November 2023 Parenta magazine

Issue 108
NOVEMBER 2023
Do you need a
multisensory room?
COVER
KCSIE latest updates
Engaging with families
around behaviour
+ lots more
EYFS activities
inside!
This month…
Mathematics
What is your early years
superpower?
Is your childcare business facing uncertainty? Take the quiz & get an instant report
Top tips for picking the perfect nursery management software

6
26
12 18
Hello
Welcome to our family
Welcome to the November issue of Parenta magazine!
We’re delighted to introduce this month’s jam-packed edition, which includes a diverse range of articles written by our
esteemed professionals in the early years industry. From superpowers to safety and from multisensory to mathematics, we
have it covered!
International sensory expert Jo Grace continues with her popular series and questions whether you really do need a
sensory room, nutrition guru Louise Mercieca concludes her article exploring whether vegan diets can support early years
development, Dr Kathryn Peckham helps us to manage emotions without losing our cool and Lee Connelly continues his
gardening adventures!
Safeguarding Consultant Yvonne Sinclair takes us through the updated version of Keeping Children Safe in Education, Frances
Turnbull shows us how to be creative with balloon painting, and Gina Bale teaches us how to tap into our creative selves! We
also have a new expert on board - Jonathan Newport – his valuable advice helps us engage with families around children’s
behaviour.
Don’t miss out on our free webinar this month, as we focus on, ‘Financial Solutions for Early Years Settings’. Join fellow
educators as we uncover some of the ingenious strategies and innovations that are allowing us to not only make ends meet
but also to stretch our resources further and ensure the lasting success of our businesses.
Register now at www.parenta.com/webinars!
Don’t forget to share the magic of our magazine with your friends, colleagues, and parents alike. They can receive their own
copy in digital or printed format by signing up at www.parenta.com/magazine.
Allan
2 November 2023 | parenta.com
Regulars
10 Write for us
36 EYFS Activities: Mathematics
News
Advice
14 Reporting accidents and incidents
22 Armistice Day and Remembrance Sunday
26 Anti-Bullying Week
32 Safeguarding: self-harm
24
4 Congratulations to our Parenta Learners
6 Picking the perfect nursery management software
for your early years setting
8 Childcare news and views
Industry Experts
30
12 Do you need a multisensory room?
18 Can vegan diets support early years development? -
Part two
20 Managing emotions without losing your cool
24 Gardening adventures with your toddler
28 KCSIE updates
30 How can we effectively engage with families around
children’s behaviour?
34 “99 Red Balloons” - Creative balloon painting in
the early years
38 What is your early years superpower?
parenta.com | November 2023 3

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say this month?
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Rose Russell
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Congratulations
to all our Parenta learners!
Massive CONGRATULATIONS to all our Parenta learners
who have completed their apprenticeships and gained
their qualifications!
A special shout-out this month goes to Daisy who
has successfully passed her Level 2
Childcare EYP – what a fantastic start to
a long and rewarding career in childcare!
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Sully Flores
4 November 2023 | parenta.com
parenta.com | November 2023 5

Picking the perfect nursery
management software for
your early years setting
M O N E Y
B A C K
GUARANTEE
M O N E Y
B A C K
Your time is extremely valuable and the
realisation that nursery management
software can liberate you and your
dedicated staff from the burdensome
paperwork that’s integral to running a
successful nursery is a great feeling!
We’ve compiled our top tips to help you
make the right software selection.
Why should you consider nursery
management software for your setting?
The benefits are vast. It’s all about
reclaiming your time and gaining instant
insight into every part of your childcare
business. If you’re currently snowed under
in traditional data admin methods and
manually sifting through reports, going
digital will change your life.
Affordability vs long-term gain
While purchasing software might come
with an upfront cost, the time and money
you’ll save in the long run make it a sound
financial decision you won’t regret! Nursery
management systems excel in managing
every aspect of your setting, from invoicing
and staff schedules to tracking children’s
progress and safeguarding sensitive data.
By eliminating arduous administrative
tasks, you and your team can channel
your resources into what truly matters - the
well-being of the children in your care.
Research!
While numerous software providers may
seem indistinguishable at first glance,
investing time in exploring various options
pays off. Look into their customer base,
experience, reputation, and credit rating.
Customer feedback on their website and
on platforms like Google and Trustpilot
will show a company’s commitment to
customer experience and are telltale signs
of a provider’s reliability.
Data protection and storage
Data protection and storage policies
are paramount, especially when taking
GDPR into consideration. A reputable
company should stay current with
these requirements and demonstrate a
commitment to data security. Remember
to ask where and how your data will
be stored, backup frequency, and
the presence of ISO accreditation for
information security.
Capability
Compliance with Ofsted requirements
is a must, necessitating a system that
streamlines the recording of children’s
development and safeguards sensitive
information. It’s also incredibly important
to be able to see at a glance two
important variables within your business
- gaps in staffing and capacity within your
setting. Look out for software that allows
you to quickly identify these elements of
your business – this can help you make
important decisions at the touch of a few
buttons.
Embrace the change!
While the initial data migration might
seem daunting, focusing on the longterm
benefits keep you on track. Reliable
providers offer dedicated support during
the transition.
Look for companies which can migrate
your data and have your system up and
running in a matter of days, with software
hosted online and tailored to your needs,
and money-back guarantees for your
peace of mind.
Software demonstrations provide a crucial
opportunity for evaluation. Assess the
demo’s helpfulness, and the quality of
customer service, and don’t forget to ask
questions!
Training
Training is the secret to harnessing
the software’s full potential. Seek
comprehensive training packages, ideally
with unlimited, free-of-charge options.
Ongoing training should be part of the
deal, ensuring you stay up to speed with
the system.
Reporting
Reporting often emerges as a timeconsuming
and exasperating task, but
choosing a system that delivers seamless
reports at the touch of a button, is
essential.
Your time is valuable which is why quick
insights into room capacity, staff ratios,
registers, and dietary requirements are
as vital as detailed reports on specific
data like outstanding payments, funded
entitlement allocation, registers, milk, or
occupancy.
Every setting must periodically assess
its financial health. Reports like ‘agedbalance
reports’ and ‘future fee
predictions’ provide insights into your
nursery’s financial efficiency. You need
to be able to project revenue over a year
based on current occupancy, equipping
you for future childcare management
decisions.
Upgrades
The digital world is moving at a fast pace
and most of the software on the market
can become out of date in time. When it
comes to upgrades, select a provider with
an in-house development team dedicated
to keeping the software current at no extra
cost.
With our software, you
are GUARANTEED to:
Save time
Increase efficiency
Boost productivity
Enjoy speedy invoicing
Ensure compliance
Gain full staff training
and support with
learning the new system
Call 0800 002 9242 and quote ’Magazine’
6 November 2023 | parenta.com

Childcare news
and views
Recruitment and retention crisis
has increased skills gap: NCFE
NCFE's latest report delves into the current
and forthcoming obstacles faced by the
early years sector, encompassing both
skill deficits and demand patterns, and
considering expert opinions. Among its
significant discoveries is the observation
that job advertisements for the early
years and childcare industry in 2022 rose
by more than 4,000 compared to 2017,
owing to newly established positions as
well as workforce turnover. Moreover, the
report outlines that the early years skills
gap increased by over 2% in the past
five years, leading to immense pressure
on the workload and stress levels of
setting managers. The data is taken from
the Office for National Statistics Labour
Demand Volumes.
Janet King, sector manager for
education and childcare at NCFE, said “A
recruitment and retention crisis leads to
an inevitable skills gap in the workforce.
With any large turnover of staff, there are
implications for stability, and this may
equate to vulnerabilities in leadership and
management.
“Put bluntly, staff joining are not staying.
Where they are staying, they are taking
up management and leadership positions
with little post-qualification practice, whilst
more experienced staff are the ones that
leave.”
In its report, NCFE identifies a total of three
areas of focus, which are ‘qualifications
and training’, ‘career progression’ and
‘changing the narrative’.

Write for us!
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articles for our monthly
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Congratulations
to our guest author competition winner, Pam McFarlane!
Congratulations to Pam McFarlane, our guest
author of the month! Her article, “Coaching in Early
Years” explores how practicing active listening and
effective questioning is a good start to developing
a coaching approach as a leader.
A massive thank you to all of our guest authors for
writing for us. You can find all of the past articles
from our guest authors on our website:
www.parenta.com/parentablog/guest-authors
Call 0800 002 9242 and quote ’Magazine’
10 November 2023 | parenta.com

Do you need a
still do harm, is not to be found in the
equipment or the activities. In truth, you do
not need any of the equipment to have a
profound impact on the people sharing the
space with you.
Joanna Grace
I’m Jo Grace: a Sensory Engagement and Inclusion Specialist and Founder of The Sensory Projects. In this series of 10 articles, I am going
to share some of my passion for understanding the sensory world with you.
In this article, we are going to consider
sensory rooms. In 2018-2019, I conducted
a piece of research which looked at the
use of multisensory rooms in the UK.
What I found was published by Routledge
in the book “Multiple Multisensory
Rooms: Myth Busting the Magic” and
in the peer-reviewed journal The Tizard
Review as “Multisensory Rooms: Essential
Characteristics and Barriers to Effective
Practice”. Multisensory rooms are
something I have considered a lot!
multisensory
First up: they can be amazing spaces,
transformative, in fact. In my last two
articles we have been thinking about how
changing the sensory environment can
be supportive of children’s mental health
and their ability to engage with activities
and people around them; also, how a
multisensory room can provide a fantastic
adaptable sensory environment. So, it is
no wonder that you hear testimony from
people who have experienced the rooms
saying what an amazing impact they
have had.
room?
Multisensory rooms also pack a
significant wow factor: if people are
going around your setting to look at what
you provide, they’re going to be seriously
impressed if you have an “all singing,
all dancing” sensory room there. Having
a sensory room acts like a badge of
honour, signalling your willingness and
intent to provide for a diverse range of
needs (It was funny when I was doing my
research, I asked people why they had
had their sensory room installed and many
answered it was because they wanted
to impress people! The fact that this was
their first answer, not, to meet the needs
of these people, tells you a lot about what
the rooms are for!).
I used to work in a school for children
classed as having severe and profound
special educational needs and disabilities
and I have memories from moments
shared in the sensory room that will last
me a lifetime. So, I am not against the
rooms in any way, but did you notice how I
said they “can” be amazing spaces?
This is the thing: most multisensory
rooms in the UK are not having an
amazing transformative effect on the
people who they’re intended for - some
are even harming. When people are
thinking about getting a multisensory
room, they often ask me what equipment
they should buy, or what activities I
recommend they do inside of the rooms.
The difference between the rooms that
have amazing life-changing effects and
those that are purely decorative, or worse
When I did my research, I asked lots and
lots of people who use multisensory rooms
about their experience of those rooms. I
asked them what was essential to effective
practice in the rooms. I asked them what
barriers they encountered for effective
practice. I have hundreds and hundreds
of pages of interview transcripts, and
hours upon hours were spent discussing
the rooms with people. I found eleven
positive characteristics of the rooms, two
negative ones, and ten barriers to effective
practice. But I can summarise it all for you
in one sentence: the magic to be found in
multisensory rooms is found in the people
within them, not in the equipment they are
built from.
People entering a sensory room with
someone who “gets them”, who
understands their sensory needs and
abilities, who is willing to engage with
them in a manner that best suits them,
have a magical time in the rooms. If
someone is in the room with someone
who does not get them, it doesn’t matter
how expensive the room was, how well
designed, or how impressive, very little
of any impact is likely to occur. If you
understand the children you support in
your settings and you have the thousands
of pounds needed to install a sensory
room, by all means, go ahead, as I said,
they’re amazing spaces. But, if you do not
have that kind of money kicking around
in your pocket, have a look at the three
most significant positive characteristics I
discovered for sensory rooms and think
about how you could improvise them.
The three most significant positive
characteristics of effective sensory rooms
that I identified in my research were that
they were dark, activity-associated, and
uninterrupted spaces. Let’s take them one
by one:
Dark: Can you create a dark space in
your setting? It could be a pop-up dark
tent (I have a fab one from TTS), it could be
dark fabric thrown over a table, or it could
be a huge cardboard box (did you know
motorbikes get delivered to dealerships
inside big cardboard boxes?) You could
buy some blackout blinds to cover your
windows, or just cut cards to shape and
attach Velcro dots to your window frames
to allow you to pop them up and down.
Activity-associated: People found
response levels were high in the rooms
because the people entering them knew
what they were going to do there. A bit like
how people know they’re going swimming
when they smell the swimming pool,
or they know they will be cooking in the
kitchen. This effect is powerful, and it does
not have to be about a sensory room,
creating a sensory orientation to activities
(like with the sensory scaping we talked
about in my previous article) helps people
to tap into their understanding from the
last time they were in that space and
engage more quickly.
Uninterrupted: This one speaks for itself,
doesn’t it? If you are going to try and
connect with someone, engaging deeply
in an activity together, but one of you gets
called away by the phone or distracted
by someone else, then the magic that
builds up around that shared experience
will burst like a bubble. Again, this is a
characteristic that is not just valuable
about a sensory room, think about how
you could protect key activities – is there a
sign you can put on the door to ensure no
one walks in during storytime? Is there an
area of the room that is occupied just by
an invited group and everyone else knows
not to go in until it is their turn?
The magic of multisensory rooms is not
found in bubble tubes or fibre optics, it is
in the humans within them and in their
willingness to listen to one another with all
their senses. Connecting in a moment of
shared sensory understanding.
My first three articles were about why
and how to offer engaging sensory
experiences within your setting; these
three have been about considering the
sensory landscape of your setting, and the
next two are going to be about providing
for individual children who have particular
sensory needs, and later in this series,
we will look at eating. Please feel free to
connect with me on social media to watch
my current sensory adventures unfurl, all
the connection links can be found on my
website www.TheSensoryProjects.co.uk
Scan here for
more resources
from Joanna:
12 November 2023 | parenta.com
parenta.com | November 2023 13

Reporting accidents
In early years, the aim is always to prevent
accidents and incidents through careful
planning, effective use of risk assessments
and adequate and up-to-date training.
However, there are occasions when - even
with the best and most careful planning
- accidents and incidents can occur. If
these accidents involve children, then
there is a statutory requirement to tell the
relevant authorities because as well as
following RIDDOR regulations, childcare
settings should adhere to the Early Years
Foundation Stage (EYFS) requirements for
reporting incidents.
Settings should write and maintain
proper records to ensure that lessons
are learnt, protocols are followed, the
correct people are informed promptly,
and everyone understands their role in
preventing these incidents from occurring
again. Mismanagement of incidents
and events by childcare settings and/
or childminders can result in prosecution
and de-registration, so all settings must
understand their legal duty to report any
accidents and incidents.
The Government publishes information
about the events and serious incidents that
must be recorded and reported, and more
information can be gained from:

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Call 0800 002 9242 and quote ’Magazine’
Call 0800 002 9242 and quote ’Magazine’

Louise Mercieca
Can vegan
diets support
early years
development?
Part two
There has been a rise in the number of families switching to a vegan diet. There are certainly plenty of reasons why this seems a good
idea for both the environment and our health, but what impact does a restrictive diet have on very young children? When making any
decision about a diet or lifestyle choice, it must be entered into with all the facts and considerations. Choosing a vegan diet isn’t a decision
to take lightly, especially if making that decision on behalf of a child. The second and final part of this article looks at what deficiencies
could be caused by adopting a vegan diet in the early years, what supplements are needed, and many other considerations to be taken
into account.
Nutrient
Deficiency impact
Vitamin B3
Vitamin B12
Vitamin D
Calcium
Iodine
Selenium
Iron
Zinc
Lysine
Tryptophan
Methionine
Omega 3 fatty acids
Extreme deficiencies can lead to the serious condition, Pellagra, which is classified as the 3 Ds; Dementia, Diarrhoea, and
Dermatitis – this is extremely rare but does occur in the UK.
Low levels can lead to anaemia (lack of red blood cells) which makes people tired and weak.
More seriously, B12 deficiencies in the early years can reduce the function of the central nervous system and even a mild
deficiency can cause neurological deterioration.
A lack of vitamin D can lead to bone deformities such as rickets in children (this does still exist).
Weakened immune system.
Low mood which can lead to depression.
As with vitamin D, a lack of calcium can lead to rickets in children. Calcium not only supports bones but muscles such as the
heart and a deficiency can lead to heart failure in extreme circumstances.
Iodine deficiency is the main cause of brain damage in early childhood resulting in impaired cognitive and motor development.
Additionally, iodine deficiency can cause the development of a condition called Goitre (enlarged thyroid gland).
Low levels or deficiency can cause confusion (brain fog) and general fatigue, more serious and prolonged deficiencies can
lead to infertility and compromised immunity in response to certain viruses.
Iron deficiencies can lead to iron deficiency anaemia.
Reduced growth & development, impaired immunity, low memory, impaired motor skills.
When coupled with low serotonin (linked to vitamin D deficiency) this deficiency can increase violence, depression, and anxiety.
Deficiencies affect growth and development (slow growth) and can cause general fatigue, dizziness, anaemia, and impact on
mood.
Low levels of this can lead to anxiety, tension, feeling on edge and disrupted sleep. Prolonged deficiencies can lead to
aggressive tendencies.
Involved in the antioxidant defence system so deficiencies can cause an increase in oxidative stress.
Deficiencies can have a negative impact on mood, IQ and behaviour, more serious deficiencies can have adverse effects on
brain development and neurodevelopmental outcomes.
Omega 3 supplements are used to treat symptoms of ADHD and in young offenders’ institutions, such is the significant impact
it has on mood, behaviour and emotions.
Supplementing a diet may be easier said
than done! Some children can’t chew
a chewy supplement (if they are very
young), there may be issues over the
coating of the supplements and goodquality
ones can be very expensive. It
is necessary to supplement though as
nutritional deficiencies can have life-long
consequences, so supplement research is
essential.
Other considerations
If you are considering an alternative diet
or must restrict certain elements due
to allergies, then this may be possible
without going entirely vegan, this would
certainly ease some of the restrictions.
There’s no reason why we all can’t enjoy
plant-based meals several times a week,
indeed this would be preferable for our
health and our environment.
There has been a rise in vegan produce,
making it a lot easier to shop for ‘meatfree’
alternatives but please shop with
caution as just because a product
is vegetarian, or vegan, it does not
necessarily mean it is ‘healthy’.
Ultra-processed foods
(UPFs)
The vegan and vegetarian market is no
different to the rest of the food landscape.
There is now a wide variety of products
aimed at convenience. Vegans can opt
for processed burgers, sausages, pies
etc. that may be marginally healthier than
their meat alternatives but are still ‘overprocessed’
and likely to contain artificial
ingredients and ‘fillers’ that make a
product convenient but not healthy. To get
the most out of a vegan diet it is necessary
to plan, prepare and cook properly and
not rely on ready-made options.
Vegan children
Is it possible? Technically yes, with careful
planning, consideration of all nutrients
needed and supplementation. But is it
easy? No.
You will spend a large percentage of your
time scanning labels and menus until you
are confident with your own shopping
choices. For fully developed adults, it
can be a healthy lifestyle choice. For
developing children, it can be incredibly
detrimental if not implemented effectively.
If you are embarking on a vegan lifestyle
for your family, please embrace the full
variety of natural plant-based options
available, seek professional guidance and
remember that many essential nutrients
will need to be supplemented.
Scan here for
more information
& resources
from Louise:
parenta.com | November 2023 19

Dr. Kathryn Peckham
Managing
emotions without
losing your cool
support your child in recognising their
emotions:
Emotional labelling: Teach your children
the names of different emotions by using
simple, age-appropriate language.
Encourage them to express how they feel
by saying phrases like, “I can see that
you’re feeling sad right now.”
Visual cues: Use visual aids, such as
picture books or emotion cards to help
them associate specific facial expressions
with different emotions. This can enhance
your children’s understanding and make it
easier for them to express themselves.
We all have them, and we all need to
manage them; yet sometimes, they can
get the better of all of us. So, what exactly
are our emotions all about? And how do
we begin managing emotions in the early
years?
As children grow and navigate their
way through life, they encounter a wide
range of emotions, from happiness and
excitement to sadness and frustration.
Emotions will also play a significant role
in their development and well-being and
helping them to understand and manage
their emotions is an essential skill that will
contribute to a child’s social and emotional
growth in many ways. In this article, we
will then explore what emotions are,
why they are important and how young
children can learn to recognise and handle
their emotions effectively.
What are emotions?
Emotions are powerful feelings that
everyone experiences. They are natural
reactions to situations and events, and
they can change and evolve throughout
the day. Some common emotions children
may experience include joy, anger, fear,
sadness, surprise, and disgust. Each
emotion has its unique characteristics
that you can come to recognise such as
facial expressions, physical reactions, and
behavioural responses.
Why are emotions
important?
While we might be nervous about some
of the more extreme emotions, they
shouldn’t be avoided or hidden away.
Emotions serve as signals that provide us
with valuable information about how we
are feeling, and how we perceive what
is going on around us and indicate how
we will respond. Emotions help children
to make sense of their experiences and
tell them how to communicate their needs
and desires. So, by recognising and
understanding their emotions, children can
then develop an emotional intelligence
that is rooted in empathy, they can build
healthy relationships and feel capable of
facing challenging situations effectively.
Recognising emotions
For young children, learning to identify
and name their emotions is a crucial step
towards emotional intelligence. Here
are some strategies that you can use to
Role-playing: Engage in pretend play
with your children and act out various
emotions. This interactive approach allows
them to explore different feelings in a safe
and supportive environment.
Managing emotions
Once a child can recognise their emotions,
it’s important to help them develop healthy
strategies for managing them. The trouble
is emotional management with children
tends to happen at a time when emotions
are running high and when the child is in
no place to listen to you or take in any of
what you are saying. The first thing you
need to do is get their “thinking brain” back
online as you help ease them away from
the more “flight, fright, fight” responses
that have been triggered.
Here are some techniques that can assist
your young children in regulating their
emotions:
Deep breathing: Teach a child to take
slow, deep breaths when they feel
overwhelmed or upset. Deep breathing
can help calm their bodies and minds.
Positive self-talk: Encourage a child to
use positive affirmations or self-statements
to replace any negative thoughts. For
example, instead of saying, “I can’t do it,”
encourage them to say, “I will try my best.”
Problem-solving: When they face
challenges, guide a child through
problem-solving processes. Encourage
them to think of possible solutions and
weigh the pros and cons of each option.
Seeking support: Teach your children that
it’s okay to ask for help when they need it.
Let them know they can talk to a trusted
adult, such as a parent, teacher or friend
about their feelings.
Allowing children to express their thoughts,
opinions and feelings is also a key part
of supporting their emotional intelligence.
By offering them the vocabulary to
express how they feel, we can foster their
individuality, build their self-confidence,
and promote their overall development in
powerful ways.
Every child is unique, in their thoughts,
feelings and perspectives. When we give
our children a voice, we acknowledge and
celebrate this individuality. And when we
encourage them to express themselves,
we empower them to embrace their
uniqueness and develop a strong sense
of self-identity. This freedom of selfexpression
lays the foundation for their
future personal and social interactions
as they learn to understand, own, and
manage the way they think and feel. They
learn that their thoughts and feelings
matter and that they have the power to
influence their outcomes. This sense of
empowerment will then nurture a child’s
self-esteem and encourage them to
articulate how they feel more effectively,
whilst listening more empathetically to the
thoughts and feelings of others.
But of course, if you are going to support
your children’s emotions, you need to be
able to manage your own, without losing
your cool. That may sound obvious, but
with increasing stress and anxiety levels
facing many of us, our emotional health
can become overlooked. So, ask yourself,
how well do you listen to how you are
feeling? Do you have people in your life
that you can express these feelings to…
and who will listen? Do you have “stress
techniques” and methods you can try and
a support network that understands you?
Whether you are a parent, practitioner or
family worker, join me at the Nurturing
Childhoods Academy where you can
become a member of the Nurturing
Childhoods Community. Listen to talks,
and chat with other parents and carers
about the experiences they are having,
you might like to swap a funny story or ask
for some advice. And there are also lots of
materials, tips and suggestions, new blogs
every week and you can even have a go
with a ‘Childhood Challenge’ or two!
Scan here for
more resources
from Kathryn:
20 November 2023 | parenta.com
parenta.com | November 2023 21

Armistice Day and
Remembrance Sunday
Armistice Day occurs every year on 11th
November, and it marks the day in 1918
when the guns stopped on the World
War One battlefields as negotiations
started to end the war and find a peaceful
settlement. Armistice is Latin for “still
arms” and it started at 11am on the 11th
day of the 11th month (November). Today,
we mark the moment with a two-minute
silence across the country and many
countries around the world do the same in
their time zones.
Remembrance Sunday is observed on the
second Sunday in November (as close to
Armistice Day as possible) and is a day of
commemoration across the globe when
people stop to remember the lives lost and
sacrifices made in human conflicts since
World War One.
Whilst most adults understand the
significance and importance of marking
these events, it can be difficult to relay
this to children without worrying them or
frightening them about some of the events
in our human past, especially when certain
parts of the world are at war even as the
wreaths are being laid.
However, there are ways that early years
settings can introduce children to the
important messages of Armistice Day
and Remembrance Sunday, in an ageappropriate
and compassionate way, so
read on for some ideas that you can use.
Main themes to
consider
Rather than focusing on the terrible
loss of life and sacrifice that wars bring,
think about the following themes that
are still relevant to Armistice Day and
Remembrance Sunday, but which are
more age-appropriate.
Saying thank you to people who look
after us and keep us safe, such as
servicemen and women, as well as
police, fire crews and ambulance/
health workers
Acknowledge the contribution that
brave people have made to our
society and what it means to be brave
and stand up for what is right
Help children think about people in
the past who have made life possible
today and the differences across time
Show pride in our country whilst
recognising and embracing how we
can work together with people in
other countries to overcome adversity
Practical things to do
Art activities
Making poppies is relevant to early years
and there are lots of craft ideas online
that you can use to make poppies to
wear as buttonholes, to decorate homemade
wreaths, or add to a wall display.
Red poppies are used to remember the
members of the armed forces who died in
conflicts in World War One and since, but
there are other colours of poppies that can
be used to represent other groups as well.
Purple poppies – commemorate
animal victims of war
Black poppies commemorate the
contributions of Black, African and
Caribbean communities to the war
effort either as servicemen and
servicewomen or as civilians
White poppies are often worn to
remember those who died, but
emphasising an end to the conflict
Think about ways to create poppies
using different media including:
› Paint with thumb/handprints or
stencils
› Tissue paper, card, and straws
› Felt and material
› Paper plates
› Play dough or clay
Storytime
Use storytime to share stories of people
being brave or working together to
overcome events and concentrate on the
camaraderie and unity that people have
found during hard times, rather than the
conflicts. Talk about the importance of
peace and discussing differences so that
children can understand other people’s
points of view and respect their different
cultures. Search for books and stories
which are age-appropriate. There are lots
of age-appropriate videos on YouTube
telling the story of Armistice Day and the
Poppy Appeal.
Outdoor excursion
Take the children on an excursion to your
local war memorial to explain how people
can be remembered even when they are
no longer around. Show them the names
on the plaques and memorials and
explain that they have been left there so
that they will never be forgotten. You could
then ask the children if there are people in
their own life who they like to think about.
Tealight displays
Make a display in a corner of your setting
using battery-operated tealights to
represent people that the children would
like to remember. This could introduce
the children to the act of thinking about
people who are not with them now (not
necessarily deceased) so they could think
about their parents, grandparents, friends,
neighbours or pets, or anyone else who
is special to them. You could make some
tealight holders from paper cups and get
the children to decorate them, perhaps
getting staff to write on some words that
the children use to describe each person.
Music
Sing songs about peace and living
together to reinforce the values that you
want to promote in the children. You can
also find songs about giving thanks for the
world around you and introduce the idea
that you want to give thanks to the people
who serve in the Army, Royal Navy, and
Air Force for everything they do to keep
people safe. There are some simple songs
on YouTube which you can use to sing
along to and get the children to join in. Or
think about writing your own words to a
well-known tune like “Frere Jacques” or
“London’s Burning”.
Language-related activities
Why not commemorate Remembrance
Sunday this year and help your older
children learn about and understand
their emotions at the same time? Ask the
children to think about things that they
remember and then ask them to describe
how they feel and why they feel like that.
For example, you can help them think
about things like a day out with their
family, or a food they like or a pet. Then
talk about how they feel and give them
some vocabulary around that to help.
Observe a moment of
silence
Explain to the children that on Armistice
Day, or Remembrance Sunday, you would
like to remember the special people who
have served their country in times of war
and peace. Explain that the rest of the
country will also stop what they are doing
at a particular time (11am on 11/11) and
ask them to join you to think about special
people in their own lives. Remember, you
may have children of servicemen and
women in your setting too so be sensitive
to this. You might find that 2 minutes is
too long for your children, but even a
few moments of silence can help get the
message across.
Whatever you do, send us your pictures
and stories to hello@parenta.com.
Scan here for
more references
& information:
22 November 2023 | parenta.com
parenta.com | November 2023 23

Gardening
adventures with
your toddler
Lee Connelly
In the bustling world of early years
parenting, finding activities that engage
and educate the little ones can sometimes
feel like a challenge. But fear not!
Engaging in gardening activities with
children can be both educational and
incredibly fun.
This month, I thought from my own
experience as a father and educator,
I would give you innovative ideas that
have worked for me as the Skinny Jean
Gardener. Today we’re diving into the
world of toddler-friendly gardening. Let’s
explore some of the creative activities
that will not only get your hands dirty but
also grow a lifelong love for nature in the
children. The great thing about all of this
is that it can be done in your early years
setting and at home – regardless of how
much outdoor space you have!
Gardening with children is more than
just digging in the dirt, it’s an experience
that will give long-lasting memories.
Engaging with nature at an early age can
enhance a child’s sensory development,
fine motor skills, and understanding of
the environment. Begin your gardening
adventure by introducing the children to
the magic of seeds. Large, easy-to-handle
seeds like sunflowers or beans are perfect
for tiny hands. Let them feel the texture of
the seeds, smell the soil, and marvel at the
concept of life growing from a tiny seed.
It is like being a magician, watching that
seed grow into something you can eat or
that is so colourful. That’s real magic.
I’ve always promoted creating accessible
spaces for little green thumbs to grow.
Designate a specific area in your garden
(or balcony at home) for the children’s
gardening escapades. Invest in child-sized
tools, tiny rakes, shovels, and watering
cans for the setting, making them feel
like true gardening champions. A raised
garden bed or containers at ground level
are excellent options, allowing the children
to reach without difficulty.

Anti-Bullying Week
❤ Emotional – isolating others,
tormenting, hiding books, threatening
gestures, ridicule, humiliation,
intimidating, excluding, manipulation
and coercion
❤ Sexual – unwanted physical contact,
inappropriate touching, abusive
comments, homophobic abuse,
exposure to inappropriate films
❤ Online/cyber – posting on social
media, sharing photos, sending nasty
text messages, social exclusion
❤ Indirect - can include the exploitation
of individuals
It is also important to remember that
sometimes, bullying behaviours can be
a communication from a child to let you
know that something else is wrong with
them, so you must always have your
safeguarding hat on and consider that a
child’s poor behaviour might be a warning
sign that there are other things amiss in
their life.
Sometimes it can be difficult to get the
balance right between informing students
about bullying and keeping things
age-appropriate, especially for younger
children, so we’ve come up with some
ideas for each day to help you mark Anti-
Bullying Week this year in ways that are
appropriate and positive for pre-school
children.
Tuesday 14th – Kindness
is key
Use today to explain to children about
the value of kindness. You can tell stories
about people being kind and how that
helps everyone. You can also remind the
children that people who are being kind
to one another do not call people nasty
names. There are several stories you
can use and a good list of books can be
found on the “booksfortopics” website
(booksfortopics.com/booklists/topics/
pshe-emotional-literacy-citizenship/antibullying/).
Wednesday 15th – Be a
good friend
Use today to remind children about how to
be a good friend and how good it feels to
have friends you can rely on. Being a good
friend means showing an interest in other
people, sharing equipment, and taking
turns nicely, as well as playing kindly with
others and listening to other people’s
ideas. It also means looking out for your
friend in times of trouble. Read stories, and
perhaps do some drama about how you
could help people if they were upset or
having a problem.
Thursday 16th – Make a
noise!
Remember that there are many resources
on the ABA website and others such as
Twinkl to help you celebrate Anti-Bullying
Week. Let us know what your setting is
doing by emailing your pictures and stories
to hello@parenta.com. If you or your child
are troubled by bullying call the National
Bullying Helpline on 0845 22 55 787.
Resources and information
❤ anti-bullyingalliance.org.uk/antibullying-week-2023-make-noiseabout-bullying
❤ booksfortopics.com/booklists/topics/
pshe-emotional-literacy-citizenship/
anti-bullying
❤ twinkl.co.uk/resource/t-p-76-eyfsanti-bullying-week-2017-resourcepack
❤ bbc.co.uk/programmes/
articles/5w7nscs7JM5r7GPvTBjGlDX/
anti-bullying-week-resources
Get those odd socks ready – Anti-Bullying
Week 2023 is here!
Every year, the Anti-Bullying Alliance (ABA)
organises Anti-Bullying Week across the
UK and thousands of school children and
younger pre-schoolers join with teachers
and other adults to call out bullying
behaviour in a bid to stop it. This year, the
week runs from Monday 13th to Friday
17th November and the theme is “Make A
Noise About Bullying”.
The ABA and its partners have been
researching bullying and promoting
measures to prevent it for over 30 years
and have come up with the following
definition for bullying:
“The repetitive, intentional hurting of one
person or group by another person or
group, where the relationship involves
an imbalance of power. Bullying can be
physical, verbal or psychological. It can
happen face-to-face or online.”
One thing to remember about bullying
is that bullying behaviours can start in
children as young as 3, so it is never too
early to remind them about the positive
things they can do to keep themselves
and others safe. Children in their early
years are still learning how to manage
relationships, how to share and how to
appreciate each other, so there are times
when conflicts can occur. To be classed
as bullying, however, there are four key
behaviours to look out for. Bullying is:
❤ Intentional
❤ Hurtful
❤ Repetitive
❤ Involves an imbalance of power (age/
strength/numbers etc.)
A child who snatches a toy from another
child on a one-off occasion would not
be classed as bullying but would still
need some intervention to explain that
snatching things from others is not
acceptable behaviour. However, if the child
encouraged their friends to repeatedly
go up to another, singled-out child every
day, and took things from them regularly,
then this could be classed as bullying
behaviour. It is intentional, hurtful, and
repetitive and there is a power imbalance
because several children are picking on
one child. However, be careful not to label
any child as a “bully”. Remember that we
want to address the bullying behaviour
not directly criticise who a child is, because
if children are labelled as “bullies” or
“naughty” early on, then it can hurt their
self-esteem and progress.
Bullying behaviours can be varied, but
include:
❤ Physical – pushing, poking, kicking,
hitting, biting, pinching
❤ Verbal – name calling, sarcasm,
spreading rumours, threats, teasing,
belittling
Monday 13th – Odd Socks
Day
Each year, Anti-Bullying Week kicks off with
a bang with ‘Odds Socks Day’, when the
nation is encouraged to put their best foot
forward (clad in an odd sock) to launch the
week. How about choosing another way
to celebrate and extend the day by asking
children and staff to bring in a spare, odd
sock and sew or link them together to
create one big chain-like bunting?
You could hang them on a washing line
outside to mark the start of the week for
all to see or create a hanging mobile of
odd socks inside your setting. Explain that
we all have ‘odd socks’ and that they are
all different, but together, they make up
a colourful and attractive display. Explain
that this is like life, everyone is different but
together, we make life interesting, and we
all are important and to be valued.
This year’s theme is “Make a Noise About
Bullying” so why not do some creative
music-making to explain to the children
that bullying is never OK and that if we
all ‘make a noise’ about it, then it will
be easier for adults to help put an end
to it. You could make and create some
percussion instruments and use them to
explain, that making a noise can alert
people if something is wrong. You could
sing songs such as “London’s Burning” or
songs which talk about asking for help if
you need it.
Friday 17th – Celebrate
togetherness
Today is all about celebrating together and
sharing a fun time. You could organise
an event or have a party to celebrate
togetherness and friendship. Why not use
your odd socks to make a glove puppet
and put on a show?
Scan here for
more references
& information:
26 November 2023 | parenta.com
parenta.com | November 2023 27

Yvonne Sinclair
Introduction
On the 1st of September 2023, the
Department for Education (DfE) published
its 2023 version of “Keeping children safe
in education” (KCSIE). This is statutory
guidance for all schools including
maintained nursery schools. However,
early years providers are advised that they
‘may find it helpful to refer to the guidance’
as best practice.
Throughout the guidance, there is the use
of the terms ‘must’ and ‘should’. For clarity,
‘must’ refers to when a person is legally
required to do something and ‘should’
means that the advice set out should be
followed unless there is a good reason not
to.
What are this year’s
key changes?
Filtering and monitoring
The focus is on roles, responsibilities and
expectations for the schools’ filtering and
monitoring systems. The guidance is very
clear:
✏ The designated safeguarding lead
should take lead responsibility for
online safety and understanding the
filtering and monitoring systems
✏ Staff and governors should
understand the expectations,
applicable roles, responsibilities,
and cyber security – this should be
included in training and inductions
✏ Governors should ensure appropriate
systems are in place, including
unreasonable restrictions on ‘overblocking’,
and regular system reviews
on effectiveness and appropriateness,
informed by the risk assessment
under the Prevent Duty
✏ The Department for Education
has published new “Filtering and
Monitoring Standards” that schools
should follow to meet their duty
✏ Guidance on key areas which should
be included in safeguarding policies
Want to know more
about your filtering and
monitoring duties?
Why not join us on our 28th November
CPD training session, where we will be
going through roles and responsibilities,
appropriate filtering and monitoring,
training, recording, reporting and
much more? Book your place here,
KCSIE
updates
safeguardingsupport.com/catalogue/134-
cpd-sessions/.
Safer recruitment: online
searches
Online searches, for shortlisted candidates,
should be considered as part of the
safer recruitment procedures. Shortlisted
candidates should also be informed that
online searches may be done as part of
due diligence checks.
Use of school/setting
premises for non-school/
setting activities and
clarification on allegations
against 3rd party staff
New guidance around seeking
appropriate safeguarding assurances
from organisations or individuals using
school/setting premises for non-school
activities and how to handle allegations
made against outside organisations or
individuals using setting premises.
What do I need to ask my
staff to do?
In all settings, it is essential that everybody
understands their safeguarding
responsibilities, which means that early
years providers should ensure that their
staff and volunteers who work directly
with children, read at least Part One of the
guidance.
This is because Part One provides
essential safeguarding information for
everyone who comes into contact with
children. Staff and volunteers are vitally
important as your frontline safeguarding
eyes and ears, as they are in a strong
position to identify concerns early, as they
have regular contact with your children,
and their families and as so, are able to
identify early on, any emerging concerns
and report them to the safeguarding lead
promptly, which means you can often
prevent them from escalating.
It is true that no one person can have
a full picture of a child’s needs and
circumstances. Therefore, all settings
should embed a strong approach and
culture to safeguarding, maintaining an
attitude of ‘it could happen here’. This
means having staff who have a strong
awareness and understanding of the signs
and indicators of child abuse and neglect,
whether that be inside or outside your
setting or home and even online.
Knowing what to do if they are worried a
child is being abused or who and where to
seek advice, is vital for early identification
of concerns.
Part One also covers the role of staff
in providing a safe environment in
which children can learn. This means
understanding the systems which
support safeguarding within your setting.
These will include: your safeguarding
policies, the role of your safeguarding
lead and local early help processes,
training (including online safety) and
managing the requirement to maintain an
appropriate level of confidentiality. Also,
never promising a child that they will not
tell anyone about a report of any form of
abuse – the above should be explained to
staff as part of staff induction.
KCSIE 23 advises that staff should be
aware that children may not feel or
know how to tell that they are being
abused or neglected or even recognise
their experiences as harmful. In these
cases, it is crucial that staff have
professional curiosity and speak with their
safeguarding leads about concerns.
Where staff have raised a concern,
written records of the concern should be
made. This may also be helpful if/when
responding to any complaints about the
way a case has been handled internally.
Records should include a clear and
comprehensive summary, and details of
how the concern was followed up and
resolved - including any action taken,
decisions reached and the outcome.
If there is any doubt about recording
information or information sharing, staff
should discuss it with their safeguarding
lead.
Why is all this
important?
Research and serious case reviews have
repeatedly shown the dangers of failing
to take effective action. Poor safeguarding
practices include:
✏ Failing to act on and refer the early
signs of abuse and neglect
✏ Poor record keeping
✏ Failing to listen to the views of the
child
✏ Sharing information too slowly
✏ A lack of challenge to those who
appear not to be taking action
In addition, KCSIE 23 Part 5 and Annex B
provide staff and volunteers with important
additional information about specific
safeguarding issues and should also be
read by those staff and volunteers who
work directly with children.
Finally, it is key that leaders of settings
consider what mechanisms they
have in place to assist their staff to
understand and discharge their roles and
responsibilities and demonstrate that staff
have read and understood their duties.
If you would like to know more about
gaining access to our safeguarding
quizzes that will help you with this, and
demonstrate staff understanding, please
get in touch.
Resources
✏ KCSIE Full document
For proprietors, management
committees, senior leaders,
safeguarding leads
✏ DfE Filtering and Monitoring Standards
Standards schools should meet on
filtering and monitoring
✏ Appropriate Filtering and Monitoring
Guidance
A guide for education settings and
filtering providers
Scan here for
more resources
from Yvonne:
28 November 2023 | parenta.com
parenta.com | November 2023 29

Jonathan Newport
Between the ages of 0 and 5, children
undergo what is probably the most
magical and transformative period of their
lives. To develop cognitively, socially, and
emotionally, exploration and discovery are
essential. Children thrive on a daily diet of
hands-on, play-based experiences against
a backdrop of positive relationships with
adults, regular interaction with peers, and
a rich, stimulating environment.
A consistent approach is key, not just
to behaviour, but also to ensuring
children feel secure and nurtured. When
experiences and expectations at home
How can we
effectively engage
with families
around children’s
behaviour?
mirror those in our settings, we increase
the likelihood of successful outcomes for
our youngsters. So, it’s in all our interests
to pursue a coherent approach to family
engagement, particularly about behaviour.
The vital role of parents
and carers
As educators, many families tell us that
they struggle with their child’s behaviour,
and we often give advice, tell them what
we do in our settings, and share lists of
strategies for them to try at home. But this
approach, while being well-intentioned,
can feel very ‘done to’ rather than ‘done
with’ to families.
Instead, true family engagement
involves listening to parents and carers
to understand the behaviours they are
seeing, and their family situation. We
can look holistically at the child together
with them, both in our settings and
at home, rather than seeing these as
separate things. The challenge for us
as practitioners is, how can we most
effectively support families with behaviour
so their child can thrive both at home and
in our settings?
c
We also need to be open to learning from
parents and carers, rather than assuming
we have all the answers when considering
strategies to support behaviour. We can
share approaches and ideas and adopt
a puzzle-solving approach to behaviour,
where we are curious, try things out, and
find what works for this child, in an everevolving
process.
Bridging the gap
We all have the children’s best interests
at heart; however, there can sometimes
be a disconnect between home and our
settings regarding behaviour. To bridge
this gap, we need to acknowledge and
understand any potential barriers and
work with families to understand them.
For many parents and carers, handing
over the care of their child to another
person can be both daunting and
challenging. They may feel anxious
about how their child will respond in a
new setting and some of that anxiety
may rub off on the child. For children with
diagnosed or suspected additional needs
and disabilities, there are often additional
concerns about whether a setting will
be able to support their needs. We also
need to be mindful of the fact that some
parents and carers will have had prior
experiences themselves, which can affect
their responses to our expectations and
initiatives around behaviour.
Parents and carers can also hold widely
different views about behaviour. What is
acceptable to one family might be wholly
unacceptable to another. We therefore
need to reflect on the reasons that
underpin individuals’ differing perspectives
and see different options and positive
approaches as choices available to us
rather than try to implement a one-sizefits-all
‘solution’.
Practical ideas
for building family
engagement around
behaviour
To create strong, long-lasting relationships
with our families, we need to develop
effective, positive, and inclusive strategies
around behaviour. These 5 suggestions
are a useful starting point for framing
internal discussions between leaders and
practitioners, and can help drive future
action planning:
1: Keep an open mind
It’s important not to make any
assumptions about the support that
parents and carers want or need. By taking
the time to see behaviour through their
lens and find ongoing ways to collate their
views and opinions, we can ensure we
are engaging in ways that are timely and
appropriate.
2: Extend our reach
Sometimes, even the most effective
engagement strategies are only partially
successful because they do not reach all
families. For example, arranging coffee
mornings or drop-ins may suit some
people, but others might miss out due to
work or other commitments.
Taking a creative and curious approach
can be helpful. Who are the ‘hard to reach’
families and what could we do to remove
existing barriers? This might involve getting
out into the community more regularly,
looking at ways technology could support,
and offering alternative times for drop-in
sessions.
3: Consider our local context
All contexts and communities are different,
and as such, will require a bespoke
approach to family engagement. For
example, if language is a barrier to
communication, how could we engage
with families in their first language? Do
some families have limited access to
technology, resulting in them being unable
to access our initiatives? By taking our
families’ social, economic, and cultural
backgrounds into account, we can
devise the best strategies for supporting
behaviour.
4: Share our approach to
behaviour
Approaches to behaviour have evolved
over the years, and we must keep parents
and carers informed about our strategies
and ethos. When families are clear about
why we do things, not just what we do,
they are more likely to engage with and
support us.
This was one of the underpinning ideas
when we created the “Team Teach Family
Engagement Training” course because
we recognised that our approaches to
behaviour support also need to be shared
with and understood by families for them
to be most effective.
5: Work as a team
Parents and carers know their children
better than anyone else, so by tapping into
each other’s expertise and experience,
we can collaborate to find strategies
that work for all of us. This is especially
important when we consider families
that are involved in multi-agency support
and receiving guidance from several
professionals; there is a risk that they
might become overwhelmed by conflicting
perspectives. In such cases, a coherent,
strategic approach is essential.
A golden opportunity
Fuelled by curiosity, compassion, and
connection, we have a golden opportunity
to examine and improve our approaches
to family engagement around behaviour.
By taking a joined-up, unified approach,
we can empower families to understand
and support their child’s behaviour,
helping them to become resilient, happy,
and healthy individuals.
Consistency is a key component of
understanding and responding to
behaviour, so by fostering strong home
links based on mutual trust and respect,
early years settings and families can work
in harmony to ensure the best outcomes
for every child.
Scan here to
learn more
about Jonathan:
30 November 2023 | parenta.com
parenta.com | November 2023 31

In the latest in our series of articles about
specific safeguarding concerns, we look
at the issue of self-harm, a safeguarding
issue for many teenagers and young
people, and something that is often
misunderstood by parents and carers.
Whilst most young children do not selfharm,
it can happen, and you should be
particularly aware of your young staff in
the most vulnerable age ranges of 16-25.
According to the charity, Young Minds,
one in six children aged 5 to 16 were
identified as having a probable mental
health problem in July 2021, a huge
increase from the one in nine children
identified in 2017. Many other statistics
reveal a similar upward trend, such as
the increase in young people aged 18
or under attending A&E with a recorded
diagnosis of a psychiatric condition, or the
fact that over 80% of young people with
a mental health condition reported that
the coronavirus pandemic had made their
condition worse. Mental health is a very
real problem for many of today’s young
people.
Safeguarding:
self-harm
Self-harm incidence is also increasing, and
the statistics are worrying. In 2018-19:

Frances Turnbull
A Finnish study, (Lehikoinen, 2023) was
asked to find new ways to engage 1- and
2-year-olds creatively. This age group is
known to work independently, playing
alongside each other rather than with
each other, so it can be tricky to get them
to participate in the same activity together.
The 6 activities devised for this age group
included the following (from previous
weeks):

Number pocket game
You will need:
• 12 card holders or paper pockets
• 12 craft sticks
• Masking tape
• Printed numbers (or numbers written and
cut out of paper)
Steps:
EYFS activities:
Mathematics
Mathematics in the EYFS equips children with crucial life skills and provides a foundation for future academic and
real-world success. It’s not just about numbers; it’s about cultivating a well-rounded, problem-solving mindset that
can serve children throughout their lives. Mathematics helps with cognitive development, foundational numeracy,
real-life application, social skills and confidence building.
1. Prepare the craft sticks:
Take the 12 craft sticks and write the
numbers 1 to 12 on them.
2. Set up the pockets:
Using masking tape, stick the 12 card
holders or paper pockets on to a wall or a
suitable surface.
3. Label the pockets:
Add the corresponding numbers from the
craft sticks to the outside of each pocket.
For example, attach the craft stick with “1”
to the pocket labelled “1.”
4. Game play:
Invite the children to participate in the
game, one by one. They should pick up one
of the craft sticks, look at the number on it,
and then try to match it to the pocket on the
wall with the same number.
5. Encourage visual matching:
Emphasise the importance of using visual
skills to match the numbers. This step helps
enhance their ability to identify and match
numerical symbols.
36 November 2023 | parenta.com
6. Variation with shapes:
To add more fun and variety, you can use
the same concept but replace numbers
with shapes. For instance, you can have
shapes drawn on the craft sticks and
corresponding shape pockets on the wall.
7. Rotate players:
Once a child has finished matching their
sticks, allow the next child to take their turn
and repeat the process.
This interactive game promotes visual and
cognitive skills in children while making
learning engaging and enjoyable!
More on this activity and others can be found
here: toddlerapproved.com/number-pocketgame-for-toddlers-and/
Number writing activity
You will need:
• Tray
• Table salt
• Cardboard squares
• Marker pen
• Paintbrush
Steps:
1. Prepare materials:
Gather all the materials needed for the
activity: a tray, table salt, cardboard
squares, a marker pen, and a paintbrush.
2. Prepare the cardboard squares:
Take the cardboard squares and, on one
side of each card, write a number using the
marker pen. On the other side, draw the
corresponding number of dots to represent
the number.
3. Set up the tray:
Fill the tray with table salt, creating a flat
surface in which the child can write and
draw.
4. Introduce the activity:
Show one of the cards to the child,
displaying the side with dots. Encourage
them to count the number of dots on the
card.
5. Number writing in salt:
Ask each child to write the number they
Splat the number
You will need:
• A die
• Post-it notes
• A fly swatter!
Steps:
1. Gather materials:
Collect the materials required for the game:
a die, post-it notes, and (yes!) a fly swatter.
2. Label post-it notes:
Take the post-it notes and label each one
with different numbers. These will be the
numbers the children will be aiming to
“swat.”
3. Set up the game:
Lay out the labelled post-it notes in front of
the children, making sure they can see the
numbers clearly.
4. Roll the die:
Have a child take the die and roll it. The
number rolled on the die will determine
which number they need to “swat.”
5. Swat the corresponding number:
In response to the number rolled, the child
should use the fly swatter to “swat” the
believe corresponds to the number of
dots they counted. They can use either
their fingers or the paintbrush to write the
number in the salt.
6. Self-check:
After writing the number, the child flips the
card over to see if they got it right. If their
written number matches the one on the
card, it means they’ve correctly identified
and written the number of dots.
7. Correction if needed:
If the written number doesn’t match the
card, encourage the child to shake the
salt tray a little to erase their writing, and
then write the correct number in the salt,
copying it from the card.
8. Free play:
Allow some time for creative free play,
letting the child draw and doodle in the
salt tray. This can be a fun and imaginative
extension of the activity.
This activity is not only engaging but
also helps children practice number
writing, and counting, and encourages
self-checking, which fosters independent
learning and skill development!
More on this activity and others can be found
here: learnwithplayathome.com/2013/07/
number-writing-activity-salt-tray-game.html
corresponding number on one of the post-it
notes. This helps them associate the rolled
number with the written number.
6. Competitive play (optional):
If you want to add some competition,
multiple children can participate
simultaneously. They can take turns rolling
the die and trying to be the first to swat
the correct number on a post-it note. This
can make the game more exciting and
engaging.
7. Testing reaction times:
The game is an enjoyable way for children
to test their reaction times when it comes
to identifying and swatting the correct
numbers. It combines fun with learning and
encourages quick thinking.
This simple and interactive game not only
makes learning numbers enjoyable for
early years children but also enhances their
hand-eye coordination and quick decisionmaking
skills!
More on this activity can be found here:
doodlelearning.com/maths/maths-activities/
eyfs-maths-activities

Gina Bale
Do you struggle to find your own
‘superpower’? If so, please don’t worry
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educator, you are already a superhero in
my book.
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educator superpower.

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Liz Shoreman, Senior Speech and Language
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Marcham Pre-school
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