4.2 Explain the importance of evaluating and challenging existing practice and becoming an agent of change

This guide will help you answer 4.2 Explain the importance of evaluating and challenging existing practice and becoming an agent of change.

Evaluating existing practice means looking closely at how things are done in your setting. This is a planned process where you check if activities, policies and routines meet the needs of children and young people. You look at what works well, what could be better, and whether changes are needed.

Challenging existing practice means speaking up if something is not meeting standards, is unsafe or does not support children’s development. It is about questioning the way things are done, even if it has been that way for a long time.

Both processes link directly with professional responsibility. As someone working with children and young people, you have a duty to provide the best possible outcomes for them.

Why Evaluating Practice Matters

Effective evaluation brings several benefits:

• It helps identify what supports children’s learning and wellbeing.
• It ensures activities and routines meet current legislation and guidance.
• It highlights gaps, risks, or poor practice before they impact children.
• It supports continuous improvement.

Evaluation can be formal or informal. Formal methods include inspections, audits, and planned reviews of procedures. Informal methods may involve reflecting on a session after it ends or asking a colleague for feedback.

Without regular evaluation, old habits can continue even if they no longer benefit the children. For example, a daily timetable might not suit the needs of a new group, but if nobody evaluates and questions it, the problem can persist.

Challenging Practice in a Professional Way

Challenging practice is not about criticism for its own sake. It is done to protect and support children and young people. It should be approached with evidence, respect, and a focus on solutions.

Good practice when challenging existing methods includes:

• Observing and collecting facts about the issue.
• Raising the concern through agreed organisational channels.
• Linking the concern to standards, policies or statutory guidance.
• Being professional and clear about what needs to change.

For example, if you see unsafe behaviour during outdoor play, it is better to explain what you observed, state why it is unsafe, and suggest an alternative.

Challenging practice is important because it keeps safeguarding at the centre of all decisions. It promotes accountability among staff and managers.

Becoming an Agent of Change

An agent of change is someone who leads or influences improvements. This does not always mean taking formal leadership roles. It can mean setting an example, starting discussions, or helping others see the benefits of doing things differently.

Key qualities of an agent of change:

• Confidence to raise concerns.
• Willingness to try new ideas.
• Persistence in following through on changes.
• Ability to inspire colleagues.

Agents of change help create a culture where staff feel supported to speak up and take action for improvement. This leads to continuous development of practice.

The Link between Evaluation, Challenge, and Change

Evaluation identifies problems or opportunities. Challenging existing practice addresses the problems or seizes the opportunities. Becoming an agent of change means following through with action to improve outcomes.

These three stages work together:

1. Evaluation – Understanding what works and what does not.
2. Challenge – Questioning and addressing ineffective or harmful approaches.
3. Change – Implementing tested improvements and monitoring results.

If one stage is missing, development is slow or limited. Without evaluation, there is no evidence for change. Without challenge, poor practice continues. Without action, evaluations have no practical impact.

Barriers to Evaluation and Challenge

There can be barriers that prevent people from evaluating or challenging practice:

• Fear of conflict with colleagues or managers.
• Lack of confidence or experience.
• Unclear procedures for raising concerns.
• Time pressures that limit reflection and review.
• A workplace culture resistant to change.

Overcoming these barriers often involves training, leadership support, and good communication. Safe reporting channels encourage staff to speak up without fear of negative consequences.

How Evaluation Improves Children’s Outcomes

Evaluation can highlight what helps children progress in learning and personal development. For example:

• Reviewing reading activities may show children prefer interactive story sessions rather than silent reading.
• Assessing snack times could show some children need longer to eat and benefit from flexible timings.
• Observing outdoor play might prove certain areas are underused and could be adapted for engagement.

These improvements lead to better emotional wellbeing, learning progress, and safer environments.

How Challenging Practice Supports Safeguarding

Safeguarding means protecting children from harm. Challenging unsafe or poor practice is a safeguarding responsibility. Examples include:

• Pointing out that outdoor play equipment is broken.
• Reporting that confidentiality rules are not followed when handling files.
• Asking for adjustments to supervision levels in high-risk activities.

Each challenge supports the organisation’s duty of care and legal obligations.

Practical Steps for Effective Evaluation

To evaluate practice effectively:

• Use observation, feedback from children, parents, and staff, and record outcomes.
• Compare current practice to standards in Early Years Foundation Stage (EYFS) or other relevant frameworks.
• Keep written records of findings to track progress over time.
• Schedule regular reviews of procedures and routines.

When you record evidence, it gives weight to any concerns raised and supports decision-making.

Practical Steps for Challenging Practice

Effective ways to challenge practice include:

• Speaking directly to the person involved in private where appropriate.
• Escalating issues to a supervisor if change does not happen.
• Referring to policy and statutory guidance to back up your point.
• Using meetings or action plans to discuss how improvements can be made.

Approaching challenges in a professional way avoids personal conflict and keeps focus on the needs of children and young people.

Creating a Culture of Improvement

A workplace culture that values improvement helps both evaluation and challenge. This culture is built through:

• Open communication channels.
• Respect for all voices in discussions.
• Access to professional development.
• Recognition of staff who suggest and apply positive changes.

When the culture supports improvement, staff are less likely to fear reprisal for raising issues and more likely to take part in constructive discussions.

The Role of Leadership in Change

Leadership plays a big role in whether evaluation and challenge lead to change. Leaders can:

• Set clear expectations that staff will evaluate and improve their work.
• Encourage honest feedback.
• Respond to concerns quickly.
• Provide resources to support new ideas.

Without leadership support, change can be slow or blocked by organisational structures.

Linking Change to Legislation and Policy

Changes in practice often link back to legislation and organisational policies. For instance:

• The Equality Act 2010 requires fair treatment for all children, which might mean adapting resources for children with disabilities.
• The Children Act 1989 sets out safeguarding duties, which could lead to stronger supervision.
• Ofsted inspection frameworks often prompt changes through evaluation recommendations.

By referencing policy or law during evaluation and challenge, you strengthen your case for change.

Building Confidence in Staff to be Agents of Change

Confidence grows when staff see evidence that their actions make a difference. To help staff build confidence:

• Provide training in observation, evaluation, and communication skills.
• Offer supportive feedback when someone raises an issue.
• Share examples of positive changes made through staff suggestions.
• Create peer support networks.

Confidence and trust encourage more people to take on the role of agent of change.

Monitoring and Reviewing Changes

After changes are made, it is important to monitor them. This ensures they are effective and do not create new problems.

Monitoring steps:

• Observe whether children’s needs are met better.
• Gather feedback from staff, parents, and children.
• Compare results against objectives set before change.
• Adjust approaches as needed.

Regular review keeps practice relevant and effective.

Examples of Being an Agent of Change in Daily Work

Small actions that make a big difference include:

• Suggesting new ways to engage a child who is quiet during group time.
• Recommending a safety check process before outdoor activities.
• Starting a weekly reflection meeting for staff to share ideas.
• Encouraging a colleague to try a fresh teaching method.

These actions help embed continuous improvement.

Final Thoughts

Evaluating and challenging existing practice is a normal part of working with children and young people. It protects safety, supports learning, and keeps your work in line with current standards. Without these processes, poor practice can continue unchallenged, which can harm children’s outcomes.

Becoming an agent of change means taking responsibility for making improvements happen. It can start with small, everyday actions and grow into wider influence across a setting. When you combine careful evaluation, constructive challenge, and active change, you create a learning environment that truly meets the needs of every child.