Manager’s dilemma:
My staff are concerned about the implications of the revised EYFS - particularly when it comes to forms and record keeping in our nursery. How can I ensure the transition to the new framework is as smooth as possible and what particular areas should I be focusing on to support and reassure my staff?
David Wright – Paint Pots Nurseries
‘Our philosophy regarding record keeping is based on the principle that something should only be written down, photographed or videoed and retained, if there is a purpose in doing so, or a benefit from holding that record. 
‘This underpins the old adage of "quality not quantity". Staff need to understand why they have chosen to record an event – does it provide evidence of learning / achievement? Will it inform future planning? Will it make parents smile? Is it necessary for health, hygiene and safety requirements?
‘We have taken advantage of the introduction of the revised EYFS to review our paperwork in general and our planning and children’s development records in particular. We need to provide a programme of activities, experiences and interactions that address the holistic needs of each individual across all areas of learning.
‘Through our records, we need to celebrate children’s learning and achievements; to show progress and identify next steps of learning.
‘While the areas of learning have helpfully been redefined into the three prime and four specific areas, the need to meet each individual’s needs and to provide him with opportunities to grow, learn and discover the wonders of life in a safe, stimulating and social context, have not changed. We are training staff and producing a summary guide to the changes in the EYFS, for them.
‘We are thus reassuring staff that they need to continue with their current practices, using our new record formats for planning, assessment and development records, and re-focusing on the revised areas of learning. We are not proposing to make changes to other areas such as risk assessments, at this stage.
‘As a nursery group, we have identified the requirements of the two- year-olds’ check and have incorporated these into our development records. We are training and supporting staff in when, and how, to perform these tests and most importantly, how to share them with parents.’
Michelle Bilby – Dizzy Ducks
‘At Dizzy Ducks we have taken the time to plan for the upcoming changes and as a management team we have had meetings and training to ensure that we fully understand the changes so that we can reassure our team that the revised EYFS is nothing to be concerned about – and that in actual fact this review will simplify the paperwork we use.
‘Ongoing training and development is an integral part of our nursery and this starts before practitioners’ first day with our online, fully interactive induction and training scheme. Because of the importance we place on continuous professional development our staff are comfortable with changes and have faith in the company that we will offer them the training and support needed as an individual.
‘As an outstanding childcare provider we continually look at our processes and what we can tweak to improve further. "Change" and "New" are terms that are embraced here.
‘Practitioners have been involved in the process from day one by asking for their feedback on our current planning system. The introduction of the two- year check is nothing new to us as we have always carried out progress reports on the children, so it’s mainly a case of re-wording some of the areas used and putting more focus on the three prime areas.
‘We aim to roll out all the revised EYFS in August so we have a trial month to ensure everything is working effectively to support our practitioners. During this time we will hold training evenings, one-to-one training sessions and all training materials and documents used will be available on our online induction and training programme so staff can constantly access the information they need to fully understand the changes.’
Nathan Archer – Lincolnshire Montessori
‘We are being told that good practice is good practice and that we shouldn't necessarily overhaul all of our paperwork. Despite the claims of less red tape, the emphasis on assessment, and in particular on tracking progress, would suggest that we might not face less bureaucracy.
‘The ongoing challenge is to make assessment meaningingful, but not onerous. The changes to prime and specific areas may affect the layout of some nursery documentation, although again, this shouldn't involve huge changes.
‘Obviously there are some statutory framework changes with a renewed emphasis on key persons and supervision, so rolling out supervisions could begin with training for seniors/supervisors on how to undertake this.
‘Your team might want to read the NCB examples of the two-year-old check. We have decided to pilot a format with a small group of parents over the summer to ensure that the style and level of detail meets their needs.
Above all, I would contact your local authority staff or independent consultants to help you reassure the team and involve them in action planning for the changes you want to make.
‘We started planning the introduction of the new EYFS during the consultation stage whereby a selection of champions, consisting of experienced practitioners from across our nurseries, met to discuss how the observation, assessment and planning would change, and the effects this would have on us and our teams on a day-to-day basis.
‘Following on from the consultation stage, and when the new EYFS framework was announced, all managers such as myself accompanied by senior practitioners, attended a series of workshops to discuss the implementation. Our children’s development books have been re-designed and introduced early enough in time for these workshops, with more simplified record- keeping which has been welcomed by our teams as they are now able to spend less time completing paperwork and spend more time with the children in their care.
‘Each of our nurseries now have a nominated champion, a manager and senior team that are conversant and confident in the new framework to support all our teams on a day-today basis.’
Round Table Members: Michelle Bilby quality development manager at Dizzy Ducks Day Nursery Essex; Nathan Archer, development manager, Lincolnshire Montessori, Lincolnshire; David Wright, owner, Paint Pots Pre-School and Nursery, Southampton; Tracey Callan, nursery manager at Kiddi Caru Plympton
