1.3. Explain planning in relation to current frameworks

This guide will help you answer 1.3. Explain planning in relation to current frameworks

Planning in relation to current frameworks in early years and childcare means creating activities and experiences that meet the standards, aims and requirements set out by national guidance. In the UK, particularly in England, the main frameworks for early years provision are the Early Years Foundation Stage (EYFS) and the Playwork Principles for play settings. Each framework provides clear expectations for practice and learning outcomes while supporting the care, welfare and development of children.

When you plan, you are not working from personal preference alone. You are using the framework as the foundation to shape your activities, routines and approaches. This helps make sure your work meets legal and professional requirements and offers children high-quality experiences that help them grow and thrive.

What Planning Means in Practice

Planning is the process of deciding what children will do, experience and learn in your setting. It involves:

• Understanding each child’s stage of development
• Linking activities to learning goals set out in the framework
• Making sure activities are safe and suitable
• Considering the individual needs of children, including any special educational needs or disabilities
• Thinking through resources, staffing and timing

Good planning is clear and purposeful. It helps staff feel confident about what they will do and why they are doing it. It gives the children structure while leaving space for flexibility, spontaneity and following the child’s interests.

The Role of the EYFS in Planning

The EYFS applies to children from birth to age five in England. It sets standards for care, learning and welfare and outlines specific areas of learning and development. These areas are split into:

Prime areas of learning:

• Communication and language
• Physical development
• Personal, social and emotional development

Specific areas of learning:

• Literacy
• Mathematics
• Understanding the world
• Expressive arts and design

When planning within EYFS, practitioners use these areas to make sure children experience a balanced mix of opportunities. Plans should show how activities link to these areas and what outcomes are expected. This does not mean every activity must cover all areas at once. Instead, activities should be chosen deliberately to support targeted aspects of learning.

Observing and Assessing Before Planning

Observation is a core part of planning to current frameworks. Before you plan an activity or experience, you need to understand where each child is in their development. Short, regular observations help you spot strengths, interests and areas needing more support.

Assessments are based on these observations and must link to the learning goals in the framework. This process allows you to plan activities that are appropriate, engaging and achievable. Planning without observation can lead to mismatched activities that do not meet the needs of the children.

Linking Activities to Framework Outcomes

Every activity should have a clear link to what the framework says children should be working towards. For example:

• A sand play activity might be planned to support mathematics by exploring capacity and measurement
• Story time can be linked to literacy goals and spoken language development
• Group games may be linked to personal, social and emotional development

Making these links clear in your plans helps to track progress and show how your work meets professional standards. It also helps when explaining your approach to parents or inspectors.

Inclusive Planning

Current frameworks make it clear that planning must meet the needs of all children. This means thinking about:

• Adapting activities for children with physical or sensory needs
• Providing extra support for children with language delay
• Considering cultural and religious backgrounds
• Making sure resources are accessible

Plans must be flexible enough to accommodate differences while maintaining equality and fairness. An inclusive plan gives every child a chance to take part and benefit.

Playwork Principles in Planning

In playwork settings, such as out-of-school clubs or play centres, planning aligns with the Playwork Principles. These emphasise that children choose their own play and adults should support rather than direct. However, staff still plan resources, spaces and general opportunities to encourage safe and interesting play.

Plans in playwork might include:

• Providing a variety of materials for creative play
• Setting up spaces that invite active games, quiet play or imaginative role play
• Thinking about how the environment supports choice and freedom

Playwork planning focuses more on enabling play rather than stipulating what each child will do at a given time.

Safety and Welfare Planning

Current frameworks include welfare requirements that must be part of planning. These cover:

• Child-to-staff ratios
• Safe equipment and environments
• Managing behaviour positively
• Maintaining records for accidents and incidents

When you plan, you must think about risk assessment. This means considering possible hazards and how to reduce them without removing opportunities for challenge and exploration. It also means planning for first aid coverage and safe supervision.

Communicating Plans with the Team

Plans should be shared clearly with other staff members. This allows everyone to work consistently and support each other. Tools like daily planners, learning journey documents and whiteboards can help keep everyone informed.

Meeting as a team to discuss plans can identify gaps and add ideas. It also makes sure all staff know how to adapt activities if needed during the day.

Planning Formats

There are different ways to write down plans, depending on the setting and requirements of the framework. Common formats include:

• Weekly activity sheets linked to EYFS areas
• Daily schedules for routines and activities
• Individual learning plans for specific children
• Medium-term plans covering several weeks

Written plans are useful for inspections and for tracking progress over time. They make it easier to reflect and adjust your approach.

Child-Led Planning

Both EYFS and Playwork Principles value child-led activity. This means using children’s interests to guide what you offer. Planning with this in mind requires flexibility. Staff can prepare open-ended resources and spaces, then follow the lead of the children in how they are used.

For example, if children are interested in bugs, staff might plan a nature walk, a bug hotel project or a reading corner with books about insects. Linking these to framework outcomes keeps the activity within professional standards.

Reflecting on Plans

Reflection is part of the planning cycle. After an activity, consider:

• Did the children engage as expected?
• Were the learning outcomes achieved?
• Could adjustments make the activity better next time?

This reflection then feeds into future plans, keeping your practice responsive and effective. Frameworks encourage this cycle of plan, do, review.

Working with Parents and Carers

In current frameworks, parents are seen as partners in children’s development. This means sharing plans with them and inviting input. If you know a child is learning a particular topic at home, you can plan related activities in the setting to reinforce that learning.

Sharing what is planned helps parents support learning outside the setting, making progress smoother and more consistent.

Adapting Plans in Real Time

No matter how carefully you plan, things might change on the day. A planned outdoor activity could be moved indoors if the weather is poor. A child-focused plan might switch direction if children show interest in something different.

Adaptability does not mean abandoning the framework. It means being ready to meet framework goals in a different way if needed. Skilled practitioners can adapt while still keeping activities meaningful and linked to desired outcomes.

Evidence of Meeting Frameworks

Keeping records is an important part of showing your planning meets frameworks. This evidence might include:

• Written plans linked to learning goals
• Photographs of activities
• Annotated observations showing progress
• Examples of children’s work

This evidence supports inspection requirements and allows practitioners to review development over time.

Impact of Planning on Child Development

Planning to frameworks brings structure to children’s learning and development. It helps:

• Build a balanced range of experiences
• Support key stages of growth in early years
• Make learning enjoyable and engaging
• Ensure safety and welfare are prioritised

Without this connection to frameworks, activities might be less purposeful and development could be uneven.

Meeting Legal and Professional Duties

Frameworks carry legal weight. For example, following EYFS is a requirement for registered early years providers in England. Planning within these frameworks protects practitioners from failing to meet statutory duties. It shows compliance with rules on safeguarding, health and learning outcomes.

Step-by-Step Approach to Planning Within Frameworks

1. Observe each child to understand current abilities and needs
2. Refer to the relevant framework outcomes and requirements
3. Choose activities that match those goals and suit the child’s stage
4. Write down clear links between activities and goals
5. Consider risks, resources and inclusive access
6. Share plans with the team and parents where appropriate
7. Review and adjust plans after trying them

Final Thoughts

Planning in relation to current frameworks is not just an administrative task. It is the way to make sure every child in your care has the chance to develop in a safe, stimulating and organised environment. Whether your setting follows the EYFS, Playwork Principles or both, the framework gives you a consistent standard to work to.

When you link your plans directly to these frameworks, you create a record of purposeful practice that supports the child, satisfies legal standards and builds trust with families and inspectors. With observation, reflection and flexibility, planning becomes a powerful tool to improve children’s experiences each day.