Teach-Early-Years-14.1

KAYTE COOLING-SMITH IS A MULTI-AWARD-WINNING CHILDMINDER BASED IN ESSEX We often talk about children leading their play, but what if we also have the confidence to let them lead inspection? asks Kayte Cooling-Smith … Why Ofsted loved my slow peda o y Our environment always functions as the third teacher F or many of us, the early years is more than just a nine- to-five job; the dedication and commitment that we have is deeply rooted. It is justified, then, that we have feelings of trepidation in confidently managing inspections when half a decade of hard work is judged on a snapshot taken over just one or two days. For those of us who have a more relaxed, unhurried approach, we can also be left pondering how to cram in everything inspectors want to see effectively while staying true to our slow, child-led practice. Despite my advice to others about being confident in our approach, even I admit to having had a wobble in the days preceding Ofsted’s arrival. I considered adding in some concrete planning and adult-led activities to ensure that I covered everything, and was worried they would expect something more structured and traditional. But then I reminded myself that Ofsted want to know what it’s like to be a child in the setting, and I felt that if I could evidence the impact and outcomes, and could confidently explain my approach, then I would trust my children to lead, just as I would on a typical day. I needn’t have worried; the inspector loved this slow, child- directed approach. A hands-off approach “Children’s imagination is captured, and they show sustained concentration. Even the very young have a thirst for learning.” learning, what I was noticing about them, how it related to their next steps, and how I would extend when the opportunity was right. Learning without limits “A holistic and ambitious curriculum” The most wonderful aspect of a slow, child-led approach is that there are no boundaries to learning. Children’s interests, imagination, and ideas throw out infinite possibilities when we let them lead, and this was true during inspection. We spent most of our time under the apple tree exploring a huge block of clay, water, fresh herbs, teabags, and an array of authentic tools. Alongside this I had laid out our usual creative areas, including watercolours, chalks, pens, pencils and scissors, plus our cosy little reading nook amidst the jasmine. The children demonstrated how they confidently lead their play, busying themselves while we talked about our nature-based curriculum and how following the rhythms of the seasons and utilising nature’s loose parts supports every area of learning. The inspector loved this stripped-back, natural approach and commented on how contented and engaged the children were. Eventually they invited both of us into their group play, where we explored the concoctions they were making and investigated the volume and weight of the clay together. Throughout the day, they transitioned from one thing to another, Having a predominantly “in-the- moment” approach, for me, requires a carefully considered balance. It’s about enabling children to be the pioneers steering their ship while I tag along for the ride, helping them to navigate the big, open waters with some careful guidance and sustained shared thinking. Here, our environment always functions as the third teacher. Providing an enriching, dynamic space and having no set expectations of its use means that our days are curated based on where the children’s interests take them right then and there. I subsequently pull in other resources and scaffold learning if and when the moment arises. I was open about this with the inspector from the start, explaining that I wouldn’t be providing an adult- led activity, and that I would step back from children if they were busy and engaged, mindful not to interrupt their concentration. I wanted her to know that this was strategic on my part. The inspector was really positive about this hands-off approach, and it meant that I didn’t feel under pressure to “perform” just because she was there. In moments where I felt she might have expected me to step in, I quietly explained to her what the child was 16 Teachearlyyears.com