NEWS

Starting school is a huge step in a child’s life. According to the EYFS, the transition from nursery to Reception should support children’s emotional well-being, communication skills, and readiness for more structured routines. The Education Endowment Foundation (EEF) also highlights the importance of a “positive transition experience”, especially for children from disadvantaged backgrounds. With only a few weeks to go, what activities can you do to ensure they are ready?

Stronger Practice Hubs are here to stay and early years is being seen as a priority by the Government! Helen Rush, St Edmund's Early Years Stronger Practice Hub Lead, shares some exciting news! Stronger Practice Hubs have confirmed funding for another three years. The future for early years is looking bright, hear what Helen has to say...

Supporting MLLs effectively starts with educators. We need to feel confident and brave enough to try different ways of communicating. Read the full blog to hear Sian Hudson's experiences and guidance for practitioners working with multilingual families.

As many children enter their final term before starting school, parents often worry about academic skills like writing names or counting to 20. But a new set of guidelines from leading early years organisations aims to shift the focus. Developed to support parents, educators, and primary staff, the initiative addresses the mismatch in expectations, highlighted by a Kindred Squared survey showing 90% of parents felt their child was ready for school, while only a third of teachers agreed. The goal? Clear, accessible guidance to help everyone support children’s development and ease the transition into Reception.

As many children enter their final term before starting school, parents often worry about academic skills like writing names or counting to 20. But a new set of guidelines from leading early years organisations aims to shift the focus. Developed to support parents, educators, and primary staff, the initiative addresses the mismatch in expectations, highlighted by a Kindred Squared survey showing 90% of parents felt their child was ready for school, while only a third of teachers agreed. The goal? Clear, accessible guidance to help everyone support children’s development and ease the transition into Reception.

As many children enter their final term before starting school, parents often worry about academic skills like writing names or counting to 20. But a new set of guidelines from leading early years organisations aims to shift the focus. Developed to support parents, educators, and primary staff, the initiative addresses the mismatch in expectations, highlighted by a Kindred Squared survey showing 90% of parents felt their child was ready for school, while only a third of teachers agreed. The goal? Clear, accessible guidance to help everyone support children’s development and ease the transition into Reception.

As many children enter their final term before starting school, parents often worry about academic skills like writing names or counting to 20. But a new set of guidelines from leading early years organisations aims to shift the focus. Developed to support parents, educators, and primary staff, the initiative addresses the mismatch in expectations, highlighted by a Kindred Squared survey showing 90% of parents felt their child was ready for school, while only a third of teachers agreed. The goal? Clear, accessible guidance to help everyone support children’s development and ease the transition into Reception.

Currently in the UK 1.9 million children are struggling with talking and understanding words. Early identification and intervention is the key to closing the gap. Early Years Practitioners play a vital role in supporting children with speech, language and communication needs, however many practitioners report that they don't feel confident in being able to identify and support children.

Currently in the UK 1.9 million children are struggling with talking and understanding words. Early identification and intervention is the key to closing the gap. Early Years Practitioners play a vital role in supporting children with speech, language and communication needs, however many practitioners report that they don't feel confident in being able to identify and support children.

Currently in the UK 1.9 million children are struggling with talking and understanding words. Early identification and intervention is the key to closing the gap. Early Years Practitioners play a vital role in supporting children with speech, language and communication needs, however many practitioners report that they don't feel confident in being able to identify and support children.

As a response to our needs analysis, we delivered a very timely webinar, two days after the DfE guidance update, on “Supporting your families with toilet training." The DfE guidance is full of useful milestones and tips, with this one being particularly pertinent if we are to address the challenge of children starting reception in nappies. “Starting toilet training after 2 and a half to 3 years can make it harder for some children to learn this new skill.” To sit alongside our webinar, we developed a handout for practitioners, as requested by them.

As a response to our needs analysis, we delivered a very timely webinar, two days after the DfE guidance update, on “Supporting your families with toilet training." The DfE guidance is full of useful milestones and tips, with this one being particularly pertinent if we are to address the challenge of children starting reception in nappies. “Starting toilet training after 2 and a half to 3 years can make it harder for some children to learn this new skill.” To sit alongside our webinar, we developed a handout for practitioners, as requested by them.

Building cultural capital helps children develop the knowledge, experiences, confidence and communication skills that will prepare them for their future success. It is seen as a way to help children achieve goals, become successful in society, and rise up the social ladder (social mobility). The bottom line is, it is about giving children the best possible start to their early education.

As the Executive Headteacher of two outstanding nursery schools, who have employed apprentices for many years, Sian Hudson talks about the value they bring, developing the next generation of skilled early years educators.

Julia Manning-Morton is an independent consultant, author, lecturer and trainer in early years care and education, whose writing and teaching is focused on enabling and enthusing early years educators to develop practice and provision that supports the wellbeing of children from birth to three years old.