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Can I order a hard copy of the new framework online?

No printed copies of the framework will be made available to order from the Department for Education or the Foundation Years website. However, a number of other organisations, including Early Education and the National Day Nurseries Association, are making copies available online for a small fee. You can visit their websites to find out more.

I’ve been having some trouble accessing the EYFS via the Foundation Years website, when will the problem with the site be resolved?

We’re very sorry that there were some problems accessing the site in the first few days after the EYFS was launched – around 75,000 people accessed the new framework over the course of a week, which caused us some server problems.

Fortunately, all the issues with the site have now been resolved, and you should be able to access all the EYFS guidance without any trouble.


Will profile points continue to exist in the new framework alongside the reports on whether children are meeting, exceeding or emerging at the expected levels for playing and exploring, active learning and creating and thinking critically?

The new EYFS Profile will expect teachers to make a judgment as to whether a child is meeting, exceeding or emerging in relation to the Early Learning Goals (ELGs). There will no longer be profile points scores.

In additional to these judgments against the ELGs teachers will need to make an assessment against the 3 characteristics of effective learning. So, in total there will be the 17 ELG judgments on the basis of meeting, exceeding or emerging levels and a written statement setting out how well a child is developing against the 3 characteristics of effective learning.

Further guidance on this matter will become available over the summer.

When will the Birth to Three matters guidance be made available electronically?

The Birth to Three matters guidance will be available from the Foundation Years website before the end of April.

Is there a tool to monitor EYFS assessments as yet? If so, where can I get further information on them?

There are no national tools at present. We can see that there is an appetite for such a tool and that colleagues are concerned about the removal of Progress Matters, so we are feeding that information back into the Department for Education.


I have noticed that Progress Matters is not available to download alongside the revised EYFS, is it still part of Government policy?

See answer above.

Are there any training materials available to help upskill staff in the delivery of the revised EYFS?

You may find parts of the Foundation Years Powerpoint presentation helpful – which can be accessed here.

If a child does not attend a setting or access provision until they are 3 years old will there still be a requirement for the progress check to be completed for them? And if so, who would be responsible for this?

The requirement to complete a 24-36 month report only falls upon settings when children are being supported between the ages of 2 and 3. If a child does not access a setting until after their third birthday, there will be no requirement for a progress check to take place.

However, there is an additional progress check, called the Healthy Child Programme Review – carried out by health visitors when children are between 2 and 2 ½, which will happen whether a child is being supported by a setting or not. Parents may wish to share the outcome of the Healthy Child Programme Review with any settings their children access.

38 Readers Commented

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  1. Julia on April 28, 2012
    I devised a way of tracking children's progress under the old EYFS - effectively and with the prime purpose being to assess children's current stage of development and to ensure Keypersons are equipped with information for focus observations and planning to support children's Learning and Development. I am in the process of developing a new system for the NEW EYFS. I need a bit of technical development support but its almost there!!! My motivation is to keep it simple, useful and relevant to all types of settings and provision and to cater for all access types. I have got a company interested in taking it further so watch this space.
    • Naresh Katnoria on May 14, 2012
      Hi Julia, I work in a children's centres and one of the Ofsted question is how do we track children? My centre does not have access to a teacher as we are part of a locality model, I wonder if there is a simple tool that we an use in children centres in the various groups, we really don't have the time and resources to start thinking about developing something that may already being used, that we can adapt? many thanks, appreciate your response. Naresh
      • Julia on June 30, 2012
        Naresh I have been working on this as we have a similar dilemma in our areas. I am trialling a system with one of my creche teams and we have discussed at length how else to track those children not in regular provision. I am tailoring the other system I have created and we will see how that goes. Sorry for delay in reply, it would be interesting to discuss how your model works as that is the preferred model for us to move to in next 6months. Maybe we could swap some ideas. Where are you based?
    • Taz on July 20, 2012
      hi just read your blog, very intrested on your new system that you hav devised as we are in sep working on the new eyfs doc, please can i hav more info i want to make it easy as poss, at the moment we hav learning journeys and highlight assess 4 each child, but management want us 2 target 3 main ares and write summary 4 each child and put in stages of dev we are quite happy we old system without filling more paper work you can easily see each child's dev as we highligh each statement child can do
  2. Lynnette Wood on April 29, 2012
    The Powerpoint presentation you refer to is not available when you click on the link. Is it possible to rectify this please.
  3. Rosie Ellis-Robertson on April 30, 2012
    Couldn't access the powerpoint link also. When will 4children publish the documents for parents?
    • Hi Rosie - the Parents Guide will be out at some point in the next two months. We'll try and fix the Powerpoint link now.
  4. lamb on May 1, 2012
    The powerpoint is not accessible - error 404
  5. K Evans on May 10, 2012
    Hi, there is a tool that we have been using last year that already has the new curriculum in place called the Interactive Learning Diary.
    • Mel on May 10, 2012
      Hi K Evans, We have been using the Interactive Learning Diary for about 6 months now in Scotland, Curriculum for Excellence. I do know that there are some English Nurseries and schools using this tool, we keep in touch with them (why I am registered on this site) and share how we are using this fantastic tool. It allows us to type observations and then directly link the Observation to learning outcomes for each child. There are various report formats available and a class progress view which allows you to see at a glance where the strenghts and weaknesses are in your planning and linked outcomes. I don't know why more schools and nurseries haven't heard of this tool.
      • Pauljen on September 23, 2012
        Hi Mel - I have just been having a look at the ILD and it looks great. Do your staff find it easy to use? I would be really interested to hear more about the pros and cons. I teach in a small primary school with nursery attached. Many thanks
  6. Steve on May 10, 2012
    Hi, Just wanted to reiterate what other commenters have said, unfortunately the PowerPoint is not acessible. Could you please try to resolve this issue? Thank you I would also say that the EYFS should not scare practitioners who are already doing a wonderful in their field for the children in their care!
    • 4Children Early Years Team on May 11, 2012
      Hi Steve - the Powerpoint should now be accessible, what is happening when you click on it?
      • Steve on May 11, 2012
        Nothing happens when I click on the link :( sorry to cause isues!
        • Steve on May 11, 2012
          No issues, It has now opened, Thank you very much!
  7. MJS on May 15, 2012
    Please please can we have some clarification about how we track progresss. We have always had to assess the children in the first term and track progress throughout the year before completing the FSP. Are we all going to be working on our own ways of breaking down the early learning goals to provide a tracking system? But as these are statements to be met at the end of FSP surely they are not meant to be measures at the beginning of the year???
    • catkins on June 11, 2012
      I think the best way to track children's progress will be to use the development matters. This will also mean one system instead of potentially two as previously many practitioners were using development matters (hopefully) to plan and EYFSP to assess. The original EYFSP was only intended as a summative assessment at the end of EYFS but was turned into a tracking tool.
    • Laura on June 27, 2012
      I have just been on a very useful course today and my understanding is; The new profile is now to be used as a summative assessment in the final term, and not for any ongoing assessment (I used the EYPSP grid for ongoing assessment and baseline assessments). He said that we will need to use the development matters document to show progress. To be making average progress at the start of reception, children should have achieved all the 30-50 months statements, and have started to dip in to the 40-60+ months. If this is the case they are expected to achieve a grade of 'expected' at the end of the year. If they are achieving many of the 40-60+months statements at the start of reception they should be 'exceeding' by the end of the year. If they are still working within the 30-50 months or are working within 22-36 months they are considered to lower achievers and therefore would be 'emerging' at the end of the year. Outside of this there is no other way to track progress - we will not be able to work out value added or give the children a score at anytime. In addition, in my school the Yr1 teacher currently adds something to the CLL and PSRN end of year scores to get a predicted NC target for the end of Yr1; she will no longer be able to do this. Apparently this has been done intentionally so that Heads/LEAs/Ofsted cannot use the figures in this way as they were never supposed to in the first place as it makes us ‘teach to the test’ so to speak. One final thing to mention that I found really shocking and had overlooked when reading all of the new material is that when we looked really closely (and Jan pointed it out) the 17 new ELG's are much harder to achieve. For example, in Maths for number you now need to be able to count and use numbers to 20, rather than 10, you also need to be able share, halve and double, and count on or back to the answer in mathematical problems. Children need to be able to do all of this by the end of the year to have made 'expected' progress, these are things that were a 9 on the profile before – that was expected of the bright children, and not the norm so it is going to be very hard for my children to achieve 'expected' on the profile, they only needed to count and order numbers to 10 previously to make the governments accepted progress level of 6 or 7 – they have really changed the goal posts. Jan Dubiel lead the course-he has been consulting with the government about the new EYFS and used to work for the QCDA and national strategy etc... so really knew what he was talking about. He is running these courses all around the county, I would highly recommend it
      • Jo on July 1, 2012
        Hi the course you attended sounds good can you supply the name of the course and details of how to find one near my locality? Thanks
      • Tim R on October 22, 2012
        The ELGs are indeed, in some cases, harder. I learned last week that the government expectation (and OFSTED's, presumably) is that 80% of the children in your class need to be meeting ALL the ELG's. So, of course, teachers will use the ELG's to track progress/gap analyse in the same way that we used the profile points. We are all much more accountable now with new performance related pay and appraisal and this will lead inevitably to teaching to the test!
  8. Vicky on June 10, 2012
    Where can I find the EYFS briefing powerpoints? from the EYFS briefing training. I have looked at the 4chidlren powerpoints these are not what I am looking for.
  9. Freda walker on June 23, 2012
    why oh why don't we have the same progress profile sheet for tracking the new EYFS .why is it left to the setting to delvope their own . It was bad enough developing the learning stories paperwork now more new tracking paperwork. Where's the care and play time !, sorry can't access the PowerPoint from the briefing training ?
  10. sandra on June 30, 2012
    Will each county provide downloadable info to help settings set up individual personal pathways which link to the development matters for revised eyfs ?
    • Jane on July 18, 2012
      Hi Sandra, i know that some counties are doing this. Derbyshire definately is. I think its just taking some time to get these up and moving.
  11. sharon millington on July 18, 2012
    when will we abletoview the ELG and perfomas
    • Simon on July 20, 2012
      Materials for the Profile are apparently not going to be available now until January. That's what we were told at a recent LA briefing.
  12. Simon on July 19, 2012
    I have been looking at these posts with reference to the need to track progress. It is essential that we do not break down ELG statements for assssment purposes. Children should be assessed at the end of the Foundation Stage against the goals. At all other times the Development Matters bands should be used. I suggest that tremly udgements about where a child is working at should be made using a "best fit" approach, using the idea that children will be emerging, developing or secure in the band. This will show progress over time. In the latter part of the summer term the ELG can then be assessed as to whether the child is stil emerging, meeting(expected) or exceeding the goal. It is essential that we do not try a d create a profile point type system from the ELGs. We should not be assessing children against end of year goals until the end of the year, especially on entry! We would not do this with any other "key stage" so why would we do it for our youngest children?
  13. Simon on July 19, 2012
    Re what I said on goals.... Of course, if a child shows that after you have observed and assessed them they are meeting or exceeding the ELG you would recognise this in your data for that child. If a child is exceeding the ELG this would mean that they are working at/towatds Level 1 of Key Stage 1.
  14. Rachael on July 20, 2012
    Can anyone tell me whether it's possible to buy a hard copy of the revised EYFS please. The PLA website has them for sale but only to members (membership costs £90,00 per year). Thank you.
    • Simon on July 20, 2012
      Just download and print it. Probably be cheaper than the price some are asking for it!
    • Nicola on August 3, 2012
      NCMA are selling it for £5 I think...
  15. Wendy Rhodes on August 2, 2012
    Have just discovered this website and I'm finding it really useful!
  16. Katheryn Davies on August 24, 2012
    Referring to the Revised EYFS Statutory Guicance on Outings 3.64. Does anybody know the ratios for outings now. It used to be 1:2, does this stay the same?
  17. Emma B on October 18, 2012
    Please could you clarify the 'best fit' judgement that we are using for summative assessment, as I am currently attempting my baseline assessment. When we are assessing children according to the best fit age band, is this to say that they are working within that band or that they are secure in that band?
  18. rani on November 6, 2012
    can anybody tell me on average how many observations i should be doing per half term?
  19. Gareth Betts-Davies on November 24, 2012
    Anyone concerned about the on coming pressure from school hierarchy to down-grade EYFSProfule scores to boost SEN funding? In new SEN legislation, funding based on EYFSP scores.
  20. Kali on January 10, 2013
    To 4 Children Early Years Team. Please please confirm once and for all that it is neither appropriate or necessary to be highlighting or ticking individual Development Matters statements in terms of 'coverage' for each child. I am also really concerned to see commercial tools that are asking teachers to grade children against each of the Development Matters statements within a developmental band. My understanding is that the DM statements are a non statutory picture of what a child's level of development might look like and that they should be read holistically and used to make best fit judgements.