Observations in early years are a key part of effective assessment, helping practitioners understand how children learn, develop, and engage with the world around them. By watching and listening carefully, practitioners can gather meaningful insights into each child’s interests, abilities, and next steps. In early years settings, observations are carried out in a variety of ways, including spontaneous observations, planned observations, and snapshot notes. These are used to capture children’s learning in real, everyday situations, ensuring assessment is natural and child centred. Observations link closely with I can statements, allowing practitioners to identify what children can already do and what they are working towards. They also support baseline assessments, helping to establish starting points when children first join a setting. Information gathered through observations feeds into trackers and reports, ensuring children’s progress is monitored effectively across all areas of the EYFS. This helps practitioners plan engaging activities that support development and identify any additional needs early. Sharing observations with parents and carers strengthens partnerships and provides a fuller picture of each child’s learning journey, both at home and in the setting. Ultimately, observations in early years are essential for supporting children’s progress, promoting personalised learning, and ensuring every child has the opportunity to thrive.
