Automatically curated from DfE announcements, education news, and sector updates.
A visiting professor reviews a new book that invites early years practitioners to rediscover the joy and wonder in their daily work with young children.
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For Mental Health Awareness Month, early years educator Meg Barclay reviews picturebooks that help young children understand and manage their emotions. These resources provide essential support for emotional literacy during the critical birth to five period.
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Madalyn Holmes reflects on her Level 3 apprenticeship journey, sharing practical wisdom about how individualised settling-in strategies help children feel secure in early years settings. She emphasises that recognising each child's unique temperament and needs is essential for building trust during these critical transitions.
Read SummaryA visiting professor reviews a new book that invites early years practitioners to rediscover the joy and wonder in their daily work with young children.
Read SummaryFor Mental Health Awareness Month, early years educator Meg Barclay reviews picturebooks that help young children understand and manage their emotions. These resources provide essential support for emotional literacy during the critical birth to five period.
Read SummaryMadalyn Holmes reflects on her Level 3 apprenticeship journey, sharing practical wisdom about how individualised settling-in strategies help children feel secure in early years settings. She emphasises that recognising each child's unique temperament and needs is essential for building trust during these critical transitions.
Read Summary
A book that invites early years practitioners to find the joy and wonder in early years practice is reviewed by Richard Willis, visiting professor at the University of South Wales
In recognition of Mental Health Awareness Month, reviewer Meg Barclay explores a curated selection of picturebooks designed to help young children recognise and manage complex emotions. These resources offer valuable tools for parents, carers and early years practitioners seeking to support emotional literacy and wellbeing during the foundation years.
New research reveals that whilst awareness of the Early Years Pupil Premium has reached high levels amongst providers, persistent practical barriers continue to hinder access to this vital funding. Julian Grenier examines the challenges facing early years settings in their efforts to close the attainment gap for disadvantaged children.
Halls, who is head of early years, and Davidson, headmaster, at Dulwich Prep, want the Government to make supporting parents a more prominent part of teaching standards as they believe little is done to support a trainee teacher to understand the varying needs of parents.
Nursery World is hosting a webinar for early years providers looking to grow their settings and create inclusive environments. The session, sponsored by YPO, will focus on practical strategies for expansion whilst ensuring all children's needs are met.
Dr June O'Sullivan of the London Early Years Foundation argues that early years support must prioritise children's SEND needs over parental employment status. The BRIDGE Project demonstrates how targeted provision can transform outcomes for vulnerable children and families when funding follows actual need.
New analysis of Ofsted's report cards indicates that early years settings and schools serving deprived communities or higher proportions of children with special educational needs and disabilities (SEND) are more likely to receive lower inspection gradings under the current framework.
Sheffield Hallam University has announced plans to close its on-campus nursery after reporting a £600,000 deficit and declining demand for places. The proposed closure highlights growing financial pressures on early years provision within higher education settings.
Simple strategies from speech and language therapists can transform how children with communication needs engage with learning and daily life. These practical, evidence-based approaches help families and professionals create supportive environments where every child can express themselves confidently.
Government plans to improve protections and reduce barriers to opportunities for all children will be written into legislation.
New research reveals that digital devices are increasingly used to settle babies under two, contradicting official guidance recommending screen-free sleep. The findings raise questions about how early years services can better support families with healthy technology boundaries.
As the early years sector faces increasing competition for skilled practitioners, both employers and candidates must adapt their strategies to attract talent and progress careers. This article explores how nursery settings can distinguish themselves as employers of choice whilst practitioners develop the expertise needed to advance in the childcare profession.