Children's interests and abilities move at different speeds and fluctuate during the early years. On the whole, it is only appropriate to make very provisional judgements about a child's ability at this stage. However, it is vital to talk about each child's learning and emotional needs, and provision should reflect perceptions of the child's abilities.

The guidance for the foundation stage notes that some children will move beyond the early learning goals before the end of the foundation stage. The early learning goals have been designed to allow progression into key stage 1 of the national curriculum. Therefore, those working in settings other than school will find it helpful to talk to reception class teachers about whether particular pupils should move beyond the goals while not yet at school.

Within the foundation stage

An effective partnership with parents and carers is very important in the foundation stage. Transition between home and setting, and later between settings, can be made easier when parents and carers understand the curriculum and are informed of their child's achievements. Transferring information that identifies individuals requires informed consent. Parents and carers can give consent for records to be passed on between non-maintained settings and schools, for example. This emphasises the central importance of establishing a partnership, with a two-way flow of information, knowledge and expertise.

The foundation stage profile has been introduced as a tool to support the ongoing assessment of children's learning. The record can be used throughout the reception year to assess progress in the stepping stones and early learning goals. The final scale point in each area of learning indicates that the child has achieved all earlier points, has developed further, both in breadth and depth of learning, and is working consistently beyond the level of the early learning goals and within the early levels of the national curriculum.

The foundation stage curriculum was designed to provide secure foundations for all future learning. It would be unusual for a child to make linear progression in each of the areas and aspects of the foundation stage curriculum. Where a child is working within the key stage 1 curriculum in some areas, work is still likely to be within the foundation stage curriculum in other areas and aspects.

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From the foundation stage

Many schools with reception and KS1 classes link planning and teaching for the summer term of reception and the autumn term of year 1, so that children can begin to become familiar with the KS1 programmes of study and with more structured timetabling. Schools make these adjustments depending on the needs of individual children. Schools with mixed-age reception/year 1 classes plan for both the foundation stage and the KS1 curriculum, and this can support them in catering for children's differing styles and rates of progression.

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