Reflective practice in early years settings means observation is something you do all day long – who is struggling to settle, who is fascinated by the blocks, who always hangs back at tidy-up time? Reflective practice is what turns those everyday observations into purposeful action for children.

The EYFS statutory framework is clear that assessment must be based on ongoing observation, kept proportionate and used to understand each child’s level of development, plan next steps and share information with parents. When we combine those observations with a reflective mindset, they become a powerful tool for improving outcomes.

What do we mean by reflective practice in early years settings?

Reflective practice is simply the habit of pausing to think about what happened, why it happened and what you might do next time. It is not about criticising yourself or others. It is about being curious, noticing patterns and using what you learn to improve your practice overall. And it is important to do even when things go well, not just when things don’t go to plan.

This might mean asking:

What did I notice about this child today?

What did I do in response?

What difference did it make?

What might I try next time to improve?

“Birth to 5 Matters” describes a simple cycle they term, OAP - Observe, Analyse, Plan - to help practitioners think about children’s development and how best to support them. You may already be doing this informally. The next step is to make it more intentional and share this across your team.

What regulators look for

Reflective practice is also something Ofsted pays close attention to. Inspectors want to see that staff understand each child, use observations purposefully and can explain the reasons behind their decisions.

Under the Education Inspection Framework, Ofsted looks for practitioners who:

Use ongoing observations to understand what children know and need next

Adapt teaching in the moment rather than relying on excessive paperwork

Can explain why they planned certain activities or approaches for individual children

Identify concerns early and work with parents and the SENCo when needed

It is not about producing pages of notes. Inspectors want to see how your reflections shape practice. Being able to say “I noticed this, so we did that, and here is the difference it made” is key.

Regulators in Scotland and Wales take a similar approach. The Care Inspectorate expects staff to evaluate children’s experiences and use this to plan improvements, while the Care Inspectorate Wales looks for reflective practice that supports children’s individual needs.

Across the UK, the message is the same. Observations are great, but they matter most when they lead to meaningful action.

Reflective practice works for the regulatory bodies too. The principles outlined above remain consistent, but you should always check the latest guidance to ensure you stay alignment with current inspection criteria.

From noticing to knowing - a simple cycle

A useful way to frame reflective practice in early years is as a repeating cycle:

Observe

Observation can be:

Formal - planned observations, assessments, photographs, language samples

Informal - moments you spot during play, care routines or outdoor activities

Remember to always have the children at the heart of your practice to ensure that planning doesn’t just include what adults think is fun or interesting, rather than what children actually need.

Analyse

This is the reflective part. You might:

Look for patterns in what you have recorded

Compare your notes with developmental expectations and the child’s previous progress

Discuss what you have seen in supervision or team meetings

Research on reflective practice suggests that talking through observations with others can deepen professional learning and help practitioners challenge long-held assumptions.

Plan adjustments

Next, you decide what to do as a result of what you have observed. This could be:

A small change in your approach with a particular child

An adjustment to the environment or routine

An additional or more focused activity or small group

A conversation with parents or carers

The EYFS emphasises that assessment should be part of an ongoing conversation between practitioners, families and, where appropriate, external agencies.

Act and review

You implement your plan and then come back to review the changes you made:

Did the change have the impact you hoped for?

What did you notice about the child’s response?

What will you keep, adapt or stop?

Over time, this builds a culture of continuous improvement rather than one-off fixes.

Using reflective practice to shape everyday practice

Reflective practice is not just for formal meetings or paperwork. It should be apparent in your everyday decisions. This could mean:

Adapting the environment – if children are often restless during long carpet times, you could shorten group times and adding more movement breaks

Improving teaching strategies - if you notice a child struggles to persist with challenging tasks, you could reflect on whether you or other staff members model persistence and trying again

Adding focused interventions – if you notice that children with English as an additional language (EAL) are struggling with basic vocabulary, you could instigate a smaller group to teach and practice basic vocabulary

Referring to other professionals for additional help – if you notice a child is consistently struggling with language, you could speak to the parents and recommend a referral to a Speech and Language Therapist (SALT)

Progress checks and EYFSP

The EYFS requires a progress check at age two and a profile assessment at the end of the reception year (EYFSP), both based on observation. Reflective practice helps to ensure these are:

Honest and balanced - noting strengths as well as concerns

Clear for parents and carers to understand

Useful for planning next steps and transitions

Building a reflective practice culture in your setting

Reflective practice is easier when it is a shared expectation rather than just the habit of one or two individuals. Use regular supervision sessions to talk about observations, practice and professional development. You could introduce peer observations where colleagues watch each other for short periods and then discuss what they noticed about interactions, language and children’s responses. Encouraging staff to jot down quick notes after a session is useful too. And you could choose one focus area per half-term, such as ‘outdoor play’ or ‘supporting self-regulation’ and use staff meetings to reflect on what is working and what may need improving, resulting in better outcomes for children and staff.