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40–60 monthsManaging Self

Usually dry and clean during the day.

Observe whether the child: usually dry and clean during the day.

What it looks like

Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.

Emerging

Just starting

Has some dry periods and may sometimes communicate after an accident or when reminded, but daytime dryness is inconsistent. Needs regular adult-led prompts and support to stay clean.

What you might see

  • Multiple wet/soiled incidents occur in a typical day, including shortly after reminders or scheduled toilet times.
  • Does not pause play to use the toilet and becomes wet/soiled without signalling beforehand.
  • Resists toileting routines and needs an adult to manage most steps (undressing, sitting, cleaning, redressing).
  • Sometimes tells an adult after being wet/soiled (e.g., asks for a change) but rarely before.
  • Stays dry for parts of the day when taken at set times, but has accidents when routines change.
  • Needs frequent prompts to wash hands/clean up after toileting.

Expected

On track

Is usually dry during the day in familiar routines, using the toilet with reminders and some help (e.g., clothing, wiping). Occasional accidents happen with distraction, transitions, or new settings.

What you might see

  • Responds to a reminder by going to the toilet and stays dry for most of the day.
  • Signals the need to go in time some days, but may have an accident during engrossing play or long transitions.
  • Manages some steps independently (e.g., pulls trousers down/up) but needs help with wiping or tricky clothing.

Exceeding

Going further

Stays dry and clean during the day across typical settings, initiates toileting when needed, and manages hygiene routines with minimal support. Communicates clearly if support is needed (e.g., difficult fasteners).

What you might see

  • Initiates going to the toilet without being asked and returns to play without accidents.
  • Stays dry through typical transitions (arriving/leaving, outdoor play) and communicates if the toilet is urgent.
  • Completes hygiene steps reliably (flushes/cleans as appropriate, washes and dries hands) with minimal prompting.
  • Says they will go before an outing or a long activity and does so without prompts.
  • Notices early body cues (e.g., stops, holds, says "I need the toilet") and acts quickly to stay clean.
  • Helps keep routines smooth (e.g., prepares tissues/spare clothes, reminds themselves of handwashing).

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • On a normal home day, notice whether your child initiates using the toilet without you reminding them at least once.

  • Before leaving the house (car trip, shop, park), see if your child can go "just in case" and stay dry during the outing.

  • During engrossing play (blocks, role play, screens), observe whether your child pauses to use the toilet in time.

  • At nursery/school pickup days or busy afternoons, notice whether transitions increase accidents or whether dryness remains steady.

  • After toileting, watch whether your child completes the routine (clothing back on, handwashing) with minimal prompting.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012) (DM2012), Physical Development: Health and self-care (40-60m).

    This statement anchors assessment of daytime toileting independence and hygiene as part of managing personal needs in the EYFS progression.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Has frequent daytime wet/soiling accidents and/or relies on nappies/pull-ups for most of the day. Often does not notice or communicate needing the toilet in time.
  • Multiple wet/soiled incidents occur in a typical day, including shortly after reminders or scheduled toilet times.
  • Does not pause play to use the toilet and becomes wet/soiled without signalling beforehand.
  • Resists toileting routines and needs an adult to manage most steps (undressing, sitting, cleaning, redressing).
Emerging
Has some dry periods and may sometimes communicate after an accident or when reminded, but daytime dryness is inconsistent. Needs regular adult-led prompts and support to stay clean.
  • Sometimes tells an adult after being wet/soiled (e.g., asks for a change) but rarely before.
  • Stays dry for parts of the day when taken at set times, but has accidents when routines change.
  • Needs frequent prompts to wash hands/clean up after toileting.
Developing
Is usually dry during the day in familiar routines, using the toilet with reminders and some help (e.g., clothing, wiping). Occasional accidents happen with distraction, transitions, or new settings.
  • Responds to a reminder by going to the toilet and stays dry for most of the day.
  • Signals the need to go in time some days, but may have an accident during engrossing play or long transitions.
  • Manages some steps independently (e.g., pulls trousers down/up) but needs help with wiping or tricky clothing.
Secure
Stays dry and clean during the day across typical settings, initiates toileting when needed, and manages hygiene routines with minimal support. Communicates clearly if support is needed (e.g., difficult fasteners).
  • Initiates going to the toilet without being asked and returns to play without accidents.
  • Stays dry through typical transitions (arriving/leaving, outdoor play) and communicates if the toilet is urgent.
  • Completes hygiene steps reliably (flushes/cleans as appropriate, washes and dries hands) with minimal prompting.
Reflexive
Plans ahead for toileting (e.g., goes before leaving, notices early signals) and maintains dryness/cleanliness even during busy, novel, or highly engaging activities. May model or verbalise helpful routines for others.
  • Says they will go before an outing or a long activity and does so without prompts.
  • Notices early body cues (e.g., stops, holds, says "I need the toilet") and acts quickly to stay clean.
  • Helps keep routines smooth (e.g., prepares tissues/spare clothes, reminds themselves of handwashing).