1.2 Describe the documented outcomes for children that form part of the relevant early years framework

This guide will help you answer 1.2 Describe the documented outcomes for children that form part of the relevant early years framework.

The early years framework in England sets clear goals for the learning and development of young children. It gives workers in childcare a reference point for planning, observing and assessing each child. Documented outcomes are the written expectations of what children will achieve within specific areas of learning.

In England, the relevant framework is the Early Years Foundation Stage (EYFS). This framework applies from birth until the end of the reception year. It covers care, learning and development. The documented outcomes are linked to age and stage benchmarks that help track progress.

These outcomes guide how practitioners support children’s development. They are evidence-based and match what is known about child growth patterns. While each child develops at their own pace, the framework sets shared, measurable goals.

What is the Purpose of Documented Outcomes?

Documented outcomes give structure to early years practice. They show what is expected for children to reach their potential. They act as checkpoints to assess progress and help identify extra support needs.

Key purposes include:

• Supporting planning for individual children
• Informing parents and carers about progress
• Maintaining consistent standards across settings
• Guiding staff training and development

When outcomes are documented, they provide a clear record for regulatory inspection and internal review.

Structure of EYFS Outcomes

The EYFS is split into three main sections:

• Prime areas of learning
• Specific areas of learning
• Early Learning Goals (ELGs)

Each section has outcomes that describe what most children are expected to do by a certain age or stage. These outcomes link to statutory assessment at the end of the reception year.

Prime Areas of Learning Outcomes

Prime areas are the foundation for later learning. They focus on communication, movement and relationships. The outcomes for prime areas include:

Communication and Language
Children are expected to listen attentively and respond to conversation. Outcomes include understanding questions, following simple instructions and using a wide range of vocabulary.

Physical Development
Outcomes here show progression in coordination, control and movement. They include managing self-care such as dressing and eating, and developing fine motor skills like holding a pencil.

Personal, Social and Emotional Development
Children learn to manage their feelings, work in groups and form positive relationships. Outcomes include recognising different emotions, cooperating during play and showing confidence in new situations.

Specific Areas of Learning Outcomes

Specific areas build on the prime areas and broaden knowledge. These outcomes cover skills and interests that prepare children for later academic work.

Literacy
Children recognise and write letters, understand that words carry meaning, and start to blend sounds to read simple words.

Mathematics
Outcomes include counting, recognising numbers, comparing quantities and understanding simple addition or subtraction.

Understanding the World
Children explore their environment, learn about other cultures and develop awareness of technology.

Expressive Arts and Design
Outcomes cover using creative media, exploring colour and texture, and responding to music and movement.

Early Learning Goals

The ELGs are the expected achievements by the end of reception year. They detail what children typically can do in each area. For example, in communication and language, an ELG might state that children can listen to stories and respond with relevant comments.

The ELGs are used during the EYFS Profile assessment. This profile gathers evidence from observations, activities and conversations with the child. Documented outcomes ensure assessment links directly to what the child has been working towards.

Age and Stage Benchmarks

The EYFS outcomes are organised around birth to three years, three to five years, and the reception year. Each band outlines typical abilities, such as recognising familiar people or climbing stairs unaided.

Age and stage benchmarks are useful for spotting delays or advanced skills. This helps adapt planning to suit the child’s current abilities.

Links to Observation and Assessment

Documented outcomes are not just a list. They connect directly to how practitioners observe and assess children. Observations capture examples of the child achieving an outcome. This might be through photos, written notes or audio recordings.

Assessment then compares these observations to the expected outcome. Workers record progress, note emerging skills and highlight areas for support.

Supporting Individual Progress

Workers use documented outcomes to set goals for individual children. For example, if a child is developing speech slowly, the communication and language outcomes can guide targeted activities. These might include small group story sessions or games that encourage talking.

Documented outcomes allow adaptations without losing sight of broader expectations. They help workers keep parents informed and involved in supporting skills at home.

National Consistency in Practice

One advantage of documented outcomes is a shared approach across England. No matter the setting, the expectations are the same. A child moving from one nursery to another will be assessed against the same outcomes. This reduces confusion and supports smooth transitions.

Inspectors use the documented outcomes to judge quality of provision. Settings are expected to evidence how they support each outcome.

Outcomes Related to Safeguarding and Welfare

The EYFS includes statutory welfare requirements alongside learning outcomes. These cover health, safety and behaviour management. Outcomes relating to welfare include children showing awareness of danger, following safety rules, and developing hygiene habits.

These welfare outcomes are important as they influence a child’s ability to engage with learning. For example, a child who can wash their hands independently is better equipped to take part in food preparation activities.

Role of Parents and Carers

Documented outcomes support clear communication with parents and carers. Workers can explain what their child is working on and how activities link to those goals.

Parents can help by practising skills at home. For example:

• Reading together to support literacy outcomes
• Counting everyday objects to develop number skills
• Encouraging outdoor play for physical development

When parents understand documented outcomes, they can reinforce learning outside the setting.

Recording and Reporting

Settings must keep records that link observations to documented outcomes. These can be paper-based or digital. Reports to parents often summarise progress against outcomes and next steps.

Accurate recording supports the statutory EYFS Profile. This profile forms part of the child’s school record and is used by Year 1 teachers to plan learning.

Inclusion Within Outcomes

Documented outcomes apply to all children but may need adaptation for those with additional needs. Workers must interpret outcomes in the context of the child’s situation. Skills may develop in a different order or require alternative methods.

For example, a child with physical difficulties might reach outcomes in movement with support from specialist equipment. The aim is to meet the spirit of the outcomes while recognising individual pathways.

Professional Practice Linked to Outcomes

Practitioners should integrate documented outcomes into daily planning. This might mean:

• Choosing resources that match specific learning goals
• Structuring group time around communication and social skills outcomes
• Creating displays to encourage literacy and maths skills

Training often focuses on understanding outcomes and how to evidence them. New staff are shown how to link activities to outcomes so that both free play and adult-led sessions support development.

Review and Development of Outcomes

The EYFS framework is reviewed by the Department for Education. Updates may adjust documented outcomes to reflect current research and feedback from practitioners. Workers must keep informed of changes and update practice.

Settings often review internal tracking tools to match new or revised outcomes. This keeps assessment relevant and accurate.

Building Towards School Readiness

Documented outcomes in the early years foundation stage are designed to prepare children for school. They cover social, emotional, physical and academic readiness. Achieving these outcomes means children can engage in structured learning in Year 1.

Outcomes help practitioners plan transition activities and liaise with reception teachers so the child’s learning continues without interruption.

Practical Examples of Linking Outcomes to Activities

For communication and language outcomes, activities might include listening games, storytelling and role play.

For physical development outcomes, outdoor climbing frames, threading beads and obstacle courses can be used.

For personal, social and emotional outcomes, group problem-solving games encourage turn-taking and cooperation.

For literacy outcomes, phonics activities and naming signs in the environment support letter recognition.

For maths outcomes, cooking together supports understanding of measurement and counting ingredients.

Final Thoughts

The documented outcomes in the EYFS give early years practitioners a strong guide to supporting each child’s growth. They keep learning focused, measurable and consistent across different settings. By aligning daily practice with these outcomes, practitioners can balance care with structured learning.

The outcomes are not just for inspectors or formal assessment. They are practical tools in the everyday work of watching, supporting and encouraging young children to thrive. When workers know them well and apply them thoughtfully, children benefit from a smoother start in education, stronger skills and increased confidence.