In Part 1 of this series, we considered methods of observation and assessment in the light of the revised EYFS and new Development Matters document. It’s clear from the guidance that we now have a great opportunity to reduce the number of observations and assessments we record for our children, and at the same time, make sure those that we do make are effective while not taking time away from being with children.

In Part 2, we looked at the Prime Areas of Learning and how we might use the new EYFS programmes along with some open questions, to write narrative observations of your children to explicitly identify and celebrate their learning and development. Without a ticklist in sight!

Here, in Part 3, I offer some open questions to support your observations in the Specific Areas of Learning. When you’re observing a child, think about one or two of these questions below - maybe even print them off and have them close by as a prompt. There are no right or wrong questions to answer; these are just prompts to help you and your colleagues think about what you’re looking for when you’re observing children. If you see a question that interests you, with a particular child in mind, then that’s the one to go for. 

Literacy

The EYFS 2017 version states: 

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

The new 2020/21 version states: 

It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).

Comprehension and Word Reading 

·         How do they demonstrate an interest in books? 

·         Can you describe the language they use which reflects their experiences of books? (e.g. repeating words or phrases from familiar stories or rhymes). 

·         How do they demonstrate an understanding of a story that has been read to them?

·         In what ways do they retell stories or narratives?

·         What is their understanding of the way stories are structured? 

·         What is their understanding of rhyme?

·         In what situations are they able to anticipate what is going to happen in a story? Or consider alternative endings?

·         How would you describe their increasing range of vocabulary?

·         How do they contribute to discussions about stories? 

·         What kinds of books interest them most? Fiction/non-fiction? Rhymes and poems?

·         In what ways do they demonstrate an understanding of letter sounds and the alphabet? 

Writing 

·         What do they tell you about the marks they make, or about marks they see elsewhere? 

·         Can you describe their ability to write recognisable letters?

·         How do they demonstrate an understanding that speech is made up of separate words? 

·         Can you describe their level of understanding in linking sounds to letters? 

·         How do they make use of phonic knowledge in their writing? 

·         Can you describe their level of expertise in writing short phrases or sentences?

Mathematics 

The EYFS 2017 version states:

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.

The new 2020/21 version states: 

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

Number

·         How do they show an awareness of a change in the number of objects, images or sounds? 

·         What is their level of understanding of number names and counting? 

·         In what ways do they categorise objects? 

·         How do they use manipulatives in their activities that demonstrate their growing mathematical understanding?

·         Which examples of mathematical language do they use? 

·         What is their understanding of the concepts of addition and subtraction? 

·         In what ways do they demonstrate an interest in number problems? 

·         Which instances of subitizing have you observed?

·         How do they represent numbers? (e.g. using fingers, marks on paper). 

·         Can you describe their level of understanding in recognising numerals? 

·         How do they demonstrate their knowledge of number bonds?

Numerical patterns

·         What is their level of interest in exploring patterns?

·         In what ways do they recognise pattern within the counting system?

·         What is their understanding of comparisons between quantities?

Shape, space and measures 

·         How do they demonstrate an understanding of the pattern of daily routines? 

·         In what ways do they investigate and manipulate 2D and 3D shapes? 

·         Under what circumstances do they notice simple shapes and patterns? How do they talk about them? 

·         In what ways do they categorise objects according to size? When do they use the language of size? 

·         What is their understanding of time passing, or of events in the past or future? 

·         In what ways is their understanding of length, weight or capacity developing? 

·         Can you give examples of the language they use in relation to position, money, or sequencing events? 

Understanding the world

The EYFS 2017 version states:

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. 

The new 2020/21 version states: 

Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.

Past and present

·         In what ways do they show curiosity about people around them? 

·         What is their understanding of the past?

·         Which comparisons between the past and the present interest them?

People, culture and communities

·         In what ways does their play reflect their own family and home-life? 

·         How do they demonstrate a respectful understanding of the similarities and differences between us? 

·         How do they show an interest in the lives of others? 

·         Under what circumstances do they talk about familiar people and significant events? 

·         Can you describe their levels of interest and understanding of the world about them? 

·         What is their understanding of their environment?

·         Which comparisons do they understand, between life in this country and elsewhere?

The Natural world

·         In what ways do they explore the natural world?

·         How do they show an interest in objects around them? 

·         In what ways do they demonstrate an interest in the features of objects? 

·         In what ways do they show care and concern for the living world and for the environment? 

·         How do they demonstrate an understanding of similarities, differences, patterns or change? 

Expressive Arts and design 

The EYFS 2017 version states:

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

The new 2020/21 version states:

The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

Creating with materials

·         In what ways do they enjoy sensory exploration? 

·         In what ways do they demonstrate an interest in making marks? 

·         How do they engage in exploring colour, shape, texture, or construction materials? 

·         Can you describe their level of independence and skill in selecting and using tools and techniques to shape and join materials? 

·         In what ways do they construct with a design or purpose in mind? 

·         How do they describe their creations and the processes they have used?

·         How do they make use of props, materials and other resources in their imaginative play?

Being imaginative and expressive

·         In what ways do they express themselves through physical action or sound? 

·         When and how do they demonstrate an understanding of pretend play? 

·         How do they demonstrate an enjoyment of music? 

·         How do they create movement in response to music, or demonstrate their increasing understanding of rhythm? 

·         In what ways do they create stories or engage in role play? 

·         What forms of creative expression do they prefer? 

Currently, around 2,800 schools chose to be early adopters of the revised EYFS, many of whom are trialling new ways of offering a stimulating early years curriculum whilst observing children’s progress without the need for ticklists. Some positive feedback is now coming through:

‘We are following children’s interests more and with greater fluidity. Nothing now seems forced (to complement tick lists of objectives). So far, a very positive impact. (Twitter mabel @MadeUpTeacher 1)

‘Nice to be able to try some new things out this year with the new framework’ (EmmaP @Elp_littletink)

‘I’m using ‘on track’ or ‘not on track’ as we go through the year. Targeting those not on track so hopefully more and more will be on track as we move through the year.’ (Victoria de Villiers- facebook early Adopters Schools 2020).

Remember the guidance available to you, among others, is the revised EYFS which becomes statutory in September (2021), the new Development Matters, and Birth to 5 Matters.