Introduction

In the EYFS, knowledge of Development matters, looking, listening and noting, and planning and resourcing all combine to give practitioners a view of where the children are in their learning, where they need to go, and the most effective practice to support them in getting there. None of the six Areas of Learning and Development can be delivered in isolation from the others. They are equally important and depend on each other. One activity or experience can help to develop skills and understanding across several areas. For example, children building with blocks may cooperate in carrying the heavy and large blocks, negotiate the best place to put them, compare the weight and dimensions of different blocks and act out an imaginary scene. Therefore, they may be developing language, numeracy, physical, personal and social competencies through this one activity. All six areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities.

The ongoing cycle of thinking about development and assessing children's progress (Development matters), observation and assessment (Look, listen and note), planning and resourcing, and learning and teaching (Effective practice) enables practitioners to provide opportunities for all children to play, learn and succeed in an atmosphere of care and of feeling valued.

In an early years context, assessment for learning means:

• assessment based on observations of the children and their responses in a variety of situations
• sharing observations with the child. Photographs of the children in action, or looking together at some of their work can help discussion here
• talking with children and their parents about what the children enjoy doing and what they find difficult
• planning, which includes the children's own views and responses and those of their parents.

The involvement of parents and carers in this process is central and needs to be seen as a two-way process where parents and practitioners both contribute. Parents and carers know their children best and have views about what is right for them, which must be respected. Their own observations of what their child is doing at home are an important part of the complete picture of the child's development and achievements, upon which practitioners need to build.

Good planning is the key to making children's learning effective, exciting, varied and progressive. It enables practitioners to build up knowledge about how individual children learn and make progress. It also provides opportunities for practitioners to think and talk about how to sustain a successful learning environment. This process works best when all practitioners working in the setting are involved. Practitioners who work alone would benefit from opportunities to discuss their plans with others working in similar settings.

In order to make sure that planning is effective and works for the benefit of children, practitioners must develop both long-term and short-term plans. These plans must, however, be flexible, and practitioners must be able to adapt them in response to children's actions and to events.

This additional guidance takes Early Learning Goals (ELGs) in Communication, language and literacy (CLL) and Problem solving, reasoning and numeracy (PSRN) and exemplifies the planning and assessment cycle in action. It also suggests possible ways to support and extend children's learning, drawing on all six Areas of Learning and Development. All examples follow the same format as outlined below.