Self-evaluation for early years educators
In early years education, we focus on observing and assessing children’s development. But how often do we pause and turn that same thoughtful lens back onto ourselves? The practice of self-evaluation is not about criticising or judging ourselves harshly or negatively, but it is about curiosity and asking, “How can I become even better at what I do?”
Whether you are newly qualified practitioner or have been working in early years for many years, self-evaluation is a key part of professional growth and high-quality provision.
What is self-evaluation?
Self-evaluation is the process of reflecting on your own practice, identifying what is working well, and recognising areas where you can develop further. It is closely linked to reflective practice, which is widely recognised as a core part of effective teaching and personal development. At its heart, reflective practice is the ability to think critically about your own attitudes and actions, and use that insight to improve.
This might involve:
- Thinking about how you interact with children
- Understanding your own perspective and personal bias
- Reflecting on the effectiveness of an activity
- Considering how well the environment supports learning
- Identifying gaps in your knowledge or skills
The key thing is that self-evaluation is not a one-off task but an ongoing process. Knowledge about early years education is constantly changing, as are the systems we use, and we are all evolving and changing as people as we grow and develop. What we did ‘yesterday’ may not be the best thing to do ‘tomorrow’. Self-evaluation helps us keep up to date with best practice and be the best practitioner we can be.
Research shows that practitioners who actively reflect on their work are more likely to improve performance and embed new learning into their practice.
Self-evaluation supports:
- Better outcomes for children – through more responsive and thoughtful teaching
- Professional confidence – understanding your strengths as well as your development areas
- Consistency across teams – shared reflection leads to shared practice
- Compliance with EYFS expectations – which emphasise assessment, observation, and ongoing development for practitioners
It also aligns with the wider expectation that educators engage in lifelong learning as they progress through their career.
Moving beyond “I’ve always done it this way”
One of the challenges in early years settings is that experienced practitioners can sometimes feel they have ‘seen and done it all before’. Experience is incredibly valuable but experience alone does not always lead to improvement. Research highlights that simply having experience is not enough, but it is the reflection on that experience that leads to deeper learning and development.
In other words, we do not improve just by doing something repeatedly. We improve by thinking about how we do it and constantly finding ways to do it better. A practitioner with 20 years of reflective experience will continue to grow. A practitioner with 20 years of simply repeating ingrained habits may not.
What does effective self-evaluation look like?
Effective self-evaluation is most effective when it is:
- Honest – recognising both strengths and areas for development
- Ongoing – part of everyday thinking, not just when there are appraisal meetings
- Constructive – focused on improvement, not blame
- Evidence-informed – based on observation, outcomes, and feedback
It often involves asking simple but powerful questions, such as:
- What worked well today?
- What could I do differently next time?
- How did the children respond?
- What does this tell me about their needs?
This ‘step back’ approach is encouraged in early years guidance, which highlights the importance of observing, listening, and reflecting to improve practice.
Practical ways to build self-evaluation into daily practice
Self-evaluation does not need to be time-consuming or complicated. Small, consistent habits can make a big difference. You don’t need anyone’s approval or permission to start. You can start right now, evaluating your last interaction. Some practitioners find it helpful to use a simple structure for reflection, such as:
- What happened?
- How did I feel?
- What worked well?
- What could be improved?
- What will I do next time?
This helps move reflection beyond a simple description of events into more meaningful improvements. There are other simple things that you can do to help you in your self-evaluation including:
- Daily reflection moments
Take five minutes at the end of the day to think about one thing that went well and one thing you would change. Taking even a short time each day to reflect will help you identify areas that you can improve.
- Reflective journalling
Keep a simple notebook or digital log. Write brief reflections on activities, interactions, or challenges.
- Peer discussions
Talking with colleagues can help you deepen your reflection. Others may see things we miss and can give a different perspective to consider. This doesn’t have to be a formal mentor or assessor – peers and colleagues can offer help.
- Use video or observation
Watching yourself interact via a recorded session can be incredibly powerful when done appropriately and in line with safety and security policies. This should be done in collaboration with managers and with all the appropriate permissions, but you may find it reveals things that you did not notice whilst in the situation.
- Link to children’s outcomes
Linking to outcomes leads to better interactions and results for children. Ask yourself: What difference did my approach make to the children’s learning or well-being? Then see if there are things that you could have done differently which would improve that for the children.
The main aim is to create a cycle of continuous improvement:
Reflect → learn → apply → reflect again
This cycle is at the heart of professional practice in education.
The role of leaders and managers
Although the name may suggest otherwise, self-evaluation does not just have to be a solo responsibility. Setting managers can play a crucial role in creating a culture where reflection is encouraged and practitioners feel their efforts are valued and supported. This could include encouraging open, non-judgemental discussions or providing time for reflection in staff meetings. Linking personal reflections to professional development plans or more formal mentoring or coaching sessions may also help. Leaders can also model reflective practice themselves, and high-quality settings often embed reflection into everything they do, from planning to assessment to career development.
By taking time to reflect, question, and adapt, practitioners ensure that their practice remains responsive, thoughtful, and effective no matter how long they have been in a role. And perhaps most importantly, it reminds us that learning does not stop with qualification. In many ways, that is where it truly begins.
References and further information
- Early Education (2022) – Reflective Practice
https://early-education.org.uk/reflective-practice/ - NDNA – Reflective Practice and Self-Evaluation
https://ndna.org.uk/ecplc-reflective-practice-self-evaluation/
- Mastering Self-Regulation In Early Years Education
https://www.parenta.com/2024/07/22/self-regulation-early-years/
