Child Learning, Development and Participation Assessment
For children aged three to five years
A whole-child assessment that leads to action
This tool supports educators to collect and interpret evidence, plan intentional teaching, implement support and evaluate progress through the updated Victorian Early Years Learning and Development Framework (VEYLDF) Early Years Planning Cycle.
To turn what educators know about a child into purposeful teaching and support
The assessment creates an evidence-based picture of the child’s strengths, learning, development, wellbeing and participation. It helps educators decide what to build on next, make the program more responsive, work consistently with families and other professionals, and review whether planned teaching and adjustments are making a meaningful difference.
It should be completed for a clear educational reason—not simply to produce more documentation.
Use this tool to
- recognise strengths, interests, learning dispositions and progress;
- understand participation across play, routines, relationships and environments;
- identify emerging capabilities, reasonable adjustments and appropriate next steps;
- include the child’s voice, family knowledge and relevant professional information; and
- create a clear report for planning, collaboration and review.
Important boundaries
This is an educational assessment and planning aid. It is not a diagnostic test, developmental screening instrument, calculation of developmental age, or decision about whether a child is “school ready”. Educators must use professional judgement and follow NERPSA processes when a concern requires discussion, referral, reporting or urgent action.
Child and assessment details
Only enter information needed for this assessment and report.
Safety comes first
If this assessment relates to a disclosure, suspected abuse or neglect, immediate danger, concerning injury, loss of previously established capabilities, or another serious change, an educational report must not delay the required response.
Ensure the child is safe and follow the NERPSA Child Safe Environment and Wellbeing Policy, mandatory reporting, PROTECT, Reportable Conduct and VECRA notification processes as applicable. Internal reporting does not replace a staff member’s direct statutory responsibilities.
Evidence used
Select the evidence considered. A sound assessment draws on information collected over time, in different situations and from more than one perspective.
Identity and connection
Belonging, agency, relationships, participation, culture and connection with the world.
Wellbeing
Emotional and physical wellbeing, regulation, safety, movement and participation in routines.
Learning
Curiosity, persistence, executive functions, inquiry, thinking and mathematical learning.
Communication
Interaction, language, non-verbal communication, symbols, texts, literacy and creative expression.
The child’s voice
Voice may be expressed through words, home language, signs, AAC, gesture, movement, facial expression, behaviour, play and sustained preferences.
Family knowledge and priorities
Participation and environment
Consider the environment and adult practice—not only the child.
Plan, implement and evaluate
The priorities selected in the assessment appear below. Add clear actions that build from the child’s strengths, interests and existing capabilities.
Internal assessment report
The complete professional record: evidence, analysis, VEYLDF outcomes, priorities, implementation, evaluation and required follow-up. Save in the authorised child file.
Family learning summary
A warm, concise and plain-language report about strengths, progress, learning priorities, successful supports and ways educators and family can work together.