In recent years, policy documents, curricula and other educational initiatives have promoted a pedagogy founded on the concept of independent learning. This is broadly defined as "having the belief in yourself to think through learning activities, problems or challenges, make decisions about your learning and act upon those decisions". The central role of Assessment for Learning (AfL) in this process is often overlooked in practice. By considering the findings from a small-scale research study this article addresses the central role of the teacher/practitioner in developing effective AfL in the early years classroom (3-5 years). (Contains 2 figures.)