How Practitioners Track and Record Children’s Learning and Development

The Early Years Foundation Stage (EYFS) framework provides a comprehensive and structured approach to supporting young children's development from birth to five years old. Central to this framework is the effective observation and assessment of each child’s learning and development. Practitioners working in early years settings play a crucial role in tracking progress, identifying individual needs, and shaping learning opportunities accordingly. This article explores how observations and assessments are conducted in EYFS, the tools and strategies practitioners use to record progress, and how this information guides planning and practice to support every child’s unique learning journey.

Understanding the Importance of Observations and Assessments

Observations and assessments are foundational aspects of high-quality early years education. Observing children as they play, interact, explore, and engage in everyday experiences allows practitioners to gather valuable insights into their interests, learning styles, and developmental milestones. These observations are not just casual notes but purposeful tools that form the basis of effective teaching and learning.

Assessments help identify whether a child is progressing typically, exceeding expectations, or may need additional support. They ensure that learning experiences are appropriately matched to children's needs, promote inclusion, and help bridge any gaps early on. In the context of the EYFS, assessments are ongoing, formative, and holistic – focusing not only on what children can do but also on how they approach learning.

The Role of Observations in Early Years Settings

1. What are Observations?

In the EYFS, observations refer to the systematic watching and noting of children’s behaviour, interactions, skills, language, and emotional responses in a range of settings. These observations might be spontaneous – where a practitioner captures an unexpected yet significant moment of learning – or planned, such as during a focused activity.

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There are several observation methods, including:

• Narrative Observations: A detailed written account of a child’s behaviour over a period of time.
  
  
• Snapshot Observations: Brief, concise notes capturing a specific event or moment.
  
  
• Time Sampling: Observing a child at regular intervals to record patterns.
  
  
• Event Sampling: Focusing on specific types of behaviours or interactions.
  
  
• Photographs and Videos: Used to visually document learning moments.
  

2. Why Observe?

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Observations are essential for the following reasons:

• Individualised Learning: They help tailor the curriculum to suit individual children's interests and developmental stages.
  
  
• Tracking Progress: Observations enable practitioners to monitor how a child is developing over time across different areas of learning.
  
  
• Identifying Concerns: Any delays or areas of difficulty can be identified early and addressed through intervention or additional support.
  
  
• Informing Planning: Observations inform the next steps in planning meaningful activities that engage and challenge children.
  
  
• Communication with Parents: Observations serve as a valuable tool in discussing a child’s progress with their family.
  

Assessments in EYFS

1. Formative Assessments

Formative assessment is ongoing and forms the bedrock of day-to-day teaching. It involves practitioners using what they observe to informally assess where children are in their development and how they can be supported to move forward.

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This type of assessment:

• Reflects children’s real-time learning experiences.
  
  
• Informs daily planning and adjustments to the environment or adult interaction.
  
  
• Is usually documented through observation notes, photos, or learning stories.
  

2. Summative Assessments

Summative assessments provide an overview of a child’s progress at a specific point in time. In EYFS, two key summative assessments are:

• The Two-Year-Old Progress Check: Completed between 24-36 months, this identifies the child’s strengths and areas where progress is less than expected in the prime areas of development.
  
  
• The Early Years Foundation Stage Profile (EYFSP): Completed at the end of the Reception year (age 5), this is a statutory assessment summarising a child’s attainment in relation to the 17 Early Learning Goals.
  

Recording Observations and Assessment Information

1. Learning Journals

A commonly used tool in early years settings is the Learning Journal, which documents a child’s learning journey over time. These journals may be digital or paper-based and typically include:

• Photographs of the child engaging in activities.
  
  
• Annotated observations.
  
  
• Samples of work (drawings, writing, mark-making).
  
  
• Practitioner reflections.
  
  
• Next steps for learning.
  

Learning Journals provide a comprehensive picture of a child’s progress and are shared regularly with parents.

2. Digital Tools and Technology

Many settings have adopted digital platforms (such as Tapestry, Famly, or Evidence Me) to streamline observations, store data securely, and enhance parental engagement. These tools allow practitioners to:

• Instantly upload observations with media (photos/videos).
  
  
• Tag observations to specific EYFS areas or Characteristics of Effective Learning.
  
  
• Share updates with families in real time.
  
  
• Analyse development trends and generate reports.
  

Digital tools improve efficiency, support collaborative working among staff, and reduce the administrative burden.

3. Tracking Documents

EYFS settings often use tracking grids or developmental charts to record children’s progress against the expected milestones in the seven areas of learning:

• Prime Areas: Communication and Language, Physical Development, and Personal, Social and Emotional Development.
  
  
• Specific Areas: Literacy, Mathematics, Understanding the World, and Expressive Arts and Design.
  

Tracking documents help identify progress, strengths, and areas requiring support. These tools may be used internally or shared with external professionals (e.g. SENCOs, speech therapists) if needed.

Supporting Diverse Needs Through Observation and Assessment

Children develop at different rates and bring unique experiences into the setting. Through careful observation and assessment, practitioners can identify and support:

• Children with SEND: By recognising signs of delay or difficulty early, interventions can be put in place to support inclusive education.
  
  
• EAL Learners: Observations help practitioners understand language development in bilingual/multilingual children, and plan appropriately.
  
  
• Children at Risk of Disadvantage: Assessments can highlight gaps in learning and inform targeted strategies to narrow the attainment gap.
  

An inclusive approach ensures that all children, regardless of background or ability, receive the support they need to thrive.

Involving Parents and Carers in the Assessment Process

Parents are a child’s first and most enduring educators. The EYFS framework places a strong emphasis on partnership with parents. Practitioners are encouraged to:

• Share regular updates on children’s progress.
  
  
• Encourage parents to contribute to learning journals with home observations.
  
  
• Hold regular meetings or informal chats to discuss assessments.
  
  
• Respect and value family insights into their child’s development.
  

This collaborative approach ensures continuity between home and setting and enhances a child’s sense of security and belonging.

Using Assessment to Inform Planning and Provision

Assessment is not an end in itself but a means to ensure each child receives the right support and challenge. Practitioners use what they learn from observations to:

• Reflect on and adapt to the environment.
  
  
• Introduce new resources or provocations.
  
  
• Adjust adult interaction styles to scaffold learning.
  
  
• Plan experiences that are meaningful and enjoyable.
  
  
• Set individualised learning goals and next steps.
  

Effective assessment leads to dynamic, responsive practice that evolves in line with each child’s developmental journey.

Challenges and Considerations in EYFS Assessment

While assessments are essential, they must be balanced and proportionate. Over-assessment or unnecessary documentation can:

• Shift the focus away from quality interaction.
  
  
• Lead to ‘tick-box’ practices that lose sight of the child.
  
  
• Increase workload and practitioner stress.
  

The revised EYFS framework (2021) encourages a reduction in paperwork and a renewed focus on professional judgement and meaningful assessment. Practitioners are urged to trust their knowledge of the child and prioritise quality interactions over written evidence.

Confidentiality, accuracy, and ethical considerations also play an important role in assessment. Practitioners must ensure that:

• Observations are objective and free from bias.
  
  
• Records are securely stored.
  
  
• Information is shared appropriately and respectfully.
  

Reflective Practice and Continuous Improvement

Observation and assessment are closely tied to reflective practice. By reflecting on what they observe, practitioners can:

• Gain deeper insight into each child’s motivations and needs.
  
  
• Evaluate the effectiveness of their teaching strategies.
  
  
• Identify areas for their own professional development.
  
  
• Improve planning and provision across the setting.
  

Settings that embed a culture of reflection are better equipped to respond to children’s interests, support staff development, and ensure high standards of practice.

Professional Collaboration and External Support

Practitioners often work collaboratively with colleagues, SENCOs, health visitors, and other professionals to interpret assessment data and support children’s development. Joint observations, case discussions, and multi-agency planning ensure a holistic approach to meeting children's needs.

This collaborative model helps settings provide early intervention, coordinate support, and create consistent pathways for learning and care.

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Also Read: - Role of Play in Early Learning

Final Thoughts on Effective Observation and Assessment

In summary, observation and assessment in the EYFS are vital tools that enable practitioners to understand, support, and celebrate each child’s learning journey. When used thoughtfully, they:

• Help children feel seen and valued.
  
  
• Inform responsive and engaging practice.
  
  
• Strengthen partnerships with parents.
  
  
• Support early identification and intervention.
  
  
• Contribute to school readiness and lifelong learning skills.
  

Rather than being a rigid process, assessment in early years should be dynamic, flexible, and child-centred – grounded in genuine curiosity and respect for children’s development.

Little Mowgli Nursery – A Thoughtful Approach to Observation and Assessment

At Little Mowgli Nursery in Leyland, Lancashire, observations and assessments are at the heart of their nurturing, play-based approach. Practitioners at Little Mowgli Nursery skilfully observe children as they engage in rich, exploratory play and use these insights to plan meaningful experiences tailored to each child’s interests and developmental stage. The nursery places a strong emphasis on collaborative learning, involving parents and carers at every step of the journey. Through detailed learning journals, regular parent updates, and personalised next steps, the team ensures that each child is supported to reach their full potential in a warm, inclusive environment. Little Mowgli Nursery’s commitment to thoughtful observation and responsive planning creates a strong foundation for lifelong learning and school readiness.