Nursery World - Foundation stage (1)

By Jane Drake, a partnership advisory teacher in Leeds and author of Planning Children's Play and Learning in the Foundation Stage and Organising Play in the Early Years (David Fulton) Settings will vary in their organisational needs and some issues will be specific to individual teams. However, there are basic principles of good practice that should underpin all decisions about how staff and routines are organised. The most important question relating to quality provision for children is, 'Has this decision been made to meet the children's needs or the adults' convenience?'

Settings will vary in their organisational needs and some issues will be specific to individual teams. However, there are basic principles of good practice that should underpin all decisions about how staff and routines are organised. The most important question relating to quality provision for children is, 'Has this decision been made to meet the children's needs or the adults' convenience?'

Starting with the children Of course, it is in the children's interests that the staff team is cohesive and content. Managers will want to ensure that systems and rotas work for all practitioners.

There will have to be some flexibility within the team and regular reviews of organisational practice. Shift patterns should take into account individuals' circumstances, and cover plans should be in place to deal with any staff absences. But, in the day-to-day running of a Foundation Stage room, it is the children's needs that should drive practice forward.

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