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Ranskill Primary School

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Early Learning Goals for 2020 cohort

Communication and language










Listening and attention





Not yet achieving the early learning goal

Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Children listen to instructions and follow them accurately, asking for clarification if necessary. They listen attentively with sustained concentration to follow a story without pictures or props. They can listen in a larger group, for example, at assembly.





Not yet achieving the early learning goal

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories and events.

After listening to stories, children can express views about the events or characters and answer questions about why things happened. They can carry out instructions which contain several parts in a sequence.








Not yet achieving the early learning goal

Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Children show some awareness of the listener by making changes to language and non-verbal features. They recount experiences and imagine possibilities, often connecting ideas. They use a range of vocabulary in imaginative ways to add information, express ideas or to explain or justify actions or events.

Physical Development








Moving and handling




Not yet achieving the early learning goal

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Children can hop confidently and skip in time to music.
They hold paper in position and use their preferred hand for writing, using a correct pencil grip. They are beginning to be able to write on lines and control letter size.






Health and self-care 

Not yet achieving the early learning goal

Children know the importance for good health of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Children know about and can make healthy choices in relation to healthy eating and exercise. They can dress and undress independently, successfully managing to fasten buttons or tie laces.












Self-confidence and self-awareness 





Not yet achieving the early learning goal

Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They can say when they do or don’t need help.

Children are confident to speak to a class group. They can talk about the things they enjoy and are good at and the things they don’t find easy.
They are resourceful in finding support when they need help or information. They can talk about the plans they have made for activities and what they might change if they were to repeat them.







Managing feelings and behaviour  

Not yet achieving the early learning goal

Children talk about how they and others show feelings, talk about their own and others’ behaviour and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow the rules. They adjust their behaviour to different situations and take changes of routine in their stride.

Children know some ways to manage their feelings and are beginning to use these to maintain control. They can listen to each other’s suggestions and plan how to achieve an outcome without adult help. They know when and how to stand up for themselves appropriately. They can stop and think before acting and can wait for things they want.





Making relationships

Not yet achieving the early learning goal

Children play co-operatively, taking turns when with others. They take account of one another’s ideas about how to organise their activity.
They show sensitivity to others’ needs and feelings and form positive relationships with adults and other children.

Children play group games with rules. They understand someone else’s point of view can be different from theirs.
They resolve minor disagreements through listening to each other to come up with a fair solution. They understand what bullying is and that this is unacceptable behaviour.
















Not yet achieving the early learning goal

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Children can read phonically regular words of more than one syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read. 





ELG 10


Not yet achieving the early learning goal

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narratives in their own writing.










ELG 11






Not yet achieving the early learning goal

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract 2 single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Children estimate a number of objects and check quantities by counting up to 20. They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.






ELG 12

Shape, space and measures   

Not yet achieving the early learning goal

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. 

Children estimate, measure, weigh and compare and order objects and talk about properties, position and time.


Understanding the world









ELG 13

People and communities








Not yet achieving the early learning goal

Children talk about past and present events in their own lives and the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. 

Children know the difference between past and present events in their own lives and some reasons why people’s lives were different in the past. They know that other children have different likes and dislikes and that they may be good at different things.
They understand that different people have different beliefs, attitudes, customs and traditions and why it is important to treat them with respect. 






ELG 14

The world   




Not yet achieving the early learning goal

Children know about similarities and differences in relation to places, objects, materials and living things.
They talk about the features of their own immediate environment and how environments might vary from one another. They can make observations of animals and plants and explain why some things occur and talk about changes.

Children know that the environment and living things are influenced by human activity.
They can describe some actions people take in their own community to maintain the area they live in. They know the properties of some materials and can suggest some of the purposes they are used for.
They are familiar with basic scientific concepts such as floating, sinking, experimentation. 




ELG 15




Not yet achieving the early learning goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Children find out about and use a range of everyday technology.
They select appropriate applications that support an identified need e.g. in deciding how best to make a record of a special event in their lives, such as a journey on a steam train.

Expressive arts







ELG 16

Exploring and using media and materials






Not yet achieving the early learning goal

Children sing songs, make music and dance and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Children develop their own ideas through selecting and using materials and working on processes that interest them.
Through their explorations they find out and make decisions about how media and materials can be combined and changed.




ELG 17

Being imaginative 



Not yet achieving the early learning goal

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Children talk about the ideas and processes which have led them to make music, designs, images or products. They can talk about features of their own and others’ work, recognising the differences between them and the strengths of others.