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An explanation of the EYFS Assessment Requirements - Plus a
walk-though guide to how you could complete
observation, assessment & planning in your Childminding
business
A guide to EYFS Observation, Assessment &
Planning
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Reserve ltd
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Contents
A GUIDE TO EYFS OBSERVATION,
ASSESSMENT & PLANNING
.......................................................
3
WHO IS THIS GUIDE FOR?
...................................................................................................................................
3 WHAT IS IN THIS GUIDE?
....................................................................................................................................
3 HOW DOES THIS GUIDE WORK?
.........................................................................................................................
3
THE EYFS ASSESSMENT REGULATIONS
.................................................................................................
4
AGE-‐SPECIFIC ASSESSMENTS
....................................................................................................................
5
PROGRESS CHECK AT AGE TWO
..........................................................................................................................
5 ASSESSMENT AT THE END OF
THE EYFS – THE EYFS PROFILE
.......................................................................
5 OUR PROGRESS CHECK AT AGE
TWO – WRITTEN SUMMARY TEMPLATE
......................................................................
6
ON-‐GOING ASSESSMENTS WITH OBSERVATIONS
AND PLANNING
............................................... 9
A NOTE ON WHAT THE REGULATIONS
SAY ABOUT EYFS ASSESSMENT PAPERWORK
AND PARTNERSHIP: ............ 9
A SUGGESTED PLAN FOR UNDERTAKING
OBSERVATION, ASSESSMENT AND PLANNING
IN YOUR SETTING – EYFS CIRCLE
................................................................................................................
10
THE EYFS CIRCLE
............................................................................................................................................
11 EYFS OBSERVATION, ASSESSMENT AND
PLANNING PROCEDURE
.................................................................
13 EYFS LEARNING JOURNEY TEMPLATE
............................................................................................................
15 EYFS OBSERVATION, ASSESSMENT &
PLANNING RECORD
............................................................................
24 EYFS CHILD’S PERSONAL PLAN
......................................................................................................................
34 WEEKLY ACTIVITY PLAN
..................................................................................................................................
36 EYFS WEEKLY ACTIVITY PLAN
.......................................................................................................................
37 COMPLETING THE EYFS CIRCLE
......................................................................................................................
38
EXTRA INFO, COMPLETED EXAMPLES AND
SOURCES-‐
...................................................................
39
COMPLETED PROGRESS CHECK AT AGE
TWO – WRITTEN SUMMARY
.............................................................
40 COMPLETED OBSERVATION, ASSESSMENT
AND PLANNING RECORD
.............................................................
43 COMPLETED EYFS CHILD’S PERSONAL
PLAN
.................................................................................................
52 COMPLETED EYFS WEEKLY ACTIVITY
PLAN
.................................................................................................
54 SOURCES
............................................................................................................................................................
55
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A guide to EYFS Observation,
Assessment & Planning
Who is this guide for? Maybe
you are a new Childminder, or
perhaps an established one, and
would like to gain an insight
into how you could effectively
carry out EYFS assessments in
your setting. This guide is
for all registered childminders in
England who are wondering how
to practically implement the EYFS
Assessment requirements into the
day-‐to-‐day running of their
childminding business. It is not
intended as a substitute for
all the information provided in
either The Statutory Framework of
the Early Years Foundation
Stage, or the Practice Guidance
for the Early Years Foundation
Stage documents produced by the
Department for Education DfE), but
rather a tool to help you
understand the information and how
best to implement the practices
into your setting.
What is in this guide? This
guide first summarises the EYFS
regulations regarding assessment. It
looks at both on-‐going
(formative) and age-‐specific (summative)
assessments. Next an overview of
how you could complete the
‘Progress Check at age two’
required assessment is given and
the ‘Assessment at the end of
the EYFS (the EYFS Profile)’ is
briefly discussed. The guide then
moves to look at on-‐going
assessment with a suggested framework
in which to carry out
observation, assessment and planning
for each child in your
care. This framework includes four
key documents, these are each
detailed before completed examples
are given.
How does this guide work? This
guide uses plain English but
where necessary uses the words
from regulatory documents to ensure
the exact requirement is
specified. Don’t worry, as you
work through the guide everything
should become clear. You will
get the most out of it
if you consider a child
in your care and carry out each
of the steps as suggested.
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The EYFS Assessment regulations
The Early Years Foundation Stage
(EYFS) statutory requirements are a
set of regulation that all
Early Years childcare providers are
required to adhere to. These
regulations include assessments that
you may need to undertake for
each EYFS-‐aged child in your
care. There are two sets of
assessments: age-‐specific assessments
and on-‐going assessments. Assessments
are connected of the wider
topic of learning and development.
Assessments should be made through
your observations of a child
across 7 areas of learning
& development1 and lead into
your future planning.
The assessment requirements cover
three pages (10-‐12) of the EYFS
document. Here we highlight what
we think are the most important
sections concerning assessment, however
it is worth reading the
entire EYFS document when you
have a spare thirty minutes. The
document can be found within
our Ofsted & DfE Resources
page.
The Department for Education did
publish a supporting, non-‐statutory
document called ‘Development Matters
in the Early Years Foundation
Stage’. This has now been
replaced by a lighter version
called ‘Early Years Outcomes’. Whilst
the Early Years Outcomes is
simpler, it doesn’t refer to
the three characteristics of
effective learning, which Ofsted
inspectors will still expect you
to know about. If you are
unsure, you can still download
the ‘Development Matters in the
Early Years’ document from our
website.
1 Just the three prime
areas for children under two
years old.
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Age-‐specific assessments
Progress check at age two If
you have a child in your
care between the age of two
and three it is likely that
you will need to review
their progress, and provide parents
and/or carers with a short
written summary of their child’s
development in the prime areas
of learning & development2.
The EYFS states that: “This
progress check must identify the
child’s strengths, and any areas
where the child’s progress is
less than expected” Clause 2.3
There is no prescribed format
for completing the written summary
of the progress check, but
the actual progress check needs
to include the following for at
least the three prime areas
of learning & development:
• areas in which the child is
progressing well; • areas in which
some additional support might
be needed; • any areas where there
is a concern that a child
may have a developmental delay;
and • the activities and strategies
you intend to
adopt to address any issues or
concerns.
This formal assessment can be a
daunting prospect. To help we
have created a Progress check
at age two written summary
template, shown on the following
three pages. This template can
be downloaded from our EYFS
2012 Resources page. You can
amend it to your liking
before using your existing
observation, assessment and plan
records (discussed later in this
eBook) to complete the written
summary for each of the three
prime areas of learning &
development.
Assessment at the end of the
EYFS – the EYFS Profile In
addition to a summative assessment
between the ages of 2 – 3
years, practitioners must undertake a
further assessment when the child
reaches the end of the EYFS.
In almost every case, the child
will be at school by this
time and so this assessment
should be carried out by the
child’s school. If you do find
that this assessment is relevant
to you, please read clauses 2.6
– 2.10 of the EYFS framework
document.
2 If the child attends
more than one setting, the
Progress check at age two
should be undertaken by the setting
where the child has spend most
time.
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Our Progress check at age two
– written summary template
Progress check at age two –
written summary Childs name:
Date of birth of child:
Date: Age of
child in months:
Completed by:
It is a statutory requirement for
me to complete a ‘Progress
check at age two’ and to
provide parents with a written
summary of this progress check
for each child in my care
aged between 24 – 36 months
(unless completed by another
childcare provider with whom the
child spends more time). The
progress check needs to consider
the child’s development against
the three prime areas of learning
and development and in
particular highlight any specific areas
of concern. It is also a
requirement that the written
summary must include activities and
strategies that I plan to
put into action to help promote
the child’s development in each
of the three areas.
Here is a written summary of
the ‘Progress check at age
two’ that I have completed
for your child. Please share it
as you see fit with your
health visitor. I would welcome
the opportunity to discuss anything
in this written summary with
you. Thanks.
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Prime Area of Learning &
Development: Personal, social and emotional
development
Aspect Progress observed Activities
and strategies to promote development
Making relationships
Development stage (month range)
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
Self-‐confidence and self-‐awareness
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+ Managing feelings and behaviour
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
Prime Area of Learning &
Development: Physical Development
Aspect Progress observed Activities
and strategies to promote development
Moving and handling
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
Health and Self-‐care
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
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Prime Area of Learning &
Development: Communication & Language
Aspect Progress observed Activities
and strategies to promote development
Listening and attention
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
Understanding
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
Speaking
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
Summary comments and next steps
Parent’s comments
A completed example of our
Progress check at age two –
written summary is provided in
the Extra info, completed examples
and sources-‐ section.
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On-‐going assessments with observations
and planning On-‐going assessment is
at the heart of effective
early learning practice. An
assessment of what a child
can and can’t do will help
a childminder to plan relevant
activities that will support a
child’s learning and development. An
effective assessment is impossible
however unless that childminder has
both taken the time to observe
the child and understands what
can be generally expected within
broad age-‐bands.
We therefore suggest that you
incorporate observation, assessment and
planning into your practice. We
have created a plan for this,
which we call the ‘EYFS Circle’
as well as four key documents.
We will go through each step
in the EFYS circle and each
document in the next section.
A note on what the regulations
say about EYFS assessment paperwork
and partnership:
“Assessment should not entail prolonged
breaks from interaction with
children, nor require excessive
paperwork. Paperwork should be
limited to that which is
absolutely necessary to promote
children’s successful learning and
development. Parents and/or carers
should be kept up-‐to-‐date with
their child’s progress and development.
Practitioners should address any
learning and development needs in
partnership with parents and/or
carers, and any relevant professionals
” EYFS Clause 2.2
The intention of inserting this
new clause into the EYFS 2012
regulations may be to limit the
amount of paperwork childminders have
to do. However in reality it
can create uncertainty over what
could be considered too little
paperwork and what may be
seen as too much in an
inspection. Our EYFS Circle is a
tried and tested method and
we have received great feedback
about its appropriateness for EYFS
2012.
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A suggested plan for undertaking
Observation, Assessment and Planning
in your setting – EYFS Circle
Our EYFS Circle is a method
that we have created and
comprises of four key documents.
Our EYFS Cirlce may go over
and above the basic requirements
however it has been effective
in helping children develop and
has contributed to childminders
achieving ‘outstanding’ Ofsted inspection
grades.
• First we look at the EYFS
circle so that you can
visualise how each element fits
together.
• Next we look at our written
Observation, Assessment and Planning
procedure.
• Having understood the framework, we
will then work through each of
the observation, assessment and
planning documents. To do this
please consider one of the
children in your setting, or
if you are yet to care
for a child, maybe a young
child of your own. This process
is for one child, if you
are caring for more you will
need to do this for each
child in your care (but for
now just focus on one).
The Observation, Assessment &
Planning documents which we will
go through
The EYFS Learning Journey
A type of individual diary
for each child – includes
observation sheets. Use at any
time.
The EYFS Observation, Assessment
& Planning (OA&P) record
A record for each child -‐
includes formal observations,
assessments and plans to help
the child develop in each area.
Completed approximately every 3
months depending on age.
The EYFS Child’s Personal Plan
A summary for each child of
the main development areas.
Completed after each OA&P record.
The EYFS Weekly Planner
A weekly plan for the setting
outlining the week’s activities and
how these cover the 6 areas
of learning & development.
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The EYFS Circle
The EYFS circle shows how
each of the observation, assessment
& planning documents detailed
in the guide fit together. In
addition it highlights how each
of these documents need to
be used together with policies,
procedures, records etc to fulfil
the other welfare and learning
& development requirements.
The EYFS circle shows how you
should run your childcare
setting on a daily basis with
regulations in mind. This means
that the wellbeing of children
is at the centre of your
setting through your actions, the
policies and procedures that you
adhere to, and the paperwork
that supports your setting (such
as accident and injury records
and risk assessments).
In addition to the daily
running of your setting the EYFS
Circle highlights four documents
that should be completed. First,
each child should have their
own Learning Journey which is
completed on an ad hoc
basis, maybe by picking an
activity each week and by noting
observations as they appear. The
observations and results of the
activities should then feed into
the child’s Observation, Assessment
& Planning record. This is
then translated into key development
plans for the child for the
medium term in the Child’s
Personal Plan. Finally a
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Weekly Activity Plan is developed
for your setting which incorporates
activities that support aspects of
the highlighted development plans of
each child.
Remember that this is a circle
and not a one-‐off activity, so
the activities in the Weekly
Plan will link into the
Learning Journey and your
observations, and so the process
will continue.
The challenging part can be
that each child has his/her
own unique plan but it is
likely that you will only have
one Weekly Activity Plan in
your setting. Therefore you may
want to create activities that
can be carried out by children
at a variety of development
levels. For example sowing plant
seeds into small pots. Older
babies could play a stacking
game with the pots, younger
children could put soil in the
pots and older children
could count out the seeds. It
may be necessary though at
times to develop an activity
that is targeted at a specific
developmental area for a child.
Remember that the Weekly Activity
Plan is a guide and to
allow children to chose and
lead activities frequently.
A note about timings:
Unless your local development
officer or Ofsted tells you
otherwise, there is no set rule
for how often the circle needs
to be completed. In practice
the observation and activity sheets
in the Learning Journeys will
be added to quite often
whilst the more formal Observation,
Assessment and Planning records
and Child’s Personal Plans will
be completed less often, depending
on the speed of development
in each child but as a guide
maybe every 3 months. As the
name suggests, the ‘Weekly Activity
Plan’ should be completed for
each following week and is
based on the priorities highlighted
in each child’s personal plan.
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EYFS Observation, Assessment and
Planning procedure Below is an
example Observation, Assessment and
Planning procedure which mirrors what
is shown in the EYFS Circle.
However, for completeness, the
procedure also includes what to
do if you are required to
carry out a Final EYFS
assessment. It is very unlikely
that you will need to complete
a Final EYFS assessment but if
you do I would suggest you
contact your local authority for
guidance.
EYFS Observation, Assessment and
Planning procedure
The EYFS is from birth to
the end of the academic
year following a child’s 5th
birthday. Regular assessments are to
be completed during a child’s
time in the EYFS and an
EYFS Profile assessment is to
be completed as the child
finishes their EYFS if not
already at school.
Assessment during the EYFS
• Ongoing assessment is an integral
part of the learning and
development process. I will
ensure that I am observing
children and responding appropriately
to help them make progress towards
the early learning goals.
• I will carry out an assessment
soon after my childminding
relationship starts with a child.
This way I will have a
record of their developmental
starting points.
• Assessments will be based on
my observations of children’s
achievements, interests and learning
styles in their day-‐to-‐day
activities, gathered from a wide
range of learning and teaching
contexts. I will use my
Observations record sheets within the
child’s Learning Journey folder to
note down observations as I
come across them.
• I will record my formal
observations and assessments in an
Observation, Assessment and Planning
record. The recording of the
observations and the basis of
the assessment will be based
on the Learning & Development
table within the “Practice Guidance
for the Early Years Foundation
Stage” document from the Department
for Education and Skills.
• Observations will be sought from
parents and noted in the
observation sheets with the child’s
Learning Journey folder or within
the Observation, Assessment and
Planning record if more appropriate.
• I will use the information
gathered from the Observation,
Assessment and Planning record to
form the child’s personal plan.
• The child’s personal plan will
set out the learning priorities
and proposed methods of play to
achieve these priorities.
• The child’s personal plan will
be used to compile the
weekly planner for all children,
to ensure that group activities help
towards the child achieving their
learning priorities.
• Examples of these activities will
be included in the child’s
Learning Journey folder.
Continued on next page…
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Please remember -‐ This procedure
works with the EYFS circle but
might need amending or adding
to for your own setting.
EYFS Observation, Assessment and
Planning procedure continued
• I will develop a child’s
Learning Journey folder for each
EYFS age child in my care,
regardless of whether or not
they also attend another childcare
setting (excluding school).
• The information on the Observation,
Assessment and Planning record as
well as the child’s personal
plan will be available for
parents to see on request.
Assessment at the end of the
EYFS
Childcare providers must make
arrangements for each child within
the final year of the EYFS
to be assessed throughout the
year. All childcare providers must
use the 13 scales and have
regard to the scale points as
set out in EYFS Profile and
assessment scales.
However if a child experiences a
range of settings during the
final year of the EYFS the
EYFS profile must be completed
by the provider where the child
spends the majority of the time
between 8 am and 6 pm.
Therefore it is highly unlikely
that I will be required to
complete an EYFS Profile as
cared for children in this age
bracket will be attending school
and therefore the school will
complete the EYFS Profile for
the child.
I will be available to provide
input to the school to assist
with an EYFS Profile as
required
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EYFS Learning Journey template Our
EYFS learning journey template can
be used for the first stage
of the EYFS Circle. It feeds
into our child’s Observation,
assessment & planning record
used in stage two. The
Learning Journey contains two sections:
All about me section This
contains four pages, ‘All about
me’, ‘My family’, ‘What I like
to eat and drink’ and ‘Things
I like to do’.
You can either ask the
child’s parents/carers to complete this
section, or you can fill it
in with the child when you
first start caring for them.
As some of the information
is likely to change over a
period of time, if a child
is old enough, a good activity
could be to update these pages
with the child taking the lead.
Learning stories section
The second section contains
‘Learning Story’ sheets; these are
sheets for recording information
about specific activities that you
undertake with the children. You
can add a photo of the
activity, the outcome of the
activity, ideas for follow-‐on
activities and how the story
links with the EYFS seven Areas
of learning & development and
three Characteristics of effective
learning. There is also space for
the child and parents/carers to
comment on the story. Filling
out a story sheet for each
activity would create too much
paperwork, just focus on activities
that are relevant.
Observations section
Here there is space for you
to write observations as and
when you see them or are
told about them happening away
from your setting. Make the
observation more relevant by
highlighting which of the seven
areas of learning and development
it relates to.
These observations are used to
feed into the observation boxes
in the child’s Observation,
assessment & planning record.
Fun stuff section
Finally there is a section for
you to add any fun stuff
the child has been doing.
The Learning journey template is
follows on the next pages, we
have added comments to help
your understanding.
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My EYFS Learning Journey My EYFS
Learning Journey
Here is a picture of me:
In your setting you should put
a picture here.
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My EYFS Learning Journey
All about me! My name is
My date of birth is
My home language is
Other childminders / playgroups /
nurseries or schools I attend
What I like to do with my
family
My special friends are
Special times I celebrate
Answered by:
With a little help from:
You can complete this with the
child, or ask their parents to
complete it.
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My EYFS Learning Journey
My family This is a picture
of my family
Stick a picture of my family
here please
Here is a bit of information
about my family (and my pets
if I have any):
Answered by:
With a little help from:
In your setting you should put
a picture here.
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My EYFS Learning Journey What I
like to eat and drink
There are lots of things that
I like to eat and drink
and a few things I am not
so keen on…
Answered by:
With a little help from:
Food and drink I really enjoy
Food and drink I am not so
keen on or that my body
doesn’t like
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My EYFS Learning Journey What I
like to do
There are lots of activities that
I like to do and things
that make me happy but there
are also a few things I
am not so keen on…
Answered by:
With a little help from:
Interests and activities that I
enjoy (and things that make me
happy if I am sad)
Interests and activities that I am
not so keen on
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My EYFS Learning Journey
Learning Story Overview of activity:
Age: Date:
What was noticed
Ideas for next story
Parent’s /Carer’s voice
Child’s voice
Areas of Learning & Development
covered (circled):
Characteristics of effective learning
covered (circled)
Playing & exploring | Active learning | Creating &
thinking critically
There are lots of these sheets
in the Learning Journey. Complete
for activities that are relevant
to the child’s learning &
development. Not too many as it
will take too much time,
perhaps one a week (or
fortnight if you have lots of
children).
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Observations Here are some
observations that my childminder, other
children, my family or I
have made. My childminder can reflect
on these in her observation,
assessment and planning.
Black ink = my childminders
observations Blue ink = my
observations
Red ink = my parents observations
Green = other children’s
observations
Observation:
Date:
EYFS areas of L&D this covers:
Literacy P.S&E dev.
Mathematics Com & Language
U. the world Physical dev.
E. Arts & Design
Characteristics of effective learning
covered:
Playing & exploring | Active learning |
Creating & thinking critically
Observation:
Date:
EYFS areas of L&D this covers:
Literacy P.S&E dev.
Mathematics Com & Language
U. the world Physical dev.
E. Arts & Design
Characteristics of effective learning
covered:
Playing & exploring | Active learning |
Creating & thinking critically
There are lots of these sheets
in the Learning Journey. Complete
an observation box when you see
something that you think is
relevant to their learning &
development.
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My EYFS Learning Journey
Fun stuff Here are some pictures,
paintings, stories that I have
written, and
other fun things that I have
done with my childminder
There are lots of
these sheets
in the Learning Journey. Complete
with photos, or paste in
drawings that
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EYFS Observation, Assessment &
Planning record This Observation,
Assessment & Planning record
assists the second stage of the
EYFS Circle and draws from
learning stories and observations from
stage one – the child’s
learning journey. The planning outcomes
from this record feeds into
stage three of the EYFS circle
-‐ the child’s personal plan.
Use the tables in the Development
Matters document from page 8.
These tables go through each
of the 7 areas of learning
and development, and each of
the aspects (each leads to
a learning goal) for each of
those 7 areas. In the
document each aspect has bullet
points describing what you might
observe (A unique child) in a
child’s development, what you
could do (Positive relationships) as
well as what you could
provide (Enabling environments) to aid
that development for overlapping
age brackets. Using your
observations as a guide write,
for each aspect, what you have
observed. Now gently assess whether,
broadly, the child’s development is
in line with the development
statements (remembering that babies and
young children develop at their
own rates and their own ways).
Circle the age-‐band the child’s
development best fits. Finally note
planning ideas that will help
the child to develop in that
aspect. This column will feed
into the Child’s personal plan
document.
For younger children, focus on the
three prime areas of learning
& development
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EYFS Observation, Assessment &
Planning record
EYFS 2012
Observation, Assessment & Planning
Record Child’s name:
Date of birth of child:
Date:
Age of child in months:
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EYFS Observation, Assessment
& Planning record
Prime Area of Learning
& Development: Personal, social and
emotional development
Aspect Observation Assessment Planning
Making relationships Early learning
goal: Children play co-operatively, taking turns with
others. They take account of one another’s ideas about how to
organise their activity. They show sensitivity to others’ needs and
feelings, and form positive relationships with adults and other
children.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Early learning goals detail the
level of progress children should
be expected to have attained by
the end of the EYFS (EYFS
Statutory Framework)
Self-‐confidence and self-‐awareness ELG:
Children are confident to try new activities, and say why
they like some activities more
than others. They are confident
to speak in a familiar group,
will talk about their ideas, and
will choose the resources they
need for their chosen activities.
They say when they do or don’t
need help.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Managing feelings and behaviour ELG:
Children talk about how they and others show feelings,
talk about their own and others’
behaviour, and its consequences,
and know that some behaviour is
unacceptable. They work as part
of a group or class, and
understand and follow the rules.
They adjust their behaviour to
different situations, and take
changes of routine in their stride
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
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EYFS Observation, Assessment
& Planning record
Prime Area of Learning &
Development: Communication & Language
Aspect Observation Assessment Planning
Listening and attention ELG: Children
listen attentively in a range of
situations. They listen to
stories, accurately
anticipating key events and
respond to what they hear with
relevant comments, questions
or actions. They give their
attention to what others say
and respond appropriately,
while engaged in another
activity.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Early learning goals detail the
level of progress children should
be expected to have attained by
the end of the EYFS (EYFS
Statutory Framework)
Understanding ELG: Children follow instructions
involving several
ideas or actions. They answer
‘how’ and ‘why’ questions
about their experiences and in
response to stories or events.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Speaking ELG: Children express themselves
effectively,
showing awareness of
listeners’ needs. They use past,
present and future forms
accurately when talking about
events that have happened or
are to happen in the future.
They develop their own
narratives and explanations
by connecting ideas or events
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
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EYFS Observation, Assessment &
Planning record
Prime Area of Learning &
Development: Physical Development
Aspect Observation Assessment Planning
Moving and handling
ELG: Children show good control and co-ordination
in large and small
movements. They move
confidently in a range of
ways, safely negotiating
space. They handle
equipment and tools
effectively, including
pencils for writing.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Early learning goals detail the
level of progress children should
be expected to have attained by
the end of the EYFS (EYFS
Statutory Framework)
Health and Self-‐care
ELG: Children know the importance for good health
of physical exercise, and a
healthy diet, and talk
about ways to keep healthy
and safe. They manage
their own basic hygiene
and personal needs
successfully, including
dressing and going to the
toilet independently.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
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EYFS Observation, Assessment &
Planning record
Specific Area of Learning &
Development: Literacy
Aspect Observation Assessment Planning
Reading
ELG: Children read and understand simple
sentences. They use
phonic knowledge to
decode regular words
and read them aloud
accurately. They also
read some common
irregular words. They
demonstrate
understanding when
talking with others
about what they have
read.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Early learning goals detail the
level of progress children should
be expected to have attained by
the end of the EYFS (EYFS
Statutory Framework)
Writing
ELG: children use their phonic knowledge to
write words in ways
which match their
spoken sounds. They
also write some
irregular common
words. They write
simple sentences which
can be read by
themselves and others.
Some words are spelt
correctly and others are
phonetically plausible.
((0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
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EYFS Observation, Assessment &
Planning record
Specific Area of Learning &
Development: Mathematics
Aspect Observation Assessment Planning
Numbers
ELG: Children count reliably with numbers
from 1 to 20, place them in
order and say which
number is one more or one
less than a given number.
Using quantities and
objects, they add and
subtract two single-digit
numbers and count on or
back to find the answer.
They solve problems,
including doubling,
halving and sharing.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Early learning goals detail the
level of progress children should
be expected to have attained by
the end of the EYFS (EYFS
Statutory Framework)
Shape, space and measure
ELG: Children use everyday language to talk
about size, weight,
capacity, position,
distance, time and money
to compare quantities and
objects and to solve
problems. They recognise,
create and describe
patterns. They explore
characteristics of everyday
objects and shapes and use
mathematical language to
describe them.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
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EYFS Observation, Assessment &
Planning record
Specific Area of Learning &
Development: Understanding the world
Aspect Observation Assessment Planning
People and communities ELG: Children talk
about past and present events in their own lives and in the lives
of family members. They know that other children don’t always enjoy
the same things, and are sensitive to this. They know about
similarities and differences between themselves and others, and
among families, communities and traditions.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Early learning goals detail the
level of progress children should
be expected to have attained by
the end of the EYFS (EYFS
Statutory Framework)
The world ELG: Children know about similarities and
differences in relation to places, objects, materials and living
things. They talk about the features of their own immediate
environment and how environments might vary from one another. They
make observations of animals and plants and explain why some things
occur, and talk about changes.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Technology ELG: children recognise that a range of
technology is used
in places such as homes and
schools. They select and use
technology for particular
purposes.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
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EYFS Observation, Assessment &
Planning record
Specific Area of Learning &
Development: Expressive arts and design
Aspect Observation Assessment Planning
Exploring and using media and
materials
ELG: Children sing songs, make music and dance, and experiment
with ways of changing them. They safely use and explore a variety
of materials, tools and techniques, experimenting with colour,
design, texture, form and function.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Early learning goals detail the
level of progress children should
be expected to have attained by
the end of the EYFS (EYFS
Statutory Framework)
Being imaginative
ELG: Children use what they have learnt about
media and materials in
original ways, thinking
about uses and purposes.
They represent their own
ideas, thoughts and
feelings through design
and technology, art,
music, dance, role-play
and stories.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
EYFS Observation, Assessment &
Planning record
Child’s voice:
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Parent’s / Carers voice:
End of EYFS Observation, Assessment
& Planning record
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EYFS Child’s Personal Plan
This Child’s personal plan makes
up the third stage of the
EYFS Circle and draws from the
child’s Observation, assessment &
planning record developed in
stage two. The detailed planning
outcomes from this record feed
into stage four of the EYFS
circle – your Weekly activity
plan. Complete this record by
reviewing the plans that you
have written in the child’s
Observation, assessment & planning
record. Pick out the learning
priorities that you want to
give priority to over the next
few months and add them to
the ‘Learning Priorities’ column.
Next spend a bit of time
coming up with ideas of what
you could do, or what you
could provide, that would help
the child to develop in the
priority areas. You can gain
ideas from the ‘Development Matters
in the Early Years Foundation
Stage (EYFS)’ document’. Look at
the ‘Positive Relationships’ and
‘Enabling Environment’ columns within
each area of learning &
development (page 8 onwards) for
the rows appropriate for the
age of the child.
Try to develop activities that
promote effective learning through
both adult and child-‐led
activities (page 5 of Development
Matters):
1. Playing and exploring – engagement
2. Active learning – motivation 3.
Creating and thinking critically –
thinking
For younger children, focus on the
three prime areas of learning
& development.
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Child’s Personal Plan for:
Date: Age of child
in months:
Areas of L&D Learning priorities
Ideas of effective learning
activities to develop child in
this area:
Personal, social and emotional
development -‐ Prime
Communication and language -‐ Prime
Physical development -‐ Prime
Literacy – Specific
Mathematics –Specific
Understanding the world – Specific
Expressive arts and design –
Specific
For younger children, the focus
should be on the 3 prime
areas of learning & development.
Childs voice:
Parents / carers voice:
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Weekly activity plan This is the
fourth stage of the EYFS
Circle and draws from the
information in each Child's Personal
Plan. Drawing from the individual
Child's Personal Plans, you can
add activities for the week.
The coloured coins are added to
each cell to show which of
the 7 areas of learning &
development the activity promotes.
The challenging part can be
that each child has his/her
own unique plan but it is
likely that you will only want
one Weekly Activity Plan in
your setting. Therefore you may
want to create activities that
can be carried out by children
at a variety of development
levels. For example sowing plant
seeds into small pots. Older
babies could play a stacking
game with the pots, younger
children could put soil in the
pots and older children could
count out the seeds. It
may be necessary though at times
to develop an activity that is
targeted at a specific developmental
area for a child. Remember that
the Weekly Activity Plan is a
guide and to allow children
to chose and lead activities
frequently. The outcomes of these
activities feed into each child's
learning journey, thereby continuing
the EYFS circle.
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EYFS Weekly Activity Plan
Monday Tuesday Wednesday Thursday
Friday
Morning
Lunch
Afternoon
Tea
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Completing the EYFS Circle Completing
the circle is easy: Once you
have completed the activities that
you developed in the EYFS
Weekly Plan, make notes of any
observations and detail the results
of the activity in the
Learning Diary. Don’t make notes
of every activity (this would
take up too much time!) just
ones that you think are
particularly relevant to the child’s
development. The circle then
rolls on as you move from
the Learning Diary to the EYFS
Observation, Assessment & Planning
document.
Remember to include parents in
all elements of the circle.
Ask them to let you know
of any developmental changes or
any activity ideas (after all
they know the child the best).
Make sure they can see and
comment on the EYFS Circle
documents at any time. Perhaps
even give them a copy of
the Weekly Activity Plan at
the start of each week.
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Extra info, completed examples and
sources-‐
• Completed Progress check at age
two – written summary • Completed
Observation, Assessment and Planning
record • Completed Child’s Personal
Plan • Completed EYFS Weekly Activity
Plan • Sources
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Completed Progress check at age
two – written summary
Progress check at age two –
written summary Childs name: Olivia
Date of birth
of child: *****
Date: ***** Age
of child in months: 25 months
Completed by: ******* (Childminder)
It is a statutory requirement for
me to complete a ‘Progress
check at age two’ and to
provide parents with a written
summary of this progress check
for each child in my care
aged between 24 – 36 months
(unless completed by another
childcare provider with whom the
child spends more time). The
progress check needs to consider
the child’s development against the
three prime areas of learning
and development and in particular
highlight any specific areas of
concern. It is also a
requirement that the written summary
must include activities and
strategies that I plan to put
into action to help promote the
child’s development in each of
the three areas.
Here is a written summary of
the ‘Progress check at age two’
that I have completed for your
child. Please share it as you
see fit with your health
visitor. I would welcome the
opportunity to discuss anything in
this written summary with you.
Thanks.
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Prime Area of Learning &
Development: Personal, social and emotional
development
Aspect Progress observed Activities
and strategies to promote development
Making relationships
Development stage (month range)
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
• Olivia is usually happy to play alongside other
children and is starting to
be interested in others’
play, however she rarely
joins in unless I am with
her.
• Olivia demonstrates sense of self as an individual
and has her own
preferences and interests.
She hasn’t yet got the
confidence to carry out her
preferences without me
close-by.
• Olivia is beginning to understand sharing,
although her growing
sense of will and
determination can result
in feelings of frustration.
The next steps are to develop
strategies to build Olivia’s
confidence, to compliment her
natural curiosity, These may
include:
• Ask other children in my care to gently encourage Olivia
to
participate in their game.
• Praise Olivia when she plays nicely with others.
• Choose books and stories in which characters help and
support each other.
• Talk about how I am sharing a toy with her, then ask her
to
share the toy with another child.
Self-‐confidence and self-‐awareness
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+ Managing feelings and behaviour
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
Prime Area of Learning &
Development: Physical Development
Aspect Progress observed Activities
and strategies to promote development
Moving and handling
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
• Olivia is a great little mover. She can walk up
stairs (two feet at a time)
run and jump. She also
has great handling and
can easily turn pages of a
book and make marks
using a pencil and
paintbrush.
• Olivia can almost dress and undress herself and
can feed herself with a
Physical development is
clearly an area that Olivia is
very strong and I will carry
on supporting her with her
development through:
• Giving her opportunities to play outdoors.
• Play games and attend activity groups which help her to
explore
new ways of moving.
Health and Self-‐care
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
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spoon. • She knows when she needs
to make a bowel movement
and takes interest in others
using the potty.
When the parents feel it
appropriate, I will work with
them on toilet training.
Prime Area of Learning &
Development: Communication & Language
Aspect Progress observed Activities
and strategies to promote development
Listening and attention
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
• Olivia listens to and enjoys rhythmic
patterns in rhymes and
stories. She also looks
towards the door when
hearing the doorbell.
• Olivia is starting to understand more
complex sentences and
simple concepts (e.g.
big/little).
• Olivia can say very simple sentences of up
to 3 words. She is also
starting to get the idea
of asking questions.
Olivia has a solid grasp of
communication and language
and is developing well. I will help
this to continue by:
• Using puppets in active learning and encourage her to talk for
a
puppet.
• Follow Olivia’s lead to talk about what she is interested
in.
• Give Olivia ‘thinking time’ to think about what she wants to
say
and make sure neither I nor other
children jump in with the words.
Understanding
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
Speaking
0-‐11 8-‐20 16-‐26
22-‐36 30-‐50
40-‐60+
Summary comments and next steps
Olivia is developing across all three of the prime areas of
learning and development and is
particularly strong in physical development. Olivia is naturally
shy and can lack confidence
in social situations. My priority will be to help her to feel
more confident so that she is happy to
play with other children.
Parent’s comments
Thank you for this progress check. Olivia can be shy however she
is more adventurous now at
home and we hope this will be the case at your setting soon.
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Completed Observation, Assessment and
Planning record
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Prime Area of Learning &
Development: Personal, social and emotional
development
Aspect Observation Assessment Planning
Making relationships Early learning
goal: Children play co-operatively, taking turns with
others. They take account of one another’s ideas about how to
organise their activity. They show sensitivity to others’ needs and
feelings, and form positive relationships with adults and other
children.
Josh now plays with other
children, rather than along side
them. He can initiate conversations
and asks lots of questions.
Josh understands when someone is
upset and makes attempts at
making him or her feel better.
Developing well.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
The next step are:
1. Give Josh more opportunities to
interact with more children of
his own age and from a
variety of backgrounds.
2. Create activities that require
collaboration and teamwork.
3. Generally ensure that Josh is
provided with experiences and
activities that are challenging but
achievable.
4. Read stories about characters that
follow or break rules, and the
effects of their behaviour on
others. Discuss these stories with
Josh to build a better
awareness of acceptable behaviour and
Self-‐confidence and self-‐awareness ELG:
Children are confident to try new activities, and
say why they like some
activities more than others.
They are confident to speak
in a familiar group, will
talk about their ideas, and
will choose the resources
they need for their chosen
activities. They say when
they do or don’t need help.
Josh is a very confident child.
He is happy to ask adults
and children questions and talk
about what interests him. Josh
is usually happy in a new
situation and with new activities
as long as he knows there
is an adult in the background
to look after him.
Developing well.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Managing feelings and behaviour ELG:
Children talk about how they and others show
feelings, talk about their
Josh can express his own feelings
and understands that his actions
can affect other people. He
Developing well.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
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own and others’ behaviour,
and its consequences, and
know that some behaviour
is unacceptable. They work
as part of a group or class,
and understand and
follow the rules. They
adjust their behaviour to
different situations, and
take changes of routine in
their stride
points out when another child is
not behaving. He mostly understands
and adapts his behaviour to the
situation.
(30m-‐50m) (40m-‐60m+)
the effects of bad behaviour.
Prime Area of Learning &
Development: Communication & Language
Aspect Observation Assessment Planning
Listening and attention ELG: Children
listen attentively in a range of
situations. They listen to
stories, accurately
anticipating key events
and respond to what they
hear with relevant
comments, questions or
actions. They give their
attention to what others say
and respond appropriately,
while engaged in another
activity.
Josh can listen to others one
to one or in small groups
when the conversation interests him
for short periods of time. He
can recall stories and conversations
well. In the same way as
many children his age, Josh can
sometimes be distracted and find
it difficult to give attention
to others whilst engaged in his
own activity.
Developing quite well.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
The next step are:
1. Give Josh opportunities to develop
his concentration through games such
as ‘Simon Says’. Ask Josh to
suggest things that ‘Simon’ says.
2. Before activities ask Josh to
describe what he thinks might
happen. For example, if we are
going to play in the garden,
ask him whether it is hot
or cold,
Understanding ELG: Children follow instructions
involving
several ideas or actions.
They answer ‘how’ and
‘why’ questions about their
experiences and in response
Josh has a good understanding of
what objects are for and can
follow multiple instructions (if not
distracted). He asks ‘why’ and
can explain why he needs to
do
Developing well.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
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ltd 2010-‐13
46
to stories or events. something. Josh has
a great sense of humour and
makes up jokes.
whether we need a coat and
what might happen if it rains.
3. Give Josh time to initiate
discussions from shared experiences
and have conversations with each
other.
4. Encourage Josh to bring and
talk about something that interests
him, either something from home
or within my setting/out and
about with me.
Speaking ELG: Children express themselves
effectively,
showing awareness of
listeners’ needs. They use
past, present and future
forms accurately when
talking about events that
have happened or are to
happen in the future. They
develop their own narratives
and explanations by
connecting ideas or events
Josh has a good vocabulary and
is able to use complex
sentences. He sometimes struggles
with his diction and also
keeping focus to complete his
sentence in one attempt.
Developing quite well.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Prime Area of Learning &
Development: Physical Development
Aspect Observation Assessment Planning
Moving and handling
ELG: Children show good control and co-ordination
in large and small
movements. They move
confidently in a range of
ways, safely negotiating
space. They handle
equipment and tools
Josh is confident with whole body
movements such as jumping and
running and can skilfully negotiate
space successfully. Josh struggles at
times with small movements and
still holds pens with a
whole-‐hand grip. Even so he
can still write out his name
and draw simple
Josh’s development ranges between the
22 -‐36 month band and the
30 -‐ 50 month band.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
The next step are:
1. To support Josh in holding a
pen and drawing simple pictures
through pen and pencil based
activities.
2. Help Josh to begin
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© The Childminding Café, a trading
name of The Resource Reserve
ltd 2010-‐13
47
effectively, including
pencils for writing.
shapes. to dress himself.
Health and Self-‐care
ELG: Children know the importance for good health
of physical exercise, and a
healthy diet, and talk
about ways to keep healthy
and safe. They manage
their own basic hygiene
and personal needs
successfully, including
dressing and going to the
toilet independently.
Josh understands that his body
needs a variety of healthy food
and drink and can differentiate
between healthy and unhealthy treats.
He understands that some activities
might be unsafe and comments on
other children at the park who
might be doing something dangerous.
Josh can put on his jacket
and pull up/down trousers shoes
but not tops. He uses the
toilet well.
Developing well.
(0m–11m) (8m-‐20m)
(16m–26m) (22m-‐36m)
(30m-‐50m)
(40m-‐60m+)
Specific Area of Learning &
Development: Literacy
Aspect Observation Assessment Planning
Reading
ELG: Children read and understand simple
sentences. They use
phonic knowledge to
decode regular words
and read them aloud
accurately. They also
read some common
irregular words. They
demonstrate
understanding when
talking with others
about what they have
Josh loves looking at books and
trying to guess what the last
rhyming word is on each page.
Josh knows