Inclusive assessment strategies and examples
Why inclusion matters
Every child deserves an accurate assessment that reflects their achievements and potential, including children:
- with developmental differences
- with special educational needs and disabilities (SEND)
- from other vulnerable groups
Inclusive assessment ensures that all children are recognised for what they can do (with reasonable adjustments where necessary), rather than being limited by assumptions or barriers. It is a vital part of creating an equitable early years environment where every child’s progress is valued.
You must complete the EYFS profile for all children. You should not assume that children will be emerging in all early learning goals (ELGs) because of developmental differences, SEND or being part of other vulnerable groups. Many of these children may meet some or even all the ELGs, and assessment should reflect their actual achievements rather than assumptions.
Although some children may not reach the ELGs, you should still celebrate their progress with parents and carers, other staff and their year 1 teachers. You can use the information you gather for the EYFS profile assessment to support this, along with other methods of formative assessment and your own observations.
Inclusive assessment recognises the adaptations children need to access learning. When making judgements, you should consider what a child can do using adaptations and reasonable adjustments. These can include:
- a walker
- British Sign Language (BSL)
- any other tools they regularly use
The ELGs are the same for all children and your assessment should focus on what children can do when using these adaptations.
Some children may communicate using a range of approaches, including, but not limited to:
- signing
- body language
- gestures
You should give children an opportunity to demonstrate what they know and can do through a variety of communication methods.
When assessing all children, you should take each ELG in turn and carefully consider whether the child has achieved it. Children may demonstrate the ELGs in different ways and may follow developmental trajectories that differ from their peers. Often, this is a normal part of development for a child. You should also remember the ELGs are interconnected, and emerging attainment in one area may influence outcomes in others. For example, assessment of the Speaking ELG supports assessment of other ELGs where communication is central.
Professional judgement is essential in recognising achievement, even when it looks different from typical examples. If a child has not yet met an ELG, it is important to acknowledge the progress they have made, highlight their strengths, and share next steps and the support they may need with their year 1 teacher to help with continuity in learning.
Completing the EYFS profile for every child is not just a statutory requirement. It plays a vital role in providing early support. By accurately identifying strengths and areas for development, you can plan targeted support and work collaboratively with parents, carers and professionals to meet each child’s needs.
Home languages, English and mode of communication
You must base your judgements for the Communication and Language and Literacy ELGs on children’s competency in English or British Sign Language (BSL).
Children may use their home language to demonstrate other areas of learning and development in the EYFS, including:
- personal, social and emotional development
- physical development
- mathematics
- understanding the world
- expressive arts and design
Children can use the following for all ELGs, including Speaking:
- signing
- Alternative and Augmentative Communication
This video illustrates examples of assessment practice. While it features real children in real school settings, their actual developmental levels may differ from what is shown, and some scenes include acting for demonstration purposes.
In these animations, you will see examples of teachers assessing children with various developmental differences and SEND against some ELGs.
Principles for inclusive practice
When completing the EYFS profile, you should:
- focus on strengths as well as needs and avoid assuming that SEND means emerging in all areas
- consider what children can do when using support and adaptations
- be consistent in your expectations for all children and base judgements on the ELG criteria
- use a range of evidence, including observations and conversations with others (remember that you do not need to collect and document evidence)
- consider what development children at the emerging level have made and reflect on their progress
- use ongoing formative assessment to build a picture of progress over time to inform the final summative EYFS profile assessment
- apply a model of best-fit considering the child’s overall development
- involve parents, carers, and SENCOs in the assessment process where appropriate, particularly when a child shows different skills and behaviours at school and at home
- assess all areas of development, recognising that progress in one area can support another and identify specific next steps
The early years SEND assessment guidance and resources can help you to create a child-centred, strengths-based approach to assessing children’s needs throughout their time in the early years.
Further inclusive assessment support
For further guidance and resources to help you when assessing children with SEND throughout their time in Early Years, see Help for early years providers: Support for practitioners.