Effective planning for children aged under three should be led by a knowledge of child development in general and familiarity with individual children - their interests, current achievements and preferred ways of learning. Unfortunately, it doesn't not always happen this way.
What does 'planning' mean?
Part of the problem revolves around the definition of planning. In recent years the word has come to mean:
* paper plans, often written months in advance and sometimes drafted by managers or the head office of some (not all) nursery chains
* plans that apply to entire groups, along with determined learning outcomes. Even so-called child-initiated options are so full of 'do this, produce that' directions that they could more accurately be called adult-imposed and child-tolerated
* written plans that are overwhelmingly activity-led and weighted towards an adult-determined experience that will supposedly deliver a specific learning outcome. This imbalance makes inexperienced practitioners worry that if children refuse to do the prescribed activity they will not learn
* simply following instructions. On the contrary, experienced staff will respect children's interests or enjoy unexpected opportunities, such as a snowfall.
But don't you have toplan through topics?
No. A topic-based approach to planning is not compulsory within the Foundation Stage; it is just one way of undertaking medium-term planning.
(Look at Curriculum Guidance for the Foundation Stage and the additional planning pages.) So, it cannot possibly be required for under-threes. A sound grounding of child development tells you that the general knowledge of under-threes is not at a 'topic' stage. They are interested in piles of dry leaves: they do not 'do autumn'.
Unfortunately, the 'planning' link against every card on the Birth to Three Matters CD delivers a 'project' on the theme of 'edges'. This example does not fit anything else in the pack, nor the many Nursery World features written by Birth to Three team members. Even if the centre that contributed this example has general good practice, the project/topic approach is regrettable. Its presence on the CD has led some teams to assume that this template is therefore 'what we must do'.
What does Ofsted require?
Adding to the problems of planning is confusion about what Ofsted inspectors expect to see come inspection time. Too often settings justify child-unfriendly, paper-heavy planning with 'but it's what Ofsted wants'.
Ofsted inspectors must follow the National Care Standards and related guidance. Requirements for under-twos are given under Annex A: babies and children under two. Three- to five-year-olds are discussed within the Foundation Stage framework, whose guidance is clear that it does not apply to under-threes. Two-year-olds are potentially left drifting. But in 2004 Ofsted confirmed that ratios are distinct for two-year-olds (1:4 rather than the 1:8 for three- to seven-year-olds), even if a setting has few children aged two. So practice with the two-year-olds has to be closely aligned with the under-twos.
It is unhelpful, to say the least, that the revised National Care Standards fail to mention Birth to Three Matters. However, when managers or inspectors consider sensible planning for under-threes, there is no doubt that this pack, or equivalent local guidance, must be the reference point.
The key phrase in the National Care Standards for full daycare is that: 'The registered person ensures there is clear planning of babies'
activities' (page 26). This sentence is explained in the guidance under Care and Learning (A7): 'When planning for babies' care, learning and play think about:
* 'how you will ensure there is sufficient time to talk to and play with babies
* 'the range of activities that is offered and how it meets the individual needs of babies
* 'ways of ensuring that children have access to activities. For example, sleep routines do not prevent them from taking part
* 'how staff are allocated to work with babies to ensure consistency of contact and continuity of care' (page 65).
This quote is from the full daycare booklet, but the sessional care booklets are equivalent. These open requirements point towards a flexible, baby- and child-led approach.
What should 'planning' mean in practice?
The Birth to Three Matters pack provides visual details to illustrate good practice: both in the main video and additional video excerpts on the CD.
The 'Introduction' booklet states, 'When we plan for children we base our ideas for activities and experiences on our knowledge of the children in our care. We notice one child's interest in water, another's curiosity about snails or their pleasure at listening to a story. This is where our planning begins' (page 25).
The same page goes on to explain that the component cards, especially within the 'Effective practice', 'Planning and resourcing' and 'Play and practical support' boxes, are all 'examples of the kinds of activities, interactions and resources that might be included in your practice'.
Throughout Birth to Three Matters there is a consistent emphasis on the following strands of developmentally appropriate practice - all of which are planning.
Planning an accessible learning environment
Make the best of your spaces - indoors and outdoors - to enable even young children to explore in safety and to drive their own learning.
* Consider use of space and strive to experience the learning environment from the eye level of a baby, toddler or young child.
* Gather play resources together into learning spaces - a modified version of the planned play environment in the Foundation Stage - but enable mobile toddlers and two-year-olds to move materials where they need them.
* Work to create accessible storage that means young children can express preferences and make decisions within play and care routines.
* Consider displays that suit the age group and are the result of genuine choice by babies and young children.
The Birth to Three Matters cards and training materials emphasise creating a suitable learning environment, attuned to the different age bands through the first three years. Experiences or resources for young children need to be flexible. There is no sense that this specific list of activities will deliver a 'strong child' or a 'skilful communicator'.
The entire message of Birth to Three Matters is that young learning is holistic; children are not supported by adults who compartmentalise learning under rigid headings.
The pack is organised into four aspects, each with four components, making 16 laminated cards. But there is no suggestion in the pack that practitioners should plan through a 16-box grid, by which each component has to have an assigned activity or play resource. Some teams are struggling with this system and it leads to repetitive listing, much of which is pointless if practitioners have planned appropriately through the learning environment.
Planning best use of adult time and skills
Early years professionals use their thinking and planning skills to reflect upon the adult role day by day and organisation within a team. There are plenty of reminders in Birth to Three Matters that this professional work counts as planning, starting with the key principle that 'caring adults count more than resources or equipment'.
The pack stresses the importance of a close relationship, with the keyperson system as a non-negotiable part of nurseries. Practitioners need to be available to babies and young children to support early communication and to be an affectionate companion in their chosen play. But also notice that every right-hand page for the six areas of learning in the Foundation Stage file is entitled 'What does the practitioner need to do?'
It is possible to print 'blank' sheets from the CD for the component cards.
This option removes the content inside each of the boxes, leaving headings and the side bar. (There is no requirement that practitioners take this option, nor that they complete sheets of paperwork.) You could take one 'blank' at a time and discuss with room teams how they support young children through:
* a range of age-appropriate experiences and opportunities
* flexible play resources on offer
* how practitioners behave, including plenty of one-to-one communication with babies and children.
Planning for individual children
Many of the examples about planning in the Birth to Three Matters materials are about noticing the needs and current interests of individual children.
When practitioners are physically close to under threes - as they should be - it is easy to do fine-tuned 'what next?' planning. Managers need to encourage their team to watch, listen and add something in words and gestures that makes sense to a baby or young child. Team leaders need to support practitioners to develop the confidence to make brief, flexible plans about how to support individual children and extend their personal learning.
Planning the 'specials'
A team (not just the manager or leader) can plan to make available to young children activities, experiences and opportunities that are 'special'
because they are not always available.
You can draft a simple weekly forward planner (A4 size) that includes broad timings for each day. Such a forward planner would be very flexible indeed for babies, who will be running their own timings; toddlers move towards a more predictable pattern.
* It is crucial to show regular care routines such as mealtimes, tidy-up and sleep or rest time on a planner. This visual message says that care is an integral part of learning and emotional well-being for under-threes.
* Show outdoor time, if that needs to be scheduled, and regular outings into the neighbourhood with young children.
* Weave in activities and play resources that are made available regularly, but not all the time. I call these 'the specials' - they are experiences for children that need a bit of forward thought by adults. Examples would be cooking or baby- and toddler-appropriate arts and crafts, or a special basket of sound-makers.
How do you show your planning?
Of course, it is professional to show an Ofsted inspector 'how we plan'.
But none of these sources should be just for the inspection. Practitioners need to be ready to show and tell children's parents, so that they can appreciate what and how their children are learning in your nursery.
* Show how you have all created an accessible indoor and outdoor learning environment. Supplement the written explanation with photographs and put them all in an album. Older children can help make this resource and you can show learning such as 'how we made our garden more baby-friendly'.
* Encourage staff to write (briefly!) how you discuss and review practice, ensuring that all areas of children's care and learning are given equal attention over time. Show this to the inspector as part of your planning.
But you assign the time as a manager because these professional notes are good teamwork.
* Show how you use a flexible weekly planner to complement the resources available in the children's regular learning environment. Show a few sheets as an example. Good practice could include commentaries from room practitioners about what actually happened on the day. What most interested the children? What did they choose to do with materials? What do you judge they actually learned?
* Have a well-organised file or portfolio and suitable books that will supplement practitioners' own ideas for resources and activities to feed into the A4 planner. Show the inspector your team's planned approach on behalf of the children.
* Show some examples of fine-tuned 'what next?' planning that shows how you are responsive to the interests and enthusiasms of individual children.
This kind of planning information would come from the personal files or diaries that are kept for named children and shared with their parent or other family carer. (See the excellent series by Jane Drake in Nursery World - see box.) What if Ofsted doesn't recognise good practice?
Ill-informed inspectors must be challenged if they require inappropriate methods or have unrealistic expectations for under-threes. Unfortunately, the 'scare stories' travel the professional grapevine more efficiently than 'good news' stories. Developmentally inappropriate interpretations by an individual inspector are passed on as the more general 'what Ofsted wants'.
The Ofsted website provides a code of conduct for inspectors and explains how to make a complaint. However, your first contact would usually be your local early years advisory team. If local advisors are adrift on good practice, you could direct them to the sources given in this feature.
Jennie Lindon is a child psychologist and early years consultant
MORE INFORMATION
* Community Playthings (2004) Creating spaces, tel: 0800 387 457 or download from www.communityplaythings.co.uk/c/ResourcesUK/ birthtothrees/index.htm
* Hutchin, Vicky (1999) Right from the Start: Effective Planning and Assessment in the Early Years. Hodder and Stoughton
* Lewisham Early Years Advice and Resource Network (2002) A Place to Learn: Developing a Stimulating Learning Environment. LEARN (tel: 020 8695 9806)
* Lindon, Jennie (2005) What Does it Mean to be Two? A Practical Guide to Child Development. Step Forward Publishing
* Ofsted website, the early years section www.ofsted.gov.uk
* Birth to Three Matters training materials and other resources, www.surestart.gov.uk/ensuringquality/ birthtothreematters/trainingonbto3
* Jane Drake's series on short-term planning for the Foundation Stage in Nursery World (13 Feb, 10 Jan 2005, 9 Dec, 11 Nov, 14 Oct, 9 Sep 2004).
