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It is crucial that practitioners understand the sensory, social and emotional factors that could impede a child's development - and how to plan for individual needs. Sue Chambers explains

In the third part of a series on the progress check, Sue Chambers looks at the importance of robust observation, assessment and planning to meet the needs of your children Photograph at LEYF's Noah’s Ark Nursery in east London, London by Justin Thomas

With Development Matters removed from both the Department for Education's website and the Ofsted inspectors' guidance, Lena Engel examines its history and asks what the implications are for practice.

Bureaucracy and misconceptions led to the decline of 'teaching' in the original EYFS. Early years expert Lena Engel explains why it must be restored to its rightful place under the revised framework.

Working in partnership with parents is vital for responding effectively to children's needs. Sue Chambers offers guidance on building relations .

In the first of a series on the Progress Check at Age Two, Sue Chambers looks at what you need to know now and what to expect in the future

Encouraging children to explore the outdoors more freely proved to be a culture change in Poole, says Clare Schmieder, Early Learning Advisory Teacher (ELAT) within the Poole Early Years Team.

Under new guidance, how will practitioners devise meaningful systems of assessment and record-keeping that track children's progress from birth to five years? Lena Engel advises.

It is essential to put strong processes in place to ensure quality provision for twos, says Vicky Hutchin.

It is crucial for parents to understand the value of the integrated health and early years reviews for two-year-olds, and practitioners must be able to answer their questions, says Sue Robb, Head of Early Years, 4Children.

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