The approach to formative and summative assessments is not obviously different under the revised Early Years Foundation Stage. However, practitioners will need to be alert to subtle but significant changes and prepare accordingly, advises Ann Langston.

Assessment in the Early Years Foundation Stage has been described as 'the process of analysing and reviewing what we know about children's development and learning' (EYFS 2007). But it is more than this, because it also helps to guide decision-making about what we or others can do to support children in their learning and development. It can also provide crucial perspectives on our practice if we use it to inform evaluations of our provision.

The process of assessment is about taking evidence from several sources and analysing it to reveal what it tells us in respect of each child:

Our knowledge of the child is gained through discussions with them, their parents and our colleagues, as well as from information we have gathered when noting significant things they have done, or said, or from photographs and written observations we have retained.

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