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 Introduction

Use these statements to help you write a report for each child in your reception class.

The tabs below show each Area of Learning and a page of general comments. Within each Area of Learning, t
differentiated statements that can be used to build a personalised report.

The statements are fully editable and can be customised for each child using personal examples and anecdo

The examples can be copied and pasted into your chosen report template. You could also use the statements
when writing reports.

Enter a child’s name in the box below and then select their gender to correctly pre-populate and contextualise

To see all of the Areas of Learning, simply scroll along the tabs at the bottom.

Child Name
<CHILD'S NAME>

Child Gender
Male
 General Statements
Please use the tabs at the bottom of the sheet to navigate between different Areas of Learning.
The comments below can be used as part of a personal page for each child. They should be edited to reflect the different ab
and achievements of each child.

<CHILD'S NAME> has had an EXCELLENT/VERY GOOD/GOOD year in reception.

<CHILD'S NAME> has made EXCELLENT/VERY GOOD/GOOD/SOME/STEADY progress in all areas of learning.
<CHILD'S NAME> is a pleasure to teach and has made a valuable contribution to the class.
<CHILD'S NAME> is a FRIENDLY/SMILEY/CONFIDENT/HAPPY/QUIET/POLITE/POPULAR/CARING/SENSIBLE/RELIABLE me
<CHILD'S NAME> has formed good relationships with his peers and STAFF NAME.
<CHILD'S NAME> tries hard to follow class rules and is keen to please.
It has been a pleasure to watch <CHILD'S NAME>'s confidence develop throughout the year.
<CHILD'S NAME> especially enjoys READING/WRITING/CREATIVE ACTIVIES/NUMBER ACTIVITIES.
He particularly enjoys PLAYING OUTSIDE ON THE CLIMBING EQUIPMENT/PLAYING ON THE CLASS COMPUTER/PLAYING I
AREA.
Throughout the year, <CHILD'S NAME> has enjoyed many activities and topics. He especially enjoyed our topics on
MINIBEASTS/SPACE/PIRATES/CASTLES/WEATHER/BIRTHDAYS.
<CHILD'S NAME> responds well to praise and encouragement and has received several STARS/STICKERS/REWARDS.
<CHILD'S NAME> was especially proud when he TOOK OUR CLASS TOY HOME FOR A NIGHT / RECEIVED A STICKER FROM
HEADTEACHER / COMPLETED A PUZZLE / COUNTED TO TEN.
<CHILD'S NAME> should be very proud of his achievements this year. I wish him every success next year.

General Personality Comments

<CHILD'S NAME> is a happy and enthusiastic member of our class.
<CHILD'S NAME> is a happy and popular member of our class.
<CHILD'S NAME> is an imaginative and creative member of our class.
<CHILD'S NAME> is a keen and confident member of our class.
<CHILD'S NAME> is a keen and enthusiastic member of our class.
<CHILD'S NAME> is a confident and independent member of our class.
<CHILD'S NAME> is a friendly and popular member of our class.
<CHILD'S NAME> is a happy and confident member of our class.
<CHILD'S NAME> is a conscientious and helpful member of our class.
<CHILD'S NAME> is a confident and enthusiastic member of our class.
<CHILD'S NAME> is a quiet and thoughtful member of our class.

Behaviour Comments
<CHILD'S NAME> tries his best and always follows the class/school rules.
<CHILD'S NAME> always follows the class/school rules and is a fantastic role model for his peers.
<CHILD'S NAME> enjoys school and his behaviour is always good.
<CHILD'S NAME> always listens carefully and follows instructions.
<CHILD'S NAME> usually listens carefully and follows instructions.
<CHILD'S NAME> usually follows the class/school rules, although occasionally needs reminders to focus on himself and wh
<CHILD'S NAME> responds well to praise and, when following the class/school rules, is capable of achieving well.
<CHILD'S NAME> is learning to focus and is learning what is appropriate and acceptable behaviour in different situations.
<CHILD'S NAME> has worked hard with STAFF TITLE/STAFF NAME in school throughout the year to develop self-esteem an
own ability.

Friendships
<CHILD'S NAME> has many friends who he talks to and plays with.
<CHILD'S NAME> has a few close friends who he usually talks to and plays with.
<CHILD'S NAME> has one best friend who he usually talks to and plays with.
<CHILD'S NAME> often enjoys his own company and sometimes talks and plays with others.
<CHILD'S NAME> is learning how to be a good friend to others.

Working with Others

In a paired or group activity, <CHILD'S NAME> always works sensibly with members of the class. He works cooperatively, sh
thoughtfully listens to what others say.
When working in a paired or group activity, <CHILD'S NAME> usually works cooperatively with other members of the class.
With the support of an adult, <CHILD'S NAME> is able to work cooperatively with other members of the class in a paired or g
<CHILD'S NAME> is learning how to work cooperatively with other members of the class in a paired or group activity.

Sharing Ideas and Contributing to Discussions

<CHILD'S NAME> always joins in with discussions and can explain his views clearly.
<CHILD'S NAME> is often keen to share ideas in class discussions.
<CHILD'S NAME> enjoys answering questions and sharing ideas with others.
<CHILD'S NAME> is often willing to share his opinion with confidence and often answers questions, particularly in SUBJECT
<CHILD'S NAME> often joins in with discussions and is beginning to explain ideas with increasing confidence.
<CHILD'S NAME> is sometimes willing to share his opinion with the class and occasionally answers questions.
<CHILD'S NAME> occasionally joins in with discussions and can explain his views clearly.
When feeling confident that he knows the answer, <CHILD'S NAME> sometimes joins in with discussions and answers ques
With the support of an adult, <CHILD'S NAME> sometimes joins in with discussions and shares ideas.
<CHILD'S NAME> is keen to share ideas with the class, although he needs reminding to wait his turn.

Next Year
It has been a pleasure to teach <CHILD'S NAME> and I hope his enthusiastic approach to learning continues.
I have enjoyed teaching <CHILD'S NAME> and I wish him luck in year one.
I have enjoyed teaching <CHILD'S NAME>. He has a good sense of humour, which often makes me smile.
I have enjoyed teaching <CHILD'S NAME> this year and it has been lovely to watch his confidence grow.
I have enjoyed teaching <CHILD'S NAME> this year and it has been lovely to watch his independence grow.
I have enjoyed watching <CHILD'S NAME> grow this year and I hope he continues to develop his focus next year.
It has been lovely to see <CHILD'S NAME> enjoy his learning this year. I hope that he continues to apply this positive attitude
It has been lovely to see the care <CHILD'S NAME> takes over his learning and I'm sure he will continue to do so next year.
I'm sure <CHILD'S NAME>'s imagination and creativity will continue to inspire his learning in year one.
I hope <CHILD'S NAME> continues to try to improve his behaviour next year.
I wish <CHILD'S NAME> every success in the future.
 Children investigate and experience things and 'have a go'.

Beginning to Demonstrate

<CHILD'S NAME> enjoys exploring different objects and materials and

is starting to make his own choices about how to use the different
resources.

With encouragement, <CHILD'S NAME> will plan how he is going to

use different objects during play.

During play, <CHILD'S NAME> is beginning to guide his own thinking

and actions by talking to himself while playing.

<CHILD'S NAME> is able to make independent choices about where

he would like to play and what he would like to play with.

<CHILD'S NAME> demonstrates his own interests and fascinations

through play.

<CHILD'S NAME> engages in new experiences with support and

encouragement from friends and familiar adults.

<CHILD'S NAME> will happily play by himself and alongside his

friends. He is beginning to interact more with friends during play.

When taking part in activities, <CHILD'S NAME> is happy to follow a

friend's lead and is starting to contribute his own ideas too.

<CHILD'S NAME> enjoys playing in the

COMPUTER/CREATIVE/CONSTRUCTION area and is developing
confidence to explore more areas of the CLASSROOM/SETTING.
<CHILD'S NAME> enjoys familiar activities and, with encouragement,
will 'have a go' at new activities.
 Playing and Exploring
Children investigate and experience things and 'have a go'.

Consistently Demonstrates

<CHILD'S NAME> enjoys investigating and exploring

familiar and unfamiliar objects and materials. He is able
to make choices about how to use the different
resources.

When exploring and playing with different objects,

<CHILD'S NAME> is able to make plans and think about
what he would like to do and how he would like to use the
different objects.

During play, <CHILD'S NAME> is able to guide his own

thinking and actions by talking to himself while playing.

<CHILD'S NAME> will independently choose where to play

and what to play with. He is also able to independently do
things that he has previously been taught.

<CHILD'S NAME> demonstrates his own interests and

fascinations through play, which helps to develop his
learning.

<CHILD'S NAME> enjoys being introduced to new and

unfamiliar experiences.

<CHILD'S NAME> enjoys playing both by himself and with

his friends. When playing with friends, he will openly
share ideas and make decisions.

When taking part in activities with friends, <CHILD'S

NAME> is able to lead activities and can also follow a
friend's lead.

<CHILD'S NAME> particularly enjoys playing in the

COMPUTER/CREATIVE/CONSTRUCTION area. He will
also choose to explore and play in a variety of other
areas, depending upon what he is playing.
<CHILD'S NAME> enjoys attempting new activities and
demonstrates a positive 'have a go' attitude.
a go'.

Confidently and Consistently Demonstrates

<CHILD'S NAME> confidently investigates and explores

familiar and unfamiliar objects and materials. He will
carefully consider and then choose how to use the
different resources.

Before <CHILD'S NAME> begins exploring and playing

with objects, he thinks ahead and plans how he is going
to use the objects in different ways and for different
purposes.

<CHILD'S NAME> will talk to himself when playing, using

past experiences and knowledge of familiar stories to
help guide thinking and actions.

<CHILD'S NAME> enjoys independently making choices

about where to play and what to play with. He can use
and apply what he has previously been taught to
complete activities independently.

<CHILD'S NAME> uses his own interests and fascinations

to develop his learning. He often seeks out further
information to learn more about his interests.

<CHILD'S NAME> demonstrates high levels of enjoyment

and curiosity when introduced to new and unfamiliar
experiences.

As well as happily playing by himself, <CHILD'S NAME>

also enjoys playing with friends. When playing with
friends, he will confidently share ideas and make
decisions. He will also listen to his friend's ideas and and
incorporate these into his play.

When taking part in activities with friends, <CHILD'S

NAME> enjoys helping to organise and lead the activities.

<CHILD'S NAME> particularly enjoys playing in the

COMPUTER/CREATIVE/CONSTRUCTION area. He will
also confidently explore and play in a variety of other
areas to practise and develop a range of skills.
<CHILD'S NAME> consistently demonstrates a positive
'have a go' attitude when provided with the opportunity to
attempt new and challenging activities.
 Active Learning
Children concentrate and keep on trying if they encounter difficulties, and enjoy ach

Beginning to Demonstrate

<CHILD'S NAME> uses his key person to support him to

predict and participate in daily routines.

<CHILD'S NAME> uses suggestions given by adults to

help him to select the right resources to achieve a goal.

<CHILD'S NAME> can choose a strategy to reach a goal

that he has set himself.

<CHILD'S NAME> asks for help when he realises what he

is doing isn't working and needs a different approach.

With encouragement, <CHILD'S NAME> will attempt to try

and do things again when he finds them difficult.

<CHILD'S NAME> will repeat an activity with the purpose

of practising skills to improve, especially after praise and
encouragement from an adult.

<CHILD'S NAME> has increased his ability to focus on an

activity over the year and can now concentrate for a short
time on an activity of his choosing.

<CHILD'S NAME> responds well to praise and is

developing greater self-confidence to tackle new
challenges with more independence.

<CHILD'S NAME> is visibly proud when feeling success on

completing a simple task.

<CHILD'S NAME> enjoys sharing in the achievement of

others through class rewards and is motivated to achieve
rewards.
<CHILD'S NAME> seeks out an adult to show them when
he has achieved a goal.
 Active Learning
ren concentrate and keep on trying if they encounter difficulties, and enjoy achievements.

Consistently Demonstrates

<CHILD'S NAME> can draw upon experience of following

daily routines to predict and prepare for what will take
place next during the session.

<CHILD'S NAME> shows that he can select and use the

right resource or technique that will help him to achieve
his goal.

<CHILD'S NAME> can use a range of strategies to reach a

goal that he has set himself.

<CHILD'S NAME> realises when something doesn't work

and tries a different approach, using his own ideas.

<CHILD'S NAME> perseveres and keeps on trying when he

finds things difficult.

<CHILD'S NAME> asks to repeat activities so that he can

have another go and get better results.

<CHILD'S NAME> can maintain focus and concentration

on an activity for an extended period of time.

<CHILD'S NAME> responds well to praise and has gained

confidence from previous achievements.

<CHILD'S NAME> shows a sense of achievement when

completing more difficult tasks and activities.

<CHILD'S NAME> often comments favourably on others’

work and is quick to compliment others' achievements.
<CHILD'S NAME> enjoys sharing ideas and achievements
with others.
es, and enjoy achievements.

Confidently and Consistently Demonstrates

<CHILD'S NAME> can apply experience of taking part in

predictable routines to confidently manage expectations
for new and altered routines.

<CHILD'S NAME> confidently gives explanations of why he

has chosen one resource or technique over another one to
reach his goal.

<CHILD'S NAME> uses prior knowledge to know which

strategies work best together and will apply these to
successfully reach a goal.

<CHILD'S NAME> enjoys helping others by making

suggestions of how to correct mistakes.

When difficulties occur, <CHILD'S NAME> consistently

demonstrates perseverance and resilience to achieve
what he set out to do.

When completing activities, <CHILD'S NAME> makes his

own connections and can apply these to other tasks.

<CHILD'S NAME> is able to fully focus on an activity with

high levels of concentration.

<CHILD'S NAME> enjoys receiving praise from others but

also visibly feels a sense of achievement just from the
enjoyment of completing an activity.

<CHILD'S NAME> can confidently talk about his

successes. He can identify and explain what he is most
proud of achieving.

<CHILD'S NAME> gives positive praise to friends on their

work and personal achievements. He understands that
this praise can help to develop self-confidence.
<CHILD'S NAME> shares accomplishments with others
and encourages them to do the same by showing them
how to achieve the same success.
 Children have and develop their own ideas, make links between ideas, and develop strategie

Beginning to Demonstrate

<CHILD'S NAME> enjoys playing in the HOME

CORNER/ROLE-PLAY AREA and is able to use pretend
FOOD/KITCHEN EQUIPMENT in the same way it would be
used in real life.

<CHILD'S NAME> is able to match objects to pictures.

When he tidies an area, he looks at
PHOTOGRAPHS/SILHOUETTES to help decide where to
place an object.

<CHILD'S NAME> is able think about what he would like to

achieve and if challenges occur, will ask a familiar adult to
help.

<CHILD'S NAME> understands that problems occur in real

life and will seek the help of an adult to help solve a
problem.

<CHILD'S NAME> can talk about how he is feeling and

understands that the way he is feeling may not be the
same as his friends.

<CHILD'S NAME> is beginning to enjoy learning and can

think of ideas when supported by an adult.

<CHILD'S NAME> is able to make links between the

different ideas he has.

<CHILD'S NAME> is able to concentrate during a small

group activity or when working one-to-one with an adult.
<CHILD'S NAME> finds it easier to concentrate on
activities that interest him.

<CHILD'S NAME> finds it easier to listen during small

group activities. He can revert his attention back to an
activity if he becomes distracted.
<CHILD'S NAME> will listen to an adult explain a variety of
different methods or ideas for approching a task or
activity. He can choose the method he would like to use
from the adult's suggestions.

<CHILD'S NAME> enjoys making simple models and

creations to represent objects or ideas that have captured
his imagination, such as OBJECTS FROM REAL
LIFE/TRANSPORT/ STORIES.
 Creating and Thinking Critically
e and develop their own ideas, make links between ideas, and develop strategies for doing things.

Consistently Demonstrates

<CHILD'S NAME> is able to take part in simple pretend

play. He is able to LOOK AFTER THE DOLLS/PRETEND A
DEN IS A HOUSE/USE AN OBJECT AND PRETEND IT IS A
DRINK OR FOOD.

<CHILD'S NAME> is able to sort groups of materials and

objects, such as CONSTRCUTION TOYS/LOOSE
PARTS/ROLE-PLAY FOOD.

<CHILD'S NAME> is able to set himself a goal and

understands if he is on track to succeed with that goal.

<CHILD'S NAME> consistently shows that they can solve

real-life problems. For example, he is able to SHARE THE
SNACK FAIRLY/ TAKE TURNS USING THE BIKES
OUTSIDE.

<CHILD'S NAME> is able to empathise with others. He

shows that he thinks about how others are feeling and
this is often reflected in his actions.

<CHILD'S NAME> enjoys learning and will confidently think

of and share his own ideas.

<CHILD'S NAME> is able to make links between the

different ideas he has and can explain his thinking.

<CHILD'S NAME> is able to concentrate on an activity that

is important to him, such as
DRAWING/PAINTING/MAKING A MODEL.

<CHILD'S NAME> is increasingly able to listen carefully

and ignore distractions.
<CHILD'S NAME> is able to use a variety of different
methods and ideas when approaching a task or activity.
He draws on previous experiences and works with
patience and determination to find the best way to
attempt a task.

<CHILD'S NAME> has a great imagination and often

creates amazing models and creations in the
CREATIVE/CONSTRUCTION AREA. A recent example of
this was the MODEL OF A HOUSE/TRAIN/CASTLE made
in the CREATIVE/CONSTRUCTION AREA.
develop strategies for doing things.

Confidently and Consistently Demonstrates

<CHILD'S NAME> uses complex storylines in pretend

play. He is able to draw upon his life experiences and
knowledge of books and apply this when playing.

<CHILD'S NAME> is able to sort and categorise different

materials and objects. He understands that the same
objects can be sorted many ways.

<CHILD'S NAME> is able to set a realistic goal and plan

how he will achieve it. He is able to check if he is on track
to achieve the goal and will persevere until he reaches it.

<CHILD'S NAME> is able to identify real-life problems,

such as SHARING THE FRUIT AT SNACK TIME/TAKING
TURNS WITH THE BIKES OUTSIDE and can confidently
discuss ways of solving these problems.

<CHILD'S NAME> is able to empathise with others, shows

that he thinks about how others are feeling and, when
apropriate, will put the needs of others before his own.

<CHILD'S NAME> has a real love of learning and is

confident to share his ideas. He is willing to develop ideas
by revisiting his work and making improvements.

<CHILD'S NAME> is able to explain the links between the

different ideas he has and can give clear reasons to
justify his thinking.

<CHILD'S NAME> is able to concentrate on a wide range

of activities, such as DRAWING/PAINTING/MAKING A
MODEL, including activities he finds challenging.

<CHILD'S NAME> consistently listens carefully, is able to

ignore distractions and reminds others to do the same.
<CHILD'S NAME> is able to choose logical methods and
ideas when approaching a task or activity. He is able to
select the best method for completing a task and can
explain his reasoning.

<CHILD'S NAME> uses imagination to create complex

models and creations with lots of detail. He uses his life
experience and knowledge of stories to enhance
creations. A recent example of this was the MODEL OF A
HOUSE/TRAIN/CASTLE made in the
CREATIVE/CONSTRUCTION AREA.
 Working Towards Age Expected

<CHILD'S NAME> can use longer sentences of

four to six words.

<CHILD'S NAME> is able to recall and talk about

significant events, adding detail when prompted.

<CHILD'S NAME> is able to talk about familiar

stories and tell a long story using story props,
puppets and images to support.

<CHILD'S NAME> can start conversations with an

adult or friend, using language they are familiar
and comfortable with.

With support, <CHILD'S NAME> is beginning to

use talk to solve a problem, extend narratives and
evaluate activities.

<CHILD'S NAME> is beginning to use a wider

range of vocabulary and consolidates this
understanding of language through stories, and in
activities and play.

<CHILD'S NAME> can use a series of simple

sentences to describe an event.

<CHILD'S NAME> uses talk to organise play and in

different situations throughout the day.

During playful activities, <CHILD'S NAME>

communicates with adults and children and is
beginning to participate in longer conversations
using words as well as actions.
<CHILD'S NAME> is able to use talk to express
likes and dislikes, points of view and how he is
feeling.
<CHILD'S NAME> is able to express a point of
view and debate when he disagrees with an adult
or friend.

<CHILD'S NAME> is beginning to use future and

past tense correctly, such as 'I am going to the
zoo' and 'I went to the park'.

<CHILD'S NAME> enjoys sharing a range of books

throughout the day.

<CHILD'S NAME> can listen to longer stories and

can remember much of what happens.

<CHILD'S NAME> can switch attention and listen

once attention is gained with a clear prompt or
instruction.

<CHILD'S NAME> knows many rhymes and can

sing a growing repertoire of songs.

<CHILD'S NAME> has used non-fiction texts (with

support) to explore specific child-led interests to
build vocabulary and use of questions.

<CHILD'S NAME> has enjoyed exploring a rich

language environment through sharing books and
activities with adults and children.

<CHILD'S NAME> has developed an

understanding of questions or instructions that
have two parts.

In paired or small group time, <CHILD'S NAME> is

able to listen and beginning to respond to what he
hears.
<CHILD'S NAME> has explored answering ‘why’
questions, like “Why do you think the caterpillar
got so fat?”, using key stories to support
conversations and comments.

When an adult or friend begins a conversation

with <CHILD'S NAME>, they will happily respond
and continue the conversation for many turns.
 Working at Age Expected

<CHILD'S NAME> can share his ideas and

thoughts in well-formed sentences.

<CHILD'S NAME> can describe events in some

detail.

<CHILD'S NAME> can retell a story using

repetition of key phrases from the text as well as
retelling in his own words.

<CHILD'S NAME> is developing his use of social

phrases linked to daily routines.

<CHILD'S NAME> uses talk in a range of

situations, such as to help work out problems and
organise thinking, taking part in activities and
explaining how things work and why they might
happen.

<CHILD'S NAME> has learnt a range of new

vocabulary to support learning around a specific
topic, as well as using new vocabulary in play and
when describing objects and events that take
place during the day.

<CHILD'S NAME> connects ideas or actions to

another using a range of connectives, including
'because' and 'but'.

<CHILD'S NAME> shares ideas through

conversation, storytelling and role play.

<CHILD'S NAME> participates in small group,

class and one-to-one discussions. He offers his
own ideas and explanations for why things might
happen using new vocabulary.
<CHILD'S NAME> expresses his ideas and
feelings about experiences using rich language
and speaking in full sentences.

<CHILD'S NAME> uses past, present and future

tenses with modelling and support from the
teacher.

<CHILD'S NAME> engages with a range of genres,

including non-fiction, poetry, rhymes and stories.

<CHILD'S NAME> can listen and engage with story

times and show his understanding of familiar
stories through talk.

<CHILD'S NAME> shows how to listen carefully

and understands why listening is important.

<CHILD'S NAME> listens carefully when learning

rhymes and songs. He likes to explore rhymes and
songs by using different voices and placing
emphasis on certain words.

<CHILD'S NAME> listens to and talks about non-

fiction, applying some of the new knowledge and
vocabulary to his own life.

<CHILD'S NAME> uses new vocabulary in different

contexts, such as phrases from favourite stories.

<CHILD'S NAME> shows interest in learning new

information by asking questions to find out more
and to check understanding.

During WHOLE CLASS/SMALL GROUP

discussions, <CHILD'S NAME> listens carefully
and responds to what he hears with relevant
questions, comments and actions.
<CHILD'S NAME> understands that asking
questions will help him to find out more
information.

<CHILD'S NAME> initiates conversations with his

teachers and friends. He is able to keep
conversations going for many turns.
 Working at Greater Depth

<CHILD'S NAME> uses talk to share and justify his

ideas, drawing from different experiences.

<CHILD'S NAME> can describe events in detail

and in sequence.

<CHILD'S NAME> can retell a story using story

language and include key information, such as
where the story took place, who the main
characters are and what key events happen.

<CHILD'S NAME> is confident in using social

phrases and tranfers them wider than his
classroom context.

<CHILD'S NAME> can give reasons for his ideas

and thoughts, especially when listening to
differing viewpoints.

<CHILD'S NAME> enjoys learning new vocabulary.

He can identify unfamiliar words and suggest
ways to find out what they mean.

<CHILD'S NAME> uses connectives to extend his

thinking to include cause and effect.

<CHILD'S NAME> shares ideas in a variety of

situations and contexts, such as in assemblies,
school council meetings, discussions with a wider
social group of children in the playground.

<CHILD'S NAME> can listen and respond in a

variety of contexts, justifying opinions and linking
to own experiences.
<CHILD'S NAME> actively seeks out new
vocabulary and uses it in a range of contexts.

<CHILD'S NAME> uses past, present and future

tenses independently and is beginning to self-
correct use of tenses.

<CHILD'S NAME> can talk about books he likes

and dislikes, giving reasons for his choices.

<CHILD'S NAME> can make comparisons

between familiar stories, talking about similarities
and differences

<CHILD'S NAME> listens carefully in a range of

situations and can explain why listening is
important.

<CHILD'S NAME> is able to make changes to

familiar rhymes, drawing on knowledge of other
rhymes and songs. He is able to share opinions
on songs, rhymes and poems he has learnt.

<CHILD'S NAME> seeks out non-fiction texts to

develop his own knowledge and vocabulary.

<CHILD'S NAME> uses new vocabulary

confidently in a range of situations, such as in
written work, when talking to unfamiliar adults and
at home.

<CHILD'S NAME> changes his level of questioning

depending on the listener.

<CHILD'S NAME> contributes to whole class and

small group discussions with confidence.
<CHILD'S NAME> talks with confidence about
what he has heard and can ask specific questions
to find out more information to help form an
opinion.

<CHILD'S NAME> initiates conversations with his

peers and with staff, often leading the
conversation by asking questions.
 Working Towards Age Expected

<CHILD'S NAME> can talk about his feelings,

using words like 'happy', 'sad', 'angry' and 'worried'.

<CHILD'S NAME> can recognise some of his own

feelings and is beginning to understand how
others might feel. He can help to find solutions to
conflicts and rivalries.

<CHILD'S NAME> gives focused attention to what

a teacher is saying when spoken to directly.

<CHILD'S NAME> can listen to and follow a simple

instruction given by an adult.

<CHILD'S NAME> is developing appropriate ways

to be assertive and understands that he may need
to wait for needs to be met.

<CHILD'S NAME> is able to talk positively about

the things that he can do well.

<CHILD'S NAME> can select activities and use

resources with help when needed.

<CHILD'S NAME> can describe a problem or

challenge when encountered. With support, he can
begin to talk about a way to solve the problem.

<CHILD'S NAME> increasingly follows rules and

understands why they are important.
<CHILD'S NAME> can manage his own toileting
and basic hygiene needs with a little support or
prompting.

<CHILD'S NAME> can name some healthy food

choices and shows some understanding about
why healthy foods are important.

<CHILD'S NAME> shows some understanding of

good practices in relation to exercise, eating and
sleeping, and how they contribute to good health.

<CHILD'S NAME> enjoys playing and working with

one or more other children and is beginning to
take turns without adult support.

<CHILD'S NAME> is beginning to form positive

relationships with some trusted and familiar
adults.

<CHILD'S NAME> plays with one or more other

children.
 Working at Age Expected

<CHILD'S NAME> can talk about his feelings and

how others may feel in different situations.

<CHILD'S NAME> is able to identify his own

feelings and the feelings of others, and is
beginning to change his behaviour accordingly.

<CHILD'S NAME> can listen to what the teacher

says and responds appropriately, even when busy
in an activity.

<CHILD'S NAME> shows understanding and ability

to follow instructions given by an adult that
involve several ideas or actions.

<CHILD'S NAME> can stop and think before acting

impulsively and is able to wait for what he wants.

<CHILD'S NAME> has a positive sense of self. He

is able to talk about what he can and can't do yet
and set simple goals.

<CHILD'S NAME> is confident to try new activities

and select the resources he needs.

<CHILD'S NAME> is able to show resilience and

perseverance in the face of challenge.

<CHILD'S NAME> is aware of the reasons for rules

and is able to follow them IN CLASS/PLAYING A
GAME/IN ASSEMBLY.
<CHILD'S NAME> can manage own toileting and
basic hygiene needs independently, such as
HAND WASHING BEFORE SNACK
TIME/WASHING HANDS AFTER USING THE
TOILET.

<CHILD'S NAME> can talk about his healthy food

decisions, understanding the importance of
healthy food choices.

<CHILD'S NAME> understands and can talk about

the importance of a healthy lifestyle, such as
EXERCISE/HEALTHY FOOD
CHOICES/SLEEP/ROUTINE.

<CHILD'S NAME> works and plays well with other

children and can take turns.

<CHILD'S NAME> has formed positive and

supportive relationships with adults in the setting.

<CHILD'S NAME> has made good friendships with

other children.
 Working at Greater Depth

<CHILD'S NAME> can use a range of words to

describe how he is feeling and shows empathy
towards others.

<CHILD'S NAME> can regulate his feelings in a

range of situations, such as
ASSEMBLY/CLASS/PLAYTIME/VISITS/VISITORS/
LUNCHTIME.

<CHILD'S NAME> listens and responds

appropriately to an adult, and understands the
importance of listening.

<CHILD'S NAME> can be relied upon to listen to,

remember and follow a series of instructions,
often prompting and supporting his peers when
completing an activity.

<CHILD'S NAME> is able to stay in control of his

emotions when faced with conflict or difficult
situations.

<CHILD'S NAME> sees challenges as goals and is

able to talk about how he intends to achieve
simple goals.

<CHILD'S NAME> seeks out new challenges and

experiences, approaching them with confidence.

<CHILD'S NAME> faces challenges with resilience

and perseverance by talking through how he
solved problems and difficulties. He can offer
friends solutions to problems that arise during the
day.

<CHILD'S NAME> understands the importance of

having rules and can make suggestions for rules
in order to be fair and safe.
<CHILD'S NAME> can dress and undress
independently (e.g. when changing for a physical
activity) and is able to fasten buttons or laces.

<CHILD'S NAME> is aware of why exercise and a

balanced diet is important for good health.

<CHILD'S NAME> understands the importance of

making healthy lifestyle choices and can suggests
ways he can stay safe and healthy.

During work and play, <CHILD'S NAME>

encourages others to join in and contribute by
listening to his ideas.

<CHILD'S NAME> has formed positive

relationships with familiar adults and is also
confident in speaking with new adults, both from
within the school and visitors.

<CHILD'S NAME> has developed strong

friendships. He is keen to make new friends and
talk and play with new children.
 Working Towards Age Expected

<CHILD'S NAME> often likes to watch others

before joining in with physical activities himself.

<CHILD'S NAME> can move around the room in a

variety of ways, such as
WALKING/RUNNING/JUMPING and is practising
SKIPPING/HOPPING/CLIMBING.

<CHILD'S NAME> is beginning to show

consideration for himself and others when
running around obstacles.

<CHILD'S NAME> can make decisions about

which movements to choose for different tasks
and copy some simple combinations of
movements.

<CHILD'S NAME> is developing his strength,

coordination, agility and balance by joining in with
some activities in PE lessons.

<CHILD'S NAME> is developing sense of balance

by RIDING TRIKES/THREE-WHEELED
SCOOTERS/WALKING ACROSS PLANKS.

<CHILD'S NAME> is beginning to develop his core

muscle strength through
YOGA/CRAWLING/CLIMBING/HANGING activities
to help him sit comfortably on a chair.
<CHILD'S NAME> is able to use a range of
movements on, over and around equipment, such
as CRAWLING THROUGH A TUNNEL/PUSHING A
WHEELED TOY/GOING DOWN THE
SLIDE/JUMPING OFF LOW OBJECTS.

<CHILD'S NAME> can manage large apparatus by

collaborating with others.

<CHILD'S NAME> is becoming more confident to

use the climbing equipment with little support
from an adult.

<CHILD'S NAME> can roll a ball back and forth to

a friend.

<CHILD'S NAME> can hit a large, soft ball with a

bat.

<CHILD'S NAME> can hold scissors correctly to

make snips in paper.

<CHILD'S NAME> can eat independently using a

fork and spoon, with some adult support to cut
with a knife.

<CHILD'S NAME> is using a comfortable grip with

good control when using writing tools.

<CHILD'S NAME> can form simple recognisable

shapes in pictures.

<CHILD'S NAME> is able to use a pencil to form a

few simple recognisable letters.
<CHILD'S NAME> is able to choose the right small
tools needed for his plan.

<CHILD'S NAME> is able to select the healthy

choice when given two options.

<CHILD'S NAME> is working towards USING THE

TOILET/GETTING DRESSED/WASHING HANDS
independently.
 Working at Age Expected

<CHILD'S NAME> often uses skills such as

LIFTING/CARRYING/STACKING/PUSHING/PULLI
NG when using the construction resources.

<CHILD'S NAME> has developed ability to

competently move around the room in a variety of
ways, such as
SKIPPING/HOPPING/CRAWLING/ROLLING/CLIM
BING/DANCING.

<CHILD'S NAME> demonstrates good spatial and

positional awareness by being able to move
around and negotiate space and obstacles safely.

<CHILD'S NAME> is able to show more control,

fluency and grace in movements and simple
combinations of movements.

<CHILD'S NAME> shows good strength,

coordination, agility and balance during PE
sessions. He has done particularly well during
GYMNASTICS/DANCE/MULTI-SKILLS/BALL
GAMES lessons.

<CHILD'S NAME> is able to confidently balance

when using a BALANCE
BIKE/SCOOTER/SKATEBOARD.

<CHILD'S NAME> is able to sit with a good

posture in class.
<CHILD'S NAME> can use a range of movements
to easily move on, over and around things. He
particularly enjoys MOVING ALONG AN
OBSTACLE COURSE/PLAYING CHASING
GAMES/USING THE A-FRAME/JUMPING OFF
LARGE STRUCTURES/BALANCING ALONG A
PLANK OR BEAM.

<CHILD'S NAME> uses large equipment safely

and confidently to BUILD DENS/CREATE
OBSTACLE COURSES/PLAY GAMES with other
children.

<CHILD'S NAME> can confidently and safely use

the climbing apparatus.

<CHILD'S NAME> has developed his ball skills and

can THROW/CATCH/KICK/PASS a ball to friends.

<CHILD'S NAME> has been practising to use a bat

to hit TENNIS/TABLE TENNIS/BEACH balls.

<CHILD'S NAME> can use scissors competently

and safely to cut out pictures.

<CHILD'S NAME> can use a knife, fork and spoon

independently.

<CHILD'S NAME> can hold writing tools effectively

using a tripod grip OR SIMILAR.

<CHILD'S NAME> demonstrates accuracy and

care when drawing pictures.

<CHILD'S NAME> has developed his ability to use

a pencil effectively for fluent letter formation.
<CHILD'S NAME> can proficiently use a range of
small tools (such paintbrushes) when creating art
and crafts.

<CHILD'S NAME> is able to talk about the

different things that help him to be healthy. He
knows the importance of BRUSHING
TEETH/EATING A HEALTHY RANGE OF
FOOD/GOING TO BED AT A GOOD TIME/NOT
SPENDING TOO MUCH TIME ON TABLETS AND
COMPUTERS/CROSSING THE ROAD
SAFELY/GETTING ENOUGH EXERCISE.

<CHILD'S NAME> is able to get ready for lunch

independently by washing hands and lining up
with his peers.
 Working at Greater Depth

<CHILD'S NAME> can confidently move around

different surfaces and on different levels when
carrying items.

<CHILD'S NAME> uses own ideas to show

movement in a range of different ways and in a
variety of contexts.

<CHILD'S NAME> can move around obstacles and

anticipate the movement of others to confidently
and successfully negotiate space when moving
around.

<CHILD'S NAME> has a graceful and fluent style

when putting his own complex sequence of
movements together.

<CHILD'S NAME> challenges himself to develop

strength, coordination, agility and balance by
always trying to improve on achievements.

<CHILD'S NAME> is able to ride a two-wheeled

bike without stabilisers, showing good control
when steering around obstacles.

<CHILD'S NAME> is able to explain how he has

achieved a good posture when sitting and why
this is important.
<CHILD'S NAME> can move with confidence and
skill on, over and around more difficult equipment,
such as SWINGING ALONG THE MONKEY
BARS/PULLING THEMSELVES UP ON
ROPES/USING THE CLIMBING WALL.

<CHILD'S NAME> can explain to others how to

move large objects such as
TYRES/LOGS/PLANKS, safely and why it is
important to ensure safety.

<CHILD'S NAME> challenges himself on the

climbing apparatus, for example by CLIMBING
HIGHER/CLIMBING OVER THE
TOP/EXPERIMENTING WITH DIFFERENT WAYS
OF MOVING ON IT.

<CHILD'S NAME> can apply ball skills to play team

ball games with friends.

<CHILD'S NAME> can confidently use a bat to hit a

small ball with an accurate aim.

<CHILD'S NAME> uses scissors with care and

shows good accuracy and precision when cutting.

<CHILD'S NAME> can use a knife and fork

competently and safely, and supports others by
teaching them how to do this too.

<CHILD'S NAME> holds his pencil effectively and

can also demonstrate and explain to others how
to do this.

<CHILD'S NAME> takes great care with drawing,

creating detailed pictures and demonstrating
accurate pencil control.

<CHILD'S NAME> can use a pencil effectively for

writing and is able to control letter size.
<CHILD'S NAME> can transfer skills of using
small art and craft tools when confronted with
new equipment to be able to use it competently.

<CHILD'S NAME> is able to explain the impacts of

lifestyle choices on health and wellbeing.

<CHILD'S NAME> can give good explanations for

the reasons why we have good hygiene routines
and is able to complete these routines in school
independently.
 Working Towards Age Expected

<CHILD'S NAME> enjoys sharing books with an

adult and knows that print carries meaning.

<CHILD'S NAME> can retell some of the main

events in familiar stories and enjoys learning new
words and phrases.

<CHILD'S NAME> enjoys talking to others about

stories he has heard and is beginning to use own
knowledge of stories to anticipate key events.

<CHILD'S NAME> happily engages in

conversations about favourite
STORIES/SONGS/RHYMES and is beginning to
use this new vocabulary within activities.

<CHILD'S NAME> can identify some familiar

letters, such as those found in his name, and say
the sounds for them.

<CHILD'S NAME> has a growing understanding

that some sounds may be represented by more
than one letter, such as 'sh' and 'ch'.

<CHILD'S NAME> enjoys playing reading games

with an adult or his friends. He is beginning to
identify sounds in simple words.

<CHILD'S NAME> understands that some words

cannot be read using phonics. Beginning to
recognise some common exception words, such
as 'the'.
<CHILD'S NAME> knows that we read English
from left to right and top to bottom. He is gaining
the confidence to read a few simple words more
independently.

<CHILD'S NAME> enjoys rereading books with an

adult and talking about the words he recognises.

As his knowledge of words expands, <CHILD'S

NAME> is using his knowledge to explore the
pronunciation of new words.

<CHILD'S NAME> is working hard to form letters

correctly, especially those in his name.

<CHILD'S NAME> uses his knowledge of letter

sounds to write the initial sounds of words. He is
beginning to apply this more accurately to the
other sounds he can hear within words.

<CHILD'S NAME> has a growing awareness of

when to use full stops and capital letters within
his writing.

<CHILD'S NAME> knows that print carries

meaning and is able to talk about what he has
written.

<CHILD'S NAME> is beginning to write more

independently and seeks to communicate
meaning to others through his written work.

<CHILD'S NAME> enjoys talking about his ideas

and is able to plan and say a sentence aloud for
an adult to scribe.
 Working at Age Expected

<CHILD'S NAME> enjoys re-reading known texts to

build up fluency and understanding.

<CHILD'S NAME> demonstrates an understanding

of what has been read to him by retelling stories
in his own words. He uses new phrases and
vocabulary introduced during class discussions
and story times.

<CHILD'S NAME> can anticipate and talk about

key events in stories.

<CHILD'S NAME> shows a good understanding of

new vocabulary when talking about STORIES/
NON-FICTION/ SONGS/ RHYMES/ POEMS.

<CHILD'S NAME> can read individual letters by

saying the sounds for them.

<CHILD'S NAME> is able to read some digraphs

(two letters that represent one sound) and say the
sounds for them, such as 'sh', 'ch', 'th', 'oa'.

<CHILD'S NAME> can blend sounds to read short

words made up of known sound-letter
correspondences.

<CHILD'S NAME> can read some common

exception words.
<CHILD'S NAME> reads simple phrases and
sentences, which contain words that can be
sounded out or identified using his knowledge of
phonics and common exception words.

<CHILD'S NAME> enjoys rereading known books

to build up his confidence in word reading.

<CHILD'S NAME> uses knowledge of words to

explore the pronunciation of unfamiliar words.

<CHILD'S NAME> is able to write recognisable

upper and lower case letters and correctly form
ALL/MOST/SOME of the letters.

<CHILD'S NAME> can use his phonics knowledge

to spell and write simple words.

Using his phonics knowledge, <CHILD'S NAME>

can write short sentences. He is able to use
capital letters and full stops within his writing.

<CHILD'S NAME> is able to read his written work

back to check it makes sense.

<CHILD'S NAME> can write simple sentences or

phrases that can be read by others.

<CHILD'S NAME> is able to talk about his ideas

and then uses these ideas to structure written
work.
 Working at Greater Depth

<CHILD'S NAME> is able to confidently re-read

books, demonstrating understanding and fluency
abilities.

<CHILD'S NAME> confidently uses new

vocabulary when retelling a story in his own
words.

<CHILD'S NAME> uses his knowledge and

understanding of story structure to predict events
in unfamiliar stories.

<CHILD'S NAME> accurately uses new vocabulary

during discussions about STORIES/NON-
FICTION/SONGS/RHYMES/POEMS and
incorporates the new vocabulary into the
language used during everyday activities.

<CHILD'S NAME> can say the sound for each

letter of the alphabet and apply this knowledge to
read unfamiliar words.

<CHILD'S NAME> can consistently read longer

words containing a variety of different digraphs
(two letters that represent one sound).

<CHILD'S NAME> can confidently use his

knowledge of phonics to read longer words by
blending sounds together.

When reading, <CHILD'S NAME> can consistently

recognise and read on sight many common
exception words.
Using his knowledge of letter sounds and
common exception words, <CHILD'S NAME> can
confidently read a variety of more complex
sentences and phrases.

<CHILD'S NAME> is able to confidently and

fluently reread known books.

When reading, <CHILD'S NAME> is able to

pronounce unfamiliar words using his knowledge
of word patterns and phonic skills.

<CHILD'S NAME> is developing a fluent

handwriting style and can form each letter
consistently and correctly.

<CHILD'S NAME> uses his knowledge of letter

sounds to make phonetically plausible attempts
when writing longer, more complex words.

<CHILD'S NAME> consistently and accurately

uses capital letters and full stops during longer
writing tasks.

<CHILD'S NAME> reads back over what he has

written to check it makes sense, making
amendments to his work where needed.

<CHILD'S NAME> is choosing to undertake longer

pieces of writing, which include several sentences
and phrases, that can be read and understood by
others.

<CHILD'S NAME> is able to independently plan

written work, deciding how to structure and
express ideas.
 Working Towards Age Expected

<CHILD'S NAME> is able to say number names in

order and can match one number name to each
item when counting objects.

<CHILD'S NAME> is developing the skill of

subitising (saying how many objects are in a small
group without counting) with fast recognition of
up to three objects.

<CHILD'S NAME> can correctly match some

numerals to his quantity.

<CHILD'S NAME> is able to count to ten and is

beginning to count beyond ten.

<CHILD'S NAME> is able to look at two small

groups of objects and say which has 'more' or
'fewer'.

<CHILD'S NAME> is able to use concrete

apparatus (such as counters) to find one more or
one less than a number to ADD AMOUNT HERE.
With support, <CHILD'S NAME> is able to explore
the ways numbers to five are made up.

<CHILD'S NAME> is developing an understanding

of number bonds and, with support, is able to use
VISUAL REPRESENTATIONS/CONCRETE
APPARATUS/COUNTERS/TEN-FRAMES/DRAWIN
GS to work out number bonds to five.

<CHILD'S NAME> enjoys practically exploring

different mathematical concepts, such as
doubling and sharing.

<CHILD'S NAME> has an interest in mathematics

and has a 'have a go' attitude when attempting
maths activities.

<CHILD'S NAME> is able to select shapes, rotating

and manipulating to copy simple pictures.

<CHILD'S NAME> can talk about 2D and 3D

shapes, using some mathematical vocabulary to
describe them.

<CHILD'S NAME> can continue and copy simple

repeating patterns.
<CHILD'S NAME> can make comparisons about
objects based on their length, weight, capacity or
size.
 Working at Age Expected

<CHILD'S NAME> is able to count objects, actions

and sounds.

<CHILD'S NAME> can subitise (say how many

objects are in a small group without counting)
numbers to ADD AMOUNT HERE.

<CHILD'S NAME> can recognise numbers to ADD

AMOUNT HERE and match them to the correct
number of objects or pictures.

<CHILD'S NAME> can count beyond 20,

recognising the counting pattern.

<CHILD'S NAME> can use the language 'more

than', 'fewer than' or 'the same' to compare
quantities up to ten.

<CHILD'S NAME> is able to understand the

relationship between consecutive numbers by
saying one more than and one less than a given
number.
<CHILD'S NAME> is able to recognise that
numbers can be made up in different ways and
can explore the composition of numbers to ten.

<CHILD'S NAME> is able to recognise and

automatically recall number bonds for numbers to
five and is beginning to recall some facts for
numbers up to ten.

<CHILD'S NAME> can explore and represent

patterns within numbers up to ten, including the
recognition of EVEN AND ODD NUMBERS/
DOUBLE FACTS/SHARING EQUALLY INTO
GROUPS.

<CHILD'S NAME> displays a positive attitude and

interest in mathematics. He is able to talk about
his learning and is becoming more confident
applying mathematics learning in a range of
contexts.

<CHILD'S NAME> can rotate and manipulate

shapes, using them for different purposes, such
as making a picture or a model.

<CHILD'S NAME> can investigate how shapes can

be combined to make new shapes and talk about
the different shapes he can see.

<CHILD'S NAME> can talk about different

repeating patterns and continue and create both
simple and more complex patterns.
<CHILD'S NAME> can use mathematical
vocabulary, such as 'heavier', 'lighter' or 'full' and
'empty' to help compare length, weight and
capacity.
 Working at Greater Depth

<CHILD'S NAME> can confidently and accurately

count objects, actions and sounds.

<CHILD'S NAME> confidently subitises (says how

many objects are in a group without counting)
numbers to ADD AMOUNT HERE and is able to
subitise larger quantities by recognising smaller
groups within larger groups and adding them
together.

<CHILD'S NAME> can recognise numbers to ADD

AMOUNT HERE and can match them to the
correct quantity, applying this knowledge when
seeing quantities in different contexts, such as
tallies or ten-frames.

<CHILD'S NAME> can confidently count to 20 and

beyond, using his understanding of counting
patterns other areas of mathematics.

<CHILD'S NAME> compares quantities and

numbers in a variety of different contexts using a
range of mathematical vocabulary, such as
'greater than', ‘more than’, ‘less than’, ‘fewer than',
‘the same as’ and ‘equal to'.

<CHILD'S NAME> confidently uses his

understanding of one more and one less to make
predictions about the outcomes in stories, rhymes
and songs when one is added or taken away.
<CHILD'S NAME> can talk about different ways
numbers to ten are made up and uses these facts
independently in his learning to solve problems.

<CHILD'S NAME> is able to automatically recall

number bonds up to ten and will apply his number
bond knowledge when solving mathematical
problems.

<CHILD'S NAME> is confident in representing

patterns within numbers up to ten, recognising
evens and odds, recalling a range of double facts
and sharing equally, applying this knowledge
when solving problems.

<CHILD'S NAME> is confident looking for patterns

and relationships and spotting connections
between maths concepts, talking to adults and
peers about what he notices.

<CHILD'S NAME> can rotate and manipulate

shapes, using them for different purposes and
talking about what he notices.

<CHILD'S NAME> recognises that shapes can be

combined and separated to make different
shapes, using mathematical language to discuss
the new shapes he has created.

<CHILD'S NAME> can continue and create simple

and complex repeating patterns, noticing and
explaining errors.
<CHILD'S NAME> can test predictions and use
comparative language to compare length, weight
and capacity.
 Working Towards Age Expected

<CHILD'S NAME> can name some close members

of his family and is beginning to talk more about
them.

<CHILD'S NAME> can talk about some different

occupations in society.

<CHILD'S NAME> can talk about his life and how

he has changed, using photos and own memories.

<CHILD'S NAME> knows that not all stories are

set in the present.

<CHILD'S NAME> enjoys talking about the

symbols shown on simple maps and has a
growing understanding of how the symbols relate
to each other.

<CHILD'S NAME> can describe some buildings

that are local places of worship.

<CHILD'S NAME> has a positive understanding of

how everyone is unique and different.
<CHILD'S NAME> knows that different cultures
exist in our community.

<CHILD'S NAME> has learnt that there are

different countries in the world and can talk about
a few differences between them.

<CHILD'S NAME> enjoys having a hands-on

experience when exploring the natural world and
talks happily about what he has found.

<CHILD'S NAME> can talk about the different

things he can see when outside.

<CHILD'S NAME> knows that not all environments

are the same and is able to pick out some key
differences between two contrasting places.

<CHILD'S NAME> can use words to describe

some seasonal changes that have been pointed
out by an adult.

<CHILD'S NAME> is beginning to talk about some

of the changes of state they see taking place
outside.
This year, <CHILD'S NAME> has enjoyed visits to
NAME SPECIFIC TRIPS and visits from NAME
SPECIFIC VISITORS WHO HAVE COME INTO
CLASS.

<CHILD'S NAME> enjoyed listening to NAME OF

STORY/BOOK/POEM/RHYME and, when
prompted, could discuss what they had learnt
from it.

<CHILD'S NAME> learnt and is beginning to use

new vocabulary from NAME OF
BOOK/POEM/STORY/RHYME/TEXT about
TOPIC/THEME.
 Working at Age Expected

<CHILD'S NAME> talks openly about members of

his close family and community.

<CHILD'S NAME> can name and describe people

who are familiar to him, and talk about their role in
society.

<CHILD'S NAME> can comment on images that

show familiar situations in the past, such as
HOMES/SCHOOLS/TRANSPORT. He can use
these to talk about some similarities and
differences between life in the past and life today.

<CHILD'S NAME> can use the setting, characters

and events in stories to understand the past, and
make comparisons between the past and present.

<CHILD'S NAME> enjoys looking at simple maps

and talking about what he can see. He is able to
use observation skills and knowledge to draw
information from a simple map.

<CHILD'S NAME> knows that some places are

special to members of his community. He can
name and explain the purpose of places of
worship and also places of local importance, such
as MOSQUE/CHURCH/TEMPLE/COMMUNITY
CENTRE/VILLAGE HALL.

<CHILD'S NAME> understands that people have

different beliefs and may celebrate different
events in their own ways.
Using his own experiences and what has been
read in class, <CHILD'S NAME> knows and can
talk about some of the similarities and differences
between religious and cultural communities.

<CHILD'S NAME> can compare life in this country

to life in another country COULD INCLUDE NAME
OF SPECIFIC COUNTRY and pick out some
similarities and differences between the two
places.

When playing outside, <CHILD'S NAME> enjoys

exploring the natural world around them. He can
make observations and draw pictures of the
things he finds and sees.

<CHILD'S NAME> uses all of his senses when

describing experiences outdoors.

<CHILD'S NAME> can use his own knowledge and

information from books to compare the
environment around him to other contrasting
natural environments.

<CHILD'S NAME> understands the effects that the

seasons have on the world that surrounds them.

<CHILD'S NAME> can talk about some changes of

state that take place in the natural world.
This year, <CHILD'S NAME> has enjoyed visits to
NAME SPECIFIC TRIPS and visits from NAME
SPECIFIC VISITORS WHO HAVE COME INTO
CLASS, asking appropriate questions to find out
more information.

<CHILD'S NAME> enjoyed listening to NAME OF

STORY/BOOK/POEM/RHYME and has been able
to talk about what he has found out.

<CHILD'S NAME> learnt and is now able to use

new vocabulary from NAME OF
BOOK/POEM/STORY/RHYME/TEXT about
TOPIC/THEME.
 Working at Greater Depth

<CHILD'S NAME> talks in depth about members

of his close family and community, using a range
of vocabulary to describe them.

<CHILD'S NAME> can name and describe familiar

people from the local community, talking about
their role in society and how their role helps
others.

When looking at images and items from the past,

<CHILD'S NAME> can apply what he has
previously learnt to explain similarities and
differences between the past and present.

<CHILD'S NAME> is able to use what he has learnt

about the past from stories and apply it to real-life
contexts.

<CHILD'S NAME> shows an interest in maps and

comments on a range of features that he notices.

<CHILD'S NAME> understands that places in the

local area are special to members of the
community and can talk about why they are
special to them.

<CHILD'S NAME> talks in detail about special

events in his own life and understands that not
everybody celebrates in the same way. He is able
to give examples from experiences and
knowledge of stories.
<CHILD'S NAME> is able to use own experiences
and books read in class to talk in detail about the
similarities and differences between religious and
cultural communities.

<CHILD'S NAME> is able to compare life in this

country to life in another country COULD INCLUDE
NAME OF SPECIFIC COUNTRY and use language
learnt during the topic to accurately explain
similarities and differences between the two
places.

<CHILD'S NAME> enjoys exploring the natural

world around him when playing outside. He can
use his knowledge of the world to discuss and
record learning and observations, for example
WHERE MINIBEASTS LIVE/WHAT HAPPENS TO
LEAVES IN AUTUMN/WHAT MAKES PLANTS
GROW.

<CHILD'S NAME> uses all of his senses when

describing experiences outdoors. He can use
descriptive and new vocabulary to talk about the
different things he can see, hear, feel and smell.

<CHILD'S NAME> can describe two contrasting

environments in detail. He can use information
from different sources to describe how they are
different.

<CHILD'S NAME> is able to recognise the effects

that the seasons have on the world around them
and can talk about why these changes happen.

<CHILD'S NAME> is able to recognise changes of

state that take place in the natural world, giving
examples and talking in detail about what he has
observed.
<CHILD'S NAME> has enjoyed visits to NAME
SPECIFIC TRIPS and visits from NAME SPECIFIC
VISITORS WHO HAVE COME INTO CLASS. He is
able to apply the knowledge he has gained from
these experiences to his learning.

<CHILD'S NAME> enjoyed listening to NAME OF

STORY/BOOK/POEM/RHYME. He can talk about
what he found out and incorporate this learning
into his play.

<CHILD'S NAME> learnt and is able to apply in

different contexts the new vocabulary they
discovered from NAME OF
BOOK/POEM/STORY/RHYME/TEXT about
TOPIC/THEME.
 Working Towards Age Expected

<CHILD'S NAME> enjoys using a range of simple

artistic effects, such as COLOUR
MIXING/PRINTING and is beginning to use these
more independently.

When completing creative activities, <CHILD'S

NAME> is developing his own ideas and can
decide which materials to use to express them.

<CHILD'S NAME> enjoys taking part in group

creative activities and is able to use the ideas he
sees to develop his own creations.

During creative activities, <CHILD'S NAME>

prefers to use familiar tools and techniques. He is
beginning to use tools more independently with
appropriate safety measures.

<CHILD'S NAME> has a growing awareness that

materials and tools can be used in different ways
to create different effects. He especially enjoys
DRAWING/PAINTING/BUILDING
MODELS/COLLAGE.

After completing a creative activity, <CHILD'S

NAME> is gaining confidence to share his work
with others. He is beginning to talk about how he
completed the task and the materials he used.
<CHILD'S NAME> enjoys taking part in role-play
activities. He is able to use props to support role-
play activities.

<CHILD'S NAME> can listen to music and sounds

with increased attention. He is beginning to
express thoughts and feelings in response to
what he has heard.

<CHILD'S NAME> enjoys watching dance and

performance art. He is starting to talk about his
favourite performances and the parts he enjoys.

<CHILD'S NAME> is gaining confidence to join in

singing favourite nursery rhymes and songs in a
group.

<CHILD'S NAME> enjoys singing and is beginning

to follow the melody of some of his favourite
songs and rhymes.

<CHILD'S NAME> enjoys playing musical

instruments and soundmakers, and is able to use
the instruments with increasing control.

<CHILD'S NAME> enjoys taking part in dance

activities. He will listen to the music and create
his own movements.
<CHILD'S NAME> enjoys performing familiar
songs and rhymes with friends.

<CHILD'S NAME> enjoys listening to stories. He is

able to recount key events from familiar stories.
He can adapt stories to create his own version.

<CHILD'S NAME> can engage in imaginative play

and is able to pretend an object represents
something else, even though they are not similar.
 Working at Age Expected

<CHILD'S NAME> can express ideas, thoughts and

feelings using a range of artistic effects, such as
DRAWING/PAINTING/COLLAGE.

When making his own creations, <CHILD'S NAME>

is able to build on his previous learning. He refines
his ideas and explores different ways of
completing a creative project to achieve a goal.

<CHILD'S NAME> enjoys working with others to

complete creative activities, sharing his ideas and
skills.

<CHILD'S NAME> enjoys exploring a range of

media and materials during creative activities. He
can safely use a variety of tools and techniques.

During creative activities, <CHILD'S NAME> enjoys

experimenting with colour, design, texture, form
and function. He especially enjoys
DRAWING/PAINTING/BUILDING
MODELS/COLLAGE/USING CLAY OR
PLAYDOUGH.

<CHILD'S NAME> enjoys talking about his

completed creative projects and sharing his ideas
and processes with others.
<CHILD'S NAME> uses materials and props
creatively to enhance play during role-play
activities.

<CHILD'S NAME> can listen attentively, move to

and talk about music. He can express his feelings
and respond to the music he is listening to.

<CHILD'S NAME> can watch and talk about dance

and performance art. He is able to express
feelings and respond to what he has watched.

<CHILD'S NAME> can remember and sing entire

well-known nursery rhymes and sings in a group
and on his own.

When singing, <CHILD'S NAME> increasingly

demonstrates ability to match the pitch and follow
the melody of songs.

<CHILD'S NAME> enjoys exploring and engaging

in music making with instruments and
soundmakers, performing solo or as part of a
group.

<CHILD'S NAME> enjoys taking part in dance

activities. He is able to copy dance moves and
also create his own dances.
<CHILD'S NAME> enjoys performing poems and
rhymes with friends. When performing songs with
friends, he will try to move in time to the music.

<CHILD'S NAME> can invent, adapt and recount

stories and narratives with his friends and adults.

<CHILD'S NAME> can develop storylines during

pretend play. He particularly enjoys SUPERHERO/
DINOSAUR/ FAIRYTALE/PIRATE/ themed play.
 Working at Greater Depth

<CHILD'S NAME> can independently express

ideas, thoughts and feelings using a wide variety
of artistic processes and techniques.

<CHILD'S NAME> uses his previous learning to

choose the processes and materials most
suitable for completing creative activities. He
reflects on his creations and refines ideas as
necessary to achieve a desired effect.

During collaborative creative activities, <CHILD'S

NAME> is confident to share ideas and explain
processes he has used. He reflects on the aims
and makes changes to solve problems if they
arise.

<CHILD'S NAME> can confidently and safely use a

range of tools and techniques. He can select and
choose tools and techniques that interest him and
are most suitable for his chosen activity.

<CHILD'S NAME> confidently and independently

experiments with colour, design, texture, form and
function during creative activities. He tries out
new ideas and explore different ways of
completing a creative activity to achieve the
desired effect.

<CHILD'S NAME> enjoys sharing his creative

activities with others. He can explain how they
completed a task, including the materials and
techniques used. He can support others to
complete a similar activity, carefully explaining the
process he used.
<CHILD'S NAME> often uses his imagination to
create props and use materials in creative ways
during role-play activities. He can use different
materials and techniques to create items he
would like to use during pretend play.

<CHILD'S NAME> listens attentively to different

types of music. He is able to discuss the changes
and patterns that occur as a piece of music
develops and can express how the different types
of music make him feel.

When watching different types of dance and

performance art, <CHILD'S NAME> demonstrates
high levels of concentration. He enjoys engaging
in conversations about what he has watched, will
interpret the performances and explain how they
made him feel.

<CHILD'S NAME> can confidently remember and

sing entire nursery rhymes and a wide variety of
songs, both in a group and on his own.

When singing, <CHILD'S NAME> consistently

demonstrates ability to control his singing voice
to match the pitch and follow the melody of a
wide range of songs.

<CHILD'S NAME> enjoys creating musical

patterns and rhythms and can keep a steady beat
with a variety of different instruments. He
performs confidently solo and as part of a group.

<CHILD'S NAME> enjoys taking part in dance

activities. He is able to replicate choreographed
dances and can use steps and techniques he has
been taught to sequence movements and create
dances.
<CHILD'S NAME> confidently performs poems
and rhymes with friends. When performing songs
with friends, he is consistently able to move in
time to the accompanying music.

<CHILD'S NAME> can confidently retell stories

and narratives. He can also adapt and create
stories, both independently and with friends, using
familiar story ideas and own imagination.

<CHILD'S NAME> can confidently develop

storylines during pretend play. He can create and
use a range of props to support his ideas and
actively involves others in his play.