EYFS and observations

 

There is no requirement in the EYFS or the Ofsted early years insepction handbook to record observations - we do them all the time when we are playing with children but record keeping should be kept to a minimum.  The focus during inspection is on practice not paperwork. 

 

Here is an example of an observation: 

Jane (age 1 year, 3 months) has been having great fun this week putting things in and out of the treasure basket. How do I know she has been having fun? Well, because she has been laughing and singing a little song to herself as she has been playing.

A true observation (we are told by those who reckon they know about these things) should not talk about a child’s mood, but simply state what has happened. I say if a child is happy because I think parents want to read it – I am not a robot designed to state facts when I am talking about a child’s activities and I will fight that one if Ofsted ever comment.

So anyway, back to Jane... she’s at exactly the right age to get the most out of her treasure basket and I intend to go shopping for more exciting things to include in it next week. Actually, thinking about it, I might make her a shiny one because I noticed the other day she was looking at herself in the mirror a lot and giggling at the baby. Now, where did I put that mirrored book? I know it’s in one of the toy boxes somewhere and she might like to explore that.

Jack (age 2 years 1 month) has a throwing schema just now so Jane has to play with her treasure basket when Jack isn’t here or it would end up scattered across the house. Jack has also taken an interest in running water and with careful supervision has been using the water wheel, standing for ages pouring water and watching it go round. He got really wet the other day and we took a lovely picture to share with his mum. Janet helped me to email it and was very proud because she found the email address by herself. This is great because it was one of the aims from the other week to help her recognise the initial letters of words... and with support she got it right! She was so proud when she told mum what she had achieved.

I have had a quick look at my schemas e-book 32 for inspiration and decided Jack (aka Mr Throw Everything he can get his hands on by his mum lol) might like to try pouring water from various sized containers and cups. I also had a chat with dad and he said they have found some little soft balls for throwing in the house. They are made of wool and were bought from the pet shop... I need to investigate those. Actually, hold that thought a minute! I can take Jack on Wednesday when Janet is here. Janet loves the pet shop since she visited with pre-school the other week. They said she especially liked looking at the small animals. Note to self – remember to take antihistamines!

See how easy it is to observe and plan next steps? I really don’t understand why people make it such a complicated process.  Take a photo, make a note, put in a child’s drawing or some words they have used to describe the photos, link it to the EYFS for the child’s age and stage of development, keep the communication channels open with parents and other settings and job done!

For more information about observations and the EYFS, see e-book 14 'EYFS Observations'! It is available from my website.

 

EYFS and planning

 

There is no requirement to record planning - we are planning all the time when we are playing with the children - I call this type of planning 'on the spot'. 

 

Case studies

I was speaking to a childminder who has a form from her local authority that gives her 30 boxes to complete every week and she said she felt overwhelmed struggling to find things to go in them all... 30!!

Other childminders tell me they are fed up of planning activities that the children do not use because they are happy playing with something else! Other childminders tell me that they plan something and the children don’t come and they feel so let down that their precious time at the weekend has been wasted.

So, how do you show Ofsted you are providing a rich and varied curriculum for the hcildren in your care, with daily activities linked to the 7 areas of learning while at the same time making sure your family see more than the back of your head?

The answer came to me when I was struggling to make sense of a planning form that a childminder had shared with me. She wanted to run it by me to see what I thought... my first impression was complicated, followed by unnecessary. So, how to simplify the process?

There are 2 types of planning we need to consider doing. Here’s an overview of how I plan for each type...

 

1. Individual planning

John has an interest in animals. He has been to the farm with his parents at the weekend and arrives clutching a leaflet to show you.

You need to plan for John’s interests... you might set out some plastic animals in the messy tray with bark and leaves... you might include a book about animals in your reading session... you might play a game outside where everyone roars like lions and reaches up high like giraffes... then you can link these activities to the 7 areas of learning in the EYFS. Or of course you might already have some animals planning sitting in your files from a previous themed activity or child's interest and you can whip that out and use some of the ideas.

However, this is just one aspect of my weekly planning - I don't want to swamp the poor soul! It will turn him right off if everything is animal based... and planning has to suit every child, not just John.

 

What paperwork to use?

It is up to you whether you record your planning or not. I keep a note of outings in my diary in case there is ever a question about where we went and what we did there - I also keep a note of my monthly themed activities because I like to look back on them with the children. 

I use the FREE Childminder Organiser from Childcare.co.uk as my starting point. 

 

2. Group planning

You can do as much or as little preparation for group planning as you like... it really is up to you... so long as you have a clear idea of what you are doing, what you would like to achieve, how it all links to the EYFS and how you will support each child to succeed.

You can put your group planning in a folder to come out if the children look like they need stimulating or, if they arrive excitedly asking what they are doing today, you can use it first. Then you need to give children time to work through the activities themselves - let them take it in their own directions through role play, dressing up, small world, outside play, reading books etc. Your job is to provide stimulating and exciting resources that they will enjoy exploring and ideas for activities that they will want to join in and do.

Some of your planning (both individual and group) will be written up in advance... taken from next steps you have decided after assessing your observations; some will be carried over from the previous week; some will be new to cover a festival or celebration that is happening in the world; some will be noted down after the day has happened and taken from spontaneous play and the odd moment of inspiration from yours truly.

 

So your group planning for older children in February might be to talk about Valentine’s Day. In our early years setting - 

**We read 'Guess how much I love you' by Sam McBratney - using a 'book as a hook' for new learning.

**For understanding the world we looked up some card designs on Google images.

**For expressive arts and design we made them.

**We counted hearts and looked at their shapes (maths). 

**We drew freestyle shapes and used some stencils to promote physical development (fine motor skills).

**Outside, we drew big hearts on the patio and jumped in and out of them until we were puffed - physical development (gross motor skills).

**Then came in for warm drinks and chatted about what we had done - communication and language. 

I also made sure I followed the children’s interests because John wanted to put a picture of a dog on his Valentine’s card, I researched for him and we looked at cards online.

 

Your group planning does not need to be long and complicated... and it certainly does not have to feature 30 boxes a week! It should be loose and easy, so that the activities are not set in stone and they do not all have to be done. The reason I don't care if we do them or get sidetracked? They didn't take long to put together and they can be used next year.

 

What paperwork to use?

I make brief notes in my diary - no more than that.

I think a lot of childminders are getting so worried about filling in paperwork or meeting every aspect of every part of the EYFS every week that they are worried they are forgetting how to play. You need to design paperwork that suits you and use it to enhance the children's experiences. 

 

For more information e-book 15 covers EYFS planning and is fully updated for the revised EYFS. It is available from my website.