Smarter, faster observation and assessment techniques in early years 

Observation and assessment involve watching, listening to, and reflecting on what children do as they play, learn and interact and are central to early years practice. They help us understand a child’s progress, plan effectively, and support development in meaningful ways.  

For children with additional needs or SEND, observation is especially important as it can help identify emerging needs, notice patterns, triggers and communication styles, and assess where targeted support may be required. 

However, many practitioners recognise the pressure that can come with this – endless notes, photos, and learning journeys that can sometimes feel more like paperwork than practice. 

In recent years, there has been a growing shift in the sector. The focus is no longer on doing more observations, but on doing them better. But what does this look like in practice? 

 

What Observation EYFS requires 

The EYFS framework makes it clear that assessment and observations should not be overly burdensome. 

Statutory requirements include: 

• Ongoing assessment through observation 

• Progress check at age two (England) 

• Early Learning Goals assessment at the end of Reception year 

Crucially, the guidance states that practitioners should not spend excessive time recording evidence. Instead, the emphasis is on knowing the child, using professional judgement and supporting learning effectively. This is an important message because it reinforces the idea that more paperwork does not mean better practice. It also shifts the focus away from data gathering and onto how you use it to actively help children progress.  

 

What should be observed? 

Rather than trying to record everything, it is far more effective to focus on what matters most – those moments that genuinely tell you something about the child and their development. Below are some key areas to focus on. 

 

Observation of children’s interests and motivations

 

Notice what naturally draws the child in. What do they choose to play with when given freedom? What keeps their attention for longer periods? These interests often provide the strongest starting points for planning meaningful next steps and extending learning.

 

Communication and language

Pay attention to how the child expresses themselves, whether through words, gestures, sounds or facial expressions. Consider their level of understanding, vocabulary, and willingness to engage in conversations with adults and peers. Are they struggling to express themselves or are they using different forms of communication? 

 

Social interactions and relationship observation

Observe how the child relates to others. Do they play alongside others and engage with them, or are they happier playing on their own? Are they beginning to share, take turns, or form friendships? These moments can reveal a great deal about their social confidence and development. 

 

Physical development

Look at both fine and gross motor skills in action. How does the child move, balance, climb, hold tools, or manipulate small objects? What is their spatial awareness like and how do they approach physical challenges? These observations help build a picture of their coordination, strength, control and risk assessment abilities. 

 

Emotional responses and well-being observation

Notice how the child responds to different situations. How do they manage transitions, challenges, or changes in routine? Do they show confidence, resilience, or signs of anxiety? Their emotional responses can offer important insight into their sense of security and well-being. 

Remember that one meaningful observation, rooted in real understanding, is far more valuable than ten superficial ones. 

 

Smarter ways to observe and record 

Once you are confident about what to look out for and what to record, it is time to consider how things are recorded. Smarter observation is about being intentional, efficient, and focused. Try to: 

• Observe in the moment: Instead of stopping to write everything down, stay present with the child. Make a quick mental or brief written note and record it later when time allows 

• Use professional judgement: Not everything needs to be written down. Practitioners build knowledge over time through daily interactions 

• Focus on significant moments: Capture new skills, breakthroughs, patterns of behaviour, things that inform next steps 

• Work as a team: Share observations verbally during the day. This reduces duplication and builds a fuller picture of the child 

• Keep it short and meaningful: A few clear sentences saying what happened, what it shows and next steps, are often enough 

 

Using technology 

Recording does not need to be time-consuming to be effective. Many settings use apps or online learning journals such as Parenta’s Footsteps 2, which can save time, allow quick uploads of notes or photos which can then be shared more easily with parents. However, technology should support practice, not dominate it. Just because you can record many things doesn’t mean that you should. Too many photos or lengthy write-ups can dilute what is important and create unnecessary work later on when sifting through them to find the important information. 

It is also essential to understand your setting’s policy for taking photos or videos and to only use appropriate and approved devices. Most settings do not permit practitioners to record children using practitioners’ mobile phones or personal devices.  

Simplifying does not mean lowering standards either. In fact, it often improves them because settings can reduce the number of required observations per child and focus on quality over quantity. 

All paperwork should be reviewed regularly and what is not needed should be removed. The goal is to create time for what matters most, which is interacting with children. The most effective settings strike a balance between observation, interaction and reflection. If practitioners are spending more time recording than engaging with children, something needs to change. 

 

Linking observation to planning 

Observation and assessment should always lead somewhere. Ask yourself: 

• What does this tell me about the child? 

• What might they need next? 

• How can I support this through the environment or interaction? 

• Will this be useful to the child or am I just filling a file? 

This keeps observation purposeful and avoids it becoming merely a tick-box exercise. 

 

Involving families and carers 

Home observations can also be woven directly into practice to build a fuller, more accurate picture of each child’s development. When parents share photos, videos or notes from home, they can be added to the child’s learning journal, and settings can use them to inform next steps planning so that activities build on the child’s real interests and emerging skills. This also strengthens partnerships with families, ensuring assessment is based on what the child can do across different contexts, not just in the setting.

 

 

Other Articles:
Why Are We Here? The Glitter and The Glimmers In Early Years
Narrowing the development gap in early years post-pandemic
Observations in early years – Different types, why they are important and examples