NFER Reception Baseline Assessment

The practical, child-friendly baseline assessment

Background information

Assessment principles | Review of research | References


Aubrey, C., Dahl, S. and Godfrey, R. (2006). ‘Early mathematics development and later achievement: further evidence’, Mathematics Education Research Journal, 18, 1, 27–46.

Aunio, P. and Niemivirta, M. (2010). ‘Predicting children’s mathematical performance in grade one by early numeracy’, Learning and Individual Differences, 20, 5, 427–436.

Bowman, B.T., Donovan, M.S. and Burns, M.S. (Eds) (2000). Eager to Learn: Educating our Preschoolers. Washington, DC: National Academy Press.

Copeland, W., Landry, K., Stanger, C. and Hudziak, J.J. (2004). ‘Multi-informant assessment of temperament in children with externalizing behaviour problems’, Journal of Clinical Child and Adolescent Psychology, 33, 547–556.

Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. and Schellinger K.B. (2011). ‘The Impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions’, Child Development, 82, 1, 405–432.

McClelland, M.M. and Cameron, C.E. (2011). ‘Self-regulation and academic achievement in elementary school children’, New Directions for Child and Adolescent Development, 133, 29–44.

Moylett, H. and Stewart, N. (2012). Development Matters in the Early Years Foundation Stage (EYFS). London: Early Education [online]. Available:  [20 March, 2015].

Mulligan, J.T. and Mitchelmore, M.C. (2009). ‘Awareness of pattern and structure in early mathematical development’, Mathematics Education Research Journal, 21, 2, 33–49.

Muter, V., Hulme, C., Snowling, M.J. and Stevenson, J. (2004). ‘Phonemes, rimes and language skills as foundations of early reading development: evidence from a longitudinal study’, Developmental Psychology, 40, 665–681.

Nation, K. and Snowling, M. (2004). ‘Beyond phonological skills: broader language skills contribute to the development of reading’, Journal of Research in Reading, 27, 342–356.

Nunes, T., Bryant, P., Barros, R. and Sylva, K. (2011). ‘The relative importance of two different mathematical abilities to mathematical achievement’, British Journal of Educational Psychology, 82, 136–156.

Oakhill, J.V., Cain, K. and Bryant, P.E. (2003). ‘The dissociation of single-word reading and text comprehension: Evidence from component skills’, Language and Cognitive Processes,18, 443–468.

Pienaar, A.E., Barhorst, R. and Twisk, J.W.R (2014). ‘Relationships between academic performance, SES school type and perceptual-motor skills in first grade South African learners: NW-CHILD study’,  Child: Care, Health and Development, 40, 3, 370–378.

Wright, R.J, Martland, J. and Stafford, A.K. (2006). Early Numeracy: Assessment for Teaching and Intervention. Second edn. London: Sage Publications.

Department for Education documents

Department for Education (2013).  Early Years Outcomes: a Non-statutory Guide for Practitioners and Inspectors to Help Inform Understanding of Child Development through the Early Years. London: DfE [online]. Available:
[20 March, 2015].

Standards & Testing Agency (2014). Early Years Foundation Stage Profile: Handbook [online]. Available: [20 March, 2015].

Standards & Testing Agency (2014). Reception Baseline: Criteria for Potential Assessments[online]. Available: 
[20 March, 2015].

Standards & Testing Agency and Department for Education (2015). Reception Baseline Assessment: Guide to Signing Up Your School  [online]. Available: [20 March, 2015].

Assessment principles | Review of research | References


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