2.1. Describe information the early years practitioner requires to be able to plan to meet the needs of children

This guide will help you answer 2.1. Describe information the early years practitioner requires to be able to plan to meet the needs of children.

As an early years practitioner, you need a wide range of information to plan activities, routines and care that support each child’s learning and development. Planning is not just about setting up resources. It is about meeting each child’s physical, emotional, social and cognitive needs. This requires accurate, up-to-date and relevant details about each child, their background and their circumstances.

Gathering this information involves observation, talking to parents or carers, and keeping clear records. This must be done carefully to respect the child’s rights and privacy. The more accurate the information, the better the plans for their learning, play and wellbeing.

Personal Details

You should have access to each child’s basic personal information and contact details. This includes:

• Full name
• Date of birth
• Home address
• Contact numbers for parents or carers
• Names of people authorised to collect the child

These details help identify the child, keep them safe and ensure quick contact with parents in case of emergency. Without correct personal details, safety and communication can be at risk.

Health and Medical Needs

Health information is important in planning safe activities. You need to know:

• Any medical conditions such as asthma, diabetes or allergies
• Medication requirements
• Dietary restrictions
• Disabilities or sensory impairments
• Immunisation history if required by your setting

For example, a child with a peanut allergy must avoid certain foods, so this affects snack planning. A child with hearing difficulties may need activities with visual cues and clear communication methods. This information should be updated regularly and stored securely.

Developmental Stage

Understanding a child’s stage of development helps plan activities they can enjoy and benefit from. Development covers several areas:

• Physical development such as fine motor skills and gross motor skills
• Language and communication abilities
• Social development such as interacting with peers
• Emotional development including how they manage feelings
• Cognitive skills such as problem solving

Developmental stages vary between children of the same age. Some may need extra support in one area. Observations over time help confirm where each child is in their development, and plans can be adjusted to help them progress.

Learning Preferences and Interests

Children learn in different ways. Some prefer active movement, others may focus better on quiet tasks. Knowing their interests helps you plan activities that engage them.

Examples:

• A child who loves building blocks may enjoy counting and sorting games using construction toys
• A child interested in nature may enjoy planting seeds or outdoor exploration
• A child who likes music may respond well to singing or rhythm activities

Planning with their interests in mind supports motivation and enjoyment, leading to better learning outcomes.

Family and Home Environment

The home environment often shapes a child’s needs and experience. You should understand:

• Who lives with the child
• Cultural background and home languages
• Daily routines at home
• Family beliefs or practices that could influence activities
• Recent changes, such as a new sibling or moving house

This allows respectful and inclusive planning. For example, including familiar words in the child’s home language can help them feel comfortable and valued. Awareness of family changes can guide support for emotional needs.

Special Educational Needs and Disabilities (SEND)

If a child has SEND, specific information supports appropriate care. You should know:

• Details of the child’s condition or difficulty
• Any external support they receive such as speech therapy
• Strategies that work best for them
• Equipment or adaptations needed

Tailoring plans for SEND children might mean adapting tasks or providing aids. For example, giving extra time for a child with processing delays lets them take part fully in activities.

Behaviour and Emotional Needs

Information about a child’s behaviour patterns helps prepare supportive plans. This includes:

• How they respond to different situations
• Strategies parents use at home to encourage good behaviour
• Signs they may be upset or need comfort
• What triggers frustration or anxiety

Activity plans should include ways to manage behaviour positively. Knowing how a child calms down can help prevent distress in group play.

Attendance Patterns

Patterns of attendance affect planning. If a child attends part-time, you may need to adjust plans so they still get chances to take part in all learning areas. Understanding which days or sessions they are present helps organise routines and ensure they do not miss out.

Cultural and Religious Considerations

Information about cultural and religious needs is important in planning inclusive activities. You should be aware of:

• Dietary rules for religious reasons
• Festivals or significant dates
• Clothing needs, such as head coverings
• Prayer times if applicable

Respecting these factors helps children feel safe and valued in the setting. It also teaches all children about diversity.

Safeguarding Concerns

Safeguarding information protects children from harm. If there are any known concerns, such as involvement with social care, it affects how you provide support and who can collect the child. You must follow your setting’s safeguarding policies for handling and sharing this information.

Language and Communication Skills

Details about a child’s language skills guide communication and learning activities. This involves:

• First language used at home
• Level of English understanding
• Any speech or language difficulties
• Use of signing or visual aids

Plans might include extra visual support or bilingual resources so the child can fully join in.

Specialist Reports and Assessments

Some children may have reports from health professionals, therapists or educational psychologists. These give useful guidance for planning. For instance, a physiotherapy plan could inform physical activities, or a speech therapy report might suggest techniques for building language skills.

Past Experiences in Care or Education

If a child has attended other settings, their records and feedback give useful information:

• Previous progress in learning areas
• Activities they enjoyed or found challenging
• Behaviour records
• Notes on friendships and social skills

This background supports continuity in their care and helps them settle in more easily.

Safety Requirements

Some children may have specific safety needs, such as supervision in certain activities or avoiding certain equipment. An example is a child with epilepsy who may need close monitoring during physical play. Planning with safety in mind prevents accidents and keeps children secure.

Consent Records

Consent from parents or carers is needed for some activities, such as outings, photography or using certain equipment. Knowing what consent has been given helps avoid misunderstandings and respects family wishes.

Dietary Preferences

Apart from medical or religious restrictions, you should know children’s likes and dislikes with food. This helps in menu planning and encourages healthy eating habits without unnecessary distress.

Play Preferences

Each child has unique play preferences. Information about how they like to play helps plan engaging environments:

• Role play and pretend games
• Physical play such as climbing
• Creative play like painting
• Quiet play such as puzzles

Providing for their preferences helps them feel confident and eager to join in.

Ongoing Observation Data

Regular observation provides insights into a child’s current abilities, interests and challenges. This ongoing data ensures your plans stay relevant over time. Without updated observation, plans may not meet their changing needs.

Partnership with Parents and Carers

Information from parents is key in planning. They know their child best and can give updates on behaviour, health, or interests. Communication between setting and home supports consistent care and positive development.

Ways to gain information from parents include:

• Daily handovers at drop-off and pick-up
• Questionnaires or information sheets
• Parent meetings or progress reviews

Final Thoughts

Planning to meet the needs of children depends on having the right information. This information covers health, development, interests, behaviour, family background and more. Without it, you might provide activities that are unsuitable, unsafe or do not support the child’s learning. By gathering and recording details carefully, you can make sure every child thrives.

As a practitioner, you hold a responsibility to collect, store and use this information respectfully. It supports good planning, keeps children safe and makes their time in the setting positive and productive. When each child’s needs are met, they feel secure, enjoy learning and develop at their own pace. That is the goal of good early years practice.