Collaborative learning with childminders through coastal school professional development
by Sarah Dixon-Jones, Vikki Wynn, Kathryn Nichols and Emma Whelam-Tate
The team at Inspiring Foundations (IF) were approached to support a group of childminders in developing their approach to coastal school. IF are part of the Early Years Stronger Practice Hubs (DfE, 2023) which aim to provide support to childminders in developing their practice. This is with a view to have consistent high-quality practice, developed through effective evidence-based programmes. The initial aim of this was to support the childminders in their professional development, however it evolved into a collaborative learning experience for all participants.
Supporting childminders in developing evidence informed practice is the overall aim (EEF, 2022) of the approach, however it is evident that it also supports social learning opportunities among all practitioners involved.
As the team from IF started the regular sessions, it became apparent that there was potential to learn from one another and for the team to gain a valuable insight into the pedagogical style of the childminders.
A traditional action research model was undertaken (Lewin, 1946) to allow for a cyclical approach to practice. This would allow for ongoing reflexive responses to the observations in practice as the team would return to disseminate their findings each week and reflect as part of the leadership team discussions. Not only were there opportunities to further refine practice following pedagogical dialogue with the child minders, but scope to identify aspects that could be integrated into the settings too.
The EECERA ethical principles (2014) have been and continue to be adhered to throughout the study to ensure power imbalances are acknowledged and reduced at each stage of the cycles through reflection and discussion. The team at IF are keen to ensure the collective voice of the childminders are effectively and carefully captured, demonstrating all perspectives are valued and respected.
Initial findings suggest that the process has been not only effective in developing the childminders approach to coastal school experiences but has also been enlightening for the team from IF providing the support. This has in turn led to reflections on practice within the Federation. Coastal leaders from IF appreciate the challenges that childminders face and the most startling finding was the belief that they have no value nor are they reflected within the Early Years Sector. They feel like the ‘forgotten ones’ within the sector. As a group, the childminders do not have a constant source of support or inspiration to work with on a daily basis and IF leaders quickly recognised that childminders needed to feel more empowered and valued in their role. Working within Lewin’s (1946) model of change led the team at IF to consider a reflective question of our own; how do we cast our net wider and find more effective ways to share high quality Early Years practices, which in turn can support childminders further in the continuous rippling tides of Early Years Education and care. This model of continuous professional development (CPD) has been a sustainable and effective model, bringing the childminding community together with the IF team which assisted in upskilling and empowering all; however we do not want to lose this momentum so we are currently looking at ways to offer further CPD opportunities following a similar model.
Examples of the feedback so far to highlight the voices of the childminders:
“You have not only supported me in the way we view learning with the children but have given us the tools to enhance our pedagogy using evidence-based practice”
“As an ex primary school teacher turned childminder I’ve found it wonderful to engage with other childminders and children at your sessions. My childminding children have really enjoyed interacting in a larger group with others. They’ve enjoyed being challenged by the weather and the activities provided. I’ve used the tarpaulin and the whistle on trips.”
The findings at this stage suggest that the approach has the potential to not only support the development of practice for the childminders by sharing knowledge but also for collaborative learning with increased reflection from those settings identified as a ‘hub’. Developing a community of practice similar to this with a range of early years professionals allows for a more diverse range of perspectives to be explored through pedagogical dialogue and supports transformative practice.
Sarah Dixon-Jones, Executive Head Teacher at Inspiring Foundations; Instagram @Inspiring Foundations
Vikki Wynn – Senior Lecturer at the University of Sunderland; X @VikkiWynn1
Kathryn Nichols – Strategic Childcare Officer; Instagram @Inspiring Foundations
Emma Whelam-Tate – Director of the Northern Lights Early Years Stronger Practice Hub; X @NorthernLLT or
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