Strengthening EYFS Profile Assessment Through Professional Dialogue

The government’s “Break Down Barriers to Opportunity” mission is a long-term initiative that seeks to break the link between a child’s background and their future success. Ensuring every child starts school ready to learn is at the heart of this mission. 

We know the earliest years play a crucial role in closing the attainment gap before it widens. With over 40% of the GCSE attainment gap already established by age 5, the DfE’s ambition is clear: we need confident, consistent assessment practice that supports early identification of need and strengthens the quality of provision from the very start.

Last month, a new cycle of DfE EYFS Profile assessment support and training was shared with LAs, and we are delighted to be working with a number of North West Local Authorities to deliver this. This DfE programme aims to build clarity, confidence and consistency for reception teachers and early years practitioners across the region.

Alongside the live sessions, staff can now access the newly published EYFSP Assessment Support materials on the DfE’s Help for Early Years Providers website.

Why this support matters

The EYFS Profile is underpinned by principles that ensure fair, inclusive, reliable assessment. These principles highlight:

• Holistic, best-fit judgements rooted in professional judgement, not checklists
• Inclusivity, ensuring children can demonstrate learning through accessible opportunities
• Child-centred interpretation, taking into account background, experiences and language
• Interconnected learning, recognising that evidence naturally spans multiple ELGs

Strong, shared professional dialogue is essential in applying these principles consistently across schools, settings and LAs.

What the new training offer includes

The DfE has launched a national package of EYFS profile assessment support including new written materials and LA-facilitated training sessions.

1. Online training and exemplification materials

Hosted on the Help for Early Years Providers website, the new resources bring together:

• Bite-size videos
• Case studies
• Practical examples
• Written guidance
• Additional child development modules

These materials can be used flexibly by individual staff, school teams or whole-setting CPD.

2. Three funded LA-led assessment sessions each year

Each Local Authority (LA) will deliver a cycle of three sessions:

• Summer: Professional Dialogue
• Autumn: Formative Assessment
• Spring: Summative Assessment

This is not moderation. The DfE have been clear on this and ensured that LAs have the flexibility to adapt sessions locally. The focus remains, as it has done within our training sessions, on professional discussion, reflection and building shared standards across settings in a supportive format. This encourages the consistent messages we have already mentioned for a number of years that:

“Schools should not include burdensome evidence gathering requirements against any of the areas of learning in their assessment policies so that teachers can spend as much time as possible interacting with children and directly supporting their learning and development… Sources of written or photographic evidence are not required, and teachers are not required to record evidence.” 

– Early Years Foundation Stage Profile Handbook

Professional Dialogue: A closer look

The first session of the cycle centres on professional dialogue, which helps to set the tone for the rest of the cycle as individuals move forward in their learning and professional development. 

Professional dialogue is essential to ensure assessments are built on a shared understanding, as well as making sure support is planned and implemented in good time. This is purposeful conversation that helps practitioners:

• Compare interpretations
• Strengthen clarity around the ELGs
• Address misconceptions
• Explore borderline scenarios
• Build confidence in best-fit assessment

The approach is practical, reflective and grounded in real examples, not in endless amounts of paperwork.

Schools are encouraged to bring:

• Real-life examples
• Borderline scenarios
• Key questions or dilemmas
• GLD patterns or reflections

Expectations for local authorities 

LAs are expected to deliver three support sessions per year. Alongside this, they must maintain clear communication with schools, sharing updates, guidance, and relevant information.

LAs are also required to carry out light-touch evaluation and grant assurance, ensuring the funding is used effectively.

Who should attend

The primary audience for these sessions is Reception teachers.

However, the content is often valuable for a wider group of professionals involved in early years education and transition, such as: 

• EYFS leads
• Nursery teachers, managers and childminders
• SENCOs, NQTs/ECTs, Year 1 staff (as appropriate for transition discussions)

What this means for schools and academies

For head teachers and leaders, this programme offers:

1. Greater confidence in the consistency of EYFS assessment across your school

Staff will share a common language, shared expectations and stronger rationale for judgements.

2. Earlier identification of need

Clearer, better-aligned judgements help ensure children’s needs are recognised and addressed sooner.

3. Stronger transition into Year 1

Consistent interpretation of ELGs supports curriculum continuity and informed planning.

4. Free, high-quality professional development

All materials and LA sessions are fully funded – an important resource at a time when CPD budgets are stretched.

5. Cross-school collaboration

The model encourages networking and professional discussion across settings, enhancing system-wide practice.

Next steps

Over the coming weeks, schools in the participating LAs will receive local communications outlining:

• Session dates and venues
• Booking information
• What to bring

In the meantime, staff are encouraged to explore the published resources and get in touch should they wish to discuss bespoke EYFS support with our EYFS expert consultants for next academic year.

Our Thoughts

Professional dialogue is one of the most powerful tools we have for strengthening assessment practice in the early years. Working closely with Early Years teams, we often talk about the importance of child development conversations within your own school and beyond. We’re pleased to see that the new programme supports this and aims to create a shared, confident, collaborative culture in which practitioners feel supported when making the holistic judgements that matter for our youngest learners.

We look forward to working closely with many leaders across schools, academies, and other settings across the region on this. 

If you have any questions, please get in touch.