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The Early Years and Health Integrated Review for Two Year Olds

Pan-Dorset Practitioner Guidance

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INTRODUCTIONForeword by Dorset HealthCare Children and Families Health Services:

The first 5 years of life are recognised as being a critical stage in the human life cycle. This is the time when the foundations are laid for future health and well-being. Evidence shows that outcomes for children are strongly affected during this period both positively and negatively. In addition, we now know that stress during pregnancy has an impact on a child’s neurological development and that poor attachment in early life leads to poor emotional health. All of these facts endorse the importance of early intervention and prevention. The cost of not intervening to ensure social and emotional well-being for children and their families is significant both for them and the wider society.

It is paramount that health visiting teams and early years providers work in partnership to ensure that children and families receive co-ordinated support, and that the professionals understand the complementary nature of their approach to assessment. An example of this is that early years providers will assess a child within a social and educational environment, whilst health visitor teams will assess a child primarily within the family environment. Together both assessments will provide a comprehensive, holistic picture of the child.

Both early years providers and health visitors and their teams are in a position to focus on the needs of the child and to assess the multiple factors which affect a child’s ability to achieve optimum health and well-being. In addition, they are in a position to develop trusting relationships with children and their families through which they can identify vulnerability and offer support in non-judgemental ways.

There has never been a better time for this partnership work to develop so that unmet needs can be identified and targeted to improve outcomes.

In 2015a Pan-Dorset working party was set up to facilitate continuity of processes for practitioners and families across Dorset:

Members included:

• Health Visiting Team Leads Bournemouth, Dorset and Poole

• Early Years Education Leads Bournemouth, Dorset and Poole

• Strategic Lead Poole

• Public Health Lead Dorset

• Strategic Health Visiting Team Lead Dorset

In 2015 the National Children’s Bureau (NCB) published the results of their Integrated Review pilot and recommended that local areas were directed to identify the best way to conduct the integrated Review depending on their geography, population needs and workforce mix, (p11 The Integrated Review NCB 2015).

The nature of the way in which Health and Education Services operate across Dorset enabled the working party to select ‘Integration through information sharing before and after separate health and early years reviews’ (p12 The Integrated Review NCB 2015).

This document is the Pan-Dorset guidance created by the above working party, bringing together health and early education reviews for children between two and three years of age.

This guidance is reviewed regularly to ensure up to date information is available for practitioners.

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CONTENTS

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The following guidance is in accordance with the EYFS Statutory Framework, September 2017, A Know How Guide, the EYFS Progress Check at age two and The Integrated Review NCB 2015. It sets out how an Integrated Review of a two year old child will be conducted across Dorset, detailing how the information from an EYFS progress check and the health and development review, using the Ages & Stages Questionnaires®, Third Edition, (ASQ-3™) will be combined to give an holistic view of a child’s development and ensure the early identification of need.

The guidance is set out in four sections:

1. Information for Early Years Providers

2. Information for Health visiting teams

3. Information for Children’s Centres

4. Appendices

The NCB document released in March 2015 (App. 4) states that the purpose of the Integrated Review is to:

• Identify the child’s progress, strengths and needs at this age in order to promote positive outcomes in health and wellbeing, learning and behaviour

• Facilitate appropriate intervention and support for children and their families, especially those for whom progress is less than expected

• Generate information which can be used to plan services and contribute to the reduction of inequalities in children’s outcomes

(DH and DfE joint Integrated Review Development Group January 2012)

The Pan-Dorset Integrated review Process chart on page 11, outlines the Dorset wide agreed model for the integration of information from the two sources which make up the Integrated Review: the ‘Early Years Foundation Stage Progress Check at Age Two’ and the ‘Healthy Child Programme Review’.

It also shows universal monitoring for those cases where no concerns or needs are identified through either EYFS Progress Check or Healthy Child Review.

The Early Years and Health Integrated Review for Two Year Olds

Pan-Dorset Practitioner Guidance

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Glossary of Terms

ASQ3 Ages and Stages Questionnaire - 3

ASQ-SE Ages and Stages Questionnaire – Social Emotional

BEHA Bournemouth Early Help Assessment

CAF Common assessment Framework

CC Children’s Centre

CDC Child Development Clinic

CL Communication and Language

CMO Community Medical Officer

EYFS Early Years Foundation Stage

GP General Practitioner

PCHR Personal Child Health Record or Red Book

PD Physical Development

PEHA Poole Early Help Assessment

PSED Personal, Social and Emotional Development

SENCO Special Education Needs Co-ordinator

SEND Special Education Needs or Disability

TAC Team around the child

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1. Information for Early Years Providers

The EYFS Progress Check at age two‘When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short, written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving parents and/or carers and other professionals (for example, the provider’s Special Educational Needs Co-ordinator (SENCO) or health professionals) as appropriate (p13 EYFS Sept 2017).

Beyond the prime areas, it is for practitioners to decide what the written summary should include, reflecting the development level and needs of the individual child. The summary must highlight areas in which a child is progressing well; areas in which some additional support might be needed; and focus particularly on any areas where there is a concern that a child may have a developmental delay (which may indicate a special educational need or disability). It must describe the activities and strategies the provider intends to adopt to address any issues or concerns. (p13 EYFS 2017).

Top Tips:

1. Early Years Providers will need to identify which local health visiting team children are under. This information can usually be ascertained from parents. It should then be recorded on the provider’s ‘registration to setting’ documents. Group providers will be supplied with the addresses of all the Health Visiting Teams in their area to facilitate partnership working. Childminder providers should refer to their link Community Nursery Nurse who will let them know the name of the child’s Health Visitor. Your LA will distribute contact lists

2. It is recommended good practice to aim to encourage parents and carers to share their child’s Red Book on a regular basis, and that this information will be a natural part of all future meetings between parents/carers and the early years provider. By completing the summary of the progress check (page 38a in the PCHR), it is anticipated that this aim will be readily achieved. The impact of this will be more in depth sharing of information between parents and early years providers, a swifter identification of and response to individual children’s needs with improved longer term outcomes for children.

3. If an Early Years Provider becomes aware of concerns, through their routine monitoring or from a parental/carer, they have a responsibility to act on this and seek support from partner agencies, such as the family’s Health Visitor.

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Personal Child Health Record (PCHR) Red book – new paper work guidance for EY providers

Red books (PCHR) issued from January 2017 onwards now contain a new section for the 2- 2 ½ year Integrated Review- Health and Development review -Pages 37-40 of the red book. This will enable the red book to become a vehicle for the Integrated Review in Poole, Bournemouth and Dorset.

- Page 37- overview information for parents/ carers

- Page 38- summary of ASQ 3 questionnaire for Health Visitor to complete (top copy stays in PCHR red book and 2nd copy remains with the Health Visitor)

- Page 38a- summary of the progress check completed by the Early Years Provider. This is completed for all children (top copy stays in PCHR red book, the 2nd copy is sent directly to the child’s Health Visitor with the progress check, highlighting the details of any concerns and the 3rd copy remains with the provider alongside the original copy of the progress check.)

The book will be kept by the parent/ carer with the expectation from the outset that these will be shared by all health and education professionals involved with the child. So parents / carers should be encouraged to bring and share the red book at meetings where it is necessary to review or share information. The Red Book remains the property of Dorset Healthcare Health Visiting Service.

Each service according to local need will disseminate specific LA progress checks. Please contact your Early Years Team for local guidance.

Providers may choose to use their own paperwork for the progress check as long as the reported content meets the statutory requirements of the EYFS 2017 and this guidance for sharing or alerting Health Visiting Teams to further action.

For further guidance, please see:

The Pan-Dorset practitioner guidance:

www.dorsetforyou.gov.uk/working-in-childcare/practitioner-support/integrated-review

The EYFS 2017 Statutory framework section 2:

www.foundationyears.org.uk/eyfs-statutory-framework/

A Know How guide to the 2 year old Progress check:

www.foundationyears.org.uk/wp-content/uploads/2012/03/A-Know-How-Guide.pdf

Link to Poole, Bournemouth and Dorset Family Information Services directory

Bournemouth linkDorset link

www.poolefamilyinformationdirectory.com/kb5/poole/fis/home.page

https://www.dorsetforyou.gov.uk/working-in-childcare/practitioner-support/integrated-review

http://www.foundationyears.org.uk/eyfs-statutory-framework/

www.foundationyears.org.uk/wp-content/uploads/2012/03/A-Know-How-Guide.pdf

http://www.poolefamilyinformationdirectory.com/kb5/poole/fis/home.page

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2. Information for Health Visiting Teams

In accordance with the Healthy Child Programme, Health Visitors are required to review the development of every 2 year old in order to identify any early problems in individual children’s development leading to effective early intervention, and to help support children to be ready for school and learning. The Ages & Stages Questionnaires®, Third Edition, (ASQ-3™): A Parent-Completed Child Monitoring System, Squires & Bricker (Brookes Publishing Co.), is the measure selected to conduct this review and this information, when combined with the EYFS Progress Check, makes up an Integrated Review of a two year old child.

The ASQ-3 will provide a standardised approach to the Healthy Child Programme two year review across Dorset. By including parents actively in their child’s assessment, there will be an increase of public health awareness and support while addressing identified possible problems. It will also improve outcomes for children with increased parent participation.

In January 2017 the ASQ SE was introduced to the 27month Contact with the Health Visitor. This assessment is designed to assess the childs social and emotional development whereas the ASQ3 focuses on the physical, communication and cognitive development.

The Early Years Foundation Stage, 2014 (EYFS) requires that parents and carers must be supplied with a short, written summary of their child’s development in the three Prime Areas of learning and development in the EYFS: Personal, Social and Emotional Development; Physical Development; and Communication and Language, when the child is aged between 24-36 months.

A judgement is made about each of the Prime Areas and the child’s key person will indicate which age band the child is working within. This information is then discussed with parents, their views are gained and then the document is sent to the child’s Health Visiting Team.

Health Visiting teams aim to complete the Healthy Child Programme two year review by the time a child is two and a half years old. Where possible, Early Years Providers, in consultation with parents, will aim to complete the EYFS Progress Check before this so that parents can share the outcome at their child’s Healthy Child Programme two year review with health. However, if this is not possible the EYFS Progress Check will be completed and the Early Years Provider will alert the Health Visiting Team if progress is less than expected. A copy of the EYFS Progress Check will be sent to the Health Visiting Team who are responsible for reviewing it.

The Health Visitor’s responsibility is to lead on the process of collating the information from both the Healthy Child Programme two year review and the EYFS Progress Check to ensure that health and early years actions are in place for the child if concerns have been identified from the sharing of information at the Integrated Review. Therefore if the health professional has not received a Progress Check at the time of the 27month contact they should liaise with the Early Years provider and discuss if this has been completed and can be shared.

The health professional conducting the review will discuss the ASQ Questionnaires with the parent/carer and ensure that they understand the process of conducting the assessment as well as the need to share any relevant information (see ‘Information Sharing’ section p.9) with the Early Years Provider if appropriate. No formal written information sharing consent is required if the parent/carer gives verbal consent and fully understands the process.

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3. Information for Children’s Centre Practitioners

The core purpose of Children’s Centres is to improve outcomes for young children and their families and reduce inequalities between families in greatest need and their peers in:

• Child development and school readiness;

• Parenting aspirations and parenting skills; and

• Child and family health and life chances.

Effective communication between Health Visiting teams, Early Years Providers and Children’s Centres is key to ensuring that outcomes for children are improved. Through effective implementation of the two year Integrated Review pathway, local arrangements around sharing information and joining up relevant services will address any needs that have been identified.

Children’s Centres are central in identifying potentially vulnerable and ‘rising’ two year olds who will be eligible for the two year early education funding offer. Through partnership working, Children Centres, Health Visiting Teams and Early Years Providers should include the Integrated Review as part of their tracking arrangements. Where appropriate, their services should be included in the actions agreed as part of the Integrated Action Plan (see flow chart p5) to address concerns and issues highlighted as a result of each Integrated Review. As a result referrals to Children’s Centres for families to access relevant activities or funding can be made.

Partnership working within THE INTEGRATED REVIEW

Partnership working is at the heart of the Pan-Dorset process and the Integrated Review process offers a valuable opportunity to reflect on how a very young child is developing i.e. educationally, in their health and socially. It has the additional benefit of also setting a specific point in time to identify what additional resource might be needed to support their future development.

Any shared documentation, therefore, remains the property of the child’s parents / carers. Professionals should ensure that copies can be provided to partner agencies, and that relevant verbal and DSCB permission forms have been signed.

‘Where the need for more support is identified at the Integrated Review, the reviewers should consider the level of a child and family’s need, to determine whether there should be an immediate referral to specialist service, or a period of additional support from parents, the early years setting, Children’s Centre or health visiting team with a further check at an appropriate interval to monitor progress.’ (NCB 2015 p5)

Following NCB research the Pan-Dorset working party decided to implement the ‘Integration through information sharing before and after separate health and early years reviews’ model (NCB 2015 p12).

Each professional working Pan-Dorset is encouraged to:

• reflect on what happened during their part of the process

• use open ended questions to elicit issues and concerns

• refer to line managers when needed for joint discussions

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Both reviews will be discussed by the Health Visiting Team, parents / carers and Early Years Providers and, if any concerns are identified, an Integrated Action Plan will be agreed between parents / carers and the relevant professionals involved e.g. health, pre-school provider, Children’s Centre Family Outreach Worker. The child’s progress will be monitored under the appropriate level of plan by the Health Visiting Team and services put in place and/or referrals made to other agencies as needed.

This Integrated Action Plan might also necessitate a Common Assessment Framework/Poole Early Help Assessment/Bournemouth Early Help Assessment, to be completed and might result in ongoing Team Around the Child meetings until there is a handover of care to the School Health Service. In this case, the Health Visitor will take on the Lead Professional role.

If a child does not attend an Early Years Provider at the time of the Integrated Review, it is the responsibility of the Health Visitor to complete an action plan and to ensure that this is shared with parents and the early years provider once/and if a child attends in the future. Early years providers include childminders, nurseries, preschools and Montessori settings. (See also NCB Guidance 2015 p22)

Information Sharing within THE INTEGRATED REVIEW

Good practice in information sharing relies on all stakeholders understanding that the welfare of the child is central to effective communication. When an Integrated Action Plan is indicated then verbal and written information will be shared with prior agreement from the families concerned and in line with each Local authority / Health Services’ distinct information sharing policies (See also 4.4 page 15 of ‘A Know How Guide’ - NCB 2012).

If, at any time in the process, a family withdraws consent to share information then the Health Visiting Teams need to consider and explore the reasons behind this decision. If this is due to informed parental choice then the Health Visiting Teams will respect and record this in the child’s records.

Health Visiting Teams must consider any safeguarding concerns which might then trigger contact with relevant local authority agencies and should instigate a CAF/early help assessment/referral to social care.

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APPENDICES

LIST OF CONTENTS:

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UNIVERSAL

HealthVisitingTeamsHealthReview-HealthVisitingTeamssendthe27monthASQ-3and/orASQ-SEquestionnairestoparentsof27montholdchild• QuestionnairescompletedbyparentsandresultsdiscussedatmeetingwithHVOR• ParentsandchildinvitedtoappointmentwithHealthVisitor/CommunityNurseryNursetocompletequestionnairetogetheranddiscussoutcome• HealthscreeningtakesplaceIfnoconcernsorneedsareidentifiedthroughtheHealthReviewthenserviceprovisionshouldcontinuethroughuniversalroutesofmonitoring.Forchildrenwhoarenotattendinganearlyyearssetting:

• HealthVisitingTeamstoundertakethe2yearHealthReviewwithASQ3/ASQ-SEandfollowthisupwithparents,considereligibilityfor2yearoldfreeeducationentitlementfunding,and/orrecommendcontactwithFamilyInformationServicetoseekadviceonaccessingaplaceforthechildinanearlyyearssetting(seep.7)

HealthVisitingTeamstopromoteaccesstoChildren’sCentreactivitiesHealthVisitingTeams-IfassessmentsindicateaUniversalPartnershipPluschild(UPP/Level3)–movedirectlytoIntegratedProvisionbelow

EarlyYearsSettingsEYFSProgressCheck–Earlyyearssettingsundertakethe2yearprogresscheckinpartnershipwithparentswhenchildisagedbetweentwoandahalfandthreeyears

• Settingthencompletessummarypage38ainchild’sRedBook• Settingtohighlightareasofvulnerability/lessthanexpecteddevelopment• ParenttoreceivecopyofFullProgressCheck• SettingtoliaisewithChildren’sCentres(CC)whereappropriateIfnoconcernsorneedsareidentifiedthroughtheEYFSProgressCheckthereisnoneedtosendacopytothelinkedHealthVisitingTeams.Theearlyyearssettingwillcontinuetomonitorthechild’sprogressasnormalusingtheassess,plan,do,reviewmethod.

EarlyYearsSetting-Ifpriorassessments(e.g.Portage)indicatehigherlevelofneede.g.UniversalPartnershipPlus(UPP/Level3)–movedirectlytoIntegratedProvisionbelow

Children’sCentreTeamsForchildrenwhoarenotattendinganearlyyearssetting:theChildren’sCentreEarlyLearning&DevelopmentPractitionersshouldpromoteuptakeof2yearoldfreeeducationentitlementfundingthroughthevariousChildren’sCentreactivityprogrammesonoffer.

INTEGRATEDPROVISIONIntegratedProvision(1)

HealthVisitingTeams:EYFSProgressCheckcompletedandsenttoHVTwithUP/UPP/UPPSflag:

IftheEYFSProgressCheckisyettobecompleted:

IntegratedProvision(2)HealthVisitingTeamsAnIntegratedActionPlanshouldbeagreedbyallpartiesandmayinclude:

• furthermonitoringofprogressbyHV,GP(orrelevantHealthPractitionersuchasChildDevelopmentClinic,CommunityMedicalOfficer),parent,Children’sCentre(CC)andearlyyearssetting

• additionalinformationinpreparationforschoolforexample:Ø referrals(SALT,etc.)Ø specificinterventions

• Evaluationoftheoutcomes–ThisshouldbecarriedoutinpartnershipwiththeParent(s),HV,earlyyearssetting,CCandGPØ Progressshouldbereviewedinrelationtoidentifiedneedorconcernoutlinedinthechild’splan

Theaboveplanshouldcontinueuntilchild’sneedsaremetortransitioninformationtoschoolissharedwithSchoolNursingTeams

IfconcernsareraisedorneedsidentifiedthatfalloutsideoftheIntegratedReviewtimeframe:HVandearlyyearssettingsshouldstillshareinformationandfollowtheabove‘Pan-

DorsetIntegratedReviewProcess’alongwiththeirindividualagencyprocedures.EarlyyearssettingstoinformlinkHVTeamofanynewlyregisteredchildrenwheremilestonesarenotmet.

IntegratedReview-HealthVisitorcollatesinformationfrombothreviews• Togetherwithparentassessesvulnerabilityofchildtoidentifyneedforfurtherinputand/oraccesstootheragencies• H/VcontactssettingSENCO/leader,discussreviews,formulateanintegratedplan,basedonactionsdiscussedwithparentatHealthReviewmeeting• H/VtoliaisewithChildren’sCentreifvulnerabilityishighlighted• H/Vtoliaisewithotherprofessionalsasrequirede.g.GP,Paediatricians,SALT,Portage• H/Vformulateoutcomesandactions–sharewithparents/earlyyearssettingSENCO–agreetimescalesandpersonresponsible• ConsiderEarlyHelpAssessment/ReferraltoChildren’sCentre• HealthVisitortocreateaplanofactionandleadonco-ordinationofpartnershipworkingtoenableoutcomestobeachieved

IntegratedReview-HealthVisitorco-ordinatesinformationgathering• IfnoconcernsareidentifiedthenearlyyearssettingandHVteamscontinuetomonitorasfor‘UniversalProvision’above• IfchildisUP/UPPservicelevelthenHealthVisitorcontactschild’searlyyearssettingforEYFSProgressCheck.Thenworkthrough‘IntegratedProvision’(1)and

(2)asappropriate

Appendix 1 – 2018 Pan-Dorset Integrated Review Process for 2 year olds

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Appendix 2 – Information for Early Years practitionersHealth Visiting teams aim to complete the health and development two year review by the time a child is two and a half years old. Where possible, early years settings should consider carrying out the EYFS Progress Check in time for parents to share it with the health visitor at the two year health and development review. If the Health Review has already been done, the EYFS Progress Check must still be completed. Please refer to the Know How Guide – page 15, for further guidance.

Preparing for the meeting with parents / carers

This assessment should ideally be carried out by the child’s Key Person (a practitioner or childminder who knows the child well and works directly with them in the setting).

• Before meeting with parents / carers, practitioners should consider the child’s approach to learning - See page 6 and 7, Development Matters in the EYFS. This will inform the space on page one of the Progress Check. (‘My key person has noticed that I learn by ......’)

• Page 3 of the ‘Know How Guide’ outlines what the parents might want from the Progress Check.

• Parents / carers can be encouraged to think about the comments they would like to make before the meeting.

• Practitioners should have a copy of What to Expect When, Development Matters or Early Years Outcomes to refer to and also the child’s learning journal with them.

• Also useful is the flow chart on page 15 of ‘A Know How Guide – progress check for children age 2’.

• Practitioners must ensure that they have the support of their line manager before meeting with parents / carers.

Conducting the meeting

• At the beginning of the meeting with parents / carers, practitioners should share information about why they are completing the check.

• Practitioners should make sure that parents / carers understand that they are the ‘experts’ on their children, and that their input is invaluable to the process of assessment. Remember that the EYFS Progress Check is the basis for a conversation with the parent / carer.

• Parents / carers will need to know that their signature will be required (page 1, EYFS Progress Check) to give consent to share information with others, for example Health Visitors, Children’s Centres, Speech and Language Therapists, Paediatric Therapy Services, Portage Workers, Early Years Workers etc.

• Practitioners will need to be honest and sensitive with parents /carers. Sometimes it is better to say – ‘I have noticed that .......,’ rather than ‘I have concerns about.......’ and ask the parents / carers if they have observed something similar at home.

• It may be helpful to refer to What to Expect When, Development Matters or Early Years Outcomes, in order to indicate to parents how their child is progressing in relation to typical development. (This may be upsetting for parents / carers, so be sensitive to their needs).

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The EYFS Progress Check duplicate pad (where these are still available)

• The child’s details must be filled in at the top of the page.

• The ‘Early Education Funding’ refers to the funding for 2 year olds.

• A signature is required from the parent / carer and also from the practitioner / key person.

• Practitioners should refer to the ‘Characteristics of Effective Learning’, pages 6 and 7, EYFS Development Matters, to help complete the box with the heading: My key person has noticed that I learn by...

• Comment should be made against each of the three Prime Areas: Personal, Social and Emotional Development; Communication and Language; Physical Development, in consultation with the parent / carer, and referring to Development Matters and the child’s learning journal.

• Each Aspect of each of the Prime Areas is included at the bottom of the box. Next to each Aspect, practitioners should enter the age band that most closely matches the development of the child.

Example 1:

Personal, Social and Emotional Development:

• Self confidence and self awareness 30-50mths • Making relationships 30-50 mths • Managing feelings and behaviour 30-50mths

Example 2:

Communication and Language:

Listening and Attention 22 – 36 mths Understanding 22 – 36 mths Speaking 22 – 36 mths

• Further comments about a child’s learning and development, that relate to the Specific Areas in Development Matters, can be entered into these boxes if required

The final three boxes:

From the discussion with parents/carers and the on-going cycle of observation, assessment and planning for the individual child, the key person will be able to identify the child’s next developmental steps. This also takes into account a child’s preferred learning characteristics.

Example:

In my setting please help me to:

Try new things in a small group.

Improve my listening by playing games in the quiet area

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The EYFS Progress check will enable parents / carers to understand the child’s needs and, with support from practitioners, enhance development at home. Practitioners should suggest in the second box how the parent / carer could support development at home:

Example:

At home please help me to:

Learn how to pull my pants down, and try to put my coat on by myself.

Play pretend games in special time with mummy.

The final box is an opportunity for practitioners to encourage parents / carers to discuss the progress check with the Health Visiting Team and others who may be involved with their child.

Local arrangements for Borough of Poole are different as duplicate pads are no longer available. Please see following page.

Identification of additional needs

Some children will already have been identified as having additional needs. In this instance, the key person, setting manager and SENCO should already be in contact with others who are involved with supporting the child and family. If not, then contact should be made with the Early Years Service.

If there are concerns about a child’s rate of development, practitioners should discuss these with the manager and/or SENCO and refer to the guidance on pages 18, 19 and 20 in the Know How Guide before raising concerns with parents.

The key person should already be in dialogue with the parent / carer, and should continue to exchange information and build relationships throughout the process and beyond.

At the end of the Progress Check meeting:

Complete the final box if needed, gather signatures and explain to parents / carers that the summary sheet (p38a) in the child’s the Red Book will be completed as a means of communication with their health visiting team.

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Borough of Poole ONLY

Universal Action Required

Please indicate

EYFS 2 Year old progress check

Early Years Provider: Telephone number:

Address: E-mail:

Child’s name:

Name child is known by:

Date of birth:

Age: years months / months

Male Female

Language(s) spoken at home:

Name of GP:

Name of Health Visitor (if known):

I started at my setting on: Date completed with parent/carer:

In receipt of Early Education Funding? Yes No

This is what needs to happen for me next:

At home, please help me to: In my setting, please help me to:

My parents/carers give permission for this information to be shared with other agencies involved in my learning and development (health visitor, children’s centres, etc…)

Parent’s/carer’s signature: Key person’s signature:

PRINT:

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At home I am interested in: Personal, Social and Emotional Development:

• Playing & exploring • active learning • creating & thinking critically

Personal, Social and Emotional Development

Making relationships

Birth -11 months, 8-20 months, 16-26 months, 22-36 months, 30-50 months, 40-60+ months

Self-confidence and self-awareness Birth -11 months, 8-20 months, 16-26 months, 22-36 months, 30-50 months, 40-60+ months

Managing feelings and behaviourBirth -11 months, 8-20 months, 16-26 months, 22-36 months, 30-50 months, 40-60+ months

Significant comments:

Communication and Language

Listening and attention Birth -11 months, 8-20 months, 16-26 months, 22-36 months, 30-50 months, 40-60+ months

Understanding Birth -11 months, 8-20 months, 16-26 months, 22-36 months, 30-50 months, 40-60+ months

SpeakingBirth -11 months, 8-20 months, 16-26 months, 22-36 months, 30-50 months, 40-60+ months


Physical Development

Moving and handling Birth -11 months, 8-20 months, 16-26 months, 22-36 months, 30-50 months, 40-60+ months

Health and self-care Birth -11 months, 8-20 months, 16-26 months, 22-36 months, 30-50 months, 40-60+ months


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EYFS 2 Year old progress check

Child’s name Child’s date of birth

Age in months

Setting name Date completed with parent/carer

I started my setting on In receipt of Early Education Funding? Yes No

My parents/carers give permission for this information to be shared with other agencies involved in my learning and

development (health visitor, children’s centre etc.)

Parents/carer signature Key person’s signature

At home I am interested in: Personal, Social and Emotional Development:

• Playing & exploring • active learning • creating & thinking critically

Personal, Social and Emotional Development:

• Self-confidence and self-awareness • Making relationships • Managing feelings and behaviour

Communication and Language:

• Listening and attention • Understanding • Speaking

Physical Development:

• Moving and handling • Health and self-care

In my setting please help me to:

At home please help me to:

At my 2 year review with the health visitor team my parents/carers can talk about:

Devised jointly by DHUFT.NHS and Bournemouth, Dorset and Poole Early Years Services

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Appendix 3 – Information for Health Visiting Teams and the ASQ3All the 27month review documentation i.e. ASQ-3, ASQSE, EYFS Progress check should be scanned onto the child’s electronic records and the 27 month Template and Key Performance Indicator completed.

In addition, a summary of the child’s EYFS Progress check will be completed by the early years provider (p38a) in the Red Book and shared appropriately

Ages & Stages Questionnaires ™

Training modules on ASQ-3™, including an open-access route, are available at:

www.e-lfh.org.uk/programmes/asq-3-and-the-two-year-review

Training on ASQ:SE, will be made available in due course on the same website.

Further information on ASQ-3™, and the outcome measure of child development at age two to two-and-a-half:

www.gov.uk/government/publications/measuring-child-development-at-age-2-to-25-years

Further information on ASQ-3™, and ASQ:SE is available at:

www.agesandstages.com

http://www.e-lfh.org.uk/programmes/asq-3-and-the-two-year-review

https://www.gov.uk/government/publications/measuring-child-development-at-age-2-to-25-years

www.agesandstages.com

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Appendix 4 – The Integrated Review NCB 2015The Integrated Review Document NCB 2015 – supporting documentation for practitioners can be found at:

www.ncb.org.uk/areas-of-activity/early-childhood/resources/integrated-review-at-age-two-to-two-and-a-half

FURTHER GUIDANCE FROM NCB (NCB 2015 Pages 21 - 22)

Provision of the Integrated Review to all groups of children

As a universal service, the Integrated Review should be provided to all groups of children, including children from families with high levels of need and children with Special Educational Needs and Disabilities (SEND).

Children from families with high levels of need

Children from families with high levels of need may already be well known to the Health Visiting Team and other agencies. A clear understanding of information sharing protocols in the area will be essential to ensure facilitation of information exchange between agencies. For those families taking part in the Family Nurse Partnership (FNP) programme (which offers intensive support for teenage mothers), there will be a formal transfer of service from the FNP team to the health visitor at two years. It will be helpful if the Family Nurse’s close knowledge of the family can contribute to the Integrated Review.

Children with Special Educational Needs and Disabilities (SEND)

Children who have already been identified as disabled or who have special educational needs are entitled to access universal services such as the Integrated Review in the same way as any other child. However, provision needs to be in place to ensure that the universal review is adapted to their needs and those of their parents.

Education, Health and Care Plans

During the review the Health Visitor should check whether the child has an integrated Education, Health and Care plan or if work is underway to develop one. Where a child does not have an Education, Health and Care plan, the Health Visitor may want to discuss with the family whether they should request one. Where a plan exists, it should provide a comprehensive source of information that can inform the Integrated Review process.

In some cases, the Integrated Review may identify for the first time that a child has a disability or special educational needs. Where this is the case, a request for an Education, Health and Care Plan may be appropriate, once this has been discussed with the child’s parents. Each local area should have a Designated Medical Officer for SEND, who can act as a point of advice and contact with statutory services. Early Support Materials, including a parent-held Early Support Developmental Journal, are also available to support the parents of children with Special Educational Needs and Disabilities.

Use of the Ages & Stages Questionnaire (ASQ-3™) for children with identified SEND

http://www.ncb.org.uk/areas-of-activity/early-childhood/resources/integrated-review-at-age-two-to-two-and-a-half

http://www.ncb.org.uk/areas-of-activity/early-childhood/resources/integrated-review-at-age-two-to-two-and-a-half

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ASQ-3™ and ASQSE should be offered to all children as part of their Integrated Review and is a helpful tool for early identification of children who may have additional needs. Where a child already has an identified disability or developmental delay, health visiting teams will need to work sensitively and collaboratively with parents to reach agreement about whether or not to use ASQ However, it is anticipated that the decision not to use the ASQ would only apply to a small number of children with significant developmental delay who might already be accessing support from a community paediatrician. (NCB 2015 )

Where parents wish to use the ASQ questionnaires, it is recommended that the appropriate age questionnaire is used (24, 27 or 30 month) and not a questionnaire for an earlier age interval. Where an ASQ questionnaire is used, scores should be recorded as usual. Local Child Health Information Systems should enable information about Special Educational Needs and identified disabilities to be recorded at the same time as the ASQ scores.

Where parents opt not to use ASQ, health visitors should record a nil return and information about the child’s Special Educational Needs or identified disability, as above. Health visiting teams may wish to use an alternative tool to help assess a child’s development as part of their Integrated Review. It is up to local areas to choose the most appropriate tool, but this should be an evidence-based, standardised tool, as set out in the Healthy Child Programme Review at age two to two-and-a-half guidance document.

Provision for children who do not attend an early years setting at age two

Children who do not attend an early years setting at age two will receive a Healthy Child Programme Review at age two to two-and-a-half. This will include the use of the Ages & Stages Questionnaire (ASQ-3,ASQSE™) as a starting point for discussion and in order to gather data for the population measure.

Health visitors should take the opportunity at the Healthy Child Programme review to signpost parents to the benefits of early education for their child, including making them aware of potential entitlement to free early education at the beginning of the term after either their second or third birthday.

If a child subsequently enters an early years setting before 36 months, then once the child has settled in to the provision, early years practitioners must also carry out an EYFS Progress Check at age two by reviewing their progress in the three prime areas and sharing this with parents.

(NCB 2015 Page 22)

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Appendix 5 – ‘A Guide to the Integrated Review in Dorset’ – A Parents Leaflet

If you have any queries or comments about the integrated review, please contact:

BournemouthEarly Years Service: 01202 451729Health Visiting Team: 01202 584358

Dorset Early Years Service: 01305 221066Health Visiting Team: 07919 412153

PooleEarly Years Service: 01202 261944Health Visiting Team: 01202 584359

Information for parents and carers in Dorset

The integrated review for two year olds

This leaflet explains what an integrated review for a two year old is and details how information about your child’s developmental progress will be gathered and shared between you, your child’s health visitor and your child’s early years education and childcare provider.

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How will the information be shared?Your child’s early education and childcare provider will complete a written summary of their progress check at two. They will give you a copy of this summary. Most providers will use a slip which is designed to be inserted in your child’s health care record (their red book). When your health professional carries out the health review they will look at this summary and consider this information.

If your child’s early education and childcare provider has not yet completed a progress check at two at the time of the health review, your child’s health visitor will contact them for their input.

What is the integrated review?When your child is two, you will be invited to attend a health review which is conducted by a health professional, usually your child’s health visitor or a community nursery nurse. They will encourage you to talk about your child’s progress and help you with any concerns.

If your child attends an early education and childcare provider, such as a day nursery, pre-school or childminder, they will also invite you to a discussion about your child’s development in relation to areas of learning. They will use the information they have discussed with you to complete an ‘EYFS progress check at two’. This will be based on the Early Years Foundation Stage which sets the standards for learning, development and care of children from birth to five years and must be followed by all childcare providers.

The integrated review is the bringing together of information from these two reviews to ensure that a complete picture of your child’s development can be drawn and shared.

What happens next?Your child’s health visitor will discuss the integrated information about your child’s development. If any concerns are identified they will discuss with you how best to support you and your child. They will contact your child’s early education and childcare provider and together you will decide upon the best actions.

In some cases there may be a meeting where you all get together to agree how you can all support your child in their development. This will only happen if the childcare setting or health visitor has identified any areas of concern.

Why is the integrated review so important?It is important to share information so that a holistic picture of your child’s development can be drawn to ensure your child meets their full potential and identify any areas in which your child may need additional support.

Information sharing around your child’s development will only happen with your consent and confidentiality will always be respected.

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How will the information be shared?Your child’s early education and childcare provider will complete a written summary of their progress check at two. They will give you a copy of this summary. Most providers will use a slip which is designed to be inserted in your child’s health care record (their red book). When your health professional carries out the health review they will look at this summary and consider this information.

If your child’s early education and childcare provider has not yet completed a progress check at two at the time of the health review, your child’s health visitor will contact them for their input.

What is the integrated review?When your child is two, you will be invited to attend a health review which is conducted by a health professional, usually your child’s health visitor or a community nursery nurse. They will encourage you to talk about your child’s progress and help you with any concerns.

If your child attends an early education and childcare provider, such as a day nursery, pre-school or childminder, they will also invite you to a discussion about your child’s development in relation to areas of learning. They will use the information they have discussed with you to complete an ‘EYFS progress check at two’. This will be based on the Early Years Foundation Stage which sets the standards for learning, development and care of children from birth to five years and must be followed by all childcare providers.

The integrated review is the bringing together of information from these two reviews to ensure that a complete picture of your child’s development can be drawn and shared.

What happens next?Your child’s health visitor will discuss the integrated information about your child’s development. If any concerns are identified they will discuss with you how best to support you and your child. They will contact your child’s early education and childcare provider and together you will decide upon the best actions.

In some cases there may be a meeting where you all get together to agree how you can all support your child in their development. This will only happen if the childcare setting or health visitor has identified any areas of concern.

Why is the integrated review so important?It is important to share information so that a holistic picture of your child’s development can be drawn to ensure your child meets their full potential and identify any areas in which your child may need additional support.

Information sharing around your child’s development will only happen with your consent and confidentiality will always be respected.

25


BournemouthEarly Years Service: 01202 451729Health Visiting Team: 01202 584358

Dorset Early Years Service: 01305 221066Health Visiting Team: 07919 412153

PooleEarly Years Service: 01202 261944Health Visiting Team: 01202 584359

Information for parents and carers in Dorset

The integrated review for two year olds

This leaflet explains what an integrated review for a two year old is and details how information about your child’s developmental progress will be gathered and shared between you, your child’s health visitor and your child’s early years education and childcare provider.

26

School Nursing staff meet with Health Visitors in the June before your child starts school so that Health Visitors can pass on information regarding any additional needs to School Nursing staff who promote the health of children in school

Introducing your School Nursing Team

Your School Nursing Team consists of a School Nursing Lead, Specialist Public Health Practitioners, School Health Staff Nurses and Nursery Nurses. They are all trained to work with children, families and school staff for the benefit of each child’s health and development. Nursery Nurses usually work with children up to the age of 8 years

Each member of the Team has links with many other professionals who also work with children including Community Paediatricians, Health Visitors and Speech and Language Therapists. A member of the School Nursing Team visits your child’s school and several other schools in the area. Our aim is to provide all members of the school community with a high standard of service, offering help and advice whenever it is needed

Role of the School Nursing Team

All members of the School Nursing Team have a public health role in working with school aged children and their families. This means that we aim to prevent disease and promote health and wellbeing. We do this by encouraging healthier lifestyles, offering immunisations and giving information, advice and support to young people and their families. The School Nursing Team is committed to safeguarding all children & young people and adheres to Local Safeguarding Children’s Board procedures.

Each school has a named school nurse who maintains regular contact with their allocated schools

When will you meet us?

During the autumn term a member of the Team will visit each reception class to introduce the School Nursing Team to the children with the help of our teddy bear ’Healthy Ted’. Healthy Ted is used as a health education tool to explain to the children about ’keeping healthy’ and the screening checks we offer

During your child’s Reception year, we will send you a letter which contains a health questionnaire to complete on your child’s behalf. This will allow us to understand any needs your child may have now they have started school. In addition we will offer your child hearing screening as part of the School Entry Health Review

Advice available

Health Promotion & Education Health screening & assessment Healthy eating & weight management Drop in sessions at school for parents & young people Immunisations Parenting advice Bed-wetting (enuresis) clinics Signposting for Sexual Health and SmokeStop support Referrals to other services Training for school staff Emotional health and wellbeing support Dorset HealthCare University NHS Foundation Trust- www.dorsethealthcare.nhs.uk/patients-and-visitors/our-services-hospitals/physical-health/school-nursing

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Appendix 6 – PAN-DORSET School Readiness Leaflets and InformationThere is no single nationally agreed definition of the term school readiness. Each local authority, across pan Dorset, has defined their understanding of the term and collated in partnership with early years providers, schools, parents and other relevant professionals, information on supporting children to be ‘school ready’.

Pages 27 - 34: Bournemouth Borough Council - definition and information for professionals and parents on school readiness.

Pages 35 - 38: Dorset County Council - definition and information for professionals and parents on school readiness.

Pages 39 – 53: Borough of Poole - definition and information for professionals and parents on school readiness.

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Co-operating

Listening & understanding

Sharing Speaking clearly in sentences

Having co-ordination

I will need to learn how to get on well with others.

I enjoy talking about stories we have shared together. You can help by giving me simple instructions to follow.

It is important for me to be able to share with other children.

Using the toilet, washing my hands and learning how to get dressed by myself will really help me at school.

If I can talk clearly, I will be able to ask for help when I need it and my friends and adults will

I will learn best if I am encouraged to be active from the tips of my fingers to the ends of my toes.

understand what I am saying.

Dealing independently with care needs

If you have any questions please ask your child’s Early Years Provider,

(pre school/ child-minder/nursery) the school your child

will attend or a Poole Children’s Centre.

Showing curiosity and enthusiasm

I need to have lots of fun opportunities to explore the world around me.

Family

Information

Directory

To find details on childcare, schools and Children’s Centres, as well as local activities and services

for you and your family please visit:

www.poole.gov.uk/familyinformation

Preparing me for my Reception Class at School

There are many ways you can help me to be ready for school. It is never too early to start helping me. This leaflet explains 7 skills that will support me at school.

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7 Skills to Support Children in School

Readiness

A guide for Schools and Early Years Providers

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School Readiness in Poole In January 2014 a working party was established within Poole to discuss what as an LA we understand by the term “school ready”. This working party involved representatives from schools, settings and LA officers, including one to represent Home Based Childcare. This working party also looked at redesigning the paperwork for transition to school to reflect the 7 skills for school readiness. Below are some of the quotes obtained from background reading in preparation for identifying Poole’s school readiness goals.

Imogen Parker identified in her report how

“Early Years provision needs to resist the “schoolification” of content and practice. Early Years education and care has the potential to improve school readiness, but experiencing school type learning at too young an age can be detrimental to development.”

Early Developments, Bridging the Gap between evidence and policy in Early Years Education IPPR Aug 2013 pg 6

“Despite the focus on education outcomes, beware of the “schoolification” of content and practice. Adopting school type learning too young can be detrimental to development. Early Years education has the potential to improve “school readiness.” However focussing too early on formal education (literacy and numeracy) or the adoption of primary school methods of teaching in early years settings can have a detrimental effect on learning. The OECD (Organisation for Economic Co operation and Development) emphasises the importance of age appropriate methodologies, horizontal (child to child) activities, and encouraging the natural learning strategies of younger children through play, exploration of the outdoors and freedom of movement and relationships and discussions with other children in the classroom.”

Early Developments, Bridging the Gap between evidence and policy in Early Years Education IPPR Aug 2013 pg 25

A report from Graham Allen identified children as having a “Social and Emotional Bedrock.

“Only by ensuring that children have this basic foundation of social and emotional skills will we be able to ensure that they are school ready, life ready and child ready, as defined in box 1.2” section 29

School Ready – having the social and emotional foundation skills to progress in speech, perception, ability to understand numbers and quantities, motor skills, attitude to work, concentration, memory and social conduct; having the ability to engage positively with other children and the ability to respond appropriately to requests from teachers.” box 1.2

Early Intervention: The Next Steps, HM Government 2011

At the time following the launch of the revised EYFS, The Minister of State for Children and Families, Sarah Teather stated

“What really matters is making sure a child is able to start school ready to learn, able to make friends and play, ready to ask for what they need and say what they think. These are critical foundations for really getting the best out of school.”

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School Readiness in Poole School Readiness Definition

School Readiness is when a child holds curiosity and enthusiasm for the world around them. They are able to co-operate and share with one another. They speak clearly in sentences whilst listening and understanding what others say. They move with co-ordination whilst able to address their care needs. This can be summed up as…

7 skills to support children in school readiness:

Co-operating

Listening and understanding

Sharing


Speaking clearly in sentences

Having co-ordination


These are the basic skills we need to help children develop and be secure in, so they are ready and able to make a good start in school. The above can be used with parents to support their understanding of children being ready to start school.

Early Years Foundation Stage Positive Relationships for School Readiness

This places the child in the centre with all adults supporting the child working together to support their learning journey.

Families

SchoolChildcare

Professionals

Child

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School Readiness in Poole School Readiness Links to the EYFS, 30-50 months:

The below links are to Development Matters / Early Outcomes. They are all from the 30 – 50 months Prime areas. Some children starting school in September will be just 4 (48 months) whilst others nearly 5 (60 months.) Preparing children for Reception classes is not about jumping ahead, but ensuring children are secure in these areas or they risk becoming unstuck in later life. The school readiness links on the left hand side refer to the 7 skills identified previously.

Personal, Social and Emotional Development Making Relationships

School readiness links EYFS

Co-operating Can play in a group, extending and elaborating play ideas, e.g. building up a role play activity with other children

Sharing Initiates play, offering cues to peers to join them


Keeps play going by responding to what others are saying or doing

Sharing Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults

Self Confidence & Self Awareness



Can select and use activities and resources with help


Welcomes and values praise for what they have done


Enjoys responsibility of carrying out small tasks

Co-operating Is more outgoing towards unfamiliar people and more confident in new social situations


Confident to talk to other children when playing, and will communicate freely about own home and community


Shows confidence in asking adults for help

Managing Feelings and Behaviour


Co-operating Aware of own feelings, and knows that some actions and words can hurt others’ feelings

Sharing Begins to accept the needs of others and can take turns and share resources, sometimes with support from others


Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met

Co-operating Can usually adapt behaviour to different events, social situations and changes in routine

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School Readiness in Poole Communication and Language Making Relationships



Listens to others one to one or in small groups, when conversation interests them


Listens to stories with increasing attention and recall


Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories


Focusing attention – still listen or do, but can shift own attention

Co-operating Is able to follow directions ( if not intently focused on own choice of activity)

Understanding



Understands use of objects (e.g. “What do we use to cut things?”)

Co-operating Shows understanding of prepositions such as ‘under’, ’on top’ ’behind’ by carrying out an action


Responds to simple instructions, e.g. to get or put away an object


Beginning to understand ‘why’ and ‘how’ questions

Speaking



Beginning to use more complex sentences to link thoughts (e.g. using and because)


Can retell a simple past event in correct order (e.g. went down slide, hurt finger)


Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences


Question why things happen and give explanations, Asks e.g who, what, when, how


Uses a range of tenses (e.g. play, playing, will play, played)


Uses intonation, rhythm and phrasing to make the meaning clear to others


Uses vocabulary focused on objects and people that are of particular importance to them


Builds up vocabulary that reflects the breadth of their experiences


Uses talk in pretending that objects stand for something else in play, e.g ‘This box is my castle’

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School Readiness in Poole Physical DevelopmentMoving and Handling


Having co-ordination Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.

Having co-ordination Mounts stairs, steps or climbing equipment using alternate feet

Having co-ordination Walks downstairs, two feet to each step while carrying a small object.

Having co-ordination Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles

Having co-ordination Can stand momentarily on one foot when shown

Having co-ordination Can catch a large ball

Having co-ordination Draws lines and circles using gross motor movements

Having co-ordination Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors

Having co-ordination Holds pencil between thumb and two fingers, no longer using whole-hand grasp

Having co-ordination Holds pencil near point between first two fingers and thumb and uses it with good control

Having co-ordination Can copy some letters, e.g. letters from their name

NB There must not be an over focus on just fine motor skills of copying letters.

Health and Self-care



Can tell adults when hungry or tired or when they want to rest or play


Observes the effects of activity on their bodies

Having co-ordination Understands that equipment and tools have to be used safely


Gains more bowel and bladder control and can attend to toileting needs most of the time themselves


Can usually manage washing and drying hands


Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom

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School Readiness in Poole Whilst we know most children will be able to achieve these targets, some will have identified additional needs that make it harder for them to do these things. Early identification and supporting their developmental needs is also at the heart of enabling all children to have “the best possible start in life and the support that enables them to achieve their potential.” EYFS pg 2 2012

The following grids are the reverse links to the previous grids, ie

EYFS links to the 7 skills to support children in school readiness:

1. Co-operating

Early Outcomes / Development Matters Links

PSED MR Can play in a group, extending and elaborating play ideas, e.g. building up a role play activity with other children

PSED SCSA Is more outgoing towards unfamiliar people and more confident in new social situations

PSED MFB Aware of own feelings, and knows that some actions and words can hurt others’ feelings

PSED MFB Can usually adapt behaviour to different events, social situations and changes in routine

CL LA Is able to follow directions ( if not intently focused on own choice of activity)

CL U Shows understanding of prepositions such as ‘under’, ’on top’ ’behind’ by carrying out an action

2. Listening and understanding


PSED MR Keeps play going by responding to what others are saying or doing

PSED MFB Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met

CL LA Listens to stories with increasing attention and recall

CL LA Focusing attention – still listen or do, but can shift own attention

CL U Understands use of objects (e.g. “What do we use to cut things?”)

CL U Responds to simple instructions, e.g. to get or put away an object

CL U Beginning to understand ‘why’ and ‘how’ questions

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School Readiness in Poole 3. Sharing


PSED MR Initiates play, offering cues to peers to join them

PSED MR Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults

PSED MFB Begins to accept the needs of others and can take turns and share resources, sometimes with support from others

4. Dealing independently with care needs


PD HSC Can tell adults when hungry or tired or when they want to rest or play

PD HSC Gains more bowel and bladder control and can attend to toileting needs most of the time themselves

PD HSC Can usually manage washing and drying hands

PD HSC Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom

5. Speaking clearly in sentences


PSED SCSA Confident to talk to other children when playing, and will communicate freely about own home and community

PSED SCSA Shows confidence in asking adults for help

CL LA Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories

CL S Beginning to use more complex sentences to link thoughts (e.g. using and because)

CL S Can retell a simple past event in correct order (e.g. went down slide, hurt finger)

CL S Uses a range of tenses (e.g. play, playing, will play, played)

CL S Uses intonation, rhythm and phrasing to make the meaning clear to others

CL S Uses vocabulary focused on objects and people that are of particular importance to them

CL S Builds up vocabulary that reflects the breadth of their experiences

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School Readiness in Poole 6. Having co-ordination


PD MH Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.

PD MH Mounts stairs, steps or climbing equipment using alternate feet

PD MH Walks downstairs, two feet to each step while carrying a small object.

PD MH Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles

PD MH Can stand momentarily on one foot when shown

PD MH Can catch a large ball

PD MH Draws lines and circles using gross motor movements

PD MH Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors

PD MH Holds pencil between thumb and two fingers, no longer using whole-hand grasp

PD MH Holds pencil near point between first two fingers and thumb and uses it with good control

PD MH Can copy some letters, e.g. letters from their name

PD HSC Understands that equipment and tools have to be used safely

NB There must not be an over focus on just fine motor skills of copying letters.

7. Showing curiosity and enthusiasm


PSED SCSA Can select and use activities and resources with help

PSED SCSA Welcomes and values praise for what they have done

PSED SCSA Enjoys responsibility of carrying out small tasks

CL S Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences

CL S Question why things happen and give explanations, Asks e.g who, what, when, how

CL S Uses talk in pretending that objects stand for something else in play, e.g ‘This box is my castle’

PD HSC Observes the effects of activity on their bodies

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School Readiness in Poole

With thanks to

Beacon Church Pre School

Courthill Infant School

Cuddles Day Nursery

Jumping Jellybeans Pre School

Longfleet Primary School

Manorside Primary School

Stanley Green Infant Academy

Twin Sails School and Nursery

Poole 0-5 Team including

Early Years Adviser

Childcare Officer

Specialist Special Educational Needs Adviser

Early Learning Advisory Teacher / Children’s Centre Teacher


BournemouthEarly Years Service: 01202 451729 Health Visiting Team: 01202 584358

Dorset Early Years Service: 01305 221066 Health Visiting Team: 07919 412153

PooleEarly Years Service: 01202 261944 Health Visiting Team: 01202 584359

the early years and health integrated review for two year olds · the early years foundation stage,...

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