The new framework has been here for more than two years. In that time, many educators have rethought how they use observations, which had become inextricably linked with assessment, and lots have decided to stop undertaking them.
Before the new framework, it’s true that observations had got out of hand. As a Reception teacher, I spent many hours creating observations for all of the 17 areas of the EYFS for each of the 30 children in my class. It was a huge undertaking, spreadsheets abounded and it was really motivated by fear. I'd heard countless stories of colleagues who had been through moderation where they had been asked to provide lots of evidence to back up their data, or risk having their data changed.
But are observations really just about collecting data for spreadsheets? To me, observations are much more than that. They’re an important stage in the monitoring process and help us to ensure we provide an appropriate and well-designed provision that is suitable to support the child's development.
A few years ago, Michaela Machan wrote an article for the Foundation Stage Forum about observations in which the definition was very carefully dissected and described – I’d recommend reading it because, despite the changes to the framework, much still makes sense. One definition that stood out for me was the idea that an observation is about ‘being a description that informs our knowledge and develops best practice’ (Tina Bruce 2001).
The simplicity of this is appealing. It suggests that there is no need for an observation to be a long winded, wordy description. A video, or photograph, could clearly capture what a child did and, most important, provide the reminder an educator needs when planning. It can help in recalling where a child struggled and what support was given to them. This is useful when planning your provision to ensure it continues to meet the needs of the child's development.
Observations beyond children’s development
Observations are also valuable to reflect on areas within provision. For example, when I was in the classroom, I can recall recording a number of observations of the children using large building materials. On the first day they built a rocket, which was amazing and I was understandably enthusiastic. The following few days they produced the same rocket and it was clear that the challenge of creating something new had been replaced by creating something they knew would impress me. Interestingly, it was the observations that helped me to reshape the provision, while still using something that was clearly stimulating and exciting for the children.
Using observations to plan your provision is immensely helpful, whether you want to understand if the children access the water area independently, or if there’s an area that children tend to avoid.
Observations for engaging families
Involving parents and carers in their child’s learning is something many educators prioritise, and is a key part of the new EYFS framework. In Tapestry’s annual survey, 89 per cent reported sharing information with families about their child’s learning (via an online platform), and observations are a simple way to share a child's development and progress with parents and carers. Personally, I think quick videos are particularly effective, but photos and short descriptions also allow families to discuss, engage and comment.
Observations and professional development
As well as being valuable for engaging families, observations are also a great stimulus for professional dialogue. Reflecting on an observation together and discussing what has worked well, or what may need changing, is a useful way to review provision in general, or to consider the needs of an individual child. It can also help less experienced educators to see a wide range of practice, and to develop their own reflective practice, as well as identifying areas where more training or resources might be needed.
The new framework heralded a new way of thinking about assessment which was a really positive development, albeit challenging. However, the same can’t be said for observations which suffered from being linked closely to assessments. Now those links have been cut, we need to take a closer look, re-evaluate, and see observations for the good of the child, not the spreadsheet.
More information about Tapestry here
