The foundation stage profile (FSP) is a way of summing up a child's achievements and progress at the end the foundation stage. Each child's development is recorded on an assessment scale derived from the stepping-stones and early learning goals of the foundation stage curriculum. The FSP provides information for parents and for future teachers of the child.

For children with English as an additional language, three particular aspects of their development can be recorded:

• development of the home language(s)
• development across the curriculum assessed through the home language
• development of English.

Recording information about linguistic background and development in the home language

The FSP includes an English as an additional language section in which information about children's linguistic background can be noted and language development assessed. The record of children's linguistic background might answer the following questions:

• which languages does the child understand?
• which languages does the child speak?
• are these languages scripted or unscripted? Does the child have access to any books in the home languages?
• does the child use the same language with particular adults or children? (For example a child may speak the home language to parents but speak English with siblings)
• which languages do the child's parents and other key carers speak at home? In which languages do parents write? (The latter question needs to be approached with sensitivity.)
• are there any plans for the child to learn to read and write in the home language?

Assessing development in the curriculum through the home language

Many of the assessments required in the FSP can be made through the medium of the home language if appropriate support (perhaps a bilingual early years practitioner) is available. Points 4 to 9 of the communication, language and literacy scales must be assessed in English. Where a child has been assessed in their home language, this should be noted in the comments box.

Assessing development of English

The English as an additional language section of the FSP should be used to record children's development as English language learners. Children's progress in developing listening, speaking, reading and writing skills should be assessed and recorded. To support this assessment, QCA guidance and assessment scales contained in A language in common: assessing English as an additional language may be useful for assessing language development.

Collecting information

Parents or carers are usually involved in the completion of the FSP, as they are able to provide information about their child's cultural and linguistic background and early development. If no adult family member speaks English, access to an interpreter will be needed in order to collect information for the profile. Information about the use of interpreters is given in the 'Interpreting and translation' area of this site.

The involvement of bilingual early years practitioners in collecting information and assessing children's progress is good practice.

Uneven development

All children show different levels of development in different areas of the foundation stage curriculum. The collection of data for the FSP will highlight this issue. Research shows that asylum-seeking and refugee children are particularly likely to manifest uneven development, caused by persecution, flight and changes in life circumstances in a new country. For example, a refugee child may have well-developed mathematical skills, but have difficulties in relationships with adults and peers. If you have particular concerns about a child, share them with senior staff or, if available, a refugee support teacher.

Useful weblinks

Please note: QCA is not responsible for the content of external sites

Ethnologue
This website provides information about the world's languages.

QCA: A language in common: assessing English as an additional language
Guidance to support the assessment of pupils of all ages for whom English is an additional language. Guidance includes principles underlying assessment and assessment scales. (See Related documents)

QCA: The foundation stage profile guidance
The guidance provides more information on the use of the foundation stage profile. ‘Children with English as an additional language' is the chapter that gives more detailed information about assessment for these children.

Further resources

A dictionary of languages, Dalby, A, Bloomsbury, 1998.
This dictionary provides background information to more than 400 languages.

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