Navigating the Latest EYFS Framework Changes: A Guide for Nursery Managers
As a nursery manager, you’re already juggling countless responsibilities – and staying compliant with the Early Years Foundation Stage (EYFS) is one of them. The EYFS framework is the statutory foundation of our practice in early years settings. It sets the standards all providers must meet to ensure children “learn and develop well” and are “kept healthy and safe”. In short, EYFS isn’t just paperwork – it’s what underpins quality education and care for every child in your nursery.
Recently, the Department for Education (DfE) has introduced some important updates to the EYFS framework. These changes are mostly regulatory tweaks designed to give providers more flexibility while strengthening safeguards. In this blog post, we’ll break down what’s new in the EYFS, why these changes matter, and how you as a nursery leader can practically implement them in your setting. We’ll also share tips on communicating these updates to your staff and ensuring everyone stays on the same page. By the end, you’ll have a handy action checklist to make sure your nursery is compliant and making the most of the new framework.
Let’s dive in!
What is the EYFS and Why Does It Matter?
Before we talk changes, let’s quickly recap what the EYFS is. The Early Years Foundation Stage (EYFS) is the statutory framework for early education and childcare in England. It covers all children from birth to five years old, setting out the standards for learning, development, and care. In practical terms, it’s like the rulebook and roadmap for everything that happens in your nursery – from the activities you plan, to how you ensure children’s safety, to staff qualifications and child-to-adult ratios.
Why is EYFS so important for nursery managers? Here are a few key reasons:
Legal Requirement: EYFS is mandatory for all early years settings – whether you’re a small preschool, a large nursery chain, or a childminder working from home. This means Ofsted and local authorities expect you to follow it. Not adhering to the EYFS could put your registration at risk or result in poor inspection outcomes.
Quality and Consistency: The framework ensures a baseline of quality. It’s designed so that children learn and develop well, are kept safe, and gain the skills they need for starting school. For you, this means using EYFS as a guide helps maintain consistent practice and high standards across your team. It covers everything from the seven areas of learning to health, safety, and welfare requirements.
Curriculum and Assessment: EYFS includes educational programmes and the Early Learning Goals, which shape your curriculum planning. It also outlines how we should observe and assess children’s progress (e.g., the Two-Year Progress Check and end-of-EYFS Profile). Managers need to ensure these assessments are done and used to support each child.
Safeguarding and Welfare: Crucially, EYFS sets out safeguarding and welfare requirements – staff vetting, first aid, child supervision, ratio rules, etc. Complying with these keeps children safe and protects your staff and setting by following best practices.
In short, EYFS matters because it’s the foundation of quality early years practice. It gives parents confidence that no matter which nursery or preschool their child attends, there are clear standards in place. As a manager, embracing the EYFS means you’re committed to providing the best for children and meeting your regulatory duties.
Now that we know why EYFS is our guiding star, let’s look at what’s changing within this framework and why.
Overview of the Latest EYFS Changes
The Department for Education has introduced a set of updates to the EYFS framework, some already in effect and others on the horizon. These updates were published on the official DfE site and come in response to evolving needs in the sector – including staffing challenges, the expansion of free childcare, and lessons learned from safeguarding incidents. The good news is that the core of the EYFS (the educational programmes and learning goals) isn’t changing – the recent tweaks are mainly about giving providers flexibility and boosting child safety.
Here’s a quick rundown of the key recent changes:
Two Versions of the EYFS Framework: Since January 2024, there are now separate EYFS documents – one for childminders and one for group-based providers (like nurseries and school nurseries). This split was made to better address the different contexts and to help everyone get ready for new childcare entitlements.
Changes Effective 1 November 2024: A batch of updates took effect in late 2024 aimed at easing certain requirements and clarifying policies. These changes were designed to help childminders join and stay in the profession, support the rollout of expanded childcare entitlements, and clarify staff qualification requirements for ratios. We’ll unpack what each of those means shortly.
Changes Effective September 2025: Looking ahead, a significant set of safeguarding enhancements will come into force by 1 September 2025. These are all about keeping children even safer. They include stricter safer recruitment practices, new procedures for child absences and emergency contacts, “safer eating” guidelines, clearer training requirements, first aid rules for trainees, whistleblowing support, and considerations for children’s privacy during nappy changing/toileting. We’ll go into detail on each of these so you can start preparing now.
That’s the bird’s-eye view. Next, let’s break down each of these changes, why they’re happening, and – most importantly – what you should do differently in your nursery to stay compliant and provide the best care.
New Dual EYFS Framework (Childminders vs Group Providers)
One of the first big updates to be aware of is that the EYFS is no longer a one-size-fits-all document. In January 2024, the single combined EYFS framework was replaced with two versions: one specifically for childminders, and one for group-based and school-based providers. If you manage a nursery, you will be following the group-based providers version.
Why the split? The government introduced this change to make the guidance more tailored and to help providers gear up for the expanded free childcare entitlements starting in 2024. By separating the documents, they could tweak certain requirements for childminders (who often work alone or in home settings) differently from those for larger settings, without altering the overall standards. The goal was to remove burdens while keeping quality and safety standards high.
What this means for you: Make sure you have the correct version of the EYFS for your setting. As a nursery manager (group provider), use the “EYFS statutory framework for group and school-based providers.” If you happen to also be registered as a childminder or have staff who work off-site as childminders, they would use the childminder version. The content is largely the same, but there are small distinctions in wording and examples relevant to each context.
For example, the childminder document might have guidance about working on domestic premises or solo, whereas the group provider document assumes multiple staff and a non-domestic venue. If you accidentally were referencing the wrong version, you might miss some nuances. Double-check your copy: the latest versions are dated 1 November 2024 (with all updates incorporated). You can download the updated PDF from the official government site to ensure you’re reading the up-to-date rules.
Practical tip: Print out or save the PDF of the EYFS for group providers, highlight any sections that seem new or different, and share it with your senior staff. It’s a good idea to replace any old EYFS posters or checklists in your office with updated ones reflecting the 2024 changes (for instance, if you had a quick-reference of ratios or safeguarding, make sure it aligns with the new text).
Helping Childminders and Flexible Provision (Nov 2024 Changes)
One reason behind the recent EYFS tweaks is to encourage more people to become childminders and to help existing childminders stay in the profession. Childminders are an important part of the childcare sector, and with rising demand (especially as more parents become eligible for free hours for younger children), the government wants to make it easier to join and remain in this line of work.
So what changed? Under the November 2024 updates, new flexibilities were introduced for childminders, particularly around where they can operate and how they inform parents of their setup. Previously, registered childminders primarily worked from their own homes (domestic premises). Now, it’s clarified that childminders can work from non-domestic premises too – in other words, a childminder might operate from a community venue or another suitable location, not just their home. This opens up options, like two or three childminders teaming up to work together in a larger space, or a childminder using a village hall for more room.
However, there’s a catch: if a childminder is registered as non-domestic, they must inform parents that they cannot provide care from a domestic setting (unless they get a separate registration for that). This simply ensures transparency so parents know the environment their child will be in. For example, if Jane is registered to childmind at a local church hall, she needs to tell families she won’t suddenly be doing care in her own living room unless she’s specifically allowed for that separately.
Implications for nursery managers: You might be thinking, “I run a nursery, not a childminding business – so how does this affect me?” Indirectly, it does in a couple of ways:
Partnerships and Wraparound Care: With more flexibility for childminders to operate in different spaces, you might find opportunities to partner with local childminders. For instance, a childminder could provide wraparound care for some of your nursery children (covering early mornings, evenings, or weekends) using your premises or theirs. Knowing the rules allow them some flexibility could make such collaborations easier. It’s always good to stay connected with childminders in your area – together you can offer parents more comprehensive cover.
General Sector Workforce: The push to help childminders join/stay in the profession is part of solving the childcare capacity puzzle. More childminders means more childcare places available, which is crucial as the free entitlement expands. For your nursery, this could mean slightly less pressure on waiting lists or, conversely, more competition for enrollments. Either way, a healthier childcare sector benefits everyone, and understanding the direction of policy can inform your business planning (e.g., if many new childminders start up locally, you might focus on what sets your nursery apart, such as longer hours or specific programs).
In summary, the EYFS changes in this area don’t require you to change anything in your nursery’s daily practice, but it’s useful to be aware of them. If you have staff who might consider becoming childminders or if you use childminders for pickup/drop-off services, make sure they know about these new flexibilities too.
Supporting the Rollout of Expanded Childcare Entitlements
You’ve probably heard the buzz about the government’s expansion of free childcare hours. This is a big deal for nursery managers because it means more children (especially under twos) becoming eligible for funded places, and potentially more demand for your services. The EYFS updates are partly geared towards making this expansion possible without compromising quality.
Quick recap of the entitlement expansion: Traditionally, working parents in England have been entitled to 30 hours of free childcare for 3- and 4-year-olds (and 15 hours for some 2-year-olds under certain criteria). The government announced plans to extend free childcare to younger ages. By September 2024, the first phase kicked in – parents of children from 9 months old up to 2 years gained access to 15 hours of funded early education per week (if they are eligible through work). The plan is to ramp this up so that by September 2025, parents of babies and toddlers can get up to 30 hours funded, similar to the older age groups. It’s an unprecedented expansion, and while great for families, it presents challenges: more children needing places, and the need for more staff to care for them.
What EYFS changes relate to this? The EYFS framework itself hasn’t changed the learning goals for younger children, but there were some adjustments to requirements to help providers handle the growth:
As mentioned earlier, splitting the EYFS document into two versions was one such move to reduce administrative burden and tailor guidance (so group providers like you can focus on what’s relevant to nurseries, while childminders have their own guidance).
The government also consulted on and implemented minor ratio flexibility in 2023 for 2-year-olds (changing the ratio from 1:4 to 1:5 in England), though this came slightly earlier than the 2024 changes. This ratio change is optional – you are not required to go to 1:5 if you feel it would compromise quality – but the option exists to help increase capacity. As a manager, you should decide what’s appropriate for your setting. Some nurseries have stuck to 1:4 for two-year-olds for quality reasons, while others use 1:5 perhaps for older or more independent twos. Always risk-assess and consider the experience of your staff before making changes to ratios.
Clarifying qualifications at Level 6 for ratio purposes (Nov 2024): This one is technical but useful. In preschool rooms (3–4-year-olds), if you employ an Early Years Teacher, Qualified Teacher Status (QTS) holder, or certain other Level 6 qualified staff, you can have a higher ratio (one adult to 13 children, instead of 1 to 8) provided that person is working directly with the children. There was some confusion in the sector about which qualifications exactly counted as “level 6” in this context. The EYFS update now explicitly clarifies this policy and the official qualifications finder tool has been updated to show which staff qualifications count for the level 6 ratio category. What to do: Check the credentials of your staff. If you have team members with degrees in Early Childhood Studies, Early Years Teacher Status, or other higher qualifications, use the DfE’s Early Years Qualifications Finder on GOV.UK to confirm if their qualification is “full and relevant” at level 6 for ratio purposes. You might discover, for example, that your room leader’s BA (Hons) in Early Years does allow you some extra flexibility with group size. If so, that could help in accommodating more children as demand grows – without needing to hire an extra person, as long as quality is maintained. On the flip side, if you assumed someone’s qualification met the criteria and it doesn’t show up on the list, you’ll know not to exceed the standard 1:8 ratio with that person.
Practical implications for nursery managers: The expansion of entitlements is an external change, but you should be proactive internally:
Plan for Increased Demand: Expect inquiries from parents of younger babies and toddlers who are now entitled to some free hours. If you don’t currently take children under 2, consider if this is something you could accommodate (does your setting have space for a baby room? Do you have staff with the right experience?). If you already cater to under-2s, be ready for an uptick in enrolment as funded places become available – possibly needing to hire more staff or adjust schedules.
Staffing and Training: With ratios and group sizes in mind, ensure you have enough staff with appropriate qualifications. If you’re thinking of using the 1:13 ratio for preschoolers, that lead staff member needs to be level 6 qualified and you might want an assistant in the room too. For babies and toddlers, keep an eye on the 1:3 ratio – that stays the same, but more babies means more warm bodies needed on the team. Now is a good time to invest in staff training or qualifications (for example, encouraging Level 3 staff to top-up to a level 6 over time, or at least ensuring all Level 2s are working towards Level 3) so that you’re future-proofing your workforce.
Financial Considerations: More funded children means changes to your cash flow (since government funding often pays less than your private fees). However, the government has promised increases in funding rates alongside the entitlement expansion. Stay in close contact with your local authority about funding rates and processes. Efficiency and careful budgeting will be key. The EYFS flexibility changes (like optional ratio adjustments) are partly meant to help you manage costs – but weigh these carefully against quality.
Communication with Parents: As new offers roll out, parents may have questions. Even though this is more about policy than the EYFS document, parents will see your nursery as the expert on childcare. Be prepared to explain who qualifies for what and when (for example, “Yes, from this autumn your 1-year-old can get 15 hours – here’s how we are accommodating that”). Being knowledgeable and upfront will strengthen trust with your families.
Remember, the intent of these EYFS-related changes is to help you expand capacity without lowering standards. Use the flexibilities wisely to maintain the quality of care and education that is the hallmark of your nursery.
Strengthening Safeguarding Requirements (Effective Sept 2025)
Perhaps the most significant updates to the EYFS framework are those aimed at bolstering safeguarding in early years settings. Starting from 1 September 2025, a number of new or clarified requirements will come into force to ensure we’re doing everything possible to keep children safe. These changes were informed by consultation with providers, experts, and even case reviews of past incidents. As a nursery manager, safeguarding is likely already top of your agenda – these tweaks are about fine-tuning our practices to be even safer. Let’s break them down one by one, with practical steps for each:
Safer Recruitment Practices
What’s new: The EYFS will explicitly require stronger safer recruitment measures. This includes new expectations to provide and obtain references for new staff, and a requirement that your safeguarding policy outlines how you ensure only suitable individuals are recruited. In plain language, this means you should be thoroughly vetting anyone who joins your team, and you need to document that process.
What to do differently: In many nurseries, elements of safer recruitment are already in place (thanks to common sense and existing guidance). However, now it’s formal. Here are practical steps to align with the new requirements:
Always Get References: Make it a firm policy that no one is hired without at least two references checked – ideally including the most recent employer. For example, if you’re hiring a new practitioner, request a reference from their last childcare job or college tutor, plus a personal or character reference if possible. The EYFS change specifically expects references to be obtained – so don’t take a “no response” lightly. Chase those referees! Document the attempts and outcomes. In short, tick that box before job contracts are signed.
Update Your Safeguarding Policy: Add a section (or ensure the existing section is up-to-date) describing your recruitment and vetting process. This might include: how you advertise jobs and stress safeguarding, the fact that you do DBS checks, reference checks, verification of qualifications, and probationary periods monitoring. The EYFS will require that the policy “include procedures to help ensure that only suitable individuals are recruited”. So spell out those procedures. For instance: “Our nursery follows safer recruitment practices – all candidates are interviewed with safeguarding questions, references are required and verified in writing, enhanced DBS checks are completed, and new staff shadow under supervision until all checks are clear.” Having this in your policy not only keeps you compliant but also signals to inspectors (and parents) that you take child safety seriously from the get-go.
Train whoever hires: If you as the manager do all the hiring, ensure you are up to speed on safer recruitment training (the NSPCC and others provide courses). If your deputy or an HR person is involved, make sure they know about these EYFS changes and follow the guidelines. A consistent interview checklist that includes discussing safeguarding and asking behavior-based questions about how the candidate would handle child protection scenarios can be helpful.
Effective implementation example: Imagine you’re about to hire a new room leader. Under the new rules, you make sure to call their previous employer nursery for a reference (not just accept a generic letter). You also perhaps require a second reference from a professional (like a college tutor or a long-term client if they were a childminder). You add a note to the candidate’s file documenting when you received the references and any relevant comments. When the person starts, during induction you review the safeguarding policy including the code of conduct. All these steps ensure right from day one, you’ve done your due diligence to hire someone safe. This is exactly what the tightened EYFS aims to enforce.
Monitoring Child Absences and Emergency Contacts
What’s new: There will be a new requirement for providers to follow up if a child is absent for a prolonged period without explanation, and providers must ensure they hold additional emergency contact details for each child. The idea here is to make sure no child “slips through the cracks” if they stop attending, and that you can reach someone if there’s an emergency.
What to do differently: Many nurseries already have a practice of calling home if a child doesn’t turn up when expected – similar to what schools do. The EYFS change will formalise this kind of procedure. Here’s how to align:
Define “Prolonged Absence” and Set a Procedure: Decide what counts as a concerning absence in your context. For instance, you might say if a child misses more than X consecutive days of expected attendance without the parents informing you, this triggers a follow-up. X might be 1 day for full-time children, or maybe 2 sessions in a row for part-timers – use your judgment. The key is to not let a child be away for ages without inquiry. Once that threshold is hit, the procedure could be: call the primary caregiver’s number; if no answer, try the other emergency contacts on file; if still no contact and you have serious worries, consider informing the local authority or following safeguarding procedures. Document your attempts.
Collect Multiple Emergency Contacts: If your enrollment form currently asks for one emergency contact, update it to ask for at least two (or even three). The EYFS will require “additional” contacts – so ensure you have more than just mum or dad. Good options are a grandparent, aunt/uncle, or close family friend. Explain to parents that this is now a safety requirement: in case we can’t reach you, we need someone else who cares about your child and can be reached. Most parents understand and will happily provide a backup number. Make sure these contacts are kept current – maybe review them annually or when you do contract updates.
Keep Records: Have a simple system to log absences and follow-ups. For example, a section in the register or a digital note where staff record if they called a parent and what the response was (“Spoke to dad, child has a fever, will return next week”). This not only helps track patterns (like frequent absences) but also shows inspectors that you take unexplained absences seriously.
Effective implementation example: Let’s say little Aaliyah hasn’t been at nursery all week and no one called in. Under the new EYFS guidance, on the second day of no-show you have your admin or Aaliyah’s key person ring her mother. If mum says “Oh, we’re on holiday, sorry I forgot to tell you,” you kindly remind her to let you know next time. If you couldn’t reach mum, you try the second contact (maybe grandma) who might inform you of the situation. In a worst-case scenario where no one can be reached for days, you’d document this and consider next steps (which could include contacting authorities if you fear the child might be at risk at home). By being proactive, you’re ensuring the child’s welfare beyond the nursery’s walls – reflecting that wider safeguarding responsibility we have. This approach will soon be an explicit EYFS requirement, so it’s good practice to embed it now.
“Safer Eating” Guidelines
What’s new: A brand new “safer eating” section is being added to the EYFS, focusing on how we keep children safe during mealtimes and snack times. Eating and drinking are, perhaps surprisingly, some of the riskier parts of a young child’s day – think choking hazards, allergic reactions, etc. Many settings already have policies like cutting up grapes or supervising children while they eat; the EYFS will now provide specific requirements and guidance to ensure consistency across all settings.
Key points likely to be included (based on the consultation findings):
Paediatric First Aid (PFA) on hand: Whenever children are eating, there should always be a PFA-trained member of staff present in the room. Choking can happen in seconds, and it can be silent, so having someone who knows what to do immediately is crucial. Under the new rules, this will be explicit – no room of eating children should be without a first aider. In practice, this might mean staggering staff breaks so that a first aider is always available during lunch and snack times.
Allergy management: Before a child is admitted to your setting, you must obtain information about any special dietary requirements, food allergies, or preferences in writing, and act on that information. (This was always sensible; now it’s likely spelled out clearly.) You should also have an up-to-date allergy list in the kitchen and/or each room, and clear protocols for avoiding cross-contamination. The new EYFS section will reinforce this.
Introduction of solid foods and choking hazards: Guidance will cover how to safely introduce solids to infants (for settings that take babies), appropriate food textures by age, and practices like always cutting small foods (grapes, cherry tomatoes, etc) lengthwise to reduce choking risk. It will also stress that children must always be within sight and hearing of staff while eating, and ideally, staff should sit facing the children during meals. This way, you can see if a child is struggling or starting to choke since choking can be completely silent. Distractions should be minimised in eating areas – meaning things like not having active play happening simultaneously that pulls supervision away.
Seating and environment: The EYFS will likely encourage using appropriate seating (e.g., infants in high chairs or toddler chairs with straps, children seated calmly – not running around with food). It may suggest having a designated eating area or routine to instill safe habits.
What to do differently: Review your mealtime routines and policies through the lens of safety:
Ensure staff coverage: Double-check your staffing schedule to guarantee a first aid-certified person is always present at meal and snack times. If, say, your usual first aider is off, have a backup plan (maybe a qualified person from another room floats in, or you as the manager cover that time). If you find you only have one or two PFA-trained staff total, consider training more of your team so you’re never caught short. This aligns with existing EYFS rules that someone with PFA must be on premises at all times – but “in the room while eating” is a finer point to implement.
Refresh staff training on choking and first aid: Even with a certificate, it’s good to refresh knowledge. At a staff meeting, you could do a quick quiz or demo: “What would you do if a toddler started choking on a piece of apple?” Ensure everyone remembers the essentials (back blows, abdominal thrusts for older children, etc.). Also emphasise prevention: encourage small bites, calm eating.
Audit your menu and meal practices: Identify any choking hazard foods and make sure your kitchen and staff prepare them safely. Common culprits: whole grapes, popcorn, nuts (which many nurseries avoid entirely for under-5s), hard sweets (shouldn’t be in an EY setting anyway), chunks of raw carrot, etc. Cut, cook, or exclude as needed. For babies starting solids, have clear guidelines on textures (e.g., no whole nuts, no sticky spoonfuls of peanut butter, etc.). The upcoming EYFS annex might include specifics – when it’s released, incorporate those details.
Organise the space: If possible, have a specific area or routine for eating. Some nurseries use tablecloths or placemats to signal “meal time” and have children sit at tables or on a clean mat for snacks. The idea is to create a calm environment. Staff should avoid multi-tasking during this time – their focus should be on the children eating. If you know a particular child is prone to stuffing their mouth or running off with food, assign someone to closely supervise them.
Effective implementation example: Picture your toddler's room at snack time. Under the new guidelines, you decide to have all toddlers sit down at the table for their fruit and crackers. One practitioner sits facing the children, engaging them in chat and keeping an eye on chewing, while another hands out the food (ensuring everything is in safe bite-sized pieces). You’ve confirmed that the practitioner at the table has up-to-date paediatric first aid training. The radio is turned off and there are no toys at the table to avoid distractions. In the kitchen, your cook has triple-checked the allergy list to ensure one child’s snack is dairy-free as required. By making these small adjustments, you’re meeting the forthcoming EYFS “safer eating” requirements and, most importantly, keeping the children safe. This level of vigilance around food times will soon be an expected norm across all nurseries.
Safeguarding Training and Implementation
What’s new: The EYFS will introduce a safeguarding training criteria annex – essentially a clearer outline of what topics and standards staff safeguarding training should cover – and will require that your safeguarding policy includes details on how you deliver and support that training. This is a move to ensure not just that staff attend a child protection course once, but that they truly understand and apply safeguarding in day-to-day practice.
What to do differently:
Update Safeguarding Policy (again): In addition to recruitment, add a section about staff training. For example, your policy might state: “All staff receive Level 1 safeguarding training at induction, which includes signs of abuse, recording and reporting procedures, and the Prevent duty. We refresh this training annually through online courses/staff meetings. The DSL (Designated Safeguarding Lead) attends advanced training every two years. We support staff to put training into practice by reviewing real-life scenarios during team meetings and through regular supervision discussions.” This kind of detail covers both the “what” and the “how” of training, satisfying the new requirement that the policy describe how training is delivered and how practitioners are supported to put it into place.
Adopt the Annex Criteria: When the DfE publishes the safeguarding training criteria (likely as part of the updated EYFS or an appendix document), cross-check your current staff training content against it. Common topics will include: types of abuse and their signs, how to respond to disclosures, whistleblowing, online safety, infant mental health maybe, etc. Make sure whatever training you use (local authority course, in-house session, etc.) ticks all those boxes. If not, supplement it. For instance, if the annex says “staff must be trained in understanding the risks of female genital mutilation (FGM) and the Prevent duty,” ensure those topics are indeed covered in your next training cycle.
Ongoing Reinforcement: Training isn’t a one-and-done. The spirit of this change is to make sure training “sticks.” Implement ways to keep safeguarding knowledge fresh. You could:
Do a quick safeguarding question/scenario at each staff meeting.
Have your DSL or deputy observe staff and give feedback (“I noticed you handled that upset child really patiently and checked on their injury correctly – great safeguarding/first aid practice!”).
Use staff supervision to discuss any safeguarding concerns and what was learned from training that could apply.
These practices show that you’re supporting staff to put training into practice, which is exactly what inspectors will be looking for under the new framework.
Effective implementation example: Let’s say the new EYFS annex highlights that staff should know how to identify signs of neglect as part of their training. You check your current induction slides and realise you mainly covered abuse and physical signs, but less on emotional neglect. You decide to incorporate a short case study in your next staff meeting: a scenario about a child who is often tired, unkempt, and hoards food. You discuss as a team how this could indicate neglect at home and what steps to take. This kind of exercise helps staff apply their training to real life. You also add a note in your safeguarding policy about this ongoing professional development, so it’s clear that training is not just a checkbox but an active, continuous process. By doing so, you’re meeting the upcoming requirements and, more importantly, ensuring your team stays sharp and ready to protect the children in your care.
Paediatric First Aid for Students and Trainees in Ratios
What’s new: There’s a tweak regarding who can be counted in staff-to-child ratios, specifically concerning students and apprentices. The rule is being clarified that early years students and trainees must have Paediatric First Aid (PFA) training in order to be counted in the ratios at the level below their qualification-in-training. That’s a mouthful – let’s break it down.
If you have a trainee or apprentice working towards a qualification (say a Level 2 or Level 3), they often can be counted in ratios (like as a Level 2 while training for Level 3) under certain conditions. The new requirement says: to count them, they need to have a valid paediatric first aid certificate.
What to do differently:
Ensure PFA Training for Students: If you take on apprentices, T Level students, or even unqualified volunteers who count in numbers, arrange for them to do paediatric first aid training promptly. Many colleges include this as part of the program now, but double-check. If your new apprentice hasn’t done one, get them booked on a course within their first few weeks. It’s not only now a requirement – it’s just sensible. They’re working with children, so they should be prepared to handle emergencies too.
Check Certificates: Keep a record of who in your team has a current PFA certificate. Note when they expire (they last 3 years). Under EYFS, you’ve always needed at least one PFA person on site. Realistically, you want a good number of your staff trained. With this change, include your trainees in that tally. Perhaps make it a policy: any staff member (including students on long-term placement) will be PFA trained at the earliest opportunity. This could be an investment your nursery chooses to make, covering the cost of the course as part of their development.
Counting in Ratios: Once a trainee has their PFA, and if they’re competent and you’re comfortable, you can count them in your ratios (as allowed by EYFS for, say, a Level 2 in training). If they don’t have PFA yet, be mindful that until they do, you might need to treat them as supernumerary (extra and not counted) if strictly interpreting the new rule. So plan your staffing accordingly, especially if you rely on that apprentice in your numbers.
Effective implementation example: You hire a Level 3 apprentice at your nursery. She’s 18 and enthusiastic, but straight out of school with no prior first aid training. Knowing the new EYFS rule, you arrange for her to attend a paediatric first aid course within her first month on the job. Until she completes it, you schedule your rooms such that she’s always working with fully qualified staff and you don’t depend on her to meet ratio minimums. After she gets certified, you update your records and now confidently count her in ratios when needed. You also feel better knowing every adult in the room, trainee or not, could respond if a child had an accident or medical issue. This foresight means you’re both compliant with the upcoming requirement and just running a safer operation.
Whistleblowing Support
What’s new: The updated EYFS will include new requirements to support whistleblowing. Whistleblowing in an early years context means staff feeling able to report concerns about malpractice or safeguarding failures within the setting, without fear of repercussions. It’s already something Ofsted expects (there’s even a whistleblowing hotline for education), but the EYFS will reinforce the need for settings to have clear, supportive whistleblowing procedures.
What to do differently:
Establish or Review Your Whistleblowing Policy: If you don’t have a standalone whistleblowing policy, create one. Often, it can be a section within the safeguarding policy or staff handbook. The policy should encourage staff to come forward with concerns and explain how they can do so. Typically, it would outline a chain (e.g., raise the issue with the manager or owner; if the concern is about the manager or you feel unable to raise it internally, contact an appropriate external body like Ofsted or the Local Authority Designated Officer). Importantly, state that there will be no victimisation of a whistleblower and that concerns will be taken seriously and kept confidential as appropriate.
Communicate it to Staff: Having a policy is step one; making sure staff know about it is step two. Take time in a staff meeting to talk about whistleblowing. You might say, “We have a duty to be open and honest. If you ever see something that worries you – even if it’s about me or a senior colleague – you have the right and responsibility to speak up.” Let them know the avenues: come to you, or if not comfortable, they can directly contact Ofsted. The new EYFS puts emphasis on supporting this, so create an environment where it’s normalised. Sometimes role-playing or giving hypothetical examples helps clarify (“If you noticed a colleague roughly handling a child and management seemed to ignore it, what could you do? Here’s how we’d want you to report it…”).
Anonymous Feedback: Consider if you want to provide an option for anonymous reporting, such as a suggestion box or an online form. While not explicitly required, it can further encourage openness. However, always encourage direct communication first, as it’s easier to address issues when you can discuss them fully.
Effective implementation example: You update your staff handbook to include a whistleblowing section, detailing that staff can email the owner directly or contact Ofsted’s whistleblowing line if needed, and that all concerns will be handled without blame. At your next training day, you highlight this addition. A few months later, a staff member sees something minor but concerning – maybe a colleague consistently not following handwashing procedures with children, which could risk health. Instead of stewing on it, she remembers the discussion and comes to you. You thank her, investigate, and address it with the colleague through support and re-training. The issue is resolved quietly, and the whistleblower feels respected and safe. This is the culture you want: where staff feel comfortable speaking up for the good of the children and the setting. By reinforcing that approach now, you’ll meet the new EYFS expectations easily.
Balancing Privacy and Safeguarding During Personal Care
What’s new: There will be amendments to ensure that children’s privacy during nappy changing and toileting is considered and balanced with safeguarding considerations. This is about striking the right balance between respecting a child’s dignity and privacy, and protecting children (and staff) by not putting them in potentially vulnerable situations out of sight.
What to do differently:
Assess Your Nappy Changing Areas: Take a look at where and how nappy changes or toilet visits happen in your nursery. Are these areas private enough for the child not to feel exposed, yet not so isolated that a staff member is completely alone and unseen with a child? The ideal is a semi-private setup: for instance, a nappy changing station in the corner of the room with a low partition – so other staff or children aren’t staring, but another adult can easily see or pop over if needed. If your changing area is in a separate room, perhaps implement a policy that the door stays ajar, or even install a viewing panel if feasible.
Two-Staff Policy (if possible): Some nurseries have a rule that two staff are present for every nappy change or child bathroom trip. This isn’t always practical (and not a current EYFS requirement), but think about busy times or higher-risk scenarios. At least, ensure staff inform a colleague when taking a child to the toilet or changing them, so someone is aware and can be alert. The new EYFS wording will likely suggest being mindful of isolation – so even a simple, “Hey, I’m just taking Sam to the loo” alert to a teammate is good practice.
Child Dignity: Make sure you have appropriate equipment – e.g., changing mats, privacy screens, child-sized toilets or potties in a discreet area. Teach your staff to speak to children respectfully during these times (asking permission to help clean them, etc., according to the child’s age). This builds trust and makes the child feel safe and respected. It’s part of safeguarding too – children who feel respected are more likely to voice if something makes them uncomfortable.
Safeguarding Perspective: Remind staff why we don’t want total secrecy in these care routines. It’s not that we suspect anyone, but open practice protects everyone. If a parent ever questioned something (like a rash after a change), you have transparency. Staff should report any unusual markings or child comments during changes as well – that’s part of safeguarding observation.
Effective implementation example: In your toddler room, the nappy change table was previously in a little bathroom area with a full door. After considering the privacy/safeguarding balance, you decide to remove the door and replace it with a half-door or a curtain that leaves an upper gap, so adults can hear and partially see in. You also create a sign-in sheet on the wall where staff log each nappy change (time, child, and staff initial). It might seem extra, but it increases accountability. Staff still give the child privacy from their peers, but there’s an openness that protects both child and adult. When this EYFS change comes into play, your setting will already have demonstrated that you take both privacy and safety seriously, which is exactly the point of the amendment.
Whew! That was a lot of detail on safeguarding changes – but as you know, there’s nothing more important than the safety and well-being of the children in our care. By anticipating these changes and adjusting your policies and routines accordingly, you’ll not only meet the new legal requirements but also create an even safer, more caring environment.
Communicating Changes to Your Staff (and Ensuring Consistency)
Knowing about the EYFS changes is one thing; implementing them consistently across your team is another. As a nursery leader, one of your key roles is to translate these policies into everyday practice – which means bringing your staff on board with clarity and confidence. Here are some tips for communicating the changes and making sure everyone is up to speed:
Hold a Staff Meeting or Training Session: Dedicate time to go through the new EYFS changes with your whole team. You could frame it as an “EYFS Update Briefing” where you summarise what’s new (use the headings from this blog as a guide!). Keep the tone positive – these changes are here to help us improve, not to catch us out. Encourage questions. For example, ask “How do you all feel about the new absence follow-up rule? Any ideas on how we can do this efficiently?” Engaging staff in discussion helps them internalise the why behind changes, not just the what.
Provide a Written Summary: After the meeting, give out or email a cheat-sheet of the changes and new procedures. Bullet points work well for this. You might even post this on a staff room noticeboard – e.g., “NEW EYFS REMINDERS: 1) Always get 2 references for new hires. 2) Call parents if child absent 2+ days. 3) First aider in room during meals,” and so on – whatever key points apply in your setting. Having a visual reminder keeps it fresh.
Update Policies and Share Them: We mentioned updating various policies (safeguarding, recruitment, etc.). Once you do, don’t let them just sit in a folder. Distribute the updated policies to staff or at least highlight the changes to them. Some managers have staff sign to say they’ve read and understood the updated policy – that can be a good accountability measure.
Lead by Example: Demonstrate the new practices yourself. If you as the manager are often the one opening up in the morning or locking up at night, show that you also follow the protocols – like you make the absence follow-up call on a child if you notice they’re away. Or, if you’re helping cover lunch, you ensure you’re the first aid person present. When staff see leadership embodying the changes, it reinforces that these aren’t optional.
Assign Champions: You might delegate certain areas to specific staff champions. For instance, make your deputy the “Safeguarding Lead” responsible for monitoring that all the new safeguarding-related actions are happening (they could do spot-checks like, “Are we logging absences? Let’s see the records”). Maybe your room leaders each take ownership of implementing safer eating in their rooms, or one staff member becomes the “Whistleblowing confidant” (besides you) if they’re comfortable in that role. Distributing responsibility empowers staff and takes some pressure off you, while ensuring consistency.
Feedback Loop: Encourage staff to share how the changes are working or if they encounter issues. Maybe you implemented a new absence log but the team finds it cumbersome – an educator might suggest a simpler method. Stay open to tweaking your approach. The goal (compliance and child safety) remains the same, but there can be flexibility in how you achieve it in your particular setting.
Reinforce and Remind: Humans are creatures of habit – one training session isn’t enough. Include a standing agenda item in monthly meetings for a while: “EYFS updates check-in.” Use it to praise things going well (“I’ve noticed every room has a first aid sticker on the door during snack time now – great job staying on top of safer eating!”) and to remind any lagging points (“Don’t forget, we need two emergency contacts for each child – if any are missing, let’s get those by the end of the week”). When staff hear it repeatedly, it becomes the new norm.
By communicating effectively and involving your team in the process, you’ll turn these policy changes into daily practice smoothly. Your staff will feel informed and included rather than “imposed upon,” which is important for morale. Consistency is key – the EYFS is only as effective as its implementation. With everyone on board, you ensure that no matter who is in which room on any given day, the same high standards apply.
Action Checklist for Nursery Managers
To wrap up, here’s a handy action checklist summarising steps to take so your nursery stays compliant and benefits from the EYFS changes. Use this as a quick reference:
✅ Get the Latest EYFS Framework: Download or print the updated EYFS statutory framework (group providers version, dated November 2024). Ensure you and your senior staff have read the sections related to the changes.
✅ Update Your Policies: Review and update your Safeguarding Policy (include new safer recruitment, training, absence, whistleblowing, and personal care details). Update your Staff Handbook or HR policies to reflect reference requirements and whistleblowing procedures. Make sure your Health & Safety or Food Policy covers the new “safer eating” practices.
✅ Train Your Team: Conduct a staff meeting to go over the changes. Share written guidance and make sure each staff member knows the new procedures (e.g. what to do if a child is absent, how we handle mealtimes, etc.).
✅ Verify Staff Qualifications & Ratios: Use the DfE’s qualifications finder to confirm which staff count as Level 6 for ratio purposes. Adjust your staffing or room planning if you can take advantage of 1:13 ratios in preschool with a qualified teacher, or maintain standard ratios if not. If you haven’t already, consider the 1:5 ratio for 2-year-olds (if you feel it’s appropriate) now allowed in England – update your parents and staff if you adopt this.
✅ First Aid Readiness: Ensure enough staff have Paediatric First Aid certificates so that every room with children eating can have a first aider present at all times. Arrange training for any apprentices or staff who need it. Review expiry dates for current certificates and book refreshers as needed.
✅ Emergency Contacts and Absence Tracking: Audit your children’s records to confirm you have at least two emergency contacts for each child. If any are missing, reach out to parents to collect them. Set up a simple system (log or form) to record child absences and follow-up calls. Communicate to parents that you will be contacting them or their alternates if children are absent without notice – this sets expectations.
✅ Safer Eating Measures: Implement the new mealtime safety measures. This includes cutting up foods appropriately, eliminating high-risk foods for under-5s, supervising children closely (within sight and hearing) during meals, and minimising distractions. Post an allergy list in each room and train staff on allergy protocols. If not already done, have all children sit down while eating and ban walking around with food.
✅ Reinforce Whistleblowing: Ensure a whistleblowing policy is in place and that all staff know how to raise concerns. Maybe stick an anonymous suggestion/concern box in the staff room or clearly post the Ofsted whistleblowing hotline. Remind staff that protecting children is everyone’s responsibility and that you support a transparent, open culture.
✅ Facility and Routine Adjustments: Make any needed physical changes or routine tweaks to balance privacy and safeguarding (e.g., how nappy changes are done). Brief your staff on maintaining children’s dignity while still keeping things observable for safety.
✅ Engage with Support Networks: Finally, keep in touch with your local authority early years team or networks (they can offer guidance on implementing changes). Subscribe to DfE or Ofsted updates so you won’t miss any further changes. And don’t hesitate to reach out for support or share experiences with other nursery managers – we’re all adapting together!
By following this checklist, you’ll cover the main bases needed for compliance with the new EYFS framework. More importantly, you’ll be enhancing the quality of your provision and ensuring the children in your care are even safer and better supported in their early learning and development.
In conclusion, staying on top of EYFS changes might feel daunting at times, but it fundamentally comes down to what we’ve always aimed for: providing a safe, nurturing, and enriching environment for young children. These recent updates – whether it’s having an extra contact number on file or making snack time a little safer – all serve that mission. As a nursery manager, you are the driving force in translating policies on paper into practice in the playroom. With knowledge, planning, and a collaborative approach with your staff, you can smoothly implement these changes. Keep communicating, stay informed via official channels, and remember that embracing continuous improvement is what quality early years leadership is all about.
Here’s to thriving under the updated EYFS and giving our little ones the best start in life, together!
