Since coming to power in 2010, the UK Coalition government in power has implemented a range of reforms in relation to assessment at all stages of education in England. This paper focuses on two assessment reforms relating to children aged five and six years old, and considers their evolution from manifesto commitments to practice in classrooms. These reforms are the introduction of the Phonics Screening Check at age six, and the revised Early Years Foundation Stage Profile at age five. The main focus is on the coherence of these policies, both over time and as part of an overall government strategy on assessment in early years and primary education. It is argued that, despite claims of reducing bureaucracy, these assessment policies are driven by an agenda of increasing accountability in the first years of primary school.