Two Year Check Report

We recently received the Two-Year Check Report for our little one from her new nursery. It is an incredibly detailed and helpful report that provides valuable insight into how she is developing within the nursery setting, particularly in comparison with other children at a similar developmental stage. As new parents, this kind of guidance and support from early years development professionals is exactly what we need and truly appreciate.

First, it was very reassuring to hear that she is participating, engaging with her peers and the nursery staff, and seeking comfort when needed. With the move to a new nursery, her emotional attachment and sense of security in a new environment were my number one concerns, so I am very happy and relieved to hear that she is steadily settling in and warming up to the place.

Her physical development has always been one of her strengths, so it was no surprise to read that she shows confidence, willingness, and moments of concentration (even if still brief at this stage).

Communication and language development has been more of a concern for us. However, she is growing up in a multi-lingual family, and we are committed to helping her embrace her rich multi-cultural heritage, starting with language, food, and music. We are confident that she will naturally and easily develop her English language skills through nursery and school.

Once again, this report has been extremely helpful and timely for us as new parents. It provides reassurance, meaningful insight, and thoughtful observations about her development, as well as clear direction and guidance on the next steps to focus on. We truly appreciate the time and care that has gone into preparing this report.

Below is the full report for reference.

Overview of child's playing, learning and thinking (characteristics of effective learning)

She is settling at the steady pace expected with only 2 days per week. She is still showing attachment to Mum and Dad at drop off / breakfast, but she is becoming more able to seek reassurance and security once they've left.

She sleeps after lunch. Although has an active and busy morning session, she will require more quiet and restful activities and opportunities in the afternoon, once awake.

Personal, Social and Emotional Development

She play alongside others and has become familiar with some of the children at the nursery. She will often seek friends out and will include herself in play where she feels comfortable and secure.

She shows awareness of routines and simple boundaries.

She understands what happens at fruit and snack time and will happily wash her hands, help herself to her bowl/cup and finish by taking her dishes to the washing bucket.

She seek comfort from adults when upset or when requiring a cuddle.

Next steps:

• hear adults talk about people who are special to them

• explore new experiences whilst feeling able to return to a secure base

• understand the feelings of others by beginning to label emotions (e.g. "sad", "happy")

• play name games to help them get to know other people

• play alongside other children and play cooperative games with an adult

• experience longer periods of time to concentrate on something that they are interested in

• experience the process of weighing up choices and making decisions

• look after resources and materials

• learn that some things belong to them, some to others, and some things can be shared

• hear adults talk about emotions, helping them to recognise their own feelings

• learn about potential dangers, within a framework of exploration and risk-taking

• sharing books and stories on which characters help and support each other

Communication and Language

She enjoys songs, music, nursery rhymes and looking at picture books.

She will answer and simple questions when looking through books or during role play.

She has started to join in with tea parties and cooking in the kitchen and feeding the dolls.

She will offer a response and one word utterance when involved in play

Next steps:

• listen to adults telling stories, sometimes with props, e.g. puppets

• listen and join in with rhymes and songs

• say the names of familiar people

• engage in symbolic and role play

• hear adults provide a running commentary, e.g. "You've put the baby in the pram, and tucked her up nice and warm"

• Talk about what they see, hear, think and feel

• Respond to questions such as "Who?" "What?" and "Where?"

• Engage in turn-taking conversations about objects and experiences that interest them

• hear and use repeated words and phrases (e.g. juice, ball, hot, all gone)

• make choices (e.g. by an adult offering "Would you like the apple or banana?")

• experience adults repeating back their language and building on it (e.g. they say "car", adult replies "yes, a blue car")

Physical Development

She is very able and competent in her fine motor skills.

She enjoys mark making and will happily pick up a pen to make marks with.

She whos an activity and confident approach with physical activities in the hall.

She will have a go of the big scooter and balance bike as well as progressing on the climbing frame, pulling herself up the rope and balancing on the beams and planks.

She is becoming more aware specially of the nursery and will join in with running games and circle games.

She shows confidence and a willing to have a go in all the physical activities.

She enjoys construction activities where she can build and design.

She is focused in her play and will show good concentration and sustained focus throughout. She shows detail in her work.

She is able to feed herself and shows good self care (washing, drying hands).

She has enjoyed strenthening gross motor skills with climbing, pushing tyres, pulling, riding toys, mark making, threading, posting, squeezing sponges and dressing dolls, to name but a few.

Next steps:

• play with wheeled toys

• play with items for filling, emptying and carrying

• explore new ways of moving (e.g. slither, twist, walk on tiptoes, stretch, curl, kick)

• develop fine-motor controls through playing with doll's clothes, doing up buttons and zips, or pouring a drink

• become more independent in dressing and hygiene routines (e.g. offering their arm to put in a coat sleeve, putting their feet into shoes or pressing a soap dispenser)

• try new food tastes and textures and to make choices between two options (e.g. milk or water).

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