Progress Check at Two

Child’s Information
Name: Riley Edogun
Date of Birth:

Keys: Ex (Exceeding Expectation) At (Expected level) or Em (Below Expected Level)

Making Interested in others’ play and starting to join in E
relationship m
s Seeks out others to share experiences E
m
Shows affection and concern for people who are special to them E
m
May form a special friendship with another child E
m
Self- Separates from the main carer with support and encouragement from a E
confidence familiar adult m
and Expresses own preferences and interests E
awareness m
Managing Seeks comfort from familiar adults when needed E
feelings m
and Can express their own feelings such as a sad, happy, cross, scared, At
behaviour worried
Responds to the feelings and wishes of others E
m
Aware that some actions can hurt or harm others E
m
Tries to help or give comfort when others are distressed E
m
Shows understanding and cooperates with some boundaries and routines E
m
Can inhibit own actions/behaviours, e.g. stop themselves from doing E
something they shouldn’t do m
Growing ability to distract self when upset, e.g. by engaging in a new E
play activity m
Listening Listens with interest to the noises adults make when they read stories E
and m
attention Recognises and responds to many familiar sounds, e.g. turning to a E
knock on the door, looking at or going to the door m
Shows interest in playing with sounds, songs and rhymes At
Can shift to a different task if attention is fully obtained E
m
Understandi Identifies action words by pointing to the right picture, e.g., “Who’s E
ng jumping?” m
Understands more complex sentences, eg ‘put your toys away and then E
we’ll read a book’ m
Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s E
 that/can? What’s that? Where is.?) m
Developing an understanding of simple concepts (e.g. big/little) E
m
Speaking Uses language as a powerful means of widening contacts, sharing E
feelings, experiences and thoughts m
Holds a conversation, jumping from topic to topic E
m
Learns new words very rapidly and is able to use them in communicating E
m
Uses gestures, sometimes with limited talk, e.g. reaches towards toy, At
saying ‘I have it’
Uses a variety of questions (e.g. what, where, who) E
m
Uses simple sentences (e.g.’ Mummy gonna work.’) E
m
Beginning to use word endings (e.g. going, cats) E
m
Moving and Runs safely on whole foot At
Handling Squats with steadiness to rest or play with object on the ground, rises to E
feet without using hands m
Climbs confidently and is beginning to pull themselves up on nursery E
play climbing equipment m
Can kick a large ball E
m
Turns pages in a book, sometimes several at once E
m
Shows control in holding and using jugs to pour, hammers, books and E
mark-making tool m
Beginning to use three fingers (tripod grip) to hold writing tools E
m
Imitates drawing simple shapes such as circles and lines E
m
Walks upstairs or downstairs holding onto a rail two feet to a step At
May be beginning to show preference for dominant hand. E
m
Health and Feeds self competently with spoon E
self-care m
Clearly communicates their need for potty or toilet E
m
Beginning to recognise danger and seek the support of significant adults E
for help. m
Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes off E
unbuttoned shirt m
Beginning to be independent in self-care, but still often needs adult E
support m
Drinks well without spilling At
Reading Has some favourite stories, rhymes, songs, poems or jingles At
Repeats words or phrases in a known rhyme, story or game E
m
Fills in the missing word or phrase in a known rhyme, story or game, e.g. E
‘Humpty Dumpty sat on a …’. m
Writing Distinguishes between the different marks they make. E
m
Numbers Selects a small number of objects from a group when asked, for E
 example, ‘please give me one’, ‘please give me two’ m
Recites some number names in sequence E
m
Creates and experiments with symbols and marks representing ideas of E
number m
Begins to make comparisons between quantities E
m
Uses some language of quantities such as ‘more’ and ‘a lot’ E
m
Knows that a group of things changes in quantity when something is E
added or taken away m
Shape, Notices simple shapes and patterns in pictures E
space and m
measure Beginning to categorise objects according to properties such as shape or E
size m
Begins to use the language of size E
m
Understands some talk about immediate past and future, e.g. ‘before’, E
‘later’ or ‘soon’. m
Anticipates specific time-based events such as mealtimes or home time E
m
Exploring Joins in singing favourite songs E
and using m
media and Creates sounds by banging, shaking, tapping or blowing At
materials Shows an interest in the way musical instruments sound E
m
Experiments with blocks, colours and marks E
m
Being Beginning to use representation to communicate, e.g. drawing a line and E
imaginative saying ‘That’s me m
Beginning to make-believe by pretending E
m
The World Enjoys playing with small-world models such as a farm, a garage, or a E
train track m
Notices detailed features of objects in their environment E
m
Technology Seeks to acquire basic skills in turning on and operating some ICT E
equipment m
Operates mechanical toys, eg turns on a wind-up toy or pulls back on a E
friction car m
Class Teacher General Remarks
Riley prefers to stay in his own space and he get defensive when anyone comes close to him
by either pinching or biting them.
He can run and jump although on tippy toes. Riley can feed himself finger foods such as
fruits and snacks.
What we have done to help him so far…
 We continuously encourage him to use his words e.g. instead of using gestures, we
encourage him to say words like water, shoe, bag etc.
 We massage him when he is having tantrums and sometimes take him out to cool off
or give him something to snack on.

Name: [Link] Bamidele. Sign: