Physical development
 

• ELG: Gross Motor Skills (showing good control and coordination in large movements, like climbing)
• ELG: Fine Motor Skills (holding a pencil correctly in preparation for handwriting and using other tools like scissors)

Personal, Social and Emotional Development
 

• ELG: Self-Regulation (demonstrating an understanding of their own feelings, and other people's)
• ELG: Managing Self (showing independence, being able to explain the reason for rules and managing basic hygiene and personal needs)
• ELG: Building Relationships (playing cooperatively with other children and being aware of others' needs)

Literacy
 

• ELG: Comprehension (for example, being able to retell a story in their own words)
• ELG: Word reading (being able to say a sound for each letter in the alphabet and at least 10 digraphs)
• ELG: Writing (being able to write recognisable letters and simple sentences)

Maths
 

• ELG: Number (for example, knowing number bonds to 5)
• ELG: Numerical patterns (being able to count up to and beyond 20 and recognising patterns in numbers up to 10)

Understanding of the world
 

• ELG: Past and present (understanding the differences between events in the past and the present day and talking about the roles of the people in society)
• ELG: People, Culture and Communities (knowing some similarities and differences between different environments and communities in this country and in other countries)
• ELG: The Natural World (exploring the natural world around us and the changes we see in it)

Expressive arts and design
 

• ELG: Creating with Materials (experimenting with colour, design, texture, form and function using different materials)
• ELG: Being Imaginative and Expressive (exploring stories and narratives in different mediums, including music and dance)

In each of these areas, the ELGs set out what the average child is expected to be able to do at the age of five

In addition to the Early Learning Goals, while planning our Early Years curriculum, we are guided by the Characteristics of Effective Learning:

• Playing and exploring
• Active learning
• Creating and thinking critically.

These three characteristics play an important part in your child’s ability to learn. They also enable their Year 1 teacher to understand their level of development and their learning needs as they move into Key Stage 1.

How do Teachers Assess My Child?

At the age of four or five, the last thing we want is children sitting down to sit tests of any kind. Assessment of children in Reception is un-intrusive and based on observations of your child's playing, interactions and learning. Teachers frequently immerse themselves in children's learning and play. in order to help them develop their vocabulary and their thinking. At the same time, they are observing what children know and learn. Teachers will build up a good level of knowledge of each child in the way and this knowledge informs their assessment. 

How do I know whether my child has met their Early Learning Goals at the end of the year?

At the end of Reception, we want children to have achieved a Good Level of Development (GLD.) Children are defined as having achieved a GLD if they have achieved Expected level in the three Prime Areas of learning: