Abstract

Following the pandemic the team needed to adapt provision, ensuring every child could flourish. The ethos of the setting did not support a ‘catch up’ curriculum and the leadership team sought to develop an approach to empower the team (Peleman et al, 2017) and effectively support all children. The EYFS (DfE, 2021) provides a foundation however is limited to only seven ‘lens’. The team were intrinsically driven to move beyond this and explore possibilities not evident within the framework, through a range of approaches and theoretical fields (Kirova et al, 2020).

An ethos of practitioner enquiry was evident. This pragmatist approach ensures that the postmodernist theories explored are understood and reflected upon. An understanding of what needs to happen was developed through an interpretivist framework exploring the possibilities available to enact change. Action research (Lewin, 1946) was the most applicable design, for the involvement of all and aligned with the shared postmodern epistemological stance. Observations, ongoing surveys and regular anecdote circles with the leadership team supported reflexivity.

The team risked ‘island mentality’ with limited alternative perspectives (Gray, 2022) within the setting. Training in Reggio Emilia allowed for further dialogue (Edwards et al, 2012). Adherence to the statutory requirements of the EYFS (DfE, 2021) are continuously maintained. The investment of time for open dialogue and reflection is significant. The need for ongoing CPD (continuous professional development), along with a change to how this is perceived, also contributed to curriculum development. The impact of the research conducted has been the development of a curriculum, specific and unique to the federation that is developed by and with the whole team.

Keywords: practitioner-enquiry, curriculum, reflexivity, CPD, complexity