When a child is aged between two and three, we will review their progress and provide parents with a short written summary of their child’s development in the prime areas of the Early Years Foundation Stage.
This progress check identifies the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, our Special Educational Needs Co-ordinator develops a targeted plan to support the child’s future learning and development, involving parents and health professionals as appropriate.
Beyond the prime areas, the written summary includes a description of achievements reflecting the development level and needs of the individual child. The summary highlights areas in which a child is progressing well, areas in which some additional support might be needed, and focuses particularly on any areas where there is a concern that a child may have a developmental delay (which may indicate a special educational need or disability).
The two year check describes the activities and strategies we intend to adopt to address any issues or concerns. If a child moves settings between the ages of two and three, the progress check would usually be undertaken by the setting where the child has spent most time.
We discuss with parents how the summary of development can be used to support learning at home. Parents are encouraged to share information from the progress check with other relevant professionals, including their health visitor and the staff of any new provision the child may transfer to.
We agree with parents when will be the most useful point to provide a summary. Where possible, the progress check and the Healthy Child Programme health and development review at age two (when health visitors gather information on a child’s health and development, allowing them to identify any developmental delay and any particular support from which they think the child/family might benefit) should inform each other and support integrated working. This allows health and education professionals to identify strengths as well as any developmental delay and provide support from which they think the child/family might benefit. We always seek the consent of parents to share information directly with other relevant professionals.