Sharing Information with Sensitivity
Working Respectfully with Families in Baby Rooms (0–18 Months)
A professional guidance document supporting sensitive, respectful communication with families in baby room provision.
(This pathway component will be available for download by: March 31st 2026)
What this document is
Sharing Information with Sensitivity is a professional guidance document that explains how information about babies is communicated with families in ways that are respectful, thoughtful and developmentally appropriate.
It supports practitioners to share everyday updates, emerging patterns and more sensitive information — including wellbeing, development and safeguarding-related concerns — without causing alarm, judgement or misunderstanding.
The document sets out clear principles for factual, observation-led communication, grounded in partnership, trust and empathy. It recognises that how information is shared matters just as much as what is shared, particularly in baby room contexts where communication is frequent and relationships are close.
This document supports professional judgement and ethical practice.
It does not replace statutory safeguarding procedures or local policies.
Who this is for
Baby room practitioners and key persons
EYFS leaders, room managers and DSLs
SENDCos supporting early conversations and inclusion
Childminders working closely with families
Settings seeking to strengthen parent partnerships
Practitioners preparing for inspection conversations
What this document helps you do
This document helps practitioners and leaders to:
Share observations with families calmly and professionally
Communicate emerging concerns without labelling or diagnosis
Build trust through clear, factual and empathetic language
Prepare for sensitive conversations thoughtfully and ethically
Avoid language that may cause unnecessary worry or offence
Work collaboratively with families when support may be needed
Evidence respectful, EYFS-aligned partnership practice
It protects both families and practitioners by clarifying appropriate boundaries, tone and intent.
How this fits within our Baby (0–18 Months) framework
This document forms part of our wider Baby Room (0–18 months) Curriculum & Pedagogy framework, which prioritises relationships, emotional security and partnership with parents.
It sits alongside related documents including:
Daily Diary – Baby Room
Transition & Sleep Routines Record Pack
Preparing for Transition to Toddler Room
Recording and Responding to Safeguarding Concerns
SEND & Inclusion Support Pack
Together, these resources support clear, compassionate communication that strengthens trust, supports early intervention and protects babies’ wellbeing during everyday practice and periods of change.
This document is part of our EYFS Curriculum & Pedagogy Membership (Professional), which provides full access to age-specific curriculum frameworks, planning guidance, assessment tools and leadership support.
(This pathway component will be available for download by: March 31st 2026)
Related documents include:
Or read our ‘Little Owls Resources’ Curriculum Intent Statement’
Additional Documents | Professional Membership Contents (Babies 0-18 months)
Navigate our Curriculum & Pedagogy guidance documents here.
Pedagogical identity:
Relationship-led, care-centred baby practice where routines, interaction and sensory experience are the curriculum.
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👉 This section protects developmentally appropriate practice.
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👉 These documents support adult understanding — not expectations for babies.
Baby Curriculum Maps - Developmental progression across age bands (0–3 months | 3–6 months | 6-9 months | 9-12 months | 12-18 months)
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👉 Observation informs interaction, routines and environment.
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👉 The environment supports exploration, movement and communication.
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👉 Care routines are central to learning and wellbeing.
Transition & Sleep Routine Record Pack
Daily Transition Record
Individual Sleep Routine Profile
Review Template
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👉 Language is built through interaction, not instruction.
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👉 Planning supports adults — it never directs babies.
‘Intent - Implementation - Impact’ Reference Grids (Emotional, Communication, Physical, Sensory, Social, Problem-Solving, Independence)
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👉 Proportionate, sensitive and statutory practice.
Progress Check at Age 2 (looking ahead)
Report Template
Practitioner Guidance
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👉 Early support is relational, preventative and respectful.
SEND Identification & Next Steps Pack | Babies
What to Look For
What Evidence to Collect
Practical Next Steps
A practical Toolkit for Early Years Practitioners
Inclusion Through Environment & Interaction
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👉 Strong partnerships support consistency and trust.
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👉 Transitions are emotional, not academic.
Additional Whole-Setting Guidance | for Professional Members
Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.
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Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
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EYFS Group Setting Policies Pack
↪ x 22 Policy Documents
↪ Policy Sign-Off and Confirmation Document
↪ EYFS Setting Policy Folder Contents List
Childminder Setting Policies Pack
↪ x 22 Policy Documents
↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document
↪ Childminder Policy Folder Contents List
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↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.
Looking for a different age group pathway?
Select the pathway that best reflects your role or the age group you work with. You do not need to use everything. (Some practitioners may use more than one pathway.)
What is Professional Membership?
Find our more about our Professional guidance for confident, reflective EYFS practice (Birth–5)
Latest EYFS Articles & Practical Guides | From Our Blog
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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context.
All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements. Practitioners must apply professional judgement and adapt practice to their setting, cohort and current statutory requirements.
Safeguarding Notice
Safeguarding-related content is provided to support professional understanding and reflective practice. It does not replace a setting’s safeguarding and child protection policy, local authority procedures, statutory guidance, or the role and decision-making responsibilities of the Designated Safeguarding Lead (DSL). All safeguarding concerns must be managed in line with current statutory requirements and local safeguarding partnership guidance.
Updated: January 2026