Area of Learning and Development Aspect Prime … Assessment - Prime areas... · Area of Learning and Development Aspect Prime Areas Personal, social and emotional development Making

The Dales School EYFS Assessment – Prime Area

Name:

[Based upon N. Lincolnshire Continuum 2003 and Development Matters 2012]

Area of Learning and Development Aspect

Prime Areas

Personal, social and emotional

development

Making relationships

Self-confidence and self-awareness

Managing feelings and behaviour

Physical development Moving and handling

Health and self-care

Communication and language Listening and attention

Understanding

Speaking

Specific areas

Literacy Reading

Writing

Mathematics Numbers

Shape, space and measure

Understanding the world The world, technology, people &

communities

Expressive arts and design Exploring and using media and materials


Name:


Prime Area: PSED

Making

relation

ships

Phase a

1. Can pay some

attention to people

in close proximity.

2. Can put arms up

to be lifted.

3. Can show

interests in adults

face: pats face,

pulls hair, nose.

4. Can make

sounds/babbles in

response to adult

“talk”.

Phase b

1. Can turn or smile in

response to voice of

familiar adult.

2. Can hold out toy,

biscuit, to adult and

may give it when

asked.

3. Can show affection

towards familiar

people by lifting arms

for hug or cuddle.

4. Can show

enjoyment when

greeted or given

attention (e.g. smiles,

makes eye contact or

waves).

5. Can discriminate

between voices of

familiar adults in a

room.

Phase c

1. Can play

appropriately using

familiar toys with an

adult.

2. Can use

vocalisation and

gestures to greet

familiar people.

3. Can hug, kiss, carry

doll or teddy.

4. Can take part in

simple pretend play

with other people e.g.

get adult to drink

from “cup”.

5. Can imitate social

actions e.g. feeding

doll, brushing dolls

hair and feeding

teddy.

Phase d

1. Can prolong an

interactive sequence by

behaving in new and

interesting ways to

which a partner

responds.

Phase e

1. Can transfer

attention to another

familiar adult and

maintains attention.

2. Can express feelings

by gestures and words.

3. Can approach adult

for affection.

4. Can begin to show

affection to younger

children.

Phase f

1. Can play or work

within own space

rather than alongside

others.

2. Can play alongside

other children using

same equipment or

activity.

3. Can initiate

interactions with

another child in play

activities.


Name:


Prime Area: PSED

Self-co

nfid

enc

e a

nd s

elf-aware

ness

Phase a

1. Can accept and

may show enjoyment

of appropriate

physical contact.

2. Can tolerate

physical prompting

by adult for shared

exploration.

3. Can be comforted

by close body

contact and

soothing noises.

4. Can show

disapproval of adult

action or speech

(e.g. resists face

being wiped).

Phase b

1. Can be shy with

strangers especially

if familiar adult is out

of sight.

2. Can use voice to

attract attention e.g.

shouts, listens then

shouts again.

3. Can show when

wants something e.g.

when wants a wind up

toy wound up again, to

be bounced again.

4. Can look worried or

cry when stranger

comes close.

Phase c

1. Can like to have a

familiar adult near.

Phase d

1. Can seek adult for

comfort when in

distress.

Phase e

1. Can choose to

express an opinion by

saying “No”.

Phase f

1. Can attempt simple

but unfamiliar tasks

willingly.

2. Can move between

activities or locations

with adult support.

3. Can with adult

support be settled if

distressed.


Name:


Prime Area: PSED

Mana

ging

feeling

s and

behavior

[d

ispo

sition

s & a

ttitud

es]

Phase a

1. Can tolerate and

show awareness of

familiar others

talking to them.

Phase b

1. Can actively co-

operate with shared

exploration and

supported

participation.

2. Can, by trial and

improvement, learn

how to manipulate

toys and other

equipment.

3. Can recall how to

use toy or equipment

when it is re-

presented after a

short while.

4. Can show

awareness (e.g.

surprise or

heightened interest)

when familiar

routines or familiar

events/activities are

changed or broken.

Phase c

1. Can deliberately

drop and throw toy.

2. Can point at things

of interest with index

finger.

Phase d

1. Can shift attention

from own activity for a

short time to activities

of other children in

close proximity.

2. Can watch another

child play and may copy

him/her.

3.Can respond to adult

request to join in

familiar routine.

4. Can join peers for

activity when requested

by adult.

5. Can tolerate move

from self-selected

activity to supervised

adult chosen activity.

6. Can sometimes share

toys/food with another

child.

7. Can listen, waits for

and responds to given

word/sound in a simple

instruction (e.g. “Ready,

steady]

Phase e

1. Can persist at a

familiar task until

completed.

2. Can go to specific

area when requested

(e.g. carpet or table)

directional, gestured,

cue, prompting.

3. Can transfer

attention from one

adult chosen activity to

another.

4. Can accept attention

shown to other children

especially by own family

or familiar carers on

occasions.

5. Can usually be

distracted when upset,

frustrated, or

challenged.

Phase f

1. Can closely observe

other children’s

activities.

2. Can transfer

attention from self-

selected activity to

supervised adult

chosen activity and

maintain attention.

3. Can transfer

attention from one

adult chosen activity

to another supervised

activity and maintain

attention.

4. Can usually comply

with requests from

adults.


Name:


Prime Area: Physical

Mov

ing

and

hand

ling

[fine

]

Phase a

1. Can show interest

in moving own hands

and fingers.

2. Can bring hands

together to middle

of body.

3. Can swipe at toy

dangled in line of

movement of either

hand.

4. Can bring hand to

mouth.

5. Can grasp an

object placed in

hand.

Phase b

1. Can transfer cube

from one hand to

another.

2. Can use index

finger to poke at

small objects.

3. Can grasp small

item using finger-

thumb opposition.

4. Can clap hands.

5. Can reach into

container and

removes object.

6. Can put down one

item to reach for

another.

7. Can watch rolling

ball at 1-2 metres.

8. Can reach to either

side and in front to

obtain a toy when

sitting on floor.

Phase c

1. Can deliberately

drop and throw toy.

2. Can point at things

of interest with index

finger.

3. Can build a tower

of two bricks in

imitation.

4. Can hold two small

objects in one hand.

5. Can grasp crayon

using palmar grasp.

6. Can place objects

with some accuracy.

7. Can roll a ball to

adult when sitting on

the floor.

8. Can stand with

tummy leaning against

play table leaving

hands free to play.

Phase d

1. Can pick up small

objects with a precise

pincer grip.

2. Can copy tower of

three bricks.

3. Can replace a peg

person (approx. 1cm

dia.) into toy or car.

4. Can place rings over

post.

5. Can place stacking

cups inside one

another.

6. Can thread large

beads onto fixed rod.

7. Can throw

ball/beanbag without

falling.

8. Can watch and

retrieve rolling balls.

9. Can move a large ball

when intending to kick

it.

Phase e

1. Can turn pages singly

(paper page).

2. Can typically use the

same hand better than

the other for a range

of familiar fine motor

activities.

3. Can throw

ball/beanbag using two

hands, random

direction in standing

position.

Phase f

1. Can make marks on

a surface in imitation

of adult: horizontal,

vertical lines, circle

and T (e.g. sand tray,

chalk board on paper

etc).

2. Can snip paper with

scissors with support.

3. Can build a tower

of 5 bricks.

4. Can throw balls and

bean-bags with some

direction.

5. Can kick large ball

without direction


Name:



Mov

ing

and

hand

ling

[se

nse o

f sp

ace

]

Phase a

1. Can move head

and/or body to gain

different view of

object.

2. Can swipe at toy

dangled in line of

movement of either

hand.

3. Can visually fix on

a stationary object.

4. Can visually track

slow moving items in

visual field:

left to right

top to bottom,

circular

irregular, near and

far.

Phase b

1. Can reach to either

side and in front to

obtain a toy when

sitting on the floor.

2. Can turn or reach

towards a voice,

sound or familiar toy.

3. Can explore

immediate

environment by

crawling, shuffling on

bottom. 4. Can move head to

visually track in a

wider field: left to right

top to bottom,

circular

irregular, near and

far.

Phase c

1. Can toddle around

holding on to

furniture for support.

2. Can place objects

with some accuracy.

3. Can communicate

that an item needs to

be moved closer. 4. Can move with

little awareness of

space or others.

Phase d

1. Can move around

objects without

bumping, with

increasing ability.

2. Can move into an

enclosed space, barrels

etc.

Phase e

1. Can move around

objects without

bumping, with

increasing ability.

Phase f

1. Can negotiate a

simple pathway to

required object or

area.

2. Can show

awareness of own

body in relation to

size of equipment.


Name:



Mov

ing

and

hand

ling

[mov

ement

/larg

e a

ppa

ratu

s]

Phase a

1. Can turn head to

side when placed on

tummy.

2. Can turn head to

side when lying on

back.

3. Can bend knees

and places soles of

feet on floor when

lying on back.

4. Can attempt to

roll over.

Phase b

1. Can move to sitting

from a lying position.

2. Can crawl on all

fours, or bottom

shuffles.

3. Can pull self to

kneeling upright.

4. Can pull self to

standing position.

5. Can transfer

weight from foot to

foot when standing

with support.

6. Can pivot in sitting

without over

balancing.

7. Can move, roll,

creep, crawl to reach

desired object.

8. Can move O/S base

rolling, creeping,

crawling.

Phase c

1. Can lower self from

standing to sitting

position.

2. Can toddle around

holding on to

furniture for support.

3. Can walk with a

wide-based toddler

gait.

4. Can crawl upstairs.

5. Can kneel. 6. Can pick up objects

from floor while

standing holding on

with one hand.

Phase d

1. Can tuck toy under

arm and carry it

around.

2. Can run carefully but

not run around objects.

3. Can get up and down

stairs holding rails.

4. Can back self into

small chair and sit

down.

5. Can squat and return

to standing.

6. Can push and pull

large toys and boxes

across floor.

7. Can climb into large

chair, turn around and

sit.

Phase e

1. Can bend at waist to

pick up object without

falling.

2. Can run well in a

straight line

3. Can use appropriate

apparatus safely with

support (e.g. stairs,

slide).

4. Can jump from low

step with both feet

together. 5. Can sit, steer and

scoot a trike. (cannot

use pedals)

Phase f

1. Can stand and walk

on tiptoe.

2. Can momentarily

stand on one foot

when shown.

3. Can run with

control.

4. Can pedal trike.

5. Can easily climb

nursery apparatus.

6. Can push and pull

large toys with some

skill. 7. Can walks upstairs

alternating legs down

2 feet a step.

8. Can walk

downstairs two feet

to a step.


Name:



Health a

nd s

elf-ca

re

Phase a

1. Can passively

accept being bathed

or dressed.

2. Can behave in

ways which can be

interpreted as

like/dislike when

familiar food or

feeding utensils are

brought into sight.

Phase b

1. Can pull dress or

bib over face.

2. Can feed self with

finger foods e.g.

biscuit, finger of

toast.

3. Can attempt to

grab spoon when

being fed.

4. Can co-operate

with and enjoy caring

routines (e.g. relaxes

when being dressed).

5. Can display

emerging awareness

of urinating/bowel

movement.

6. Can co-operate

with potty/toilet

routine

Phase c

1. Can hold up foot

for shoe.

2. Can hold up arm for

sleeve and pushes arm

through.

3. Can put hat on

head and takes it off.

4. Can pull off socks

and shoes off.

5. Can drink from

lidded cup with little

assistance.

6. Can hold and lick

spoon.

Phase d

1. Can drink from a

lidded cup

independently without

much spilling.

2. Can unzip zips.

3. Can hold spoon and

take food to mouth.

4. Can consistently

perform on potty as

part of toileting

routine.

Phase e

1. Can spoon-feed

without spilling.

2. Can lift and replace

cup without difficulty.

3. Can remove sweet

wrapper efficiently.

4. Can put on hat and

shoes.

5. Can find arm holes in

T-shirt.

6. Can express toilet

needs in reasonable

time.

Phase f

1. Can remove pull

down garment with

elastic waist.

2. Can unbutton large

buttons.

3. Can attempt to put

on socks.

4. Can eat with fork

and spoon.

5. Can wash hands

independently, needs

supervision to dry

them.

6. Can take off apron

or coat when

unfastened.


Name:


Prime Area: Communication and Language

Liste

ning

and

att

ent

ion

[und

ers

tand

ing]

Phase a

1. Can show that they have heard a sound

by moving or “stilling”.

2. Can show recognition of a familiar

person’s voice by looking or attempting to

turn.

3. Can show that they are aware when

noises around them change (e.g. when it

starts or when it stops).

4. Can pay attention to physical aspects of

surroundings.

Phase b

1. Can “still” or look in response to hearing their own

name called as opposed to another name. 2. Can turn and may reach towards a voice or sound

source out of sight (e.g. behind child). 3. Can anticipate an event/action during a song or

rhyme e.g. “Round and round the garden”.

4. Can show some interest in familiar object when it

is presented.

5. Can notice when something is different (e.g. mum

is wearing hat/glasses).

Phase c

1. Can anticipate and take turns in simple

activities such as copying actions, ball rolling

etc with an adult.

2. Can reach out for noise making toys,

showing interest in the sound and a desire to

explore and manipulate the toy.

3. Can anticipate events from visual clues (e.g.

links swimming costume with going swimming.)

4. Can find a named object from a choice of 3.

5. Can imitate adult making a sound

mechanically (e.g. clapping, stamping).

6. Can locate a hidden sound source (e.g.

clockwork toy in one of two containers).

7. Can play by self with a range of familiar

toys appropriately for a few minutes.

8. Can recall how to use toys or equipment

when it is re-presented the next day.

9. Can explore operation of range of toys and

equipment.

10. Can sustain attention for a few minutes in

self selected activities.


Name:



Liste

ning

and

att

ent

ion

[und

ers

tand

ing]

Phase d

1. Can use yes/no (or nodding, shaking

head) to indicate whether they want a

verbally offered activity.

2. Can respond correctly to at least 5

simple requests to indicate an object in

view (e.g. “Get the ball”, “Where’s your

leg?”)

3. Can do several single actions when told

(e.g. when told to jump, clap, wave, sit

down, sleep, etc).

4. Can identify which of two objects

produces a sound made by an adult with

one matching sound maker.

5. Can play with a range of self-selected

familiar toys appropriately for 5+ minutes.

6. Can recognise signals for familiar

routine or activity.

7. Can attend to adult directed activity

for a few minutes.

8. Can attract adult attention to people,

animal or toys (waits for adult to

comment).

9. Can copy adult activity e.g. sweeps

floor, washes up, dusts.

Phase e

1. Can indicate one of two objects with named

attribute.(e.g. e.g. dirty, hot, wet.)

2. Can point to picture of a named item or action

from a choice of 4; does this for at least 40 items

and 15 actions.

3. Can respond correctly to instructions with up to

2 key information carrying words, such as “Put the

cup on the table”.

4. Can respond to simple questions about concrete

events or experiences mainly “What’s that?” and

“Where’s the?”

5. Can copy a wider range of single actions and

simple percussion instruments modelled by adult on

request.

6. Can discriminate and associate familiar, everyday

sounds with representative object or picture.

7. Can complete familiar task with adult prompting.

Phase f

1. Can respond to instructions containing

three information carrying words including

prepositions or descriptive words (e.g. “Put

the key under the plate”, “Give me the big

blue ball”).

2. Can respond appropriately to a range of

questions asked by a familiar adult: Who?

What? When? Which?

3. Can listen and join in with some actions in

songs or rhymes with varying order (e.g.

We’re going on a bear hunt).

4. Can imitate a sequence of up to 2/3 actions

to produce sounds made with own body parts.

5. Can identify which of two objects produces

a sound made by an adult with one matching

sound maker out of sight/behind a screen.

6. Can engage in tasks and activities for up to

5+ minutes.

7. Can transfer attention to another familiar

adult and maintains attention.


Name:



Spe

aking

Phase a

1. Can make a few vowel sounds.

2. Can frown, cry, pull away, smile, laugh or

vocalise etc to indicate LIKE or DISLIKE.

3. Can make repeated sounds which are

known to familiar adult to indicate a

particular need (e.g. hunger cry).

Phase b

1. Can persistently use sound or movement until

given attention by adult.

2. Can use movement or sound persistently to

request “more” “again”, when adult involves child in

pleasurable activity and then stops.

3. Can make 6 or more different sounds which

include a mixture of consonants and vowels.

4. Can move or make noise in an attempt to engage

in an early turn taking type conversation.

5. Can attempt to imitate sounds/noises modelled

by adult.

6. Can use sounds and movements intentionally to

indicate likes and dislikes.

Phase c

1. Can choose an activity by pointing, eye

pointing, reaching or vocalising (choice of two

items).

2. Can attempt to copy babble sequences

modelled by an adult (e.g. bababa).

3. Can produce a sound or early attempt at a

word at appropriate point when adult

says/sings familiar rap, rhyme or song and

pauses at key point (e.g. 5 fat sausages

sizzling in a pan, all of a sudden one went ….).


Name:



Spe

aking

Phase d

1. Can consistently imitate frequently

heard words modelled by an adult including

own name.

2. Can regularly use 10 to 20 single words

to label familiar things.

3. Can request an object or activity using

single words, e.g. “push” when on a swing.

4. Can use some word phrases which have

been learnt as a single unit (e.g. “All gone”,

“What’s that?)

Phase e

1. Can regularly use single words for at least 20

objects and 10 actions.

2. Can create a range of 2-word combinations to

describe events and situations (e.g. mummy gone,

daddy car).

3. Can use a few simple descriptive words such as

dirty, broken, hot.

4. Can use phrases with up to 3 information carrying

words to describe recent event; adult prompts with

questions, reminders.

5. Can appropriately use What? and Where?

questions to gain information.

Phase f

1. Can use a range of early familiar descriptive

words (e.g. good bad; like/don’t like,

big/little).

2. Can use short sentences to communicate

about present and past events.

3. Can use “and” to link two simple sentences

conveying related ideas.

4. Can predict consequences of actions and

events (e.g. I can’t go out because it’s

raining).

5. Can offer explanation (not necessarily

correct) as to why things happen (e.g. “It fell

over cos it was too big”).

6. Can ask for information by using a greater

range of questions (e.g. who? when? why?)

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Area of Learning and Development Aspect Prime … Assessment - Prime areas... · Area of Learning and Development Aspect Prime Areas Personal, social and emotional development Making