What is Formative Assessment in Early Years?

Formative assessment is the ongoing process of observing, recording and analysing children’s learning and development during everyday activities. It captures progress as it happens rather than waiting for a set point in time. In early years practice, formative assessment is woven into daily routines and used to shape the next steps in learning and care.

This approach is flexible and responsive. It allows practitioners to notice new skills, interests and challenges immediately. By gathering small pieces of information over time, the practitioner builds a clear picture of the child’s stage of development.

What is the Purpose of Formative Assessment?

Formative assessment helps educators respond to a child’s needs in real time. It serves several important purposes in early years.

It is used to:

• Identify what a child can already do
• Spot areas where extra support may help
• Adapt activities to match the child’s current abilities and interests
• Provide immediate feedback through encouragement or guidance
• Document development for future summative assessments

This type of assessment is continuous, making it well suited to young children whose learning happens through play and exploration.

Timing of Formative Assessment

Formative assessment does not have set dates or formal sessions. It happens naturally during routines, play, group activities and individual learning experiences.

It can take place:

• During free play indoors or outdoors
• While supporting activities such as painting or block building
• During snack time conversations
• In small group learning such as counting games
• When reading stories together

The key is to observe and record relevant moments as they occur, without disrupting the child’s play or concentration.

Key Features of Formative Assessment

Formative assessment in early years has several defining features:

• Informal and flexible in nature
• Evidence comes from everyday interactions
• Observations are often short and focused
• Information is recorded over time to show progress
• Used immediately to adapt teaching and support

It focuses not only on achievements but on emerging skills and processes. This makes it possible to guide learning effectively.

Gathering Evidence for Formative Assessment

Good formative assessment relies on accurate and varied evidence. This evidence may be:

• Written notes from quick observations
• Photographs of an activity or completed work
• Audio or video clips capturing language use or physical skills
• Samples of creative work such as drawings or crafts
• Comments from parents about learning at home
• Observations shared by other staff members

Evidence needs to be collected regularly to build a complete picture. Small yet frequent records are often more valuable than occasional long observations.

Links to EYFS Learning and Development Areas

Formative assessment should be linked directly to the Early Years Foundation Stage areas of learning. Recording observations across these areas helps the practitioner see a balanced profile of each child.

The EYFS areas are:

• Communication and language
• Physical development
• Personal, social and emotional development
• Literacy
• Mathematics
• Understanding the world
• Expressive arts and design

Regular observations in varied contexts help identify strengths, needs and emerging skills in each area.

Objectivity in Formative Assessment

Practitioners must approach formative assessment with objectivity. This means describing exactly what is seen and heard without making unsupported assumptions.

Ways to keep assessments objective include:

• Use concrete descriptions such as “placed three blocks in a row” instead of “good at building”
• Record direct quotes from the child
• Avoid language that could be interpreted as biased
• Base judgments on repeated observations, not single events

Objective records help ensure accuracy and make meaningful comparisons over time.

Using Formative Assessment to Support Planning

Formative assessment directly informs short-term planning.

For example:

• If a child starts showing interest in counting during block play, provide further games that include numbers.
• If a child struggles to join group activities, plan small paired tasks to build confidence.
• If a child begins drawing faces, introduce activities that explore emotions and expressions.

These small, timely adjustments increase engagement and help children progress steadily.

Communicating Formative Assessment Outcomes

The results of formative assessment should be shared with parents and carers regularly so they can support learning at home. This can be done through:

• Informal chats at drop-off or pick-up times
• Notes in home–school communication books
• Regular updates in learning journals
• Sending photos of activities with explanations
• Scheduling periods for more detailed discussion

Clear communication builds partnerships between practitioners and families, giving children better chances to apply learning in different settings.

Challenges in Formative Assessment

While formative assessment is valuable, it can present challenges:

• Time pressure during busy sessions
• Difficulty recording observations while supporting several children
• Ensuring all children are observed regularly
• Avoiding bias based on personal impressions
• Keeping records organised so they feed into summative assessments

Overcoming these challenges requires efficient recording methods, teamwork and experienced judgement.

Role of the Practitioner

The practitioner is central to formative assessment. Their role includes:

• Watching and listening with focus during routines and play
• Knowing what developmental milestones to look for
• Recording observations quickly and clearly
• Interpreting evidence in line with EYFS guidance
• Using findings to adjust activities and interactions

A skilled practitioner uses formative assessment to create a learning environment that matches each child’s current needs.

Supporting Transitions with Formative Assessment

Formative assessment contributes valuable details during transitions between settings or into school. By sharing recent observations, the new educator can start with precise knowledge of a child’s skills and behaviours.

Good transition information might include:

• Current interests that support engagement
• Recent achievements in physical or language skills
• Strategies that work for managing routines
• Notes on friendships or preferred play styles

This supports continuity and helps children feel secure when moving to new environments.

Recording Format for Formative Assessment

Formative records can be kept in various formats depending on the setting. Options include:

• Sticky notes that are later compiled into journals
• Digital apps for quick uploads of photos, videos and notes
• Annotated photographs in portfolios
• Narrative observations for specific milestone moments
• Brief checklists with space for comments

The method should enable quick recording without taking the practitioner away from the child for too long.

Quality Assurance in Formative Assessment

To keep formative assessment useful and accurate, settings may use quality assurance processes such as:

• Regular peer review of observations
• Training sessions to refresh knowledge of EYFS expectations
• Comparing records with other staff’s observations of the same child
• Maintaining agreed standards for language and detail

These steps help ensure that formative records are consistent and reliable.

Legal Considerations

Formative assessment may contain personal identifiers such as names, images and developmental information. This means practitioners must follow data protection laws, including the Data Protection Act 2018 and UK GDPR.

To follow these requirements:

• Store records securely
• Use password protection for digital systems
• Gain permission before sharing photographs or videos externally
• Share records only with authorised individuals

Good practice maintains confidentiality and trust.

Supporting Children with Additional Needs

Formative assessment is especially useful for children with additional needs, as it allows close monitoring and quick response to changes. Evidence may include:

• Notes on how the child uses adapted resources
• Records of supported activities and their outcomes
• Observations linked directly to individual learning plans
• Feedback from parents and specialists

Regular recording helps track small but important progress points.

Professional Reflection

Observing and recording children daily offers practitioners a chance to reflect on their own teaching style and activity choices. If several children respond positively to a certain type of activity, it may be worth including it more often. If an area of development is less visible in observations, more opportunities can be created in the daily routine to address it.

Reflection based on formative records can improve future planning and increase learning outcomes.

Common Mistakes to Avoid

Practitioners should avoid mistakes that reduce the value of formative assessment:

• Observing only during planned activities and ignoring spontaneous moments
• Recording too little detail to be useful
• Focusing only on achievements without noting challenges
• Allowing long gaps between observations so progress is missed
• Using technical jargon that parents cannot understand

Consistent and balanced recording makes formative assessment more effective.

Final Thoughts

Formative assessment is a practical and ongoing tool that captures learning as it happens. It works best when it is part of the daily flow of the setting, rather than a separate task. By observing, recording and acting on evidence immediately, practitioners can adapt teaching and support to match each child’s stage of development.

It is an active process that strengthens relationships between children, educators and families. When used thoughtfully, formative assessment builds a detailed picture of growth and learning, leading to real benefits for the child’s progress over time.