1.1 Explain the legal status and principles of the relevant early years frameworks, and how national and local guidance materials are used in settings

This guide will help you answer 1.1 Explain the legal status and principles of the relevant early years frameworks, and how national and local guidance materials are used in settings.

Legal Status of Early Years Frameworks

Early years frameworks in the UK have legal status set by government legislation. The main framework in England is the Early Years Foundation Stage (EYFS). This is statutory, meaning all early years providers must follow it. It is enforced through the Childcare Act 2006, making compliance a legal requirement. Ofsted inspects providers to ensure they are meeting the requirements.

The EYFS covers children from birth to five years. It applies to settings such as nurseries, pre-schools, and childminders. Providers in these settings must meet both the safeguarding and welfare requirements and the learning and development requirements. This is not optional. The law states that failing to follow the EYFS can result in sanctions including removal of registration.

Providers must keep records, follow staffing ratios, and make sure staff have suitable qualifications. They must provide for children’s learning across the seven areas of development set out in the EYFS. These requirements ensure that care and education standards are consistent across the country.

In devolved nations, different frameworks apply. In Scotland, the Early Level of Curriculum for Excellence guides early learning. In Wales there is the Foundation Phase. In Northern Ireland, early years provision follows the Curricular Guidance for Pre-school Education. Each national framework still has legal backing through education and childcare regulations.

Principles of Early Years Frameworks

All early years frameworks are built on clear principles about how young children grow and learn.

Core principles in the EYFS include:

• Every child is unique
• Children learn to be strong and independent through positive relationships
• Children learn and develop well in enabling environments with teaching and support from adults
• Development happens in different ways and at different rates

The EYFS promotes play-based learning. Play is recognised as a powerful method for early education. It encourages curiosity, problem solving, and social skills. Providers must plan activities that meet each child’s individual needs.

The principle of partnership with parents is central. Parents and carers are the child’s first educators. Engaging them in their child’s progress supports better outcomes. This can involve daily feedback, progress reports, and shared goal setting.

Another principle is safeguarding. Children have the right to be safe, healthy, and protected from harm. Settings must have procedures for child protection and safe recruitment. Staff should be trained to recognise signs of abuse or neglect.

In Scotland and Wales, principles are similar, though the frameworks use slightly different language. They all focus on inclusive practice. This means adapting provision so that all children, including those with additional needs, can participate fully.

National Guidance Materials

National guidance materials explain how to put the framework into practice. In England, these include the EYFS statutory framework document, non-statutory guidance such as Development Matters, and tools like the Progress Check at Age Two.

National guidance comes from the Department for Education. It sets out the standards all settings must follow. It uses plain language to describe each requirement. It includes measurable outcomes which help staff track children’s progress.

Examples of national materials include:

• EYFS statutory framework document
• Development Matters guidance
• Early Years Outcomes document
• Safeguarding training materials
• SEND code of practice

These documents are updated by government and must be read by all staff working with early years children. They help staff understand not only the requirements but also best practice methods for meeting them.

In Scotland, the Curriculum for Excellence Early Level guidance explains what children should experience in the early years. The Health and Social Care Standards also give a national set of expectations for care quality.

In Wales, the Foundation Phase framework includes guidance on experiential learning, literacy and numeracy development, and personal and social education. The Well-being of Future Generations Act influences child welfare goals across local authorities.

Local Guidance Materials

Local authorities produce guidance to suit their own communities. This local guidance supports national frameworks but adds detail on how they apply in a particular region.

Local guidance often covers:

• Local safeguarding procedures
• Protocols for multi-agency working
• Available support services for families
• Inclusion policies for children with additional needs
• Local training opportunities for staff
• Guidance for child health and wellbeing from NHS services

For example, a local council might have a safeguarding handbook with referral pathways for suspected child protection cases. This aligns with national law but includes local contact details and procedures.

Local guidance documents can include examples of good practice observed in settings within the area. They might encourage stronger outdoor learning if the locality has suitable resources, such as parks or forest school provision.

Local support teams often visit early years providers to give advice. They can help with self-evaluation and preparation for Ofsted inspection. They might supply templates for learning journals and assessment records.

Providers are expected to be aware of both national and local guidance. Sometimes local guidance responds to specific challenges in the area, such as language diversity or rural isolation. Using this guidance makes settings more responsive to community needs.

How Frameworks and Guidance Are Used in Settings

Settings use the statutory framework to plan and deliver provision. Staff build daily routines around the legal requirements for safeguarding, welfare, and education. Weekly and termly planning uses the learning and development goals from the framework.

National guidance ensures consistency across the country. In practical terms, this means:

• Assessment methods match national standards
• Safeguarding is handled with clear steps that meet legislation
• Inclusive practice follows national SEND codes of practice
• Staff training is based on national expectations

Local guidance helps adapt provision to the area. For example, staff use local safeguarding contacts for urgent concerns. They follow local public health advice during illness outbreaks. They join local networks for professional development.

Effective use of frameworks and guidance involves reviewing policies regularly. This keeps practice aligned with any updates. Staff teams often meet to discuss changes and agree how they will adapt.

Guidance documents are often displayed or stored where practitioners can access them quickly. Staff refer to them when writing policies or dealing with specific situations. For example, a child protection policy will quote both national safeguarding law and the local referral process.

Providers might run in-house training sessions based on updated guidance. This ensures all practitioners understand both national and local expectations. Real examples are often used in training to show how guidance applies in daily work.

Record Keeping and Compliance

Following the framework requires detailed record keeping. This includes:

• Attendance records
• Accident and incident forms
• Progress tracking documents
• Safeguarding records
• Staff qualification records

These records are part of compliance with legal status. Ofsted or other regulators will check them during inspections.

National and local guidance often includes templates for these records. This means providers can use formats recognised by inspectors. It also provides a standard method so that information is clear and accessible.

Settings must also carry out risk assessments. National guidance will outline the duty to assess risks to children. Local guidance may add specific hazards that are relevant in the area.

If a provider ignores guidance or fails to follow the framework, they risk enforcement action. This could mean improvement notices or closure. Compliance protects children’s development and safety.

Training and Professional Development

Staff must be trained to understand the framework and apply guidance. National guidance often sets minimum qualification levels for early years staff. For example, there are rules about the number of Level 2 and Level 3 qualified staff required.

Local guidance can include training offers through the council or local safeguarding boards. These may be free or subsidised. They often cover topics such as child protection, first aid, or supporting children with special educational needs.

Continuous professional development in early years settings builds skills and confidence. It helps staff keep up-to-date with changes in national and local guidance. It means staff can give children the best learning experiences and maintain legal compliance.

Training sessions often involve role-play and case studies. These help staff see how abstract rules work in real situations. It can include discussions on how to adapt activities for different ages or abilities.

Partnership Working

National frameworks emphasise working in partnership with parents and other professionals. Local guidance supports this by providing contact points and procedures for multi-agency cooperation.

Settings may work with:

• Health visitors
• Speech and language therapists
• Educational psychologists
• Social workers
• Community services

National guidance sets legal duties to share information where safeguarding concerns arise. Local guidance explains how this sharing should happen in the area. It includes which agencies to contact and how to record the communication.

Partnership working benefits children because it combines expertise from different areas. Early years staff can identify concerns early and refer them for the right support. This is part of meeting the welfare requirements in the framework.

Parents are engaged through regular meetings, learning diaries, and newsletters. Staff explain how the framework supports their child’s development. They use local guidance to connect families with support services nearby.

Final Thoughts

Following the early years framework is not just a matter of best practice. It is a legal duty. Understanding its principles helps practitioners see why certain requirements are in place. They are built to protect children and give them strong foundations for learning.

National guidance sets clear expectations. Local guidance makes these realistic in the context of the community. Both together give a practical and lawful structure for early years provision. By using them daily, workers can be confident they are meeting legal requirements and providing high-quality care and education.