EYFS guide · Assessment
The EYFS progress check at age two: a practical guide with examples
The progress check at age two is a short, written summary of how a child is developing in the three prime areas, shared with parents or carers when the child is between 24 and 36 months. Its purpose is early identification: spotting strengths and any areas where progress is less than expected, so that support can start while it makes the biggest difference.
It is a statutory requirement of the Early Years Foundation Stage (EYFS), so every provider caring for two-year-olds must complete one. Nurseries, pre-schools and childminders all have to do it.
It is not a test, and children are not expected to “pass” it. It is a snapshot built from what practitioners already know about the child, plus what parents tell them.
What the EYFS requires for the two-year check
The framework is deliberately light on prescription. The musts are short:
- 1Review progress between two and threeReview the child’s progress when they are between 24 and 36 months.
- 2Write a short summaryGive parents or carers a short written summary of development in Communication and Language, Physical Development, and PSED.
- 3Show strengths and needsHighlight where the child is progressing well and where some additional support might be needed.
- 4Plan supportWhere progress is less than expected, set out the activities and strategies you will use, and work with parents and other professionals, such as the SENCO or health visitor, on a plan.
- 5Link to homeDiscuss with parents how the summary can support learning at home.
The framework does not set a format. A setting can use a form, a narrative letter or a digital report, as long as the summary is short, clear and covers the prime areas. It is up to the provider to decide what else to include, and it should reflect the individual child.
The seven areas of learning are still the backdrop. The two-year check looks only at the three prime areas because these are the foundations for everything else, and they matter most at this age.
When to do the progress check at age two
The check must happen when the child is between 24 and 36 months, but there is no fixed date within that window. Agree with parents when the summary will be most useful. Several things can shape that decision:
How well the child knows you
A child who has just started needs time to settle before anyone can judge how they usually communicate or play.
The health visitor review
Where possible, finish the check in time for parents to take it to the health and development review around age two, so the two inform each other.
Any early worries
If a practitioner or parent already has a concern, do not wait for a convenient date.
Joining late
A child who starts close to their third birthday needs the check soon after settling in.
Example timeline: Amara
Amara turns two in March and started at nursery in January. Her key person, Sam, plans the check for early May, once Amara has settled and Sam has a few months of observations. Amara’s health visitor review is booked for June, so Sam invites her mum to a short meeting in the second week of May and hands over the written summary to take along.
Who completes the two-year check
The key person usually leads, because they know the child best. They draw on their own observations, colleagues’ knowledge, and what parents say about the child at home. If there are any concerns, the SENCO should be involved early.
A child in more than one setting
For example, a nursery and a childminder. Settings should share information so the summary reflects the whole child, with parents’ agreement.
A child who moves settings
If a child moves between two and three, the check is usually completed by the setting where they have spent most time.
For children who speak another language at home, ask parents what the child says and understands in that language. A child who seems quiet at nursery may be chatting away at home.
What to look at: the three prime areas
The check covers Communication and Language, Physical Development and PSED. Non-statutory guidance such as Birth to 5 Matters or Development Matters can help you picture typical progress, but children develop at different rates and in different orders. Treat the examples below as things you might notice, not a checklist to tick.
| Area | Strand | What you might see around age two | Example observation |
|---|---|---|---|
| Communication and Language | Listening, attention and understanding | Follows simple instructions, points to familiar objects or pictures when named, attention shifts quickly between activities | When asked “Can you get your shoes?”, Leo went to the shoe rack, picked up his own pair and brought them over. |
| Speaking | A growing bank of words, with many children starting to join two words together, and using gestures alongside speech | Leo pointed at the toy bus and said “bus go”, then “more bus” when it stopped. | |
| Physical Development | Gross motor | Walks and runs, climbs onto low equipment, kicks a ball, goes up and down steps with support | Ayesha climbed the low slope, turned around and slid down while holding the rail. |
| Fine motor | Holds a chunky crayon in a fist and scribbles, stacks several blocks, turns the pages of a board book, begins to use a spoon | Noah stacked five blocks, knocked them down laughing, then rebuilt the tower. | |
| PSED | Self-regulation | Shows feelings through actions and words, seeks comfort from familiar adults, begins to calm with support | When her tower fell, Maya cried, went to her key person for a cuddle, then came back to rebuild. |
| Managing self | Shows growing independence, such as trying to put on a coat or feed themselves | Theo took his hat off the peg and held it up, asking for help to put it on. | |
| Building relationships | Plays alongside other children, copies adults, enjoys simple games like peekaboo | Zara handed a spoon to a friend in the home corner and copied him stirring. |
A few reminders when you use a table like this. A child with a physical difficulty or a language delay may still show strengths elsewhere, and the summary should say so. A big developmental leap in one area often pauses progress in another for a while. And two-year-olds are famously changeable: tantrums, “no” and clinging to a key person are all part of typical development.
How to gather evidence for the two-year check
The check should rest on what you already know about the child, not on a special assessment session. A child who is put on the spot may behave very differently from how they do on an ordinary day. Aim for a mix of sources:
Everyday observation
Short notes made in the moment, with the date, what the child did and said, and the context. “Sofia, 26 months, 10:15, water tray: poured water between two cups, said ‘all gone’ and held the empty cup up to me.”
Photos and short videos
Where parents have consented. A 20-second clip of a child kicking a ball tells you more than a paragraph.
Parents’ observations
Ask open questions: “What new words has Jack been using at home?”, “What does he do when he is upset?”, “What does he love doing most?”
Colleagues’ knowledge
Other staff may have seen skills in a different part of the day, such as mealtimes or outdoor play.
The child’s own voice
Notice what they choose, where they go, who they seek out and how they let you know what they want, through words, sounds, gestures or actions.
Example: building a picture of Kai, 27 months
His key person, Priya, pulls together the following over a few weeks.
| Source | What it shows |
|---|---|
| Observation in the garden | Kai runs to the bikes, climbs on, pushes with his feet and steers round the cones (gross motor). |
| Observation at snack | Uses a spoon with some spillage, pours his own water with help (fine motor, managing self). |
| Parent comment | At home he says “mama”, “dada”, “juice”, “no” and “more”, and sings the end of songs. |
| Observation in the book corner | Points to the dog and says “woof”, but does not yet put two words together (speaking). |
| Colleague note | Kai watches other children closely and sometimes offers them a toy, but prefers to play alongside rather than with them (building relationships). |
Priya now has evidence across all three prime areas, from more than one person, and a clear sense that speaking is the area to watch and talk through with Kai’s parents.
Writing the progress check summary
The written summary should be short, in plain language, and something a parent can read in a few minutes without help. A simple structure works well:
- 1The childName, age in months and a line about what they love doing.
- 2The three prime areasFor each, what the child can do now and what you are helping them with next.
- 3StrengthsWhere the child is progressing well.
- 4Where more support might helpOnly if relevant, with the activities and strategies you will use.
- 5At homeOne or two ideas parents can try.
- 6Parents’ commentsAnd the date it was shared.
Avoid jargon, acronyms and age bands (“working at 22 to 36 months”). Describe what the child does instead.
Progress check at age two examples
Ayesha, 28 months
Ayesha is a cheerful, curious girl who loves the outdoor area and anything with wheels.
Ayesha follows two-step instructions such as “get your coat and bring it here”. She uses lots of words and often joins three together, for example “Ayesha want blue bike”. We are encouraging her to describe what she sees and to talk about things that have happened.
Ayesha runs, climbs the low slope and balances along a plank with confidence. She holds a crayon between her fingers and thumb and makes controlled circles and lines. We are offering lots of mark-making and threading to build her fine motor skills.
Ayesha says goodbye to her mum happily and settles quickly. She plays alongside others and is beginning to take turns with support.
Kai, 27 months
Kai is a friendly boy who loves vehicles, music and being outdoors.
Kai understands simple instructions and points to things he wants. He uses around a dozen single words, mostly in familiar routines, but is not yet joining two words together. This is a little less than we would expect at his age, so we would like to give him extra support.
Kai runs, climbs and kicks a ball confidently. He is learning to use a spoon and enjoys pouring.
Kai plays happily alongside other children and is starting to offer toys to others. He sometimes becomes frustrated when he cannot make himself understood.
Theo, 30 months
Theo is a thoughtful boy who loves puzzles and could happily build with blocks all morning.
Theo speaks in short sentences and understands what is said to him.
Theo is steady on his feet and manages stairs, and holds chunky tools such as a thick crayon and a rolling pin with growing control.
Theo finds changes in routine hard. He can become very upset at tidy-up time and when other children join his play, and it can take him a while to calm down. He is warm with his key person, who helps him recover.
Talking to parents about the two-year check
The EYFS puts partnership with parents at the heart of the check, and the conversation matters as much as the paper. Parents should never see a concern in writing for the first time.
- 1Before the meetingGive parents the summary, or a draft, a few days ahead if they want it, and ask them to think about what their child does at home. Offer an interpreter or a translated copy where English is not their first language.
- 2In the meetingStart with something specific and positive, then move to next steps. Keep the language simple, listen as much as you talk, and ask what parents think. Agree one or two things to try at home and when you will check in again.
- 3AfterwardsGive parents their copy and encourage them to share it with their health visitor at the two-year review. Record their comments on the summary.
Example wording
When progress is going well
- “Ayesha has such a lovely way of telling us what she wants. This week she asked for ‘blue bike’ and then waited for her turn.”
- “She’s really confident climbing and running. What does she like doing at the weekend?”
When more support might help
- “Kai understands us really well and he’s so eager to join in. We’ve noticed he’s using fewer words than we’d expect at this age, so we’d like to give him a bit of extra support. Is that something you’ve noticed at home?”
- “Here’s what we plan to do, and here are a couple of things that could help at home. Would it be useful to talk to the health visitor too?”
When a parent is worried or upset
- “I can hear how much you care about Theo. We’re not worried about him as a person, we just want to help with the big feelings at tidy-up time. What works for you at home?”
- “Early support makes a real difference, and we’ll do this together.”
When a parent disagrees
- “Thank you for telling me that. We see a different picture at nursery, so let’s both keep noticing over the next few weeks and compare notes.”
Phrases to avoid
When the two-year check shows a concern
If the check shows progress that is less than expected in any prime area, the EYFS expects you to put a targeted plan in place, working with parents and, where helpful, other professionals such as the SENCO or health visitor. The point is to act early, not to wait and see.
- 1Talk to parents firstAs in the examples above, and agree what you will do.
- 2Involve your SENCOStraight away, so the plan is shaped with specialist advice.
- 3Write a short planWith clear targets, strategies, who is responsible and a review date.
- 4Share with the health visitorWith parents’ agreement, so the setting and health services build one picture.
- 5Consider a referralFor example to speech and language therapy or an early help service. The SENCO or health visitor can advise.
- 6Review the planUsually after four to six weeks, then decide whether to continue, adjust or seek more support.
Example targeted plan for Kai
| Area | Target | Strategies | Who | Review |
|---|---|---|---|---|
| Speaking | Kai will start joining two words, such as “more juice” or “big bus” | Daily small-group songs and story time. Repeat what Kai says and add one word. Use simple signs and pictures alongside words. Give him time to answer. | Priya (key person), with SENCO advice | Six weeks |
| At home | Increase everyday talk | Narrate routines such as bath time. Choose two books to share each day. Offer choices, such as two snacks, and wait. | Kai’s parents | Six weeks |
| Hearing and wider health | Rule out anything affecting hearing or speech | Parents to mention the check at the health visitor review and ask whether a hearing test would be helpful. | Kai’s parents, health visitor | Before the review |
Signs to act on promptly
None of the following means a child has a particular need, and practitioners must not diagnose. But they are reasons to speak to parents, the SENCO and the health visitor without delay rather than wait for the next scheduled review:
- A child who stops using skills or words they previously had.
- A child who rarely responds to their name or familiar sounds, or seems not to hear.
- Very few or no words, and little pointing or gesturing, at around two.
- A child who is not yet walking, or has a marked difference in movement from one side of the body to the other.
- Persistent, intense distress that does not settle with familiar adults, or very limited interest in other people.
If you are worried about a child’s health or safety, follow your safeguarding procedures as well.
Common mistakes to avoid
Treating it as a test
The check is a summary of everyday knowledge, not a one-off assessment of a child on the spot.
Leaving it too late
A child who is nearly three by the time the check is written has missed the point of early identification.
Writing for inspectors, not parents
Long, jargon-heavy summaries are hard to read and easy to misunderstand.
Focusing only on gaps
Parents want to see their child’s strengths first, and strengths help you plan next steps too.
Springing surprises
Concerns should be discussed before they appear on paper.
Forgetting home languages
A child’s full communication is often hidden if you only listen in English.
Writing a plan and then filing it
A plan without a review date is a form, not support.
Mixing it up with the EYFS Profile
The Profile is a different assessment, completed at the end of Reception.
Progress check at age two: good practice checklist
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Final thoughts
Done well, the progress check at age two is one of the most useful conversations a setting has with a family. It celebrates what a child can do, flags early any support they might need, and builds a shared plan between practitioners, parents and health professionals.
Keep it simple, keep it honest and keep it kind.
Frequently asked questions about the progress check at age two
What is the progress check at age two?
It is a short written summary of a child’s development in the three prime areas of the EYFS, shared with parents when the child is between 24 and 36 months. It helps spot strengths and any areas where extra support might be needed.
Is the two-year progress check statutory?
Yes. It is a statutory requirement of the EYFS. Every Ofsted-registered provider caring for a child aged two, including nurseries, pre-schools and childminders, must complete it.
When should the progress check at age two be done?
Any time between 24 and 36 months. Agree the timing with parents, let the child settle first, and where possible complete it before the health visitor’s two-year review.
Which areas does the two-year check cover?
The three prime areas: Communication and Language, Physical Development, and Personal, Social and Emotional Development (PSED).
Is there a set format or template for the two-year check?
No. The EYFS does not set a format. You can use a form, a narrative letter or a digital report, as long as it is short, clear and covers the prime areas.
Who completes the progress check at age two?
Usually the child’s key person, using their own observations, colleagues’ knowledge and what parents share. The SENCO should be involved early if there are concerns.
What happens if a child attends more than one setting?
Settings should share information, with parents’ agreement, so the summary reflects the whole child. If a child moves settings, the check is usually completed by the setting where they have spent most time.
What is the difference between the two-year check and the EYFS Profile?
The two-year check is a short summary for children aged 24 to 36 months, covering the prime areas. The EYFS Profile is a separate assessment completed at the end of Reception.
What should I do if the check shows a concern?
Talk to parents first, involve your SENCO, write a short targeted plan with a review date, and share it with the health visitor with parents’ agreement.