Short answer: it’s your choice. It’s up to you to decide what, if anything, you document about the children’s learning, development and progress beyond the statutory Progress Check at 2.
Longer answer: it has become ingrained in the early years psyche to record far too much information, tick far too many boxes, print far too many photos and write far too many reports for parents.
Yes, of course, we want to keep parents updated about what their child is doing in the setting and support their home learning by making suggestions of activities they might like to try at home – plus, this type of information sharing is statutory.
Thankfully, Ofsted have now made it clear in repeated myth busting that they do not expect extra record keeping and that inspectors will not ask to look at any documentation beyond the statutory Progress Check at 2. This means that any further records you keep about the children are your choice.
Personally, I didn’t go into early years to fill in forms and write reams of paperwork and tick lists and print photos – but, like everyone else, I was sucked down that rabbit hole by a combination of Local Authority trainers telling me that Ofsted expect to see written evidence and Ofsted inspectors themselves.
I recall some years ago an inspector didn’t like my highlighted ‘next steps’ and told me to write them on a separate sheet ... thankfully, Ofsted have acknowledged the part they have played over the years in driving excessive record keeping and moved away from those sorts of expectations.
Plus, let’s be honest here, it is not our job or responsibility to provide parents with a photo album of their child’s early years!
Will I be keeping records in the future? Yes, but they will be minimal:
**I will ask parents for their child’s starting points in writing because it’s useful for us to have them in writing – there are 2 of us who work together and we both refer to them so they have value to us.
**I will continue to record short notes about the child’s development and learning here and at home to help me plan – again, there are 2 of us, so brief notes have value for us.
**I will continue to send a few photos (when we are not too busy) with quick information about what the child was doing and learning and sometimes add a note saying ‘you might like to try this at home’ through WhatsApp – because it works for us and parents say they value them.
**I will do the Progress Check around 26 months – or later if the child arrives part-way between ages 2 and 3 years.
**For most children, we will play and I will watch and listen and have fun; if I am worried about a child’s learning, I will focus support on their individual needs.
**I will, of course, continue to record statutory EYFS safeguarding and welfare information – that has value because it is required.
Do you see that word coming through – value? My advice is to reflect, with parents, on what you are doing and if it doesn’t have value to you or them ... let it go!
Quote: Beatrice Merrick (2021) said in a recent interview that the same message is coming from Birth to 5 Matters, Julian Grenier (lead writer of the revised Development Matters), Dept for Education and Ofsted: ‘Collecting evidence should be really, really, stripped down’.
What have I let go? I have stopped recording:
**Baseline assessment – I check parent starting points as I am playing with the child and do that assessment in my head.
**Termly reports – I talk to parents instead – we set up Zoom chats – and it’s been far more valuable than a sheet of information that they don’t read.
**Next steps – I play, interact and notice – I plan ‘on the spot’ as we are playing or sometimes make a very brief note to remember to do something again.
**Printed photos – if parents want to print them, they have plenty sent through on WhatsApp.
**Tick lists – no more and I’m very glad to be rid of them! I know child development well enough to recognise when a child is making good progress and when they are struggling.
**Assessment sheets – apart from if I have a concern about progress. If I have a niggle that the child isn’t making good progress, I will go to the ‘Quick Assessment Checks’ on Childcare.co.uk – www.childcare.co.uk/eyfs – and use those (gold member benefit).
**Transition reports – they weren’t being passed on to school or read by the teacher, so they weren’t of value. If parents want me to speak to the next setting, I will happily have a chat with them.
My advice in training has been consistent for many months now: have a ‘story in your head about the child’ ready for inspection. You can access my free training every Tuesday night here - www.childcare.co.uk/webinars.
I also offer bespoke one-to-one or small group training and consultancy - please message me for more information.
I hope this helps. Sarah.