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Brooke Primary

Voluntary Controlled Church Of England School


High Green, Norwich, Norfolk, NR15 1HP

01508 550419




‘Schools should not include burdensome evidence gathering requirements against any of the areas of learning in their assessment policies so that teachers and practitioners can spend as much time as possible interacting with children and directly supporting their learning and development.’ (EYFS Handbook 2022)

When a child first starts in Reception, the EYFS staff complete an on-entry or baseline assessment. This helps to identify the child’s stage of development and plan for their next steps. Staff use different types of evidence to form the on-entry judgement such as but not limited to observations, previous reports, progress checks, and day-to-day interactions with the children. In addition to this, the Reception Baseline Assessment (statutory from September 2021), will be administered to all Reception children, during the first 6 weeks of the autumn term.

Ongoing formative assessments, based on the teacher’s knowledge of the child supported by a firm understanding of children’s developmental stages (DM statements) ensures that teachers know children’s developmental needs. 

We use Tapestry, an online learning journal, to record observations that are made of children, across all areas of learning. Observations, photos and work samples are used to monitor a child’s progress, using the Development Matters statements as a guide, and to set relevant and appropriate next steps. Parents can view these observations, via the Interactive Learning Diary Parents’ Portal, and so gain an insight into their child’s experiences and development.

In Reception children’s English, maths, RWI and handwriting books also record children’s progress throughout the year alongside their journal book.