The integrated review was developed to bring together the health team's 2 to 2 and a half year development review, and the early years foundation stage (EYFS) progress check at age 2 to assess children's development at 2 years old and identify opportunities for early intervention.
By integrating the reviews, the government believed parents would get a more complete picture of their child, drawing on the expertise of health visitors and early years practitioners. Building on this original work, this is a collaborative project between Derbyshire health and education. It ensures all partners continue to work closely together to ensure the best outcomes for every child, particularly those who are disadvantaged.
Parents are integral to this project as they know their child best. This enables an integrated review to occur, usually before 2 and a half years, where all information is shared by everyone who knows the child. If any issues are identified, this can be recognised early, ensuring interventions are timely, monitored and make a difference to the child's outcomes. If required, referrals to other professionals can be made. It is a legal requirement to complete this check but not to use the documentation attached to this page.
Information for early years providers on one side, and the health team on the other.
The poster contains information for parents and carers. It can be edited to meet your needs. Your setting or childminder name can be added, as well as your own logo. Some providers have created an information leaflet to further support parents who require more information.
Early years 2 year old progress check (integrated review)
The early years 2 year old progress check (integrated review) is for early years provider only.
Child's name - side one
Complete all boxes fully. Please remember the postcode of the child's address as it helps the health team identify the child on their system. There is a glossary to help with acronyms.
Read each of the statements under the prime area headings. In the right hand column write a tick, dash or cross depending on your answer. The key is on the sheet for easy reference.
The statements have been taken from many publications, for example, the Child Monitoring Tool (CMT), the Physical Development Monitoring Tool (PDMT), ASQ, Derbyshire's 10 keys - working together to be ready for school, and many professionals including early years setting managers and headteachers, early years improvement service, health visiting team, speech therapy, and children's centre mangers ensuring a genuine cross sector approach.
Development tracking - side 2
For each of the prime areas there is space to identify the child's strengths, and any areas where the child's progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, you should develop a targeted plan to support the child's future learning and development involving parents and carers and other professionals.
For each aspect, decide which age band the child most comfortably sits in and circle this age band. Use early years outcomes and development matters as a guide. Then decide if the child is low, secure or high in this band. However, you might choose your own descriptors for these, so simply change them on the document. Then record underneath L, S or H. When deciding, use the following as a guide:
- low - only just emerging into this stage or band
- secure - gaining confidence in this band
- high - very confident in this band- demonstrating that they are doing most things we expect at this stage naturally and independently so that you feel the learning is natural, independent, consistent and embedded (NICE)
When you have completed the development tracking and have established which age and stage the child is working at, compare this to the child's actual age in months in order to determine whether the child is operating below, in line or above the typical expectations for their chronological age for each of the aspects. Remember to record this clearly next to each aspect.
- Characteristics of effective learning and child's interests - write about how the child likes to learn, and their favourite things to do at your provision.
- Any further information and referrals? Add further details to this if required, for example, currently being assessed by paediatrician for...
- Every child a talker? Write about the intervention strategies you are using with the child.
- Every child a mover? Write about the intervention strategies you are using with the child.
- Key person or childminder comments (including child's next steps) - what are they working on now? Is it a prime area of learning? Why?
- Parents an carers comment - these can be written with you, by you but together if possible, with a signature.
- As a key person, childminder, parent or carer I'm going to... - what are you going to do with the child next to ensure he or she keeps making good or better progress?
Sending to the health visiting team
Secure emails are permitted by Derbyshire health - the nhs.net is a secure email address.
If your email is not secure to send sensitive and personal data then please use the postal service. Ideally, post or email the document for children under 2 years 4 months as that is when health visitors are most likely to complete the 2 year check.
Contact your health visitor as soon as you become aware of any developmental concerns.
For safeguarding concerns you must follow your policy and procedures at all times.
South hubs receive email and postal mail from Amber Valley, Erewash and South Derbyshire Dales Locality. Please use the secure email: firstname.lastname@example.org
North Hubs receive email and postal mail from High Peak and Dales, Chesterfield, Bolsover and North East Derbyshire. Please use the secure email: email@example.com
The boundaries are the same as the council wards.
Hand delivery is also acceptable.
Glossary or key
Ages and stages questionnaire. The ASQ is a child development questionnaire for parents to complete prior to the health visitor assessment of their child. The ASQ recognises that parents know their child and enables parents to work in partnership in the assessment of their child.
Child monitoring tool. Used if you have concerns in relation to a child's communication and language development, and personal social and emotional development, in particular managing feelings and behaviour. The 2 flag statements (checkpoints) in the communication and language column are taken directly from the CMT document. If the child is not on track to be meeting these checkpoints by the age indicated, it should alert you to the need for further action. For example, early intervention, closer monitoring and discussions with the family or other services including the health visiting team.
Child in care.
English as an additional language.
Personal education plan. Every child in care who is of statutory school age or attends early years provision (setting or childminder) has a termly meeting to discuss their progress. This is written in their personal education plan. For more information please contact the Virtual School.
Physical development monitoring tool. Used if you have concerns in relation to a child’s physical development, language development or behaviour. The flag statements in the physical development column are taken directly from the PDMT document. If the child has not met or is not on track to meet the checkpoint statement by the age indicated, it will alert you to the need for further action. Not meeting the double flag statement would require an immediate referral for further specialist intervention and support from the physiotherapist service.
Derbyshire's ready for school initiative. This ensures that all partners are working together from birth to 5 to ensure children will be off to the best possible start once they start school. See working together to be ready for school for more documents.
Department for Education (November 2014) 'Implementation study: Integrated Review at 2-2½ Years - Integrating the Early Years Foundation Stage Progress Check and the Healthy Child Programme health and development review- Research report'.