Success with the onerous but important task of record-keeping comes down to staff motivation and the right content, says June O'Sullivan
Ask nursery nurses the most unpopular part of their job and more often than not they say it is completing the child development records. Ask a nursery manager the same question and they are likely to say it is motivating staff to keep child development records up to date.
Keeping records is a complex task, as it requires staff to:
- know and apply the theories of child development to each child
- understand theories of observation
- collect useful and accurate observational evidence
- analyse their observations to produce a helpful picture of how a child is progressing
- recognise significant achievements within the range of child development
- write an informed statement that can be understood by colleagues, parents and other professionals
- make sure the statement is supported by evidence
- identify an appropriate aim that will take the child further along the development path.
It is not surprising, therefore, that staff baulk at the task and often leave it to the last minute.
Why keep records?
Child development records are essential. They are the process by which we track children's progress and their significant achievements from the time they arrive in the nursery until they leave. They are a series of pictures that, when laid out in a line, show how the child has grown physically, emotionally, intellectually and socially. They are a tribute to the work done by the nursery, the child's parents and the children themselves, and are a celebration of this shared investment in a child's future.
How will they be used?
Child development records can be multi-functional. They can:
- provide information on each child's interests and passions, which can then be taken into account in the planning process
- provide information about each individual's progress and the support they will need to reach their next goal
- highlight areas of weakness in the nursery. For example, keyworkers struggling to collect evidence of children's skills in design and technology could be a sign of poor resourcing and too few planned D&T activities.
Designing the records
- The ideal format is one that is logical and reflects the purpose of the record-keeping.
- Make provision for child development information to be included in other documentation, and then transfer, where relevant, to the children's records.
- Provide an introduction to the records so parents can understand the purpose of the record-keeping.
- Use curriculum headings or checklists of statements, such as 'kicks a ball', and 'climbs through the play tunnel', instead of just a heading of physical play.
- The checklist needs to take account of the ages and developmental stages of the children, along with realistic expectations about what they can achieve. However, it is imperative that the records have a piece of evidence to support each criterion. Checklists or tick lists on their own are of little value and give no indicators as to how the child has achieved their goals.
- Some settings may follow the Early Learning Goals (ELGs) or SPICE (social, physical, intellectual, communication, emotional). Include broad sub-headings under the ELGs. For example, subdivide Personal, Social and Emotional Development goals into 'getting on with others', 'independence skills' and 'learning patterns'. The ELGs are, of course, unsuitable for babies' records, which should instead have developmental markers.
- Consider how to record information about children with special needs. There is nothing more saddening for a parent than to read endlessly about what their child cannot do. Design the records around the child's achievements and base the goals on their individual educational plan. Consider also that there may be sensitive issues around the child's needs, which could be deep-rooted and very complex.
- Consider how parents can contribute to the children's records. Include a comment sheet, with an introduction explaining the kind of comment would be helpful. Parents, like staff, may be stumped by a blank page or feel obliged to give lots of information, which may not be useful.
Collecting information
Observe long enough to acquire sufficient information and repeat the observation in different contexts to make sure your evidence is reliable. Record it as soon as possible to ensure it is accurate, and always be factual.
Write down the good as well as the bad and be sure to get a second opinion. Ask a colleague for their view, or organise an independent observation if you have any doubts. You can also seek the opinion of other professionals if there are shared observations happening. Staff need to know the broad rates of development to identify points of concern.
Consider the child's view. Depending on the child's age, you can ask them about their progress, what they find easy and what they find difficult. According to Vicky Hutchin (see 'More information'), involving children in their assessment raises standards because they are more focused, motivated and aware of their capabilities, which in turn helps to raise their self-esteem.
Ways and means
Consider the best means to monitor children's progress. Use photographs to record a significant achievement or piece of work, use a video to keep a record of drama, role play and autonomous play (which may indicate, for example, that a shy child is much more articulate when in a smaller group), and recordings, of course, for songs, rhymes and conversation. It's important to also remember the children's rights, particularly regarding confidentiality, when using such technology.
The best way to demonstrate a child's understanding of a concept may be through a sample of their work. The piece of work needs to be annotated to make clear to any reader why it has been chosen. Sticking a load of paintings in a folder serves no real purpose, so make sure you only choose samples that provide relevant and useful evidence of the concept to wish to illustrate.
What do you record?
n Note any significant achievement. Also record if there is no achievement and analyse why this is the case. Is there an undiagnosed need? Are nursery staff offering enough support? Is the curriculum inappropriate to his or her needs? n Ensure records reflect what a child can do consistently and reliably in different contexts and write your notes in a way that records events in a meaningful way. For example, if you want to record a new achievement that has just been observed, say, 'Today Sean approached another child for the first time. He handed him a toy and smiled when the other child responded', rather than, 'Sean can interact with the other children. He will share toys and is pleased when other children respond to his gesture'.
Information for parents
While parents want to know about their children's strengths and weakness, they mostly want to get a sense of their child in the setting. Photographs and vignettes about their children delight them. They want to feel that staff know their child and are interested in them; they need to trust staff and feel they are knowledgeable.
All of this can be conveyed through the good quality records, including photographs, the children's comments and statements that tell the parent something new about their child, which may be something that relates specifically to the nursery. For example, 'Leroy loves the rhythm of words and tries to make simple songs, for instance at lunch on the 20th we asked if the children would like jelly and he sang all about giving James (his friend) lots of smelly green jelly.'
When staff and parents have a shared rapport, parents are more likely to tell staff about the child at home and present a new view of their development, capability and interests. All of this can be very useful in building up a more rounded understanding of the child.
Assessment activity
When planning a specific activity to assess a child's competence in a certain area, give clear instructions, and make sure the child knows what you want them to do. Talk to them and involve them in the process. If they are learning English or have limited language, give additional support such as props to help them better understand what you want them to do. Many children with limited language are capable of quite complex activities, once they are given the right information.
Systems to help
- Make writing children's records part of staff induction.
- Provide a case study at planning meetings to highlight to staff the learning points that they need to record when making an assessment.
- Don't just assume that staff can write children's records. Provide them with relevant training to upgrade their writing skills.
- Plan regular time for staff to write records and link it to staff shifts. For example, give the 'lates' time for writing records in the afternoon before the 'earlies' go home. Put up a notice showing the times and check that staff use the time profitably so that records are accurate and kept up to date.
- Remember that staff often feel put on the spot by the blank sheet, and struggle to find a suitable statement which sums up the child's progress. Give guidance with clear examples of what you expect. Have a sample development record to show staff, and give examples of useful verbs.
- Devise effective systems for collecting observations. For example, prepare forms with clear headings indicating what information has to be collected. Choose a 'child of the week' and encourage all staff to collect relevant evidence about that child throughout the week.
- Have a system that celebrates the achievements of the staff and the children, such as a parents' evening.