The EYFS Profile & Development Matters Guidance


Early Years Foundation Stage Prolife (EYFSP)

The Early Years Foundation Stage (EYFS) Framework requires early years practitioners to review children’s progress and share a summary with parents/carers at the end of EYFS. This is carried out using the EYFSP at the end of a child’s reception year, no later than June 30th.

The profile assesses whether the children have achieved the Early Learning Goals (ELG).  These goals cover  the 7 areas of learning within the EYFS Framework.  The children will be assessed for each goal in the following way:

Emerging – the child’s learning is developing in an area but is not yet at the expected level

Expected – the child’s learning is at the expected level

Exceeding – the child’s learning is beyond what is expected.

Parents/Carers are involved in the assessment process on a regular, ongoing basis and are encouraged to share information with the class team.

Reporting:  Parents/Carers will be given a written summary of their child’s attainment against the ELGs at the end of the reception year. As well as reporting whether the child is emerging, expected or exceeded in the ELGs, the school report will also summarise attainment in all areas of learning; comments on the child’s general progress, including the characteristics of effective learning, and explain the arrangements for discussing the profile. Across the Federation, the end of year Parents/Carers evening will provide this opportunity. 

Development Matters

NB: Development Matters has been updated (2020) as a result of the revised changes to the EYFS statutory guidance.  These will both be adopted by our Federation in September 2020. Parents/carers will be updated on this in the Summer term.  The Federation will continue to use the existing frameworks until this time.



Development Matters is used to track progress in the 7 areas towards the ELGs.  Development Matters is non-statutory guidance (Updated 2020) to support practitioners in implementing the statutory requirements of the EYFS. While children are born ready and eager to learn, their development is not an automatic process.   This will depend on each unique child having the opportunities to interact in positive relationships and enabling environments.


The guidance sets out pathways of children’s development in broad ages and stages (Development Bands) but recognises the actual learning of young children is not so neat and orderly.  Statements within the Bands are not hierarchal and their order should not be taken as necessary steps for individual children (DfE, 2012).  When examining the document (See link below), you will notice that the bands also overlap with each other.  This is because they are not fixed aged boundaries but rather they suggest a range of development. The guidance encourages Early Years’ practitioners to use their knowledge to facilitate holistic learning and development and help the children make progress.  The class team will track your child’s development within these and use Development Matters to support in setting Learning Objectives.