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We were told!

For a number of years, I have been perplexed by the amount of unnecessary paperwork that educators complete within their settings.

It’s important to remember what the EYFS states:

“Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. Paperwork should be limited to that which is absolutely necessary to promote children’s successful learning and development.” EYFS, 2014

On various social media platforms or when delivering training or speaking to clients, I hear comments such as:

“We were told to do this.”

 “Ofsted want to see this.”

 “The local authority advisor has given us a month to complete this.”

 “A consultant/trainer suggested this was the best way.”

As a consultant/trainer, I see myself as an advisor, which means that it is only advice.

In addition, in some settings the system is so complicated that educators are unable to fully vocalise why they do what they do.

“Less paperwork = more time with the children!”

In my opinion, […]


Doing nothing?

Part of children being able to create and think critically is that they should be given the opportunity to be reflective. This gives them time to make connections and create.  To foster this practitioners should, at times, stand back and allow children to be quiet in their play, as this can be an indication that they are thinking, processing information and planning their next steps in their play.

I remember this thought provoking anecdote from Vivian Hill, Director of Educational Psychology Training at the Institute of Education when she recalled the time she was called into a school to assess a four year old boy in the nursery department who spent his whole time day-dreaming, head in hands and looking out of the window. “His teachers were worried. I asked him what he was thinking about. ‘I wonder why it’s harder to pedal uphill than down?’ he replied.  He was thinking about elementary physics.” ~ The […]