Report Comments (early years)

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Literacy

he/she holds a pencil comfortably and correctly

he/she can shape a range of letters correctly.
he/she now forms and shapes most of / letters clearly.
he/she produces recognisably different marks for writing and drawing.
he/she is beginning to form some recognisable letters.
he/she is starting to model some letters of the alphabet in the sand
he/she can trace along vertical lines.

he/she is beginning to trace anti-clockwise movements.

he/she picks up small objects and arranges them with some accuracy
he/she enjoys spreading paint across a large surface.
he/she can draw lines and circles in / painting.
he/she is gaining greater control of fine motor movements.
he/she is developing / gross motor skills.
he/she manipulates objects with increasing control.
he/she is starting to use one handled tools and equipment.
he/she is starting to develop greater manipulative skills.
he/she is starting to have more hand-eye co-ordination.
he/she is starting to use some punctuation in / writing.
he/she is starting to recognise that a sentence has a capital letter at the beginning and a full
stop at the end.
he/she is starting to form simple sentences.

he/she can recall increasing detail from a story.

he/she listens with increasing attention during story time.
he/she is increasingly making meaningful comments.
he/she uses signs and gestures to communicate.
he/she communicates / ideas in a number of different ways.
he/she responds to familiar objects and people.
he/she is attentive when the conversation is about something that interests .
he/she usually listens to others in one to one or in small group conversations.
he/she participates in simple action songs.
he/she joins in with the chorus or repeated phrases.
he/she listens to favourite nursery rhymes, stories and songs
he/she generally speaks in single words.
he/she is starting to talk about what he/she sees.
he/she is starting to talk about what he/she is doing
he/she demonstrates interest in what he/she sees.
he/she shows interest in what he/she is doing.
he/she expresses / needs non-verbally.
he/she has a growing vocabulary
he/she expresses / needs verbally
he/she asks simple questions.
he/she speaks in short phrases. he/she is starting to link cause and effect.
he/she is starting to describe what is happening and what might happen.
he/she is increasingly using more words to describe things he/she has done.
he/she is increasingly using words to describe what is happening.
he/she is starting to sequence events and to describe these in the order in which they took
place.
he/she talks about visits we have made and he/she experiences we have shared.
he/she responds to questions to clarify what is happening.
he/she uses words to he/she plain what is happening in / play.
he/she uses words, as well as actions and objects, to recall past he/she experiences.
he/she tries to he/she plain what might happen he/she
he/she uses talk to he/she plain what is happening.
he/she talks about the changes that he/she is making.
he/she talks about what is happening.
he/she talks through what he/she is doing.
he/she uses limited words to describe what he/she is doing.
he/she is mainly concerned with what is happening here and now.
he/she tends to use actions instead of words to he/she press / ideas.
he/she uses words to sort and group objects and to sequence events.
he/she can tell a story from a picture book.
he/she is increasingly taking account of the views of other children.
he/she uses talk to resolve disagreements.
he/she is increasingly listening to what others say.
he/she starts up conversations with others.
he/she thinks carefully before speaking.
he/she uses actions as well as words to he/she plain what he/she is doing.
he/she tends to talk alongside other children rather than to take turns.
he/she expresses / ideas in simple, well-structured sentences.
he/she asks simple questions to gain further information.
he/she is gaining increasing confidence in speaking with others
he/she can explain in simple terms how things happen and work.
he/she asks questions about why things happen.
he/she can describe the main story line, events and the main characters in a story.

he/she has a growing vocabulary.

he/she contributes to discussions.
he/she is listening more carefully.
he/she talks confidently in a group.

he/she is starting to recognise which letters represent some of the sounds we have been
working on.
he/she recognises the beginning of a word and can suggest other words with similar
beginnings.
he/she can identify a number of similar rhyming words.
he/she is starting to recognise similar sounds in a variety of words.
he/she is starting to contribute to simple rhymes.
he/she is starting to recognise similarities in rhyming words.
he/she is showing increasing interest in the rhythm of a song, piece of music or a nursery
rhyme.
he/she expresses / feelings through a range of vocabulary.
he/she can explain a sequence of events.
he/she asks questions to clarify / ideas.
he/she tries to talk through problems.
he/she uses language to recreate different roles.
he/she uses language confidently in / imaginary play.
he/she uses language to recreate he/she experiences.
he/she is using talk for a variety of purposes.
he/she likes to he/she experiment with words and sounds.
he/she is beginning to associate sounds with letters and words.
he/she is starting to make up own stories, songs, rhymes and poems.
he/she responds to stories, songs, music, rhymes and poems.
he/she listens with enjoyment to stories, songs, music, rhymes and poems.
he/she is attentive during he/she tended discussions.
he/she uses printed materials in / play.
he/she enjoys listening to and using spoken language.
he/she retains and gives simple messages.
he/she is taking greater notice of what others say.
he/she is now taking turns in conversation.
he/she is increasingly interacting with the other children.
he/she responds to the beat and rhythm in music and action songs.
he/she is starting to initiate sounds with / voice.
he/she can distinguish one sound from another.
he/she enjoys rhymes and rhythm in music.
he/she uses talk in / imaginary play.
he/she can he/she press a sequence of ideas and events.
he/she is starting to group together their experiences.

he/she can read a range of familiar words and simple sentences with little adult support.
he/she can read a range of familiar and common words.
he/she can retell a story in the correct sequence.
he/she enjoys he/she exploring and he/she experimenting with sounds.
he/she knows that information can be gathered from the computer.
he/she recognises that books provide information.
he/she is starting to recognise some familiar words.
he/she is now enjoying a range of books.
he/she turns the pages of a book as the story is being told.
he/she holds a book the correct way up.
he/she can suggest how a story might end.
he/she is starting to distinguish letters from numbers.
he/she recognises that books have a purpose and that print conveys meaning.
he/she is starting to retell a story from the pictures in a book.
he/she recognises the beginning, middle and end of a story.
he/she shows interest in the printed word around...
he/she shows interest in the illustrations and print in books.
he/she listens to and joins in with stories and poems in a small group.
he/she listens to and joins in with stories and poems on a one to one basis.
he/she is sounding out simple regular words with some accuracy.
he/she is starting to use phonics to write simple regular words.
he/she is naming the letters of the alphabet.
he/she is now linking sounds to letters.
he/she can hear and say the short vowel sounds in familiar words.
he/she can hear and say the initial and final sounds of a variety of words.
he/she can hear and say the initial sounds of a number of words.
he/she recognises each of the letters in / name.
he/she recognises the sound of / own name and that of other children in the group.

he/she can write / own name.

he/she recognises letters by shape.
he/she adds labels to / drawings.

he/she uses mark making in / play

he/she handles books with care.

he/she has favourite books.

he/she can label / drawings and add captions.
he/she is starting to lay out writing in different ways for he/she ample lists and instructions.
he/she will attempt writing for a number of different purposes.
he/she is linking the sounds of familiar words with those he/she is trying to write.
he/she is starting to sound out simple regular words as he/she writes them.
he/she is now using / phonic knowledge to write simple regular words.
he/she can write / own name with help.
he/she is starting to write in order to communicate / ideas.
he/she is using writing to record events.
he/she is starting to relate the spoken word to that which is written.
he/she recognises that writing is used for different purposes.
he/she is starting to 'write' simple lists and instructions in / own way.
he/she can describe the meaning of the marks he/she has made.
he/she can explain the meaning of some of the marks he/she has made.
he/she is starting to add labels to objects using mark making.
he/she makes marks through painting and drawing.
he/she uses non-fiction books to find out information.
he/she recognises that he/she can find out the answers to some simple questions through
non-fiction books.
he/she recognises that information can be gathered from non-fiction books.
he/she knows how familiar stories start.
he/she knows how to order the events in a story.
he/she recognises the main characters in a story.
he/she recognises that print conveys meaning and, in English, is read from left to right and
from top to bottom.

Numeracy
he/she is becoming ever more interested in number activities.
he/she is starting to match similar numbers together.
he/she is starting to recognise the number of objects in a group.
he/she shows an increasing interest in numbers.
he/she will attempt to count and orders some numbers correctly
he/she uses some number names accurately.
he/she recognises some numbers in / play.
he/she uses some number names in / play.
he/she uses some mathematical language when playing such as ' under' and 'above'
he/she enjoys joining in with number rhymes and songs.
he/she recognises when there are more or less.
he/she is aware that numbers have names.
he/she shows an interest in numbers and counting.

he/she can count up to ten everyday objects reliably.

he/she can say and count numbers in the correct order in familiar situations.
he/she can identify missing numbers in a series.
he/she is starting to recognise / errors when working with simple numbers.
he/she can select the correct numeral to represent from one to nine objects.
he/she can select the correct numeral to represent from one to five objects.
he/she can count up to 10 objects correctly from a larger group.
he/she recognises numerals from one to nine.
he/she recognises numerals from one to five.
he/she can represent small numbers using / fingers.
he/she represents numbers in / drawings and paintings.
he/she recognises the number associated with / age or address.
he/she can count with one-to-one correspondence up to four.
he/she can count with one-to-one correspondence up to three.

he/she groups objects together to help. count.

he/she is starting to estimate larger numbers.
he/she can count to ten forwards and backwards with increasing accuracy.
he/she is starting to use / mathematical knowledge to solve simple problems.
he/she recognises numerals from one to nine.

he/she follows simple directions in movement and play activities.

he/she is becoming aware of similar shapes in the world around ..
he/she recognises familiar shapes around ..
he/she is starting to make simple patterns with shapes.
he/she is starting to arrange different shapes together.
he/she shows an interest in shape and space when playing.
he/she is starting to make up / own number problems for other children to solve.
he/she increasingly enjoys solving simple number problems.
he/she is starting to recognise that subtraction is about taking away.
he/she is beginning to relate addition to combining two groups of objects.
he/she can find 'more' or 'less' than a number from one to ten.
he/she uses the words 'more' or 'less' when comparing two numbers.
he/she is starting to use the language associated with adding and subtracting.
he/she is starting to use mathematical language such as 'add' and 'one less'.
he/she can count on from any number up to nine.
he/she can recite a series of numbers without always starting at one.
he/she is starting to develop / own ways of solving simple number problems.
he/she can find the total number of objects in two groups.
he/she is becoming increasingly confident about using numbers.
he/she is becoming increasingly involved in number problems.
he/she is starting to understand that objects cannot be shared equally.
he/she recognises that several groups of different objects may all have the same total
number.
he/she relates to numbers and number problems in games and number songs.
he/she is starting to share out objects in different ways.
he/she is starting to share out objects in different ways.
he/she shares out objects with other children.
he/she shows an interest in number patterns.
he/she is starting to recognise the difference between 'more' and 'less'.
he/she can compare two groups of objects and say when they are equal in number.

he/she can talk about, recognise and recreate simple patterns.

he/she uses language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities.
he/she uses positional language with increasing confidence.
he/she can instruct a programmable toy.
he/she knows which is heavier or fuller.
he/she can order two items by weight or capacity.
he/she can order two or three items by length.
he/she recognises when the two sides of an object are the same.
he/she can now name particular properties of shapes, for instance, 'corners' and 'four straight
sides'.
he/she can name a number of different two-dimensional shapes.
he/she can name some solid three-dimensional objects.
he/she is starting to cut materials to size.
he/she recognises when one object is longer or shorter than another.
he/she can order two items by length or height.
he/she can describe a simple journey and the route taken.
he/she can follow directions and find an object.
he/she recognises the same shape in objects of different sizes.
he/she can select shapes that will fit in to given space.
he/she can match some shapes by recognizing similarities.
he/she can complete some simple jigsaws with adult support.
he/she is starting to match similar shapes together.
he/she is beginning to talk about the shapes of everyday objects.
he/she can select a particular shape for a purpose.
he/she can distinguish one shape from another in / construction play.
he/she is starting to recognise light and heavy objects.
he/she knows when a container is full or empty.
he/she recognises objects that are large or small.
he/she is starting to use language associated with position such as 'behind' and 'in front'.
he/she uses simple directions in / play
he/she enjoys he/she exploring objects.
he/she can now select a named shape.
he/she can bend a shape to fit.

he/she uses language such as 'circle' or 'bigger' to describe the shape and size of solids and
flat shapes.
he/she is using / developing mathematical ideas to solve simple practical problems.
he/she recognises and names 'circle', 'square', 'rectangle' and 'triangle'.
he/she is becoming ever more confident in solving simple practical problems.
he/she uses everyday words to describe position

Social and Physical Development

c is starting to gain an understanding about space.
he/she attempts to manoeuvre around equipment and obstacles.
he/she moves carefully around others and equipment.
he/she has a good awareness of space.
he/she has good control on climbing apparatus.
he/she moves with control and co-ordination.
he/she is starting to evaluate / movement and dance sequences and to suggest
improvements.
he/she shows imagination in dance and movements activities.
he/she can respond to music, rhymes and stories in a variety of ways.
he/she responds to verbal and non-verbal signals.
he/she is developing improved fine motor skills.
he/she shows greater control over / movements.
he/she is using movement and dance to achieve a particular effect.
he/she is prepared to he/she experiment with different ways of moving.
he/she can put together a sequence of movements.
he/she works well with others in dance and movement activities.
he/she contributes well to group dance and movement activities.
he/she is confident on climbing apparatus.
he/she is increasingly well co-ordinated.
he/she shows increasing enjoyment and confidence in dance and movement activities.
he/she is increasingly aware of others and moves around them with care.
he/she can adjust the speed and direction of / movements to the instructions provided.
he/she is learning to move in a variety of ways and has greater control over / movements.
he/she is becoming more confident in using movement to express / feelings.
he/she claps along to music, rhymes and songs.
he/she can combine and repeat a sequence of movements.
he/she displays greater co-ordination.

he/she is learning how to move large toys around.

he/she understands what is healthy and what is less healthy and why.
he/she recognises the need to be fit and healthy.
he/she is aware of / own limitations when he/she exercising.
he/she appreciates the need for he/she exercise.
he/she recognises the need to be healthy.
he/she is starting to understand what it means to be healthy.
he/she is starting to appreciate the effects of he/she exercise on / body.
he/she is starting to appreciate what is healthy and what is less healthy.
he/she is starting to make decisions for .self.
he/she is becoming increasingly independent.
he/she is taking increasing responsibility for / own needs.
he/she needs some adult support when eating.
he/she is starting to recognise when he/she is tired and needs to rest.
he/she is increasingly asking for help when he/she needs it.
he/she will ask if he/she needs to go to the bathroom.
he/she will ask if he/she needs to go to the toilet.
he/she is starting to show an awareness of / own needs with regard to eating, sleeping and
hygiene.
he/she has well developed spatial awareness.
he/she is aware of the safety and needs of other children in group activities.
he/she is showing a preference for using the right hand when handling materials and
equipment.
he/she is showing a preference for using the left hand when handling materials and
equipment.
he/she is starting to adjust movements according to the space available.
he/she has increasing control over / movements.
he/she starting to accept rules and recognise why we have rules.
he/she can follow simple instructions well.
he/she is increasingly aware of the other children and is more prepared to share.
he/she is increasingly happy to play alongside other children.
he/she shows an increasing sensitivity to other children and what they want to do.
he/she is prepared to persevere when learning a new skill

he/she can shape and form materials to achieve the result he/she wants.
he/she enjoys working on large scale materials.
he/she is starting to learn some of the words associated with shaping and cutting materials.
he/she is starting to manipulate materials to achieve the effect he/she wants.
he/she recognises that tools and equipment need to be used safely.
he/she uses tools to follow and create patterns.
he/she uses an increasing range of materials in / mark making.
he/she engages in mark making activities.
he/she is starting to demonstrate some control in cutting and shaping materials.
he/she tends to grasp tools and equipment with two hands together.
he/she is starting to use one-handed tools and equipment.
he/she enjoys practising cutting and shaping skills.
he/she is starting to shape and cut materials with adult support.
he/she enjoys working with materials and tools.
he/she follows instructions carefully.
he/she has well developed gross motor skills for / age.
he/she has well developed fine motor skills for / age.
he/she uses a range of large and small equipment competently.
he/she uses a range of large and small equipment with confidence.
he/she is developing greater co-ordination skills.
he/she plays co-operatively with other children.
he/she actively participates in small group ball games.
he/she is able to throw and catch objects with increasing success.
he/she manipulates materials in a variety of ways to achieve the result he/she wants.
he/she demonstrates increasing control when handling materials and small play equipment.
he/she shows increasing co-ordination when using large construction materials.
he/she enjoys constructing with large materials.
he/she shows increasing control when using large play equipment.
he/she shows increasing confidence in using large play equipment.
he/she enjoys using large moveable toys and small wheeled vehicles in the play area.
he/she always shows interest and he/she excitement in the activities offered.
he/she has great confidence in initiating his own ideas and he likes to share his ideas with the
class.
he/she is now starting to appreciate the needs, views and feelings of others.
he/she is usually happy to take turns and share with other children but needs a gentle
reminder at times.
he/she is aware of how to behave within the classroom and generally can be relied on to
behave well.
he/she is confident in using a range of resources.
he/she can solve simple problems with some adult support.

he/she selects activities and resources independently.

he/she understands what is right and what is wrong and he takes responsibility for his own
actions.
he/she can play and work well alongside other children in both small and larger groups.
he/she takes turns and shares fairly.
he/she has developed good relationships with the adults in the setting and talks freely with
them.
he/she is sensitive to the needs, views and feelings of others.
he/she can concentrate for he/she tended periods of time to complete a task.
he/she is eager to learn and tries his best at all times.

he/she is eager to learn.

he/she shows interest and he/she excitement in the activities offered in the classroom.
he/she has a good understanding of right and wrong and he always behaves well in school.
he/she takes responsibility for his own actions and he recognises the consequences of his
actions on others.
he/she initiates play with other children and will look after a classmate who is feeling left out
or poorly.

he/she can concentrate for he/she tended periods of time on topics of his choosing.
he/she is fascinated by the feel and appearance of different materials.
he/she likes to join in with favourite songs and rhymes and he is now he/she tending the
range of songs he knows.
he/she enjoys joining in with dance and ring games.
he/she is increasingly observant and he is beginning to try to recreate what he sees.

he/she is usually attentive and listens to others.

he/she is a sociable boy who is sensitive to the needs, views and feelings of others.
he/she can play and work well alongside other children in both small and larger groups.
he/she understands what is right and what is wrong and will accept the discipline of school.
he/she is confident in using a range of resources and has confidence in him and what he can
do.
he/she can concentrate for he/she tended periods of time on a single task.

he/she selects activities and resources independently.

he/she is confident in using a range of resources.
he/she recognises the consequences of her actions for herself and for others.
he/she takes greater responsibility for her own actions.
he/she takes turns and shares fairly.
he/she recognises how to behave in a variety of different situations.
he/she is learning to he/she press her feelings in a variety of ways.
he/she is more confident now in initiating her own ideas.
he/she can concentrate for he/she tended periods of time.
he/she is confident about speaking in a familiar group.

Art and DT

he/she is starting to match and mix colours for a specific purpose.

he/she now selects a particular colour for a specific purpose.
he/she is starting to use the space available to / in creative activities.
he/she recognises that materials can be joined together or combined to give a different effect.
he/she is starting to mix he/she / own colours.
he/she is increasingly prepared to he/she experiment with a range of materials and
equipment.
he/she is starting to recognise what would happen when making changes to / work.
he/she is recognising increasingly how he/she can control materials and tools.
he/she is beginning to use a variety of words to describe the the/she texture of materials.
he/she is beginning to describe the the/she texture of things.
he/she is starting to recognise the differences in marks made and movements
he/she is starting to make three-dimensional structures in / creative play.
he/she is increasingly he/she exploring a range of different materials.
he/she is fascinated by the feel and appearance of different materials.
he/she is starting to become aware that he/she can use a number of / senses when he/she
exploring materials.
he/she is starting to sort materials by colour.
he/she is beginning to recognise different colours.
he/she recognises how / work and skills could be improved further.
he/she demonstrates that he/she can handle materials, tools and objects with increasing
control.
he/she needs little adult support when working with materials and tools.
he/she uses a variety of materials and tools safely.
he/she holds a pencil comfortably and correctly.
he/she can cut and shape materials accurately.
he/she can use materials and tools effectively.
he/she handles materials and tools safely with a minimum of adult support.
he/she recognises how to hold a pencil correctly.
he/she recognises how to use tools correctly.
he/she is becoming increasingly aware of how to handle materials and tools safely.
Music and Drama

he/she is he/she pressing / feelings about a piece of music or a dance.

he/she is recognising how different instruments can be played.
he/she is now describing / own movements in greater detail.
he/she can create own movements in response to a piece of music.
he/she can copy a series of movements in response to a piece of music.
he/she is beginning to describe different types of music and sounds, for instance, 'slow',
'fast', 'loud' and 'quiet'.
he/she is starting to recognise how he/she can adapt a sound.
he/she can tap out a simple repeated rhythm.
he/she is recognising the beat and rhythm in a piece of music.
he/she tries to make up / own simple songs.
he/she knows the words of some simple and familiar songs.
he/she is starting to recognise a variety of different instruments and the sounds they make.
he/she enjoys playing instruments alongside an adult.
he/she is starting to link sound and movement in our activities.
he/she enjoys joining in with dance and ring games.
he/she is now recognising a variety of different sounds.
he/she enjoys playing with musical instruments and making different sounds.
he/she likes to join in with favourite songs and rhymes.
he/she presses / feelings about a piece of creative work.
he/she works with increasing skill in a variety of creative activities.
he/she can talk about what he/she wants to do and how he/she might achieve this.
he/she makes imaginative two and three-dimensional models.
he/she likes to he/she experiment with a variety of materials.
he/she adds increasing detail to / creative work.
he/she increasingly makes choices and selects materials for / creative activities.
he/she is confident about work creatively on a large and small scale.
he/she is paying increasing attention to detail in / creative activities.
he/she represents / creative ideas in a variety of ways.
he/she is using a range of tools to create different the/she textures.

he/she shows an interest in what he/she sees, hears, smells, touches and feels.
he/she is using / creative play and work to recreate situations and invent new ideas.
he/she is increasingly able to describe / own creative work and why he/she has chosen to do
it in this way.
he/she is very imaginative in / play.
he/she presses / thoughts and feelings through a range of creative activities.
he/she is starting to make links between the imaginary world and / own play.
he/she includes scenes in a story in / own play.
he/she enjoys acting out a story with other children.
he/she can play alongside other children on a shared activity.
he/she can depict a story in / own play.
he/she can create a series of movements and actions to represent a scene.
he/she likes to recreate objects and events in / own creative play.
he/she is becoming more involved in / creative play.
he/she takes notice of what is happening around ..
he/she copies what the adults do in the setting.
he/she likes to imitate what the adults in the setting do.
he/she uses a variety of objects to act out a situation or event that is familiar to ..
he/she likes to engage in pretend play.
he/she is more engrossed in music making.
he/she recognises repeated sounds and sound patterns in a piece of music.
he/she recognises the chorus in a song.
he/she appreciates that a musical instrument can produce different sounds.
he/she recognises that instruments can be played in a variety of ways.
he/she can represent a piece of music through a series of different movements.
he/she matches movements to the mood of a piece of music.
he/she can sing a number of simple songs from memory.
he/she enjoys he/she experimenting with different instruments and the sounds that can be
made.
he/she is now he/she tending the range of songs he/she knows.

he/she is enthusiastic about a number of different creative activities.

he/she enjoys being involved in a variety of different creative activities.
he/she communicates / thoughts and feelings through different types of creative work.~
c communicates / creative ideas through using a variety of different materials.
he/she expresses / creativity in a number of different ways.
he/she responds in a variety of ways to the he/she experiences provided.
he/she is starting to make comparisons between / work and that of others.
he/she listens carefully to other children when they are describing their work.
he/she can talk about / work with other children and with adults.
he/she welcomes help, advice and guidance in / work.
he/she is starting to discuss / creative work further with other children and with adults.
he/she talks about / plans and describes what he/she is trying to achieve.
he/she is starting to plan / creative work in advance.
he/she is starting to select particular types of activities to he/she press / thoughts and ideas.
he/she tries to recreate he/she experiences and responses through music, dance, words,
paint and other materials.
he/she can describe he/she experiences and events through a range of different types of
creative activity.
he/she is demonstrating an understanding of different and new he/she experiences.
he/she is he/she pressing / he/she experiences and feelings in a variety of ways.
he/she is using a growing vocabulary to describe / feelings and he/she experiences.
he/she is using / senses increasingly to he/she explore objects, materials and events.
he/she expresses / feelings in a variety of ways.
he/she shows pleasure and dissatisfaction in what he/she can and cannot do.
he/she is responding well to a number of different he/she experiences.
he/she demonstrates a variety of responses to what he/she sees, hears, smells, touches and
feels.
he/she is recognising and using / senses in a variety of situations