and behaviour

0-11 months

1 Enjoys the company of others and seeks contact with others from birth. 2 Gazes at faces and copies facial movements. Eg. sticking out tongue, opening mouth and widening eyes. 3 Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements. 4 Recognises and is most responsive to main carer’s voice; face brightens, activity increases when familiar carer appears. 5 Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin.

1 Laughs and gurgles, eg. shows pleasure at being tickled and other physical interactions. 2 Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention.

1 Is comforted by touch and people’s faces and voices. 2 Seeks physical and emotional comfort by snuggling into trusted adults. 3 Calms from being upset when held, rocked, spoken or sung to with soothing voice. 4 Shows a range of emotions such as pleasure, fear and excitement. 5 Reacts emotionally to other people’s emotions, eg smiles when smiled at and becomes distressed if hears another child crying.

8-20 months

6 Seeks to gain attention in a variety of ways, drawing others into social interaction. 7 Builds relationships with special people. 8 Is wary of unfamiliar people. 9 Interacts with others and explores new situations when supported by familiar person. 10 Shows interest in the activities of others and responds differently to children and adults, eg. may be more interested in watching children than adults or may pay more attention when children talk to them.

3 Enjoys finding own nose, eyes or tummy as part of naming games. 4 Learns that own voice and actions have effects on others. 5 Uses pointing with eye gaze to make requests, and to share an interest. 6 Engages other person to help achieve a goal, eg. to get an object out of reach.

6 Uses familiar adult to share feelings such as excitement or pleasure, and for ‘emotional refuelling’ when feeling tired, stressed or frustrated. 7 Growing ability to soothe themselves, and may like to use a comfort object. 8 Cooperates with caregiving experiences eg. dressing. 9 Beginning to understand ‘yes’, ‘no’ and some boundaries.

16-26 months

11 Plays alongside others. 12 Uses a familiar adult as a secure base from which to explore independently in new environments, eg. ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious. 13 Plays cooperatively with a familiar adult, eg. rolling a ball back and forth.

7 Explores new toys and environments but ‘checks in’ regularly with familiar adults as and when needed. 8 Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others). 9 Demonstrates sense of self as an individual eg. wants to do things independently says ‘No’ to adult.

10 Is aware of others feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice. 11 Growing sense of will and determination may result in feelings of anger and frustration which are difficult to handle, eg. may have tantrums. 12 Responds to a few appropriate boundaries, with encouragement and support. 13 Beings to learn that some things are theirs, some things are shared, and some things belong to other people.

22-36 months

14 Interested in others play and starting to join in. 15 Seeks out others to share experiences. 16 Shows affection and concern for people who are special to them. 17 May form a special friendship with another child.

10 Separates from main carer with support and encouragement from a familiar adult. 11 Expresses own preferences and interests.

14 Seeks comfort from familiar adults when needed. 15 Can express their own feelings such as sad, happy, cross, scared, worried. 16 Responds to the feelings and wishes of others. 17 Aware that some actions can hurt or harm others.


18 Tries to help or give comfort when others are distressed. 19 Shows understanding and cooperates with some boundaries and routines. 20 Can inhibit own actions/behaviours eg. stop themselves from doing something they shouldn’t do. 21 Growing ability to distract self when upset, eg by engaging in a new play activity.

30-50 months

18 Can play in a group, extending and elaborating play ideas eg. building up a role-play activity with other children. 19 Initiates play, offering cues to peers to join them. 20 Keeps play going by responding to what others are saying or doing. 21 Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

12 Can select and use activities and resources with help. 13 Welcomes and values praise for what they have done. 14 Enjoys responsibility of carrying out small tasks. 15 Is more outgoing towards unfamiliar people and more confident in new social situations. 16 Confident to talk to other children when playing, and will communicate freely about own home and community. 17 Shows confidence in asking adults for help.

22 Aware of own feelings, and knows that some actions and words can hurt others’ feelings. 23 Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. 24 Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met. 25 Can usually adapt behaviour to different events, social situations and changes in routine.

40-60 + months

22 Initiates conversations, attends to and takes account of what others say. 23 Explains own knowledge and understanding, and asks appropriate questions of others. 24 Takes steps to resolve conflicts with other children, eg finding a compromise.

18 Confident to speak to others about own needs, wants, interests and opinions. 19 Can describe self in positive terms and talk about abilities.

26 Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them. 27 Aware of the boundaries set, and of behavioural expectations in the setting. 28 Beginning to be able to negotiate and solve problems without aggression, eg. when someone has taken their toy.

Early Learning

Goals

Children play co-operatively taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Children talk about how they and others show feelings, talk about their own and others’ behaviour and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

CL Listening and Attention Understanding Speaking

0-11 months

1 Turns toward a familiar sound then locates range of sounds with accuracy. 2 Listens to, distinguishes and responds to intonations and sounds of voices. 3 Reacts in interaction with others by smiling, looking and moving. 4 Quietens or alerts to the sound of speech. 5 Looks intently at a person talking, but stops responding if speaker turns away. 6 Listens to familiar sounds, words, or finger plays. 7 Fleeting Attention – not under child’s control, new stimuli takes whole attention.

1 Stops and looks when hears own name. 2 Starts to understand contextual clues, e.g. familiar gestures, words and sounds.

1 Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing. 2 Makes own sounds in response when talked to by familiar adults. 3 Lifts arms in anticipation of being picked up. 4 Practises and gradually develops speech sounds (babbling) to communicate with adults; says sounds like ‘baba, nono, gogo.

8 – 20 months

8 Moves whole bodies to sounds they enjoy, such as music or a regular beat. 9 Has a strong exploratory impulse. 10 Concentrates intently on an object or activity of own choosing for short periods. 11 Pays attention to dominant stimulus – easily distracted by noises or other people talking.

3 Developing the ability to follow others’ body language, including pointing and gesture. 4 Responds to the different things said when in a familiar context with a special person (e.g. ‘Where’s Mummy?’, ‘Where’s your nose?’). 5 Understanding of single words in context is developing, e.g. ‘cup’, ‘milk’, ‘daddy’.

5 Uses sounds in play, e.g. ‘brrrm’ for toy car. 6 Uses single words. 7 Frequently imitates words and sounds. 8 Enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye.) 9 Uses pointing with eye gaze to make requests, and to share an interest. 10 Creates personal words as they begin to develop language.

16-26 months

12 Listens to and enjoys rhythmic patterns in rhymes and stories. 13 Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations. 14 Rigid attention – may appear not to hear.

6 Selects familiar objects by name and will go and find objects when asked, or identify objects from a group. 7 Understands simple sentences (e.g. ‘Throw the ball.’)

11 Copies familiar expressions, e.g. ‘Oh dear’, ‘All gone’. 12 Beginning to put two words together (e.g. ‘want ball’, ‘more juice’). 13 Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot). 14 Beginning to ask simple questions. 15 Beginning to talk about people and things that are not present.

22-36 months

15 Listens with interest to the noises adults make when they read stories. 16 Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door. 17 Shows interest in play with sounds, songs and rhymes. 18 Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus.

8 Identifies action words by pointing to the right picture, e.g., “Who’s jumping?” 9 Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’ 10 Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?). 11 Developing understanding of simple concepts (e.g. big/little).

16 Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts. 17 Holds a conversation, jumping from topic to topic. 18 Learns new words very rapidly and is able to use them in communicating. 19 Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’. 20 Uses a variety of questions (e.g. what, where, who). 21 Uses simple sentences (e.g.’ Mummy gonna work.’) 22 Beginning to use word endings (e.g. going, cats).


30 – 50 months

19 Listens to others one to one or in small groups, when conversation interests them. 20 Listens to stories with increasing attention and recall. 21 Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. 22 Focusing attention – still listen or do, but can shift own attention. 23 Is able to follow directions (if not intently focused on own choice of activity).

12 Understands use of objects (e.g. “What do we use to cut things?’) 13 Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. 14 Responds to simple instructions, e.g. to get or put away an object. 15 Beginning to understand ‘why’ and ‘how’ questions.

23 Beginning to use more complex sentences to link thoughts (e.g. using and, because). 24 Can retell a simple past event in correct order (e.g. went down slide, hurt finger). 25 Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. 26 Questions why things happen and gives explanations. Asks e.g. who, what, when, how. 27 Uses a range of tenses (e.g. play, playing, will play, played). 28 Uses intonation, rhythm and phrasing to make the meaning clear to others. 29 Uses vocabulary focused on objects and people that are of particular importance to them. 30 Builds up vocabulary that reflects the breadth of their experiences. 31 Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’

40-60 months

24 Maintains attention, concentrates and sits quietly during appropriate activity. 25 Two-channelled attention – can listen and do for short span.

16 Responds to instructions involving a two-part sequence. 17 Understands humour, e.g. nonsense rhymes, jokes. 18 Able to follow a story without pictures or props. 19 Listens and responds to ideas expressed by others in conversation or discussion.

32 Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. 33 Uses language to imagine and recreate roles and experiences in play situations. 34 Links statements and sticks to a main theme or intention. 35 Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. 36 Introduces a storyline or narrative into their play.

Early Learning Goals

Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events

PD Moving and Handling Health and self-care

0-11 Months

1 Turns head in response to sounds and sights. 2 Gradually develops ability to hold up own head. 3 Makes movements with arms and legs which gradually become more controlled. 4 Rolls over from front to back, from back to front. 5 When lying on tummy becomes able to lift first head and then chest, supporting self with forearms and then straight arms. 6 Watches and explores hands and feet, e.g. when lying on back lifts legs into vertical position and grasps feet. 7 Reaches out for, touches and begins to hold objects. 8 Explores objects with mouth, often picking up an object and holding it to the mouth.

1 Responds to and thrives on warm, sensitive physical contact and care. 2 Expresses discomfort, hunger or thirst. 3 Anticipates food routines with interest.

8-20 months

9 Sits unsupported on the floor. 10 When sitting, can lean forward to pick up small toys. 11 Pulls to standing, holding on to furniture or person for support. 12 Crawls, bottom shuffles or rolls continuously to move around. 13 Walks around furniture lifting one foot and stepping sideways (cruising), and walks with one or both hands held by adult. 14 Takes first few steps independently. 15 Passes toys from one hand to the other. 16 Holds an object in each hand and brings them together in the middle, e.g. holds two blocks and bangs them together. 17 Picks up small objects between thumb and fingers. 18 Enjoys the sensory experience of making marks in damp sand, paste or paint. 19 Holds pen or crayon using a whole hand (palmar) grasp an and makes random marks with different strokes.

4 Opens mouth for spoon. 5 Holds own bottle or cup. 6 Grasps finger foods and brings them to mouth. 7 Attempts to use spoon: can guide towards mouth but food often falls off. 8 Can actively cooperate with nappy changing (lies still, helps hold legs up). 9 Starts to communicate urination, bowel movement.

16-26 months

20 Walks upstairs holding hand of adult. 21 Comes downstairs backwards on knees (crawling). 22 Beginning to balance blocks to build a small tower. 23 Makes connections between their movement and the marks they make.

10 Develops own likes and dislikes in food and drink. 11 Willing to try new food textures and tastes. 12 Holds cup with both hands and drinks without much spilling. 13 Clearly communicates wet or soiled nappy or pants. 14 Shows some awareness of bladder and bowel urges. 15 Shows awareness of what a potty or toilet is used for. 16 Shows a desire to help with dressing/undressing and hygiene routines.

22-36 months

24 Runs safely on whole foot. 25 Squats with steadiness to rest or play with object on the ground, and rises to feet without using hands. 26 Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment. 27 Can kick a large ball. 28 Turns pages in a book, sometimes several at once. 29 Shows control in holding and using jugs to pour, hammers, books and mark-making tools. 30 Beginning to use three fingers (tripod grip) to hold writing tools.

17 Feeds self competently with spoon. 18 Drinks well without spilling. 19 Clearly communicates their need for potty or toilet. 20 Beginning to recognise danger and seeks support of significant adults for help. 21 Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes off unbuttoned shirt. 22 Beginning to be independent in self-care, but still often needs adult support.

PD Moving and Handling Health and self-care

31 Imitates drawing simple shapes such as circles and lines. 32 Walks upstairs or downstairs holding onto a rail two feet to a step. 33 May be beginning to show preference for dominant hand.

30-50 Months

34 Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. 35 Mounts stairs, steps or climbing equipment using alternate feet. 36 Walks downstairs, two feet to each step while carrying a small object. 37 Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles. 38 Can stand momentarily on one foot when shown. 39 Can catch a large ball. 40 Draws lines and circles using gross motor movements. 41 Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors. 42 Holds pencil between thumb and two fingers, no longer using whole-hand grasp. 43 Holds pencil near point between first two fingers and thumb and uses it with good control. 44 Can copy some letters, e.g. letters from their name.

23 Can tell adults when hungry or tired or when they want to rest or play. 24 Observes the effects of activity on their bodies. 25 Understands that equipment and tools have to be used safely. 26 Gains more bowel and bladder control and can attend to toileting needs most of the time themselves. 27 Can usually manage washing and drying hands. 28 Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.

40-60 Months

45 Experiments with different ways of moving. 46 Jumps off an object and lands appropriately. 47 Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles. 48 Travels with confidence and skill around, under, over and through balancing and climbing equipment. 49 Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. 50 Uses simple tools to effect changes to materials. 51 Handles tools, objects, construction and malleable materials safely and with increasing control. 52 Shows a preference for a dominant hand. 53 Begins to use anticlockwise movement and retrace vertical lines. 54 Begins to form recognisable letters. 55 Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.

29 Eats a healthy range of foodstuffs and understands need for variety in food. 30 Usually dry and clean during the day. 31 Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. 32 Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks. 33 Shows understanding of how to transport and store equipment safely. 34 Practices some appropriate safety measures without direct supervision.


Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Literacy Reading Writing

0-11 Months

1 Enjoys looking at books and other printed material with familiar people. Children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See the roots of Writing in Communication and language). Early mark-making is not the same as writing.It is a sensory and physical experience for babies and toddlers, which they do not yet connect to forming symbols which can communicate meaning.(See roots of mark-making and handwriting in Playing and exploring and Physical Development).

8-20 months

2 Handles books and printed material with interest.

16-26 months

3 Interested in books and rhymes and may have favourites.

22-36 months

4 Has some favourite stories, rhymes, songs, poems or jingles. 5 Repeats words or phrases from familiar stories. 6 Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’.

1 Distinguishes between the different marks they make.

30-50 Months

7 Enjoys rhyming and rhythmic activities. 8 Shows awareness of rhyme and alliteration. 9 Recognises rhythm in spoken words. 10 Listens to and joins in with stories and poems, one-to-one and also in small groups. 11 Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. 12 Beginning to be aware of the way stories are structured. 13 Suggests how the story might end. 14 Listens to stories with increasing attention and recall. 15 Describes main story settings, events and principal characters. 16 Shows interest in illustrations and print in books and print in the environment. 17 Recognises familiar words and signs such as own name and advertising logos. 18 Looks at books independently. 19 Handles books carefully. 20 Knows information can be relayed in the form of print. 21 Holds books the correct way up and turns pages. 22 Knows that print carries meaning and, in English, is read from left to right and top to bottom.

2 Sometimes gives meaning to marks as they draw and paint. 3 Ascribes meanings to marks that they see in different places.

40-60 Months

23 Continues a rhyming string. 24 Hears and says the initial sound in words.

4 Gives meaning to marks they make as they draw, write and paint. 5 Begins to break the flow of speech into words. 6 Continues a rhyming string.

Literacy Reading Writing

25 Can segment the sounds in simple words and blend them together and knows which letters represent some of them. 26 Links sounds to letters, naming and sounding the letters of the alphabet. 27 Begins to read words and simple sentences. 28 Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. 29 Enjoys an increasing range of books. 30 Knows that information can be retrieved from books and computers.

7 Hears and says the initial sound in words. 8 Can segment the sounds in simple words and blend them together. 9 Links sounds to letters, naming and sounding the letters of the alphabet. 10 Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. 11 Writes own name and other things such as labels, captions. 12 Attempts to write short sentences in meaningful contexts.

Early Learning

Goals

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and theirs. Some words are spelt correctly and others are phonetically plausible.

Maths Numbers Shape, space and measure

0-11 Months

1 Notices changes in number of objects/images or sounds in group of up to 3. Babies’ early awareness of shape, space and measure grows from their sensory awareness and opportunities to observe objects and their movements, and to play and explore. See Characteristics of Effective Learning - Playing and Exploring, and Physical Development.

8-20 months

2 Develops an awareness of number names through their enjoyment of action rhymes and songs that relate to their experience of numbers. 3 Has some understanding that things exist, even when out of sight.

1 Recognises big things and small things in meaningful contexts. 2 Gets to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime.

16-26 months

4 Knows that things exist, even when out of sight. 5 Beginning to organise and categorise objects, e.g. putting all the teddy bears together or teddies and cars in separate piles. 6 Says some counting words randomly.

3 Attempts, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles. 4 Uses blocks to create their own simple structures and arrangements. 5 Enjoys filling and emptying containers. 6 Associates a sequence of actions with daily routines. 7 Beginning to understand that things might happen ‘now’.

22-36 months

7 Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’. 8 Recites some number names in sequence. 9 Creates and experiments with symbols and marks representing ideas of number. 10 Begins to make comparisons between quantities. 11 Uses some language of quantities, such as ‘more’ and ‘a lot’. 12 Knows that a group of things changes in quantity when something is added or taken away.

8 Notices simple shapes and patterns in pictures. 9 Beginning to categorise objects according to properties such as shape or size. 10 Begins to use the language of size. 11 Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’. 12 Anticipates specific time-based events such as mealtimes or home time.

30-50 Months

13 Uses some number names and number language spontaneously. 14 Uses some number names accurately in play. 15 Recites numbers in order to 10. 16 Knows that numbers identify how many objects are in a set. 17 Beginning to represent numbers using fingers, marks on paper or pictures. 18 Sometimes matches numeral and quantity correctly. 19 Shows curiosity about numbers by offering comments or asking questions. 20 Compares two groups of objects, saying when they have the same number. 21 Shows an interest in number problems. 22 Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.

13 Shows an interest in shape and space by playing with shapes or making arrangements with objects. 14 Shows awareness of similarities of shapes in the environment. 15 Uses positional language. 16 Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. 17 Shows interest in shapes in the environment. 18 Uses shapes appropriately for tasks. 19 Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.

Maths Numbers Shape, space and measure

23 Shows an interest in numerals in the environment. 24 Shows an interest in representing numbers. 25 Realises not only objects, but anything can be counted, including steps, claps or jumps.

40-60 Months

26 Recognise some numerals of personal significance. 27 Recognises numerals 1 to 5. 28 Counts up to three or four objects by saying one number name for each item. 29 Counts actions or objects which cannot be moved. 30 Counts objects to 10, and beginning to count beyond 10. 31 Counts out up to six objects from a larger group. 32 Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. 33 Counts an irregular arrangement of up to ten objects. 34 Estimates how many objects they can see and checks by counting them. 35 Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. 36 Finds the total number of items in two groups by counting all of them. 37 Says the number that is one more than a given number. 38 Finds one more or one less from a group of up to five objects, then ten objects. 39 In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. 40 Records, using marks that they can interpret and explain. 41 Begins to identify own mathematical problems based on own interests and fascinations.

20 Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. 21 Selects a particular named shape. 22 Can describe their relative position such as ‘behind’ or ‘next to’. 23 Orders two or three items by length or height. 24 Orders two items by weight or capacity. 25 Uses familiar objects and common shapes to create and recreate patterns and build models. 26 Uses everyday language related to time. 27 Beginning to use everyday language related to money. 28 Orders and sequences familiar events. 29 Measures short periods of time in simple ways.

Early Learning

Goals

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

UTW People and Communities The World Technology

0-11 months The beginnings of understanding of People and communities lie in early attachment and other relationships. See Personal, Social and Emotional Development and Communication and Language.

1 Moves eyes, then head, to follow moving objects. 2 Reacts with abrupt change when a face or object suddenly disappears from view. 3 Looks around a room with interest; visually scans environment for novel, interesting objects and events. 4 Smiles with pleasure at recognisable playthings. 5 Repeats actions that have an effect, e.g. kicking or hitting a mobile or shaking a rattle. See also Characteristics of Effective Learning – Playing and Exploring, and Physical Development.

The beginnings of understanding technology lie in babies exploring and making sense of objects and how they behave. See Characteristics of Effective Learning - Playing and Exploring and Creating and Thinking Critically.

8 – 20 months

6 Closely observes what animals, people and vehicles do. 7 Watches toy being hidden and tries to find it. 8 Looks for dropped objects. 9 Becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers. 10 Knows things are used in different ways, e.g. a ball for rolling or throwing, a toy car for pushing.

16-26 months

1 Is curious about people and shows interest in stories about themselves and their family. 2 Enjoys pictures and stories about themselves, their families and other people.

11 Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking. 12 Remembers where objects belong. 13 Matches parts of objects that fit together, e.g. puts lid on teapot.

1 Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times. 2 Shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn to operate them.

22-36 months

3 Has a sense of own immediate family and relations. 4 In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea. 5 Beginning to have their own friends. 6 Learns that they have similarities and differences that connect them to, and distinguish them from, others.

14 Enjoys playing with small-world models such as a farm, a garage, or a train track. 15 Notices detailed features of objects in their environment.

3 Seeks to acquire basic skills in turning on and operating some ICT equipment. 4 Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car.

UTW People and Communities The World Technology

30 – 50 months

7 Shows interest in the lives of people who are familiar to them. 8 Remembers and talks about significant events in their own experience. 9 Recognises and describes special times or events for family or friends. 10 Shows interest in different occupations and ways of life. 11 Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

16 Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. 17 Can talk about some of the things they have observed such as plants, animals, natural and found objects. 18 Talks about why things happen and how things work. 19 Developing an understanding of growth, decay and changes over time. 20 Shows care and concern for living things and the environment.

5 Knows how to operate simple equipment, e.g. turns on CD player and uses remote control. 6 Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones. 7 Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. 8 Knows that information can be retrieved from computers.

40-60 months

12 Enjoys joining in with family customs and routines. 21 Looks closely at similarities, differences, patterns and change.

9 Completes a simple program on a computer. 10 Uses ICT hardware to interact with age-appropriate computer software.


Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

EA&D Exploring and Using Media and Materials Being Imaginative

0-11 Months

Babies explore media and materials as part of their exploration of the world around them. See Characteristics of Effective Learning – Playing and Exploring, Physical Development, Understanding the World – The World.

Babies and toddlers need to explore the world and develop a range of ways to communicate before they can express their own ideas through arts and design. See Characteristics of Effective Learning; Communication and Language; Physical Development; Personal, Social and Emotional Development

8-20 months

1 Explores and experiments with a range of media through sensory exploration, and using whole body. 2 Move their whole bodies to sounds they enjoy, such as music or a regular beat. 3 Imitates and improvises actions they have observed, e.g. clapping or waving. 4 Begins to move to music, listen to or join in rhymes or songs. 5 Notices and is interested in the effects of making movements which leave marks.

16-26 months

1 Expresses self through physical action and sound. 2 Pretends that one object represents another, especially when objects have characteristics in common.

22-36 months

6 Joins in singing favourite songs. 7 Creates sounds by banging, shaking, tapping or blowing. 8 Shows an interest in the way musical instruments sound. 9 Experiments with blocks, colours and marks

3 Beginning to use representation to communicate, e.g. drawing a line and saying ‘That’s me.’ 4 Beginning to make-believe by pretending.

30-50 Months

10 Enjoys joining in with dancing and ring games. 11 Sings a few familiar songs. 12 Beginning to move rhythmically. 13 Imitates movement in response to music. 14 Taps out simple repeated rhythms. 15 Explores and learns how sounds can be changed. 16 Explores colour and how colours can be changed. 17 Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects. 18 Beginning to be interested in and describe the texture of things. 19 Uses various construction materials. 20 Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces. 21 Joins construction pieces together to build and balance. 22 Realises tools can be used for a purpose.

5 Developing preferences for forms of expression. 6 Uses movement to express feelings. 7 Creates movement in response to music. 8 Sings to self and makes up simple songs. 9 Makes up rhythms. 10 Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there. 11 Engages in imaginative role-play based on own first-hand experiences. 12 Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’. 13 Uses available resources to create props to support role-play. 14 Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.

40-60 Months

23 Begins to build a repertoire of songs and dances. 24 Explores the different sounds of instruments. 25 Explores what happens when they mix colours. 26 Experiments to create different textures. 27 Understands that different media can be combined to create new effects. 28 Manipulates materials to achieve a planned effect. 29 Constructs with a purpose in mind, using a variety of resources. 30 Uses simple tools and techniques competently and appropriately. 31 Selects appropriate resources and adapts work where necessary. 32 Selects tools and techniques needed to shape, assemble and join materials they are using.

15 Create simple representations of events, people and objects. 16 Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences. 17 Chooses particular colours to use for a purpose. 18 Introduces a storyline or narrative into their play. 19 Plays alongside other children who are engaged in the same theme. 20 Plays cooperatively as part of a group to develop and act out a narrative.

EA&D Exploring and Using Media and Materials Being Imaginative

Early

Learning Goals

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.


Blackpool Learning Charts - Additional Steps

Birth – 11 months

Name DOB Start date at setting Age at start date


Birth – 11 months (1-10)

• Enjoys the company of others and seeks contact with others from birth • Reacts to person who is very close • Looks at person who is close • Watches speaker's face carefully • Turns eyes or head to find speaker • Smiles in response to touch or sound • Gazes a long time at your face, especially when feeding • Gazes at faces and copies facial movements. e.g. sticking out tongue, opening mouth and widening eyes • Can be soothed with a cuddle • Begins to cry if adult interaction, cuddle etc. ends

• Has brief periods of alertness • Reacts to interaction with adult • Makes changes in body movements during interactions – stills, kicks legs etc. • Laughs and gurgles • Responds to interaction from adult by changing behaviour • Enjoys physical activities with adults such as being rocked • Shows an awareness of being imitated by stilling, staring etc. • Snuggles into your body when held • Reacts differently to unfamiliar people • Has sustained periods of alertness

• Cries to express hunger, pain and distress • Smiles and coos to express pleasure • Is comforted by touch and people’s faces and voices • Stops crying when picked up • Sucks on hands, clothes, or pacifier to calm self • Seeks physical and emotional comfort by snuggling in to trusted adults • Responds to interaction with adult by changing behaviour • Calms from being upset when held, rocked, spoken or sung to with soothing voice • Begins to cry if adult interaction, cuddle etc. ends • Shows displeasure at certain actions, for example turns face away from flannel


• Maintains eye contact during interactions with a familiar person • Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements • Smiles and makes sound in response to eye contact • Recognises and is most responsive to main carer’s voice: face brightens, activity increases when familiar carer appears • Responds to name being called • Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin • Takes a turn in vocal conversation • Takes more than one turn in vocal conversation • Moves limbs, changes facial expression and laughs in anticipation of being lifted • Responds to what carer is paying attention to, e.g. following their gaze

• Laughs and gurgles, e.g. shows pleasure at being tickled and other physical interactions • Enjoys ‘peekaboo’ games • Is wary of unfamiliar events • Can become distressed in unfamiliar environments • Looks in a mirror • Eye contact with adults increases • Enjoys playing with hands, fingers, feet and toes • Responds to interaction with adult by changing behaviour • Shows distress at being left alone • Shows pleasure at return of parent or familiar adult

• Smiles or quietens to familiar voice or face • Uses different cries or sounds to show hunger, tired pain etc • Becomes upset if an anticipated event does not happen • Is affectionate with familiar adults and will give hugs, kisses etc. • Shows distress at being left alone • Shows pleasure at return of parent or familiar carer • Shows a range of emotions such as pleasure, fear and excitement • Can become distressed in unfamiliar environments and with less familiar people • Smiles and makes sound in response to eye contact • Hands over an object to an adult, on request, for example takes part in give and take games


• Prefers particular people, for example, is happier and more settled with preferred carers and is unsettled or distressed with less familiar people

• Makes sounds and movements to initiate social interaction

• Smiles more often to familiar rather than unfamiliar people • Shows anger if physically restrained, for


• Becomes upset when a familiar carer leaves the room/house • Directs carer’s attention to something they wish to share • Responds differently to familiar voices than unfamiliar voices • Seeks reassurance from familiar adult when distressed or frightened • Shows interest in adult faces, for example pulls hair, touches nose etc. • Smiles more often to familiar rather than unfamiliar people • Shows anger if physically restrained, for example, cries when held still for injection or medication • Shows anxiety when with strangers • Often cries in relief when a familiar adult returns from being absent

• Makes sounds, movements and words to indicate that they would like interaction to stop • Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention • Uses vocalisations/words/gestures to communicate discomfort and pleasure • Smiles at reflection in mirror • Copies the actions of another when both looking in a mirror • Recognises a range of people who ‘belong to them’ • Recognises regularly used possessions and knows these belong to them such as cup, teddy etc. • Starts to defend own possessions • Shows affection to favourite adults by kissing, hugging etc.

example, cries when held still for injection or medication • Gets upset if toy is taken away • Reacts emotionally to other people’s emotions, e.g. smiles when smiled at and becomes distressed if hears another child crying • Demonstrates pleasure when praised • Is unhappy when ‘told off’ • Understands ‘no’ but doesn’t always respond to this • Repeats actions that they anticipate will result in praise • Begins to test boundaries – will look towards an adult when doing something they know they shouldn’t • Persistently tries to gain adult’s attention before doing something they know they shouldn’t



• Is startled by sudden noises • Stills or stops crying at sounds of familiar voice • Concentrates intently on faces and enjoys interaction • Occasionally turns head towards different sounds • Turns toward a familiar sound then locates range of sounds with accuracy • Shows interest and attention to an adult singing or talking for longer periods • Watches and follows adult movements • Quietens or alerts to the sound of speech • Turns head towards people talking • Gazes at faces and copies facial movements, eg. sticking out tongue

• Stills to adult voice • Makes fleeting eye contact with adult who is talking • Shows more interest in ‘sing song’ speech that typical adult voice • Smiles in response to smiling adults • Turns head to side to locate a speaking adult • Shows excitement at sound of approaching voices • Imitates sticking out tongue • Responds to calming/soothing sounds • Sucks or licks lips in response to sounds/visual cues of preparation for feeding. • Makes changes in facial expression during interaction

• Cries when uncomfortable or annoyed • Reacts with cries and smiles to interactions • Smiles in response to smiling adult • Makes vowel sounds • Makes vowel sounds of varied duration and pitch • Chuckles and makes happy sounds • Has a ‘special cry’ for hunger • Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing • Makes changes in facial expression when playing with an adult • Vocalises more when adult uses child directed speech


• Listens to, distinguishes and responds to intonations and sounds of voices. • Quietens to sound of musical toy • Likes being with familiar adults and watching them • Responds differently to different tones of voice eg. sing song, soothing and playful • Reacts in interaction with others by smiling, looking and moving. • Usually stops crying in response to soothing voice • Giggles in response to source of amusement • Listens to an adult talking and responds with vocalisations • Responds to action rhymes such as ‘Round and round the garden’ • Shows preference for particular sounds and dislike of others

• Stops and stills when hears own name • Makes distinct response to name being called – turns head, smiles etc. • Responds differently to different tones of voice e.g. sing song, questions, soothing and playful, as tone of voice helps understanding of the meaning • Shows anticipation of activities with aid of objects of reference • Lifts arms when adult holds out arms to pick up child • Responds differently to familiar voices than unfamiliar voices • Takes a turn in vocal conversation • Takes more than one turn in vocal conversation • Makes more sustained eye contact with adult • Initiates vocal conversation and waits for turn

• Makes own sounds in response when talked to by familiar adults • Starts to play with consonant sounds such as ‘m’ and ‘d’ • If adult babbles, will babble or make sound in return • Attends to an item and demonstrates pleasure/displeasure • Deliberately uses vocalisation or gesture as a means of gaining attention • Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention • Will start a conversation by babbling and making sounds • Lifts arms in anticipation of being picked up • Indicates wants by reaching towards desired object • Cries to protest at the end of an activity


• Enjoys singing or rhyme games and begins to anticipate them

• Starts to understand contextual clues, e.g. familiar gestures, words and sounds • Points to familiar body parts in imitation

• Clearly demonstrates the desire for ‘more’ of an activity • Attends to two objects nearby and indicates a


• Listens to familiar voice even if child cannot see source of sound • Looks intently at a person talking, but stops responding if speaker turns away. • Listens to familiar sounds, words, or finger plays • Fleeting attention not under child’s control, new stimuli takes whole attention • Listens to representational sounds made by adults eg. ‘brum, brum’ • Begins to copy more complex actions such as clapping, banging table etc. • Re-directs attention from an activity if a sound is made • Looks quickly and accurately towards a source of sound eg. car, knock on the door, telephone • Moves whole bodies to sounds they enjoy, such as music or a regular beat

• Knows that someone is about to leave when they wave bye bye • Associates meaning with one or two environmental sounds, for example hears the phone ring and immediately looks at it • Associates meaning with more environmental sounds • Demonstrates understanding of one to five words • Understands “No” when adult shakes head and says no in exaggerated voice • Starts to hand adult familiar object on request, for example spoon, ball • Copies gesture as part of games and familiar routines such as clapping hands, waving bye, blowing kisses, open hands for ‘where is it’ or ‘all gone’ • Looks towards familiar adults on request,

preference by reaching out • Looks at desired item out of reach and cries or reaches towards it • Looks at desired item out of reach and then at adult to indicate want • Practises and gradually develops speech sounds (babbling) to communicate with adults; says sounds like ‘baba, nono, gogo’ • Makes longer, repetitive sounds such as “Mamama” and “Dadada” • Uses one or two vocalisations or signs that approximate to words, understood by familiar adults • Uses up to five vocalisations or signs that approximate to words, understood by familiar adults • Imitates more complex actions such as patting head, touching toes, rubbing tummy etc. • Persistently repeats vocalisation or gesture if adult does not understand

PD Physical Development Moving and Handling: Gross Motor

Physical Development Moving and Handling: Fine Motor

Physical Development Health and Self-Care


•Turns head in response to sounds and sights • Moves eyes to follow a moving person • Gradually develop ability to hold up own head • Lifts head when lying on tummy and move it from side to side • Moves head to look around when lying on back or supported in sitting • When pulled to sit, head initially lags before dropping forward • Swipes hand at a toy dangling above when laid on back • Brings hands to midline • Kicks legs vigorously, one leg then the other • Makes movements with arms and legs which gradually become more controlled

Holds fingers open most of the time avoiding reflex grasp • Closes hand firmly around objects placed in palm • Keeps hands closed with thumbs tucked in against palm most of the time • Brings hands to mouth when lying on side or tummy • Holds rattle for a couple of seconds when placed in palm of hand • Pats and bangs object with flat hand • Starts to reach out to toys or objects • Reaches out for, touches and begins to hold objects • Sometimes takes object to mouth and explores with hands and mouth

• Responds to and thrives on warm sensitive physical contact and care • Expresses discomfort, hunger and thirst • Opens mouth for bottle when corner of mouth is touched • Sucks strongly and rhythmically • Has co-ordinated swallow • Closes mouth around bottle teat to achieve seal • Produces regular wet nappies each day • Is satisfied after a feed • Wakes at regular intervals for milk • Turns head to find breast or bottle




• Grabs for and scratches clothes or surfaces within easy reach

Birth – 11 months (11-

20)

• Attempts to roll over using shoulders, tummy to back or back to tummy • When lying on tummy becomes able to lift first head and then chest, supporting self with forearms and then straight arms • Watches and explores hands and feet, e.g. when lying on back lifts legs into vertical position and grasps feet • Rolls over from front to back and from back to front • Takes weight through legs and bounces up and down when held in a standing position • When placed on back rolls, onto side and stays there and plays with toys • When placed on tummy, pivots around in a circle • Maintains sitting position for two minutes once placed • Moves to sitting from laying on tummy • Holds high kneeling position when placed

• Regularly explores objects with mouth, often picking up an object and holding it to the mouth • Grasps object using whole hand (palmar grasp) • Uses a raking motion to pick up a small toy • Holds and examines offered object • Holds two objects, one in each hand • Plays with objects, by banging, shaking, turning them around in their hands. • Releases toy from grasp by dropping or pressing against a firm surface, but cannot yet place down deliberately • Passes toy from hand to hand whilst tracking with eyes • Drops toys or objects deliberately • Puts one object down to reach for another

• Feeds at regular intervals throughout the day and night • Anticipates food routines with interest • Starts to suckle in anticipation when bottle or breast is in sight • Puts hand on bottle when feeding • Looks in a mirror • Opens mouth for spoon • Takes increasing amounts of milk at each feed • When bottle or breast feeding, will reach for and play with adult (for example squeezes face) • Swallows tiny amounts of puree • Sucks on a spoon

Birth – 11 months (21-

30)

• Sits unsupported on floor • When sitting can lean forward to pick up small toys • When sitting can reach to the front and side to pick up small toys • Pulls to standing, holding onto furniture or person for support • Crawls, bottom shuffles or rolls continuously to move around • From a half kneeling position can pull to standing • Walks around the furniture lifting foot and stepping sideways • Walks with one or both hands held by adult • Walks pushing stable toy • Sits from standing in a more controlled manner

• Isolates index finger • Coordinates hands to clap • Uses two hands to lift large object and drop it into a container • Takes toys or objects out of a container with hand • Grasps mark maker and dots at paper • Pokes and prods with index finger • Picks up and drops objects on purpose • Puts small toys or objects into a container • Scoops with spoon or shovel • Places a large ring onto a peg

• Increasing curiosity means child may start to look around when satisfied but continue to feed • Accepts range of tastes • Holds own bottle or cup • Starts to show own food preferences • Tries to grasp spoon when being fed • Drinks from feeder cup with help • Grasps finger foods and brings them to mouth • Bites finger foods • Starts to cooperate with dressing – holds out arms, legs etc. • Accepts range of consistency (runny, thick, paste) and range of texture (smooth puree, chopped food, small soft lumps)



8 - 20months Name DOB Start date at setting Age at start date


8 - 20months (21-30)

• Prefers particular people, for example, is happier and more settled with preferred carers and is unsettled or distressed with less familiar people • Becomes upset when a familiar carer leaves the room/house • Directs carer’s attention to something they wish to share • Responds differently to familiar voices than unfamiliar voices • Seeks reassurance from familiar adult when distressed or frightened • Shows interest in adult faces, for example pulls hair, touches nose etc. • Smiles more often to familiar rather than unfamiliar people • Shows anger if physically restrained, for example, cries when held still for injection or medication • Shows anxiety when with strangers • Often cries in relief when a familiar adult returns from being absent

• Makes sounds and movements to initiate social interaction • Makes sounds, movements and words to indicate that they would like interaction to stop • Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention • Uses vocalisations/words/gestures to communicate discomfort and pleasure • Smiles at reflection in mirror • Copies the actions of another when both looking in a mirror • Recognises a range of people who ‘belong to them’ • Recognises regularly used possessions and knows these belong to them such as cup, teddy etc. • Starts to defend own possessions • Shows affection to favourite adults by kissing, hugging etc.

• Smiles more often to familiar rather than unfamiliar people • Shows anger if physically restrained, for example, cries when held still for injection or medication • Gets upset if toy is taken away • Reacts emotionally to other people’s emotions, e.g. smiles when smiled at and becomes distressed if hears another child crying • Demonstrates pleasure when praised • Is unhappy when ‘told off’ • Understands ‘no’ but doesn’t always respond to this • Repeats actions that they anticipate will result in praise • Begins to test boundaries – will look towards an adult when doing something they know they shouldn’t • Persistently tries to gain adult’s attention before doing something they know they shouldn’t

8 - 20months (31-40)

• Seeks to gain attention in a variety of ways, drawing others into social interaction • Reacts to an audience, for example, repeats any activity or action which is received positively by a smile, or that is laughed at, applauded or cheered • Laughs during shared games • Seeks out a familiar adult to share a book and game • Seeks to repeat enjoyable social activity • Builds relationships with special peers • Will seek out familiar adults in a group • Starts to take part in pretend play, for example hugs and kisses teddy • Needs reassurance from familiar adult when in a social situation with strangers. • Sometimes becomes distressed and anxious if left somewhere without their familiar adult

• Reaches out for mirror image or plays with reflection in mirror but does not realise image is self • Gazes at picture of self • Enjoys finding own nose, eyes or tummy as part of naming Games • Finds own coat and shoes from a selection • Remembers experiences that were not pleasurable and becomes upset if these are anticipated • Learns that own voice and actions have effects on others • Recognises self in photo • Makes requests and is confident these will be met • Enjoys finding body parts on teddy, adult or other child • Joins in with clapping when adults give praise

• Uses familiar adult to share feelings such as excitement or pleasure and for emotional refuelling when feeling tired, stressed or frustrated • Shows more differentiated feelings and emotions, for example, joy, fear, anger or surprise • Cooperates with care giving experiences, for example dressing • Clings to adult and hides face when feeling scared or overwhelmed • Makes requests and is confident these will be met • Growing ability to soothe themselves, and may like to use a comfort object • Beginning to understand yes, no and some boundaries • Begins to occupy self happily for short periods of time


• Remembers experiences that were not pleasurable and becomes upset if these are anticipated • Sometimes watches other children playing and joins in with actions

8 - 20months (41-50)

• Is wary of unfamiliar people • Interacts with others and explores new situations when supported by familiar person • Enjoys sharing new experiences with familiar adults • Remembers faces of people seen regularly, for example a therapist or family friend • Watches another child play and may copy • Shows interest in the activities of others and responds differently to children and adults, e.g. may be more interested in watching children than adults or may pay more attention when children talk to them • Sometimes accepts adult varying a game and imitates or joins in with new actions or routines • Begins to take part in more complex single action pretend play activities such as bath, feed, dress teddy • Shows an awareness of the feelings of others, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice • Imitates adult in simple task

• Takes a toy to a familiar adult for them to make it work • Engages other person to help achieve a goal, e.g. to get an object out of reach • Jigs along to favourite tunes • Plays contentedly alone but likes to be near familiar adult • Takes a toy to a less familiar adult for them to make it work • Plays dressing up games using a few items such as hat, gloves etc. • Uses more complex means to be understood such as taking a dvd case to an adult or going to the fridge when they want a drink • Shouts out for reassurance if an adult disappears from sight • Engages in interactions with less familiar adullts as long as familiar adult is present • Uses pointing with eye gaze to make requests, and to share in interest

• Makes body stiff and vocalises when protesting • Becomes distressed if intended action is thwarted, for example, reaches towards an unsafe object which is removed by an adult • Requests comfort toy or object to self calm • Sometimes demonstrates displeasure if adults or children who they do not like are present • Persistently cries or ask for a removed object if they know that this behaviour will eventually get them what they want • Shouts out for reassurance if an adult disappears from sight • Actively avoids activities or sensory experiences that they do not like – loud noises, bright lights etc. • Regularly learns new behaviours and copies those of others • Likes to share activities/experiences that they enjoy and is pleased when others respond positively • Answers simple ‘yes and no’ questions appropriately


8 - 20months

(21-30)

• Enjoys singing or rhyme games and begins to anticipate them • Listens to familiar voice even if child cannot see source of sound • Looks intently at a person talking, but stops responding if speaker turns away. • Listens to familiar sounds, words, or finger plays • Fleeting attention not under child’s control, new stimuli takes whole attention • Listens to representational sounds made by adults eg. ‘brum, brum’ • Begins to copy more complex actions such as clapping, banging table etc. • Re-directs attention from an activity if a sound is made • Looks quickly and accurately towards a source of sound eg. car, knock on the door, telephone • Moves whole bodies to sounds they enjoy, such as music or a regular beat

• Starts to understand contextual clues, e.g. familiar gestures, words and sounds • Points to familiar body parts in imitation • Knows that someone is about to leave when they wave bye bye • Associates meaning with one or two environmental sounds, for example hears the phone ring and immediately looks at it • Associates meaning with more environmental sounds • Demonstrates understanding of one to five words • Understands “No” when adult shakes head and says no in exaggerated voice • Starts to hand adult familiar object on request, for example spoon, ball • Copies gesture as part of games and familiar routines such as clapping hands, waving bye, blowing kisses, open hands for ‘where is it’ or ‘all gone’ • Looks towards familiar adults on request, for example,’ Where’s Daddy?’

• Clearly demonstrates the desire for ‘more’ of an activity • Attends to two objects nearby and indicates a preference by reaching out • Looks at desired item out of reach and cries or reaches towards it • Looks at desired item out of reach and then at adult to indicate want • Practises and gradually develops speech sounds (babbling) to communicate with adults; says sounds like ‘baba, nono, gogo’ • Makes longer, repetitive sounds such as “Mamama” and “Dadada” • Uses one or two vocalisations or signs that approximate to words, understood by familiar adults • Uses up to five vocalisations or signs that approximate to words, understood by familiar adults • Imitates more complex actions such as patting head, touching toes, rubbing tummy etc. • Persistently repeats vocalisation or gesture if adult does not understand

8 - 20months

(31-40)

• Explores with a strong sense of impulse • Turns immediately to familiar voices across room • Follows with gaze when adult directs attention to near objects by looking and pointing • Follows with eyes when others point to distant objects • Concentrates intently on an object or activity of own choosing for short periods • Points to familiar items in picture books and gives named objects from choice of three • Responds to own name being called (looks at talker and smiles) • Listens out for sound when prompted to ‘Can you hear the cat?’ • Attends to simple instruction and can touch familiar body part on request • Copies more complex actions with ease, such as patting head or rolling arms

• Developing the ability to follow others’ body language, including pointing and gesture • Responds to the different things said when in a familiar context with a special person e.g. ‘Where’s Mummy?’, ‘Where’s your nose?’ • Attends to an object when you draw their attention to it by looking and pointing • Gives one named familiar object from a selection of three on request • Points to familiar items in picture books • Indicates parts of the body when asked. • Responds to simple everyday phrases such as ‘blow kiss’ or ‘clap hands’ • Understands and responds to a few rules and boundaries • Recognises some spoken family names such as ‘mummy’ ‘daddy’ or names of siblings

• Begins to point to objects, self and others nearby • Refuses by pushing objects away or shaking head • Uses sounds in play, e.g. ‘brrrm’ for toy car. • Begins to imitate the voices of others, especially the vowels and 'ups and downs' of speech (intonation). • Demonstrates more than one way of gaining attention • Vocalises as attempts to copy words • Uses single words • Learns that their voice and actions have effects on others • Tries to imitate familiar spoken words or signs • Frequently imitates words and sounds


• Answers simple ‘yes/no’ questions appropriately

8 - 20months (41-50)

• Attends to picture for short time when adult labels or makes comment • Responds to adult speech addressed directly to them • Pays attention to dominant stimulus but easily distracted by noises or other people talking • Finds a hidden sound maker under a cushion • Listens to and enjoys rhythmic patterns in rhymes and stories • Plays ‘Ready steady go’ or ‘123 go games’, listening carefully • Stops what they are doing in response to ‘no’ • Attends to activities of choice for increasing periods of time • Attends to new activities fleetingly, moving on if not interested • Shows anticipation in relation to key phrases in games e.g. “I’m coming” in ‘hide and seek’ or ‘chasing games’

• Understanding of single words in context is developing, e.g. ‘cup’, ‘milk’, ‘daddy • Stops what they are doing in response to “No” • Responds to simple familiar language in context for example runs to the door when adult holds her keys and says its time to go. At this stage the child is mostly responding to tone of voice and situational cues in a particular well known routine • Recognises familiar people in photographs • Responds to keywords in play so that when you ask "Where's the ball?" they look to find the ball. • Points to an increasing range of items in picture books. • Shows understanding of at least 15 words, for example, looks at a named person and points to or finds an object when asked to (such as, "Where are your shoes?"). • Selects familiar object by name and will go and find objects when asked, or identify an object from a group • Picks out two or more objects from a group of four, for example "Give me the cup and the doll" • Understands familiar words in new contexts each week, for example, learns that 'bath' means the bath in other people's houses as well their own bath at home..

• Begins to use varied double syllable sounds, for example, "Dadi", "Babu" or uses a variety of syllables in continued babbling, such as "Badago" (variegated babble). • Enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye.) • Uses pointing with eye gaze to make requests, and to share an interest • Uses vocalisations which sound more like speech • Copies symbolic noises and parts of words (for example, "Chooo") and later produces them spontaneously (for example, "Aaah!" when cuddling toy). • Imitates frequently used vowel sounds associated with frequently used toys and or pictures (baa baa for sheep) • Communicates for a range of different purposes including to greet, to request, to protest, to label objects and people • Uses a wider range of vowel sounds in words such as 'ea' as in beat, 'ai' as in bait, 'oo' as in boot. • Creates personal words as they begin to develop language • Copies familiar expressions, e.g. ‘Oh dear’, ‘All gone’




8 - 20months (21-30)

• Sits unsupported on floor • When sitting can lean forward to pick up small toys • When sitting can reach to the front and side to pick up small toys • Pulls to standing, holding onto furniture or person for support • Crawls, bottom shuffles or rolls continuously to move around • From a half kneeling position can pull to standing • Walks around the furniture lifting foot and stepping sideways • Walks with one or both hands held by adult • Walks pushing stable toy • Sits from standing in a more controlled manner

• Isolates index finger • Coordinates hands to clap • Uses two hands to lift large object and drop it into a container • Takes toys or objects out of a container with hand • Grasps mark maker and dots at paper • Pokes and prods with index finger • Picks up and drops objects on purpose • Puts small toys or objects into a container • Scoops with spoon or shovel • Places a large ring onto a peg

• Increasing curiosity means child may start to look around when satisfied but continue to feed • Accepts range of tastes • Holds own bottle or cup • Starts to show own food preferences • Tries to grasp spoon when being fed • Drinks from feeder cup with help • Grasps finger foods and brings them to mouth • Bites finger foods • Starts to cooperate with dressing – holds out arms, legs etc. • Accepts range of consistency (runny, thick, paste) and range of texture (smooth puree, chopped food, small soft lumps)

8 - 20months (31-40)

• Stands independently for several seconds • Takes a few steps independently • Sits from standing easily and regularly • Crawls upstairs • Tries to bump or slide down a few steps on bottom • Walks across room with a wide gait, unable to change direction • Holds onto adult while lifting leg to cooperate with dressing tasks • Bends down to pick up an object from the floor, while holding onto adult or furniture • Begins to change direction when walking • Walks backwards for a few steps pulling a toy on a string

• Pulls a toy on a string • Uses finger point to request an object that it is out of reach • Places peg man in a hole • Picks up small objects between thumb and fingers • Release items when held with pincer grasp • Attempts to place large inset pieces into puzzle board • Pours sand and water from container to container • Presses switches, buttons, using index finger • Places lids on toy tea set items • Squeezes a squeaky toy to produce a sound

• Attempts to use spoon: can guide towards mouth but food often falls off • Sits on potty with occasional use • Actively cooperates with nappy changing (lies still, helps hold legs up). • Locates mouth with a spoon • Tips and holds bottle independently to feed • Dips spoon into food • Tolerates gum stimulation and teeth cleaning routines as teeth emerge and later, cooperates with teeth brushing • Takes off shoes and socks when unfastened • Pushes arms through sleeves, legs into trousers • Holds spoon and usually manages to get food to mouth though feeding is messy

8 - 20months

(41-50)

• Bumps or slides downstairs safely • Gets onto child's chair themselves backwards or sideways • Sits in a wide variety of different ways while playing • Runs freely, sometimes bumping into obstacles • Squats down to pick up a toy but sometimes falls back onto bottom • Climbs onto and down from furniture without help

• Turns knobs • Holds cup with two hands and drinks without much spilling • Threads large bead onto stiff ended lace, thick rod or wire • Enjoys the sensory experience of making marks in damp sand, paste or paint • Pushes small car along floor

• Starts to communicate urination and bowel movement • Scoops food into spoon independently • Accepts food from fork • Holds cup with both hands and drinks without much spilling • Participates in mealtime routines




• Carries large objects (for example doll or teddy) while walking • When hand is held, starts to stand on one leg in attempt to kick ball • Climbs onto a ‘ride a stride’ toy • Climbs up a ladder to access a small slide

• Holds pen or crayon using a whole hand (palmar) grasp and makes random marks with different strokes • Later, begins to imitate circular scribble and draw vertical lines. • Turns cardboard pages in a book one at a time • Places large piece in inset puzzle or large peg in hole • Begins to balance blocks to build a small tower

• Begins to participate in bathing, offers or lifts body part ready for washing and later uses sponge on arms and legs • Cooperates with drying hands • Takes off simple pull off items of clothing • Puts on hat/hood by self • Develops own likes and dislikes in food and drink



16-26 months Name DOB Start date at setting Age at start date


16-26 months (41-50)

• Is wary of unfamiliar people • Interacts with others and explores new situations when supported by familiar person • Enjoys sharing new experiences with familiar adults • Remembers faces of people seen regularly, for example a therapist or family friend • Watches another child play and may copy • Shows interest in the activities of others and responds differently to children and adults, e.g. may be more interested in watching children than adults or may pay more attention when children talk to them • Sometimes accepts adult varying a game and imitates or joins in with new actions or routines • Begins to take part in more complex single action pretend play activities such as bath, feed, dress teddy • Shows an awareness of the feelings of others, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice • Imitates adult in simple task

• Takes a toy to a familiar adult for them to make it work • Engages other person to help achieve a goal, e.g. to get an object out of reach • Jigs along to favourite tunes • Plays contentedly alone but likes to be near familiar adult • Takes a toy to a less familiar adult for them to make it work • Plays dressing up games using a few items such as hat, gloves etc. • Uses more complex means to be understood such as taking a dvd case to an adult or going to the fridge when they want a drink • Shouts out for reassurance if an adult disappears from sight • Engages in interactions with less familiar adults as long as familiar adult is present • Uses pointing with eye gaze to make requests, and to share in interest

• Makes body stiff and vocalises when protesting • Becomes distressed if intended action is thwarted, for example, reaches towards an unsafe object which is removed by an adult • Requests comfort toy or object to self calm • Sometimes demonstrates displeasure if adults or children who they do not like are present • Persistently cries or ask for a removed object if they know that this behaviour will eventually get them what they want • Shouts out for reassurance if an adult disappears from sight • Actively avoids activities or sensory experiences that they do not like – loud noises, bright lights etc. • Regularly learns new behaviours and copies those of others • Likes to share activities/experiences that they enjoy and is pleased when others respond positively • Answers simple ‘yes and no’ questions appropriately

16-26 months (51-60)

• Enjoys sharing new experiences with a range of adults • Names familiar people in their lives • Copies a range of actions in play activities with adults • Sometimes shares resources with others • More readily accepts an adult varying a game • Joins in chasing games with a familiar adult • Interacts happily with less familiar adult as long as a familiar adult is close • Plays alongside others • Sometimes takes one or two turns in a game with an adult as long as there isn’t a lot of waiting involved • Becomes anxious if they think an adult is about to leave, even if they don’t

• Interacts happily with less familiar adults if familiar adults are close • Copies a range of actions displayed in the play of other children • Sometimes shares resources with others • Uses gestures/words to encourage an adult to solve a problem for them • Plays alone for longer periods of time • Copies adult activities such as wiping tray, dusting etc. • Begins to imitate pretend play routines, e.g. washing dolly, kiss night night and put to bed • Carries out some pretend play routines on request • Develops more independence and gets cross if adults try to complete tasks for them • ‘Guards’ possessions if they think another child or adult is about to take them

• Can usually be distracted when upset and moved on to a different activity • Joins in games of chasing with other children • Becomes upset if someone tries to complete a task for them • Becomes upset if they cannot be understood • Hangs on to their toys if they feel that someone is about to take them away • Becomes anxious if they think an adult is about to leave, even if they don’t • Begins to tolerate an adult varying a game • Loves praise and actively seeks this out • Tells adults that they do not want to take part in particular activities by saying ‘no’ – going to shops, park etc. • Can be coaxed into trying new activities if a ‘first/then’ approach is adopted


16-26 months (61-70)

• Tolerates brief separations from special people • Uses a familiar adult as a secure base from which to explore independently in new environments, e.g. ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious • Watches the emotional reactions of familiar adults and uses them to guide in new situations, for example, watches your face before approaching a strange dog or climbing steps on a slide and stops if you look anxious • Demonstrates care towards other children • Actively draws others into social interaction • Plays cooperatively with a familiar adult, e.g. rolling a ball back and forth • Starts to share and 'give and take' • Copies a range of actions displayed in the play of other children • Likes to share pride and pleasure in new accomplishments • May take a few turns in a game with another child, with adult support

• Explores new toys and environments, but ‘checks in’ regularly with familiar adult as and when needed • Tolerates brief separations from special people • Likes to play chasing games with adults or other children • Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others) • Approaches adult for physical play or affection • Demonstrates sense of self as an individual, e.g. wants to do things independently, for example says “No” to adult • Watches the emotional reactions of familiar adults and uses them to guide in new situations, for example, watches your face before approaching a strange dog or climbing steps on a slide and stops if you look anxious • Shows persistence in expressing needs or wishes if not met • Copies a range of actions displayed in the play of other children • Copies a range of actions displayed in the play of other children

• Is aware of others’ feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice • Resists interference with ongoing activity • Growing sense of will and determination may result in feelings of anger and frustration which are difficult to handle, e.g. may have tantrums • Expresses emotions and seeks reaction, for example, to minor injury • Shows autonomy, for example by insisting on doing things independently • Responds to a few appropriate boundaries, with encouragement and support • Usually responds to requests when the activity is agreeable to him/her • Takes a few turns in a game with adult support • Shares a toy briefly with adult support • Begins to learn that some things are theirs, some things are shared, and some things belong to other people


16-26 months (41-50)

• Attends to picture for short time when adult labels or makes comment • Responds to adult speech addressed directly to them • Pays attention to dominant stimulus but easily distracted by noises or other people talking • Finds a hidden sound maker under a cushion • Listens to and enjoys rhythmic patterns in rhymes and stories • Plays ‘Ready steady go’ or ‘123 go games’, listening carefully • Stops what they are doing in response to ‘no’ • Attends to activities of choice for increasing periods of time • Attends to new activities fleetingly, moving on if not interested • Shows anticipation in relation to key phrases in games e.g “I’m coming” in ‘hide and seek’ or ‘chasing games’

• Understanding of single words in context is developing, e.g. ‘cup’, ‘milk’, ‘daddy • Stops what they are doing in response to “No” • Responds to simple familiar language in context for example runs to the door when adult holds her keys and says its time to go. At this stage the child is mostly responding to tone of voice and situational cues in a particular well known routine • Recognises familiar people in photographs • Responds to keywords in play so that when you ask "Where's the ball?" they look to find the ball. • Points to an increasing range of items in picture books. • Shows understanding of at least 15 words, for example, looks at a named person and points to or finds an object when asked to (such as, "Where are your shoes?"). • Selects familiar object by name and will go and find objects when asked, or identify an object from a group • Picks out two or more objects from a group of four, for example "Give me the cup and the doll" • Understands familiar words in new contexts each week, for example, learns that 'bath' means the bath in other people's houses as well their own bath at home.

• Begins to use varied double syllable sounds, for example, "Dadi", "Babu" or uses a variety of syllables in continued babbling, such as "Badago" (variegated babble). • Enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye.) • Uses pointing with eye gaze to make requests, and to share an interest • Uses vocalisations which sound more like speech • Copies symbolic noises and parts of words (for example, "Chooo") and later produces them spontaneously (for example, "Aaah!" when cuddling toy). • Imitates frequently used vowel sounds associated with frequently used toys and or pictures (baa baa for sheep) • Communicates for a range of different purposes including to greet, to request, to protest, to label objects and people • Uses a wider range of vowel sounds in words such as 'ea' as in beat, 'ai' as in bait, 'oo' as in boot. • Creates personal words as they begin to develop language • Copies familiar expressions, e.g. ‘Oh dear’, ‘All gone’

16-26 months (51-60)

• Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations. • Listens to other children talking during play • Identifies the correct object from a selection by sound, for example the child selects a cow when adult says “Moo” • Later sings along with favourite action rhymes although words may not be clear • Sits with adults for longer periods of time to look at a book

• Understands simple sentences e.g. ‘Throw the ball.’ • Identifies the correct object from a selection by sound, for example the child selects a cow when adult says ‘Moo’. • Recognises the names of some familiar rhymes and will attempt to sing or do actions on request • Follows directions if they are part of a game or relate to what they are doing, for example, responds to "Feed teddy" • Follows simple instructions not accompanied by

• Beginning to put two words together e.g. ‘want ball’, ‘more juice’ • Builds vocabulary for familiar objects, animals and events • Names pictures of common objects when they’re pointed to • Names familiar people from photographs • Uses words to comment on what is happening, for example says bird if they see one in the garden


• Attends to new activities for longer periods of time • Attends to adult directed activities for short periods of time • Listens carefully to new words and will attempt to copy these • Follow three consecutive one step directions, without cues • Listens to and follow simple instructions without cues

gestures • Follows three consecutive one step directions without gesture • Makes a choice from two or three options e.g. “Do you want orange juice or milk?” • Understands up to ten verbs • Makes open choices such as ‘What do you want to play with?’ • Tries to answer questions using own words and some recognisable words

• Sings along with favourite action rhyme although words may not be clear • Uses different types of everyday words - nouns, verbs and adjectives, e.g. banana, go, sleep, hot • Beginning to ask simple questions • Introduces new words into regular vocabulary on a weekly basis • Uses gestures/words to encourage an adult to solve a problem for them

16-26 months (61-70)

• Gradually able to engage in ‘pretend’ play with toys • Rigid attention, may appear not to hear • Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door • Picks out a simple instruction, when there is background noise e.g. “Dinner time” or “Stop now”. • Listens with interest to the noises adults makes when they read stories • Listens and responds to extended talk about picture including link to own experience. • Show sustained interest in picture books. • Listens to familiar rhyme and fills in missing actions/word • Listens to questions and tries to answer using own words • Listens and responds to a range of simple instructions

• Understands most everyday words for people, objects, places and actions • Looks to others for responses which confirm, contribute to, or challenge their understanding • Understands the words for different types of emotions • Points to more complex body parts on request • Responds to ‘up and down’ by moving body or toy appropriately • Points to self when asked ‘Where’s……?’ • Understands more complex sentences, e.g. ‘Put your toys away and get your drink ‘ • Turn pages of a book, two or three at a time, to find a named picture • Understands when to use social words such as ‘hello’ ‘bye’ ‘please’ and ‘thank you’ • Identifies action words by pointing to the right picture ,e.g., “Who’s jumping?”

• Talks to self using simple, intelligible sentences while playing • Demonstrates sense of self as an individual, e.g. wants to do things independently, for example says “No” to adult • Asks for things by name e.g. ‘drink’ and ‘cake’ • Can imitate new words/signs more clearly • Beginning to talk about people and things that are not present. • Tries to tell what has happened using own words and some recognisable words • Indicates needs, wants and choices by words and gesture • With prompt can use social words such as ‘hello’ ‘bye’ ‘please’ and’ thank you’ • Attempts to talk with other children during play • Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts




16-26 months (41-50)

• Bumps or slides downstairs safely • Gets onto child's chair themselves backwards or sideways • Sits in a wide variety of different ways while playing • Runs freely, sometimes bumping into obstacles • Squats down to pick up a toy but sometimes falls back onto bottom • Climbs onto and down from furniture without help • Carries large objects (for example doll or teddy) while walking • When hand is held, starts to stand on one leg in attempt to kick ball • Climbs onto a ‘ride a stride’ toy • Climbs up a ladder to access a small slide

• Turns knobs • Holds cup with two hands and drinks without much spilling • Threads large bead onto stiff ended lace, thick rod or wire • Enjoys the sensory experience of making marks in damp sand, paste or paint • Pushes small car along floor • Holds pen or crayon using a whole hand (palmar) grasp and makes random marks with different strokes • Later, begins to imitate circular scribble and draw vertical lines. • Turns cardboard pages in a book one at a time • Places large piece in inset puzzle or large peg in hole • Begins to balance blocks to build a small tower

• Starts to communicate urination and bowel movement • Scoops food into spoon independently • Accepts food from fork • Holds cup with both hands and drinks without much spilling • Participates in mealtime routines • Begins to participate in bathing, offers or lifts body part ready for washing and later uses sponge on arms and legs • Cooperates with drying hands • Takes off simple pull off items of clothing • Puts on hat/hood by self • Develops own likes and dislikes in food and drink

16-26 months (51-60)

• Moves small trike by pushing feet along floor • Bounces on a trampoline when holding adults hands • Walks upstairs holding hand of adult. • Attempts to walk backwards but sometimes falls over • Begins to squat down to pick something up from floor • Comes downstairs backwards on knees, crawling • Returns to a standing position after squatting down to pick something up from floor • Jumps from a small step • Rolls ball in an intended direction, for example to knock down a skittle • Kneels upright on floor without support

• Uses a range of different tools to make marks, including paint brush, crayons, clay modelling tools etc. • Connects two stickle bricks together • Takes off most items of unfastened clothes • Uses single finger to press buttons on laptop • Uses single finger to operate touch screen programmes • Unfastens zip • Begins to squat down to pick something up from floor • Holds an object steady with one hand while using the other, for example placing a block onto a tower • Rolls a sausage using play dough • Make connections between their movement and the marks they make.

• Attempts to wash hands with adult support • Inserts spoon in mouth without turning it upside down • Willing to try new food textures and tastes • Accepts larger pieces of food and increasing range • Gives dish/cup to adult when finished or places on table when finished • Drinks from a straw • Asks for food or drink when hungry or thirsty • Clearly communicates wet or soiled nappy or pants • Unfastens zip on item of clothing • Will sometimes share a food item with adult or other child

16-26 months (61-70)

• Bends over to retrieve toy from floor • Carries small chair to a table before sitting down • Jumps up and down on the spot • Attempts to kick a large ball, but often misses

• Explores properties of objects by twisting, rolling and turning • Paints with whole arm movement, shifting hands and making strokes

• Shows some awareness of bladder and bowel urges • Begins to put toothbrush loaded with toothpaste in mouth




• Throws a ball with intended direction • Catches a ball thrown into two arms • Walks backwards in free space • Dances to music • Runs safely on whole foot • Stands independently from a kneeling position in free space

• Uses more complex actions (pouring, sieving, digging) to fill containers with water or sand • Catches a ball thrown into two arms • Removes paper wrapping from small sweet or item • Builds tower using several small bricks • Threads beads on a plastic lace • Places small pegs in a peg board • Completes a simple inset puzzle: 6-10 pieces • Applies appropriate pressure to cut out a dough shape when adult rolls the dough

• Rubs hands and body with soap and puts under water to rinse • Removes paper wrapping from small sweet or item • Show a desire to help with dressing/undressing and hygiene routines • Manages Velcro fastenings • Responds to “Stop” or “No” from an adult when there is danger. • Tolerates holding hands e.g. near busy road • Shows awareness of what a potty or toilet is used for • Feeds self competently with spoon



22-36months Name DOB Start date at setting Age at start date


22-36months

(61-70)

• Tolerates brief separations from special people • Uses a familiar adult as a secure base from which to explore independently in new environments, e.g. ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious • Watches the emotional reactions of familiar adults and uses them to guide in new situations, for example, watches your face before approaching a strange dog or climbing steps on a slide and stops if you look anxious • Demonstrates care towards other children • Actively draws others into social interaction • Plays cooperatively with a familiar adult, e.g. rolling a ball back and forth • Starts to share and 'give and take' • Copies a range of actions displayed in the play of other children • Likes to share pride and pleasure in new accomplishments • May take a few turns in a game with another child, with adult support

• Explores new toys and environments, but ‘checks in’ regularly with familiar adult as and when needed • Tolerates brief separations from special people • Likes to play chasing games with adults or other children • Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others) • Approaches adult for physical play or affection • Demonstrates sense of self as an individual, e.g. wants to do things independently • Says “No” to adult • Watches the emotional reactions of familiar adults and uses them to guide in new situations, for example, watches your face before approaching a strange dog or climbing steps on a slide and stops if you look anxious • Shows persistence in expressing needs or wishes if not met • Copies a range of actions displayed in the play of other children

• Is aware of others’ feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice • Resists interference with ongoing activity • Growing sense of will and determination may result in feelings of anger and frustration which are difficult to handle, e.g. may have tantrums • Expresses emotions and seeks reaction, for example, to minor injury • Shows autonomy, for example by insisting on doing things independently • Responds to a few appropriate boundaries, with encouragement and support • Usually responds to requests when the activity is agreeable to him/her • Takes a few turns in a game with adult support • Shares a toy briefly with adult support • Begins to learn that some things are theirs, some things are shared, and some things belong to other people

22-36months (71-80)

• Interested in others’ play • Seeks out others to share experiences • Shows affection and concern for people who are special to them • Becomes nervous during new activities but will ‘have a go’ if a familiar adult is present • Seeks reassurance from a familiar adult in the presence of strangers • Plays a turn taking game for a few minutes with adult support • Seeks out an adult if another child is hurt or upset • Gains attention of others and sustains interaction • Joins in active pretend play with other children • Begins to share playthings

• Separates from main carer with support and encouragement from a familiar adult • Shows sense of own autonomy • Demonstrates shyness with strangers, especially adults; may hide against a more familiar adult when introduced • Expresses own preferences and interests • Plays constructively alone for 15-20 minutes • Shows curiosity about the world by asking questions • Starts to know their own mind and expresses this through action, gesture or spoken words, for example, "No want bath" or "No go bed" • Attempts challenging activities with support and reassurance from an adult • Often acts less confidently and less vocally in the presence of strangers • Complies with the requests of others although may protest at first

• Seeks comfort from familiar adults when needed • Can express their own feelings such as sad, happy, scared and worried • Responds to the feelings and wishes of others • Aware that some actions can hurt or harm others • Tries to help or give comfort when others are distressed • Shows understanding and cooperates with some boundaries and routines • Complies with requests, although may protest at first • Starts to know their own mind and expresses this through action, gesture or spoken word • Becomes frustrated if misunderstood • Becomes nervous during new activities but will ‘have a go’ if a familiar adult is present


22-36months (81-90)

• Shows curiosity about others and will modify behaviour to fit in with what others are doing, for example, removing shoes and socks before going on slide after seeing others doing this • Joins in with social play activities led by more able partner and can imitate some actions after they have seen them • Shows an awareness of others’ reactions • Likes to “show off” skills • Searches out adult when hurt or distressed. • Likes to “look after” younger children • May form a special friendship with another child • Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children • Likes to do ‘jobs’ with adult • Plays confidently and usually cooperatively with other children

• Shows strong personal preferences for toys, clothes etc. • Can select and use activities and resources with help • Likes to perform for others • Welcomes and values praise for what they have done • Shows awareness of adult approval or disapproval for own actions, for example, checks to see if adult is looking • Approaches new experiences with a positive attitude • Enjoys responsibility of carrying out small tasks • Shows awareness of own feelings and knows that some actions and words can hurt others • Plays confidently and usually cooperatively with other children • Demonstrates initiative and finds an adult when help is required

• Shows an ability to wait for needs to be met e.g. We’ll go out after breakfast • Waits for needs to be met for a longer period of time e.g. Going to park after preschool • Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do • Growing ability to distract self when upset, e.g. by engaging in a new play activity • Understands causes of some feelings, for example, felt sad because a toy is broken or feel frustrated because they cannot go outside to play • Knows own mind and expresses it, for example, objects to having bath, getting dressed or going to bed • Aware of own feelings, and knows that some actions and words can hurt others’ feelings • Shows awareness of own feelings and knows that some actions and words can hurt others • Shows embarrassment • Plays confidently and usually cooperatively with other children


22-36months (61-70)

• Gradually able to engage in ‘pretend’ play with toys • Rigid attention, may appear not to hear • Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door • Picks out a simple instruction, when there is background noise e.g. “Dinner time” or “Stop now”. • Listens with interest to the noises adults makes when they read stories • Listens and responds to extended talk about picture including link to own experience. • Show sustained interest in picture books. • Listens to familiar rhyme and fills in missing actions/word • Listens to questions and tries to answer using own words • Listens and responds to a range of simple instructions

• Understands most everyday words for people, objects, places and actions • Looks to others for responses which confirm, contribute to, or challenge their understanding • Understands the words for different types of emotions • Points to more complex body parts on request • Responds to ‘up and down’ by moving body or toy appropriately • Points to self when asked ‘Where’s……?’ • Understands more complex sentences, e.g. ‘Put your toys away and get your drink ‘ • Turn pages of a book, two or three at a time, to find a named picture • Understands when to use social words such as ‘hello’ ‘bye’ ‘please’ and ‘thank you’ • Identifies action words by pointing to the right picture, e.g., “Who’s jumping?”

• Talks to self using simple, intelligible sentences while playing • Expresses feelings by gesture and words • Asks for things by name e.g. ‘drink’ and ‘cake’ • Can imitate new words/signs more clearly • Beginning to talk about people and things that are not present. • Tries to tell what has happened using own words and some recognisable words • Indicates needs, wants and choices by words and gesture • With prompt can use social words such as ‘hello’ ‘bye’ ‘please’ and’ thank you’ • Attempts to talk with other children during play • Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts

22-36months (71-80)

• Listens to music and responds when it is turned off eg stops singing or dancing or turns to look at the stereo • Notices a deliberate mistake in a rhyme or song • Listens to other children talking during play • Will listen to adult counting to ten and can fill in any missing number • Shows interest in play with sounds, songs and rhymes • Will listen to a short story and will join in with repetitive phrases • Listens to and follows simple rules and boundaries • Enjoys being with and talking to adults and other children • Attempts challenging activities with support and reassurance from an adult • Listens to who, what, where questions and answers appropriately

• Understands ‘who’, ‘what’, ‘where’ in simple questions e.g. Who’s that/can? What’s that? Where is.? • Rapidly increases understanding of words – lots more than are in active vocabulary • Understands questions such as ‘What has just happened?’ Or ‘What will happen next?’ • Understands and waits for appropriate point in action song before carrying out action • Answers such questions as ‘What do you like?’ ‘What don’t you like?’ • Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts • Joins in a conversation with an adult, following the topic • Enjoys talking about pictures and links these to own experiences • Understands and responds to at least 15 verbs • Understands conversations about people or objects not present, e.g. mummy’s gone shopping

• Holds a conversation, jumping from topic to topic • With help, talks about things seen and done • Tells an adult about their personal preferences and what they would like. • With help, talks about things that are going to happen • Enjoys being with and talking to adults and other children • Learns new words very rapidly and is able to use them in communicating • Majority of words are intelligible to people the child does not know well. • Produces a wide range of vowels more accurately in words, for example, ‘ou’ as in bout’ ‘ea’ as in bear • Begins to ask more complex questions • Uses gesture sometimes with limited talk, e.g. reaches towards toy saying “I have it”


22-36months (81-90)

• Single channelled attention - Can shift to a different task if attention fully obtained – using child’s name helps focus • Listens and joins in with a simple game of sound lotto • Follows conversation with adults and responds appropriately • Interested in others’ play and will join in • Listens to stories with increasing attention and recall. • Listens eagerly to stories and requests favourites over and over again • Notices if adult uses wrong language in familiar rhyme • Corrects adult who makes incorrect statements such as ‘brush your hair with your toothbrush’ • Carries out instructions including prepositions • Shows understanding of a story told to a group of children and can relate to own experiences

• Understands the language of ‘Ready, steady, go’ games and takes their turn appropriately • Developing understanding of simple concepts e.g. big/little • Shows understanding of prepositions in and on e.g. by carrying out action put dolly in the box • Selects correct picture of preposition, e.g. “Where’s the cat in the box?” • Notices if adult uses wrong language in familiar rhyme • Responds to the feelings of others • Understands use of objects e.g. “What do we use to cut things?’ • Understands the properties of an object, e.g. “What do we use a knife for?” • Responds to simple instructions, e.g. to get or put away an object • Selects a picture/object on request understanding three key words, for example “Red teddy sleeping'

• Uses a variety of questions e.g. what, where, who • Uses simple sentences e.g.’ Mummy gonna work.’ • Adults who know the child understand what they are saying when words are joined into sentences. • Uses words to describe things such as “It’s wet” or “It’s too hot”. • Beginning to use word endings e.g. going, cats • Gives information about favourite things • Keeps a conversation going with an adult, using in excess of four exchanges • Enjoys talking to others and can change the topic of conversation if appropriate • Beginning to use more complex sentences to link thoughts, e.g. using and because • Uses gestures and words to object to particular activities such as going to bed or finishing an activity




22-36months (61-70)

• Bends over to retrieve toy from floor • Carries small chair to a table before sitting down • Jumps up and down on the spot • Attempts to kick a large ball, but often misses • Throws a ball with intended direction • Catches a ball thrown into two arms • Walks backwards in free space • Dances to music • Runs safely on whole foot • Stands independently from a kneeling position in free space

• Explores properties of objects by twisting, rolling and turning • Paints with whole arm movement, shifting hands and making strokes • Uses more complex actions (pouring, sieving, digging) to fill containers with water or sand • Catches a ball thrown into two arms • Removes paper wrapping from small sweet or item • Builds tower using several small bricks • Threads beads on a plastic lace • Places small pegs in a peg board • Completes a simple inset puzzle: 6-10 pieces • Applies appropriate pressure to cut out a dough shape when adult rolls the dough

• Shows some awareness of bladder and bowel urges • Begins to put toothbrush loaded with toothpaste in mouth • Rubs hands and body with soap and puts under water to rinse • Removes paper wrapping from small sweet or item • Show a desire to help with dressing/undressing and hygiene routines • Manages Velcro fastenings • Responds to “Stop” or “No” from an adult when there is danger. • Tolerates holding hands e.g. near busy road • Shows awareness of what a potty or toilet is used for • Feeds self competently with spoon

22-36months (71-80)

• Squats with steadiness to rest or play with object on the ground and rises to feet without using hand • Jumps off bottom stair • Jumps up and down with feet together • Attempts to walk on a bench • Stands on tiptoe when holding onto something • Climb confidently and is beginning to pull themselves up on nursery play climbing equipment • Jumps on furniture, bed or trampoline independently • Kicks a large ball • Walks upstairs or downstairs holding onto a rail, two feet to a step • When sitting safely can put a quoit on leg or arm

• Turns pages in a book, sometimes several at once • Shows control in holding and using jugs to pour, hammers, books and mark-making tools • Uses two hands to open and close scissors • Fixes two duplo bricks together • Manipulates hands to join in actions of nursery rhymes or songs • Beginning to use three fingers, tripod grip, to hold writing tools • Starts to use fork at meal times to stab food • Copies a single vertical line and a single horizontal line • Unfastens zips and large loose buttons • When sitting safely can put a quoit on leg or arm

• Drinks well without spilling • Seeks help in self care tasks when needed • Starts to use fork at meal times to stab food • Clearly communicates their need for potty or toilet • Beginning to recognise danger and seeks support of significant adults for help • Indicates need for toilet by behaviour such as dancing movements or holding self • Can pull down pants to use toilet but needs help to pull them back up • Cleans teeth well with minimal physical support • Becomes more organised for example, gathering toys before play • Hangs coat on a peg

22-36months (81-90)

• Moves freely with pleasure and confidence in a range of ways such as slithering, shuffling, rolling, crawling, walking, jumping, running, skipping, sliding and hopping • Mounts stairs, steps or climbing equipment using alternate feet • Walks along a PE bench without support • Walks downstairs, two feet to each step while carrying a small object

• Manipulates door knobs, wind up toys, lids on jars etc. • Catches a small ball using two hands from a short distance • Fits round, square and triangle shapes into a puzzle or posting box • Fits increasingly small shapes and objects into holes during posting activities

• Keeps most food in bowl or on plate • Use a spoon and fork competently • Helps with clothing, e.g. puts on hat, unzips zipper, takes off unbuttoned shirt and puts on shoes • Wipes and blow own nose but may need reminding • With encouragement will tidy up toys




• Runs skilfully, negotiates space successfully, adjusting speed or direction to avoid obstacles • Throws a small ball over arm • Catches a small ball using two hands from a short distance • Walks on tiptoes • Uses body movement to rock horse, chair or swing • Walks forward on a straight line

• Imitates drawing simple shapes such as circles and lines • Builds bridges of three bricks, using two hands together • Folds paper in half • May be beginning to show preference for dominant hand • Copies drawing a cross after a demonstration • Draws lines and circles using gross motor movements

• Turns taps on and off • Beginning to be independent in self-care but still often needs adult support • Likes to do jobs with adults • Tells adult when they are not feeling well but not always able to identify source of pain • Can tell adults when hungry or tired or when they want to rest or play



30-50 months

Name DOB Start date at setting Age at start date


30–50 months (81-90)

• Shows curiosity about others and will modify behaviour to fit in with what others are doing, for example, removing shoes and socks before going on slide after seeing others doing this • Joins in with social play activities led by more able partner and can imitate some actions after they have seen them • Shows an awareness of others’ reactions • Likes to “show off” skills • Searches out adult when hurt or distressed • Likes to “look after” younger children • May form a special friendship with another child • Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children • Likes to do ‘jobs’ with adult • Plays confidently and usually cooperatively with other children

• Shows strong personal preferences for toys, clothes etc. • Can select and use activities and resources with help • Likes to perform for others • Welcomes and values praise for what they have done • Shows awareness of adult approval or disapproval for own actions, for example, checks to see if adult is looking • Approaches new experiences with a positive attitude • Enjoys responsibility of carrying out small tasks • Shows awareness of own feelings and knows that some actions and words can hurt others • Plays confidently and usually cooperatively with other children • Demonstrates initiative and finds an adult when help is required

• Shows an ability to wait for needs to be met e.g. We’ll go out after breakfast • Waits for needs to be met for a longer period of time e.g. Going to park after preschool • Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do • Growing ability to distract self when upset, e.g. by engaging in a new play activity • Understands causes of some feelings, for example, felt sad because a toy is broken or feel frustrated because they cannot go outside to play • Knows own mind and expresses it, for example, objects to having bath, getting dressed or going to bed • Aware of own feelings, and knows that some actions and words can hurt others’ feelings • Shows awareness of own feelings and knows that some actions and words can hurt others • Shows embarrassment • Plays confidently and usually cooperatively with other children

30–50 months (91-100)

• Sometimes invites other children to join in with group games • Actively avoids the children they do not like to play with • Initiates play, offering cues to peers to join them • Shows a preference for particular adults in early year’s settings • May choose only to play with their ‘special friend’ • Remembers the names of all members of their extended family and the names of their friends and members of staff at nursery • Shows care and kindness towards a pet or a friends’ pet • May become genuinely upset if they cannot carry out a task with a parent/carer, for example; ‘you can’t come to the shops with me today’ • Talks fondly about their friends/members of staff when they are at home • Expresses sadness and concern if someone they love is hurt or ill

• Happy to separate from main carer when going to a familiar adult/setting • Enjoys joining in with dancing and ring games • Is more outgoing towards unfamiliar people and is more confident in new social situations • Makes connections between different parts of life experience; for example I’ve seen cows on the TV and I’ve seen them on the farm • Recalls recent past events and shares these with familiar adults • Likes to perform for others and will request an audience • Asks adults, at home and setting, if they can help with little jobs • Anticipates when help is required by others and sometimes provides it, for example will pass a cup to a peer • Invites other child/children to join in group games • Shows confidence in linking up with others for support and guidance

• Begins to accept the needs of others and can take turns and share resources sometimes with support from others • Cooperates in play with children they like • Refuses to play with particular children • Becomes genuinely upset if they cannot carry out a task with a parent/carer, for example; ‘you can’t come to the shops with me today’ • Comments on the behaviour of other children, saying if they approve or not • Likes to remind adults of their good behaviour, particularly when someone else is not behaving so well • Corrects the behaviour of other children, for example; ‘Don’t run in pre school’ • Picks up on the behaviour/mood of other people and will adapt their own behaviour, for example may become quiet when mummy is • Invites other child/children to join in group games


• Starts to follow rules in an adult led game

30–50 months (101-110)

• Keeps play going by responding to what others are saying or doing • Plays imaginatively with small world toys • Shows initiative and autonomy in relating with others • Enjoys talking about present and recent experiences • Can initiate conversations • Likes to sit, have a cuddle and share events of the day with a familiar adult • Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults • Feels safe and secure and demonstrates a sense of trust • Shows confidence in linking up with others for support and guidance • Beginning to accept the needs of others with support

• Confident to talk to other children when playing, and will communicate freely about own home and community • Plays games with other children and can agree to rules • Has strong sense of own space and possessions; likes to arrange own toys • Shares and takes turns to some extent, but also selfish at times • Enjoys sharing photos of self and family in a small group • Shows growing autonomy and self-will • Argues to achieve own wishes • Shows confidence in asking adults for help • Becomes more independent in self-care: takes pride in appearance • Identifies self with children of same age and sex

• Talks about feelings of characters in stories, e.g whether they are cross, happy or scared, and can relate to their own feelings • Can usually tolerate delay when needs are not immediately met and understands wishes may not always be met • Concentrates for longer periods of time, for example in simple board game • Can usually adapt behaviour to different events, social situations and changes in routine • Argues to achieve own wishes • Needs less support to share resources with others • Complies with requests or instructions even when not agreeable • Plays games with other children and can agree to rules • Tells an adult if they feel another child is doing something wrong when the act directly affects them; someone has taken their toy • Tries to problem solve without an adult; for example ‘I was playing with that. Give it back.’


30–50 months (81-90)

• Single channelled attention - Can shift to a different task if attention fully obtained – using child’s name helps focus • Listens and joins in with a simple game of sound lotto • Follows conversation with adults and responds appropriately • Interested in others’ play and will join in • Listens to stories with increasing attention and recall. • Listens eagerly to stories and requests favourites over and over again • Notices if adult uses wrong language in familiar rhyme • Corrects adult who makes incorrect statements such as ‘brush your hair with your toothbrush’ • Carries out instructions including prepositions • Shows understanding of a story told to a group of children and can relate to own experiences

• Understands the language of ‘Ready, steady, go’ games and takes their turn appropriately • Developing understanding of simple concepts e.g. big/little • Shows understanding of prepositions in and on e.g. by carrying out action put dolly in the box • Selects correct picture of preposition, e.g. “Where’s the cat in the box?” • Notices if adult uses wrong language in familiar rhyme • Responds to the feelings of others • Understands use of objects e.g. “What do we use to cut things?’ • Understands the properties of an object, e.g. “What do we use a knife for?” • Responds to simple instructions, e.g. to get or put away an object • Selects a picture/object on request understanding three key words, for example “Red teddy sleeping'

• Uses a variety of questions e.g. what, where, who • Uses simple sentences e.g.’ Mummy gonna work.’ • Adults who know the child understand what they are saying when words are joined into sentences. • Uses words to describe things such as “It’s wet” or “It’s too hot”. • Beginning to use word endings e.g. going, cats • Gives information about favourite things • Keeps a conversation going with an adult, using in excess of four exchanges • Enjoys talking to others and can change the topic of conversation if appropriate • Beginning to use more complex sentences to link thoughts, e.g. using and because • Uses gestures and words to object to particular activities such as going to bed or finishing an activity

30–50 months (91-100)

• Listens to others one to one or in small groups, when conversation interests them • Concentrates and listens for over ten minutes in an adult led activity which they enjoy • Knows when to wait while others are talking but sometimes can’t help butting in • Shows understanding of discussion of recent events by commenting and responding to questions • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. • Listens and follows unfamiliar instructions to carry out an activity step by step • Focusing attention – still listen or do, but can shift own attention. • Identifies a musical instrument from two, three of four • Produces a sequence of sounds from two to four sound making objects • Is able to follow directions if not intently focused on own choice of activity

• Carries out a sequence of simple instructions during play, e.g., sit down, then pat head, then touch nose • Fetches three objects at a time when asked, with a visual clue • Beginning to understand ‘why’ and ‘how’ questions • Clarifies own understanding of new words by explaining the meaning to an adult, for example; what is a giraffe? • Claps out the rhythm of a word or phrase, e.g. elephant or bread and butter • Shows understanding of prepositions such as under, on top, behind by carrying out an action or selecting correct picture • Understands the language of same and different • Understands a range of tenses and will use the correct one, for example, play, playing, played • Understands possessives for example the boy’s teddy • Understands and can answer questions containing personal details; name, age, address, names of family members etc.

• Can retell a simple past event in correct order e.g. went down slide, hurt finger • Talks about recent past experiences using some time vocabulary such as last night or yesterday • Sequences two to four photographs and talk through the story • 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, played • Uses intonation, rhythm and phrasing to make the meaning clear to others • Realises the correct volume to talk at – not too loud or too quiet • Plays with sounds in words during games with pictures and objects. Given a sound e.g. ‘mmm’ can give a word e.g. mouse. Give a word, e.g. ‘sssun – can give initial sound ‘s’ • Talks freely about their home and community

30–50 months (101-110)

• Says a word which rhymes with a word an adult says • Remembers three or four items shown on a list for example a picture shopping list of apples, oranges and bananas • Remembers a spoken list of three objects without visual clues • Maintains attention, concentration and sits quietly during appropriate activity • Listens to more complex sentences and answers appropriately for example, ‘Why are you going upstairs?’ • Sits quietly for longer periods of time • Initiates conversation, attends to and takes account of what others say • Shows awareness of the listener when speaking • Works as part of a group or class, taking turns • Attends to and perseveres with a challenging activity

• Understands a few colour words • Makes doll or teddy carry out a complex sequence of two or three activities on request • Remembers three or four items in a memory game • Uses language to imagine and recreate roles and new experiences in play situations • Talks about feelings of characters in stories, e.g whether they are cross, happy or scared, and can relate to their own feelings • Produces sequence of words that begin with the same sound • Responds to instructions involving a two part sequence • Understands humour e.g., nonsense rhymes and jokes • Understands the conversation and will talk in response to unfamiliar adults, e.g. answering their questions inappropriate situations • Understands some common/irregular plurals such as men and feet

• Uses vocabulary focused on objects and people that are of particular importance to them • Builds up vocabulary that reflects the breadth of their experiences • Says learned expressions such as name, age, address and phone number • Uses words to say what they want, play with others, direct others, tell others about things • Can initiate conversations • Uses possessives for example the boy’s teddy • Uses talk in pretending that objects stand for something else in play, e.g., ‘This box is my castle.’ • Uses doll or teddy as partner in play, talking to it and telling it what to do next • Uses words to give reasons for actions, for example ‘”Why are you going upstairs?” “Get teddy” • Explains own knowledge and understanding and asks appropriate questions of others




30–50 months (81-90)

• Moves freely with pleasure and confidence in a range of ways such as slithering, shuffling, rolling, crawling, walking, jumping, running, skipping, sliding and hopping • Mounts stairs, steps or climbing equipment using alternate feet • Walks along a PE bench without support • Walks downstairs, two feet to each step while carrying a small object • Runs skilfully, negotiates space successfully, adjusting speed or direction to avoid obstacles • Throws a small ball over arm • Catches a small ball using two hands from a short distance • Walks on tiptoes • Uses body movement to rock horse, chair or swing • Walks forward on a straight line

• Manipulates door knobs, wind up toys, lids on jars etc. • Catches a small ball using two hands from a short distance • Fits round, square and triangle shapes into a puzzle or posting box • Fits increasingly small shapes and objects into holes during posting activities • Imitates drawing simple shapes such as circles and lines • Builds bridges of three bricks, using two hands together • Folds paper in half • May be beginning to show preference for dominant hand • Copies drawing a cross after demonstration • Draws lines and circles using gross motor movements

• Keeps most food in bowl or on plate • Use a spoon and fork competently • Helps with clothing, e.g. puts on hat, unzips zipper, takes off unbuttoned shirt and puts on shoes • Wipes and blow own nose but may need reminding • With encouragement will tidy up toys • Turns taps on and off • Beginning to be independent in self-care but still often needs adult support • Likes to do jobs with adults • Tells adult when they are not feeling well but not always able to identify source of pain • Can tell adults when hungry or tired or when they want to rest or play

30–50 months (91-100)

• Can stand momentarily on one foot when shown • Rides tricycle using pedals • Can catch a large ball • Runs with ease, negotiating any obstacle in their path • Draws lines and circles using gross motor movements • Kicks ball at a target with some accuracy • Sits in a cross legged position • Hops up and down while holding adults’ hand • Attempts to skip but sometimes uncoordinated • Jumps across a room, feet apart

• Uses one handed tools and equipment e.g. makes snips in paper with child scissors • Imitates making a train of cubes • Builds three steps with six cubes after demonstration • Holds pencil between thumb and two fingers no longer using whole hand grasp • Cuts paper purposefully with scissors • Unbuttons large buttons • Makes a fist and wiggle thumb – both hands • Uses index finger of one hand to touch fingers on other hand, in turn • Fits duplo brick together to build a simple structure, for example a house • Colours in and begins to stay within the outline

• Observes the effect of activity on their bodies • Pulls down pants to use toilet • Understands that equipment and tools have to be used safely • Gains more bowel and bladder control and can attend to toileting needs most of the time themselves • Pulls pants up after using toilet but may need help with fastenings • Tries to turn clothes the right way around on request • Initiates holding hands near a busy road and understands why this is necessary • Unbuttons large buttons • Helps to lay the table • Can usually manage washing and drying hands

30–50 months (101-110)

• Walks upstairs using alternating feet, one foot per step • Hops up and down a couple of times (either foot) but sometimes loses balance • Marches across a room • Log rolls from front to back and back to front • Jumps off an object and lands appropriately • Jumps backwards • Skips across a room • Coordinates arm and leg movements while marching • Experiments with different ways of moving • Hops up and down a couple of times (either foot) maintaining balance

• Holds pencil near point between first two fingers and thumb and uses it with good control • Chops soft fruit and vegetables with a knife • Writes an 'X' form and a horizontal line • Draws spontaneous and unrecognisable forms • Draws person with head and one or two other features or parts • Blows, for example, candles or when cooling food • Pours drink from jug with some spillage • Copies simple shapes • Draws a person including some features, for example eyes, nose, mouth, legs etc. • Can copy some letters, e.g. letters from their name

• Begins to use a knife for spreading • Places shoes on feet and fasten/unfasten buckle or Velcro straps • Helps with food preparation by chopping soft fruit and vegetables • Usually remembers to wash hands before a meal • Uses a knife and fork when food has been cut into small pieces • Cooperates when asked to tidy away toys • Washes and dries own face adequately • Understands need for hygiene in food preparation, serving and eating • Regularly uses potty/toilet during day although may still have accidents or need reminding to go • Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers and pulls up zipper once it is fastened at the bottom



40-60 months Name DOB Start date at setting Age at start date


40-60 months (101-110)

• Keeps play going by responding to what others are saying or doing • Plays imaginatively with small world toys • Shows initiative and autonomy in relating with others • Enjoys talking about present and recent experiences • Can initiate conversations • Likes to sit, have a cuddle and share events of the day with a familiar adult • Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults • Feels safe and secure and demonstrates a sense of trust • Shows confidence in linking up with others for support and guidance • Beginning to accept the needs of others with support

• Confident to talk to other children when playing, and will communicate freely about own home and community • Plays games with other children and can agree to rules • Has strong sense of own space and possessions; likes to arrange own toys • Shares and takes turns to some extent, but also selfish at times • Enjoys sharing photos of self and family in a small group • Shows growing autonomy and self-will • Argues to achieve own wishes • Shows confidence in asking adults for help • Becomes more independent in self-care: takes pride in appearance • Identifies self with children of same age and sex

• Talks about feelings of characters in stories, e.g whether they are cross, happy or scared, and can relate to their own feelings • Can usually tolerate delay when needs are not immediately met and understands wishes may not always be met • Concentrates for longer periods of time, for example in simple board game • Can usually adapt behaviour to different events, social situations and changes in routine • Argues to achieve own wishes • Needs less support to share resources with others • Complies with requests or instructions even when not agreeable • Plays games with other children and can agree to rules • Tells an adult if they feel another child is doing something wrong when the act directly affects them; someone has taken their toy • Tries to problem solve without an adult; for example ‘I was playing with that. Give it back.’

40-60 months (111 – 120)

• Concentrates and listens for more than ten minutes in adult led activities they enjoy • Joins in imaginative play, for example, in the home corner • Demonstrates a strong sense of fun and humour • Engages others in pleasurable interaction • Takes on different roles in imaginative play, e.g. doctor, shopkeeper, teacher • Identifies with own immediate family, relations and family friends • Initiates conversations, attends to and takes account of what others says • Forms good relationships with adults and peers • Uses and adapts the ideas of other children during play • Compromises during play activities; we’ll play your game first and then my game

• Shows confidence in joining others for support and guidance • Confident to speak to others about own needs, wants, interests and opinions • Takes on different roles in imaginative play, e.g. doctor, shopkeeper, teacher • Monitors other children’s behaviour with a sense of right or wrong • Offers help to others without being asked to do so • Approaches adults with a degree of social skill – smiling, appropriate body language etc. • Starts to care more about appearance, and care what others say/think about them • Becomes upset if someone comments on something to do with child – appearance, something they have done etc. • Engages in play or work with less familiar children. • Shows flexibility in different ways of tackling problems

• Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them • Shows care and concern for others , living things and the environment • Maintains attention concentrates and sits quietly when appropriate • Follows rules in group game led by adult • Aware of the boundaries set, and of behavioural expectations in the setting • Monitors other children’s behaviour with a sense of right and wrong • May feel ill/upset but will wait until familiar adult is present before sharing this information • Shows confidence in seeking comfort, reassurance and help from special people • Becomes upset if someone comments on something to do with the child; appearance, something they have done etc. • Forms good relationships with a range of other children and can share resources

40-60 months (121-130)

• Enjoys taking part in family routines and chores independently • Explains own knowledge and understanding, and asks appropriate questions of others • Takes steps to resolve conflicts with other children, e.g. finding a compromise • Takes part in activities they don’t necessarily like in order to please friends • Attempts to read a book to other children • Conforms happily to the rules of board games • Enjoys being part of particular groups and takes security from this; friendship groups etc. • Happily attends groups/clubs without main carers and can relate to teachers/instructors there • Will work as part of a group or class, taking turns • Speaks fondly of others and can say why they like/don’t like some people

• Expresses wishes and needs clearly • Understands that wishes and needs cannot always be met • Shows awareness of and is curious about sex differences • Accepts the point of view of another in an argument • Enjoys talking about past experiences, the present and future plans • Takes pride in own appearance • Shows awareness of own strengths and weaknesses • Approaches new challenges with assurance in own ability • Can describe self in positive terms and talk about abilities • Practices good self-care, often without prompting

• Shows more cooperation and is amenable to rules and routines • Knows cannot always have what they want when they want it • Builds on the ideas of others to extend play • Shows compliance with social expectations • Often actively seeks sharing and fairness • Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy • Describes self in positive terms and talk about abilities • Shows awareness of when they are ‘different’ in some way from others and may be upset or proud of this • Accepts the point of view of another even if they don’t agree with it • Demonstrates patience if they are not understood at first and will try to find another way


40-60 months (101-110)

• Says a word which rhymes with a word an adult says • Remembers three or four items shown on a list for example a picture shopping list of apples, oranges and bananas • Remembers a spoken list of three objects without visual clues • Maintains attention, concentration and sits quietly during appropriate activity • Listens to more complex sentences and answers appropriately for example, ‘Why are you going upstairs?’ • Sits quietly for longer periods of time • Initiates conversation, attends to and takes account of what others say • Shows awareness of the listener when speaking • Works as part of a group or class, taking turns • Attends to and perseveres with a challenging activity

• Understands a few colour words • Makes doll or teddy carry out a complex sequence of two or three activities on request • Remembers three or four items in a memory game Uses language to imagine and recreate roles and new experiences in play situations • Talks about feelings of characters in stories, e.g. whether they are cross, happy or scared, and can relate to their own feelings • Produces sequence of words that begin with the same sound • Responds to instructions involving a two part sequence • Understands humour e.g., nonsense rhymes and jokes • Understands the conversation and will talk in response to unfamiliar adults, e.g. answering their questions in appropriate situations • Understands some common/irregular plurals such as men and feet

• Uses vocabulary focused on objects and people that are of particular importance to them • Builds up vocabulary that reflects the breadth of their experiences • Says learned expressions such as name, age, address and phone number • Uses words to say what they want, play with others, direct others, tell others about things • Can initiate conversations • Uses possessives for example the boy’s teddy • Uses talk in pretending that objects stand for something else in play, e.g., ‘This box is my castle’ • Uses doll or teddy as partner in play, talking to it and telling it what to do next • Uses words to give reasons for actions, for example ‘”Why are you going upstairs?” “Get teddy” • Explains own knowledge and understanding and asks appropriate questions of others

40-60 months (111 – 120)

• Two channelled attention – can listen and do for a short span • Maintains attention and concentration, playing a board game in a small group • Sustains attentive listening, responding to what they have heard with relevant comments, questions or actions • Knows ten nursery rhymes/songs off by heart • Listens and responds to ideas expressed by others in conversations or discussions • Listens carefully to stories and will correct the story teller if they make a mistake in a familiar story • Listens to others as they recall interesting experiences and may ask questions • Demonstrates that they have listened to the stories of others by retelling them to someone else • Listens carefully to adult conversations (even when you might not want them to) and will recall details from them at a later date • Learns the words/lyrics of new songs

• Has confidence to speak to others about their own interests and opinions • Shows understanding of a story told to a large group. • Listens and responds to ideas expressed by others in conversations or discussions • Understands instructions containing sequencing words; first…after…last and more abstract concepts – long, short, tall, hard soft, rough • Follows unfamiliar instructions to carry out a step by step activity such as mixing paint • Reproduces a sequence of two to four sounds using a musical instrument • Gives a verbal description of people, objects and animals • Identifies a musical instrument from two, three or four • Makes accurate predictions to questions such as ‘what would happen if we didn’t cut the grass?’ • Shows awareness of the listener when speaking

• Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words • Says what will or might happen next, e.g. in routines or stories • Uses language to imagine to recreate roles and experiences in play situations • Contributes to planning events and activities • Links statements and sticks to a main theme or intention • Contributes to the retelling of familiar stories, guided by pictures • Initiates conversations, attends to and takes account of what others say • Talks about personal intentions, describing what they are trying to do • Gives a verbal description of people, objects and animals • Describes recent events audibly and in reasonable order


40-60 months (121-130)

• Joins in memory games like I went shopping and I bought 3-5 items • Integrated attention – can listen and do in range of situations with range of people; varies according to the demands of the task • Listens to a short message and can take this to someone else • Knows a variety of songs now and sings them with accuracy • Listens to more complex instructions at school and will carry out tasks accordingly • Listens to stories in a small group for up to twenty minutes • Attends to activities for longer periods of time, concentrating even when there are distractions • Attends and listens to complex pieces of information; correcting the speaker if they make an error • Remembers and repeat a short rhythm played on a musical instrument • Remembers and repeat a short sequence of notes, played on different instruments; drum, triangle, cymbal, drum, triangle

• Thinks of a word when given a sound; sssssss for snake when no picture or object prompts are given • Able to follow a story without pictures or props • Understands questions such as ‘What do you think will happen next?’ or ‘What could we do next?’ • Recognises if others have not understood • Responds to questions or asks for more information • Remembers and deliver a short spoken message • Finds another way to explain something if an adult has not understood • Demonstrate understanding of how and why questions by giving explanations • Plays I spy with an adult or other children • Given a verbal description of an object, will name it correctly, for example, it’s grey, big and has a trunk

• Uses talk to organise, sequence and clarify thinking ideas, feelings and events • Uses language, e.g. why, when, because, if, then to solve problems • Describes animals, objects, plants etc. using a minimum of three attributes • Talks in response to unfamiliar adults, e.g. answering questions • Talks about the feelings of characters in stories • Maintains a conversation by asking questions, such as ‘Why?’ ‘How?’ ‘How many?’ • Introduces a storyline or narrative into their play • Instructs others using complex language such as; don’t do that because… • Uses a range of nouns, verbs and descriptive words during everyday speech • Expresses needs / feelings in appropriate ways




40-60 months (101-110)

• Walks upstairs using alternating feet, one foot per step • Hops up and down a couple of times (either foot) but sometimes loses balance • Marches across a room • Log rolls from front to back and back to front • Jumps off an object and lands appropriately • Jumps backwards • Skips across a room • Coordinates arm and leg movements while marching • Experiments with different ways of moving • Hops up and down a couple of times (either foot) maintaining balance

• Holds pencil near point between first two fingers and thumb and uses it with good control • Chops soft fruit and vegetables with a knife • Writes an 'X' form and a horizontal line • Draws spontaneous and unrecognisable forms • Draws person with head and one or two other features or parts • Blows, for example, candles or when cooling food • Pours drink from jug with some spillage • Copies simple shapes • Draws a person including some features, for example eyes, nose, mouth, legs etc. • Can copy some letters, e.g. letters from their name

• Begins to use a knife for spreading • Places shoes on feet and fasten/unfasten buckle or Velcro straps • Helps with food preparation by chopping soft fruit and vegetables • Usually remembers to wash hands before a meal • Uses a knife and fork when food has been cut into small pieces • Cooperates when asked to tidy away toys • Washes and dries own face adequately • Understands need for hygiene in food preparation, serving and eating • Regularly uses potty/toilet during day although may still have accidents or need reminding to go • Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers and pulls up zipper once it is fastened at the bottom

40-60 months (111 – 120)

• Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles • Bounces and catch a large ball • Negotiates corners and obstacles when playing on trike • Jumps upwards from a standing position, 2 feet to 2 feet, starting with feet together (simultaneous co-ordinated upward arm lift) • Hops up and down several times without losing balance • Walks heel to toe in a straight line • Walks on a bench using arms for balance • Uses alternate feet when walking up and downstairs • Marches rhythmically to a musical beat • Throws a small ball into the air and occasionally catches it

• Uses simple tools to effect changes to materials • Cuts and pastes simple shapes • Draws a house with door, window, roof and chimney • Cuts along a line drawn on paper • Handles tools, objects, construction and malleable materials safely and with increasing control. • Sews large stitches using large needle • Shows a preference for a dominant hand • Begins to use anti-clockwise movement and retrace vertical lines • Completes a twelve plus piece interlocking jigsaw • Holds implements with a strong grip – either hand

• Competently uses a knife to spread and cut food items • Usually shows a willingness to try a small piece of a new food item • Always remembers to wash hands before a meal and after using the toilet • Attempts to clean teeth without adult Supervision • Regularly uses potty/toilet – rarely has an accident unless unwell • Enjoys baking with an adult and can roll out pastry, cut out shapes, roll pastry into a ball etc. • Tells an adult when they are feeling unwell, describing where their pain is and what it feels like • Even when medicine doesn’t taste nice, accepts that they have to take it in order to get better • Attempts to wash hair with minimum support • Makes a good attempt at washing body when in bath or shower




40-60 months (121-130)

• Travels with confidence and skill around, under, over and through balancing and climbing equipment • Finds a space in PE when asked to • Jumps over a string 5 cm off the floor • Bends to touch toes, flexing knees • Shows increasing control over an object in pushing, patting, throwing, catching or kicking it • Climbs up steps of a slide and slide down independently • Copies a sequence of gross motor movements after demonstration e.g., hop, jump, skip, hop. • Throws a small ball into the air and then catch it • Attempts to jump using a skipping rope • Bends over and touch toes – straight legs

• Begins to draw recognisable pictures • Begins to form recognisable letters • Can copy own name • Colouring is more accurate though will still crayon outside the lines of a picture • Can manage all fastenings on clothes now although sometimes takes a while • Can tie a knot in a shoe lace • Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed • Can draw a person including most main features such as eyes, nose, mouth, legs, arms, feet etc. • Pours a drink from a jug without spillage • Can make a reasonable attempt to colour in a simple outline

• Knows front and back of clothing • Shows more independence in self care – takes pride in appearance • Pours juice from a jug without spillage • Attempts to dry self with towel after a bath or shower • Eats a healthy range of foodstuffs and understands need for variety in food • Usually dry and clean during the day • Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health • Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks • Shows understanding of how to transport and store equipment safely • Practices some appropriate safety measures without direct supervision