2.1 Identify current policies, frameworks and influences on the early years sector

This guide will help you answer 2.1 Identify current policies, frameworks and influences on the early years sector.

This guide is about recognising the policies, frameworks and influences that shape how early years services operate in England. These guide practice and help workers provide high quality care and education for children.

Early years refers to services for children from birth to five years. This includes nurseries, pre-schools, primary school reception classes, childminders, and other childcare provision.

The sector is influenced by laws, statutory requirements, national guidance, research findings and changes to wider society. Workers need to be aware of these as they impact daily practice, training, planning and the environment offered to children.

The Early Years Foundation Stage (EYFS)

The EYFS is a statutory framework used by all registered early years providers in England. It sets out standards for learning, development and care from birth to five years.

The framework is issued by the Department for Education and updated periodically. The latest version came into effect in 2021. It applies to maintained schools, non-maintained schools, nurseries, pre-schools and childminders registered with Ofsted.

The EYFS covers:

Learning and development requirements
Assessment processes
Safeguarding and welfare requirements

It identifies seven areas of learning:

Communication and language
Physical development
Personal, social and emotional development
Literacy
Mathematics
Understanding the world
Expressive arts and design

It also sets the three prime areas as the foundation for early learning: communication and language, physical development, and personal, social and emotional development.

In practice, workers use the EYFS to plan activities, assess progress and record observations. It ensures all children have equal opportunities and are supported in their next stage of learning.

Statutory Inspection by Ofsted

Ofsted inspects early years settings to check if they meet EYFS and other legal requirements. The result influences public confidence and determines if a setting can continue to operate.

Inspection focuses on:

Quality of teaching and learning
Safety and safeguarding arrangements
Leadership and management
Child development progress

Ofsted ratings range from Outstanding to Inadequate. Policies and frameworks require settings to act on any recommendations following inspection. Failure to do so can lead to enforcement action.

Safeguarding Guidance and Laws

Safeguarding is shaped by statutory guidance such as “Working Together to Safeguard Children” and legislation like the Children Act 1989 and 2004.

These require early years workers to protect children from abuse, neglect and harm. Safeguarding covers all aspects of keeping children safe in physical environments and promoting their wellbeing.

Key influences include:

Local safeguarding partnership policies
Updated national guidance following public inquiries into child deaths
Training recommendations and standards for staff

Workers must know how to report concerns, keep accurate records and act without delay to protect children.

Equality and Inclusion Policies

The Equality Act 2010 is a major influence. It protects people from discrimination based on protected characteristics such as race, gender, disability, religion, age and others.

In early years settings this means:

Providing inclusive learning environments
Adapting teaching for children with special educational needs and disabilities
Celebrating diversity
Ensuring policies promote fairness

Children have a legal right to take part in activities without prejudice. Inclusion frameworks help settings create accessible resources, adapt equipment and support families.

Special Educational Needs and Disability Guidance

SEND guidance stems from the Children and Families Act 2014 and the SEND Code of Practice. These set expectations for early years providers to identify needs early and support children appropriately.

Actions include:

Monitoring development
Working with parents and carers
Making reasonable adjustments
Coordinating support with health and education professionals

Early years settings must appoint a Special Educational Needs Coordinator (SENCO). This role leads planning for children with additional needs and ensures compliance with legal duties.

Health and Safety Legislation

Health and safety in early years settings is influenced by laws including the Health and Safety at Work Act 1974 and the Control of Substances Hazardous to Health Regulations (COSHH).

Early years workers must keep environments safe for children, staff and visitors.

Key requirements:

Risk assessment of activities and premises
Safe storage of cleaning products and medicines
Maintenance of equipment
Fire safety drills and procedures

These laws shape daily routines, training and workplace policies.

Childcare Funding Policies

Government funding arrangements influence provision. Policies such as 15 and 30 hours free childcare for eligible parents in England affect attendance, staffing and planning.

Considerations include:

Eligibility criteria
Rules on how funding can be used
Accounting for funded hours in registers
Managing mixed age groups

Funding changes can lead to shifts in demand for places and impact the business side of settings.

Family Support and Early Help Strategies

Local authorities adopt early intervention strategies to support families facing challenges. This is influenced by national policy promoting early help to prevent problems from escalating.

Early years workers often play a role by:

Identifying concerns about parenting or home life
Referring to family support services
Working with social workers and other agencies

These strategies promote partnership working and encourage trust between families and professionals.

Influences from Research and Reports

Research findings influence changes to practice and policy. Examples include studies on the importance of early brain development, the impact of play-based learning and best approaches to early literacy.

National reports and reviews often trigger changes in frameworks. For example, the Tickell Review in 2011 led to adjustments in the EYFS. Workers need to keep up with such changes through continued professional development.

Public Health Guidance

Public health policies impact early years provision. These can cover nutrition, physical activity, infection control and mental health.

Public health advice in recent years has influenced:

Hygiene routines
Control measures for illnesses and outbreaks
Healthy eating policies
Encouraging daily exercise and outdoor play

Early years settings often work with health visitors and other specialists to promote wellbeing.

Curriculum Approaches Influencing Practice

Beyond statutory EYFS requirements, there are influences from different curriculum models such as Montessori, Reggio Emilia and HighScope. While these approaches are not law, some settings use their techniques within the EYFS framework.

These can influence:

The way activities are planned
The role of the adult in learning
The organisation of the environment
How children’s independence is encouraged

Settings must still meet statutory requirements but may incorporate elements from these influences.

Government Policy Changes

Changes in government can bring shifts in priority for early years education and care. This may include adjustments to funding levels, changes to statutory ratios, or new initiatives to improve quality.

Workers should be aware of political decisions that impact the sector and follow updates from the Department for Education.

Partnership Working Frameworks

Early years settings are influenced by frameworks promoting partnership working. This includes collaboration with parents, health services, community organisations and schools.

Partnership working ensures children receive consistent support across different aspects of their lives. Policies may require regular meetings, shared records and coordinated planning.

Economic and Social Influences

Economic and social conditions can shape demand for early years services. Changes in employment rates, family income levels, and societal views on early education all play a role.

Economic support policies and benefits systems can influence which families use subsidised or private childcare. Social trends, such as awareness of mental health or increased recognition of outdoor learning, also affect practice.

Continuing Professional Development

Frameworks often require workers to keep skills updated. This can be driven by policy, inspection recommendations or sector-wide initiatives.

Training might cover:

Safeguarding updates
Health and safety changes
Inclusion strategies
Curriculum developments

Professional development helps staff meet statutory requirements and maintain quality.

Documentation and Record Keeping

Policies and frameworks often set out requirements for accurate record keeping. This includes child assessments, accident logs, medication records and safeguarding paperwork.

These records are influenced by legal frameworks and inspection criteria. Good documentation supports transparency and compliance.

Final Thoughts

Understanding current policies, frameworks and influences is key for anyone working in the early years sector. These shape every part of how settings support children, from planning activities to protecting them from harm.

Awareness and ongoing learning help workers respond appropriately to changes. This means keeping updated through training, local authority briefings, Department for Education announcements, and professional networks.

Working in line with these influences is not about paperwork alone. It is about using guidance and policies to create safe, engaging and supportive environments where children can thrive and families can feel confident in the care provided.