How the 2025 EYFS Framework Reshapes Safeguarding, Staffing, and School Leadership

The Early Years Foundation Stage (EYFS) framework will undergo important updates in September 2025, with effects beyond the classroom. These changes aim to strengthen safeguarding measures and improve early years outcomes, impacting HR practices and leadership approaches in educational settings.

Key Changes to the EYFS Framework

The updated framework introduces several notable modifications that schools need to prepare for. First and foremost, the safeguarding requirements have been significantly enhanced. Schools must ensure all staff renew their safeguarding training every two years, with optional annual refresher courses available for those who want to stay current with best practices. What makes this different from previous requirements is that schools must now explicitly document not just when training happens but how it's delivered and — more importantly — how it's supported in everyday practice.

Another significant change affects staff-to-child ratios and who can be counted within them. Students on long-term placements, volunteers aged at least 17, and apprentices aged 16 or above must now hold a valid paediatric first aid certificate to be included in official ratios. This represents a notable shift from previous requirements and raises the bar for participation in early years care. The reasoning behind this change is sound — anyone responsible for young children should be prepared to handle emergencies — but it creates new logistical challenges for schools that rely on these individuals to maintain proper supervision levels.

The framework also aims to cut unnecessary paperwork. For years, early years educators have expressed concerns about administrative burdens taking away from their time with children. The 2025 framework responds to these concerns by streamlining documentation requirements, allowing educators to focus more on meaningful interactions and child development. This change acknowledges that quality time spent with children often yields better outcomes than extensive paperwork that merely describes activities rather than enhancing them.

What This Means for HR and Leadership Teams

These changes have far-reaching implications for schools' HR departments and leadership teams. HR professionals must modify their approaches to hiring and staff development substantially. This goes beyond simply updating job descriptions; it requires rethinking the entire recruitment process. When hiring for positions that might involve being counted in ratios, HR teams must now verify first aid qualifications or plan for training before new staff can fulfil their complete roles.

Training schedules will also need careful consideration. Schools must create comprehensive plans to ensure all staff meet the biennial safeguarding requirement without creating gaps in coverage or overwhelming staff with simultaneous training sessions. This means staggering renewal dates and maintaining accurate records of training completion.

The National Day Nurseries Association suggests that "setting up automated reminders for training renewals can help settings stay compliant without adding administrative pressure."

Policy reviews will be necessary across the board. Schools must thoroughly examine and update their safeguarding policies to align with the new framework. These updates clearly outline how training is delivered across different staff roles, what support mechanisms exist to implement safeguarding practices, and how compliance with the new requirements will be monitored. This isn't simply about changing document wording; it's about creating living policies that guide actual practice and can be evidenced when needed.

Strategic workforce planning takes on new importance under the 2025 framework. Educational leaders should carefully assess their staffing structures to accommodate these new requirements. Schools that traditionally rely on students or volunteers to maintain proper ratios may find themselves in difficult positions if these individuals don't have the required certifications. This could mean investing in additional training or hiring more fully qualified staff, both of which have budgetary implications.

Financial planning deserves special attention here. The costs of increased training requirements, potential staffing adjustments, and policy implementation aren't trivial. School leaders must work closely with finance teams to budget appropriately for these changes, potentially reallocating resources from other areas to ensure compliance with the new framework.

Preparing for the Changes

Getting ready for September 2025 requires a thoughtful, systematic approach. Schools should begin by thoroughly comparing their existing policies and procedures against the new requirements. This analysis helps identify specific areas where changes are needed and allows for the creation of a targeted action plan. Rather than approaching this as a simple checklist exercise, schools should use it to critically examine their current practices and identify areas for genuine improvement.

Training needs will require careful planning. Schools should schedule paediatric first aid courses well in advance with the new first aid certificate requirement for specific staff roles. Training providers often become booked quickly when new requirements are announced, so early action is essential. Group bookings can make training more cost-effective and help build a shared understanding among staff members. Schools should also create a tracking system for certification expiry dates to avoid any gaps in compliance.

Communication plays a crucial role in managing this transition effectively. Clear, ongoing dialogue with all stakeholders will make the implementation process smoother and more successful. Staff need to understand not just what's changing but why these changes matter for children's welfare and development. Parents should hear how these updates will benefit their children and strengthen the school's commitment to safety and quality. Governing bodies need clear information to make informed decisions about resource allocation and policy approval.

The timing of communication matters, too. Rather than waiting until summer 2025 to begin discussions, schools should start the conversation early, allowing plenty of time for questions, clarification, and adaptation. This approach helps prevent last-minute scrambles and reduces anxiety about the changes.

The Broader Context

To fully understand these changes, we must consider the broader context of early years education in England. The EYFS framework remains mandatory for all early years settings, ensuring children learn effectively, develop well, and stay healthy and safe. The 2025 updates follow changes in 2021 and 2024, which focused on supporting childminders, expanding childcare entitlements, and clarifying qualification requirements.

This pattern of regular updates reflects the government's ongoing commitment to improving early years provision. Each iteration of the framework builds on lessons learned from implementation and responds to emerging research about child development and safeguarding. Schools that recognise this pattern can develop more adaptive approaches to policy and practice, anticipating that requirements will continue to evolve rather than remain static.

Schools can reach out to their local authority or access resources through the Department for Education's Help for Early Years Providers website for additional support. These resources offer detailed guidance on implementing the framework changes and can help schools navigate particularly challenging aspects of the new requirements.