Early Years Foundation Stage: A Case Study

Assessment is one of the essential procedures stated in the Early Years Foundation Stage (EYFS) statutory framework. (DfE 2014:13). Jess’s key person has been constantly assessing Jess through the progress check for age 2 to ensure her needs are met within setting and at home. (DfE 2014:13). She noticed that Jess is a blossom girl in class, but there are significant emergent concerns on her prime areas, such as communication and language development, physical development and personal, social and emotional development. According to the progress check for age two checklists (London Borough of Islington, 2012), she should be able to form simple 3-4 words sentences or using gestures to initiate talk by holding a fish toy and say ‘my big fish’ instead of babbling. Besides that, by age three, she should be able to walk and run stably, walk up and down the stairs with guidance, or kick a ball rather than walking with a pushchair. She

It is either lack of warm clothing for cold weather or no coat to wear during rainy day. Key person has also previously informed mother regarding Jess’s diet, but her concern was ignored by her mother. It clearly shown that Jess’s mother is an uninvolved single mother. (Rosenthal, 2009). She often sits for a long time sucking the juice of the oranges for snacks only. Jess has also shown signs of hunger during activities in class. However, the key person who works closely with Jess uses open-ended simple questions and gestures to ask Jess regarding her daily meals at home. In fact, listening to child’s voices is a useful legal requirement to help practitioner know the child better and enhance planning procedures. (Children Act 2006) In addition, the key person also heard gossips from other parents that Jess’s mother being a ‘lady of the night’. A staff member has also seen Jess sitting late into the night outside of the pubs in town with her