ÇÑ×ÓÊÓƵ

Early Years Foundation Stage (EYFS) Early Support Documents

The Early Years Inclusion Team, in consultation with practitioners (mainstream and enhanced provisions), professionals, and families, has updated the EYFS Early Support documents to reflect the recent changes within the revised Early Years Foundation Stage (EYFS) framework and Department for Education (DfE) guidance.

While the revised EYFS guidance states that detailed tracking is not required for most children who are meeting developmental milestones, tracking remains essential for children with significant developmental delays and additional needs, as part of the Graduated Response cycle.

What’s included in the updated documents

• developmental statements drawn from both Birth to Five Matters and Development Matters
• developmental age range steps to support parental understanding of their child’s current level and progress
• a more accessible format designed to record, support, and celebrate early development, while identifying where additional help may be needed

The Early Support Documents are for anyone wishing to better understand, follow, and support a child’s development, with particular use for disabled children and those with additional needs. They are designed to support a key working approach and foster communication among all those involved in a child’s development.

The Independent Early Support steps will continue to be used by the Early Years Inclusion Process and the Early Years Inclusion Team to determine whether children meet the criteria for inclusion funding and further assessments.

How to use the documents

• start with the DfE assessment tools to support a child’s development:
• if further assessment is required, use the Early Support Documents:
  • begin with observations and knowledge of the child
  • record step one using E (Emerging), S (Supported), and I (Independent) judgements
  • record all the statements the child can achieve. These can then be transferred to the overview tracking page
• this is a best-fit document. If most statements within a step are achieved, the child can be considered secure in that step. Independent judgements should be reported as secure steps
• share and complete the documents with families regularly (at least every six weeks), ensuring they understand the ethos of Early Support:
  • families are at the centre of the team around the child
  • partnership working is essential
  • continuous monitoring and celebration of what children can do is key
• social and emotional development: If a child is not independent at step 1, practitioners should refer to the SCERTS assessment framework for further guidance and to begin the Graduated Response cycle

Download:

• Cognition and Learning (PDF)
• Cognition and Learning (Word)
• Communication and Interaction (PDF)
• Communication and Interaction (Word)
• EYs Support Tracking Overview Sheet (PDF)
• EYs Support Tracking Overview Sheet (Word)
• Sensory and Physical (PDF)
• Sensory and Physical (Word)
• Social and Emotional (PDF)
• Social and Emotional (Word)

Feedback

We highly value the insight and expertise of SENCOs and practitioners. Feedback on the content and usability of these resources is welcome and can be sent to: eyinclusion@worcestershire.gov.uk