January 2024 Parenta magazine_website

Issue 110 

JANUARY 2024 

Planning: Risk 

Assessments 

COVER 

Inclusive Early Years 

World Religion Day 

+ lots more 

EYFS activities 

inside! 

This month… 

Literacy 

Promoting language 

development with music 

Improving the business of childcare - part one 

Implementing the new EYFS changes

6 

28 

20 

Hello 

Welcome to our family 

Welcome to the January edition of Parenta magazine and a happy new year to all our readers! 

We hope that everyone has had a lovely festive break and is ready to take on 2024 and all it brings. We kick start the new 

year with a packed issue, with articles covering a variety of topics, including essential energy-saving tips for the winter, 

exploring ways to help with inclusion in your setting, getting serious about professional learning and crucially, how to 

implement the new changes to the EYFS. 

Our focus in January is on the many elements of planning in early years education; so don’t forget to register for our webinar 

on the 16th and join us, together with experienced early years experts, where we’ll delve into effective planning strategies 

and practical solutions. You can register at www.parenta.com/webinars and remember you will earn a CPD certificate if you 

attend! 

Also, in this issue, Joanna Grace helps us to unlock children’s learning potential, Gina Bale and Frances Turnbull encourage 

us to keep the children active with music, movement and dance, and we explore World Religion Day and the International 

Day of Education. 

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 

12 

Regulars 

10 Write for us 

36 EYFS Activities: Literacy 

News 

4 Congratulations to our Parenta Learners 

6 Improving the business of childcare: part 1 

8 Childcare news and views 

Advice 

14 Big Energy Saving Week 

22 World Religion Day 

26 Planning: risk assessments 

30 Celebrating International Day of Education 

34 How to implement the new EYFS changes 

24 

Industry Experts 

34 

12 I think they have sensory needs what can I do? 

Part 2 - provide and adopt 

18 Inclusive early years: Meeting the needs of all 

20 Recognising early years learning potential 

24 Embedding culture in your early years ethos 

28 Professional learning for baby room educators 

32 Promoting language development with music 

38 Child development: Dance and movement - part 1 

2 January 2024 | parenta.com 

parenta.com | January 2024 3

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Improving the 

business of 

Dr. Allan Presland 

childcare: part 1 

In 2017, I published the book, “Improving 

the Business of Childcare” which went 

to number 1 on the Amazon chart in two 

categories, Nursery & Pre-school and 

Coaching & Mentoring. I wrote the book 

having visited over 1,000 settings during 

my career, which enabled me to see the 

patterns between settings which were 

successful (profitable) and those who were 

not. The response to the book has been 

far more than I could ever have conceived, 

and I am both humbled and thrilled. 

But it wasn’t until a recent webinar that 

Parenta held in November of last year 

that I truly understood the impact. The 

webinar, Financial Solutions for Early 

Years Settings, featured both myself and 

an incredible lady, called Ann Speight, a 

setting owner, who gave a presentation 

which encompassed her journey to 

make her setting successful, including 

her recognition of the importance of 

profitability. 

After both presentations, as always, we 

opened the floor for Q&A, and this is 

where I realised the true value of the book 

to someone like Ann. Now, I don’t know 

Ann. In fact, I had never met her before the 

webinar. And yet here was a lady talking 

about me as if she knew me, and telling 

story after story about her learnings from 

my book and explaining how she made 

all her staff read it too! And then to top it 

all, in front of everyone on the webinar, 

she pulled out a very dog-eared copy, with 

little sticky labels poking from loads of 

pages, and explained that every time they 

got stuck, and whenever they were at a 

loss, they turned back to the book. 

The most staggering part of all though, 

was Ann’s closing words. She explained 

that, whilst she always knew that she ran 

an independent business on a commercial 

basis, the book gave her ‘permission’ to 

be open about the need to be profitable, 

and for her, this acknowledgement to 

herself was the game-changer. 

Thank you, Ann. Your kind words have 

inspired me to commit to writing this 

monthly column, and I hope I can add 

value and ideas to many, many more 

nursery operators to help them to become 

more successful. 

So let me start this month by talking about 

the first item I always ask any business 

owner when I’m looking to support them. 

That first question is “How much is a lead 

worth to you?” And the reason I ask the 

question is because most businesses are 

constrained by sales in some way, and 

those who understand the answer to this 

question usually have the rest of their 

business sorted out. 

And so, let’s work through that question in 

the context of childcare. To keep the maths 

super simple, we’ll assume a full-time 

place at our make-believe setting is £1,000 

per month. Of course, you can adapt the 

maths to your own set of circumstances. 

Let’s assume that a lead comes in from the 

parents of a baby who is 6 months old. In 

this case, the child is likely to be with you 

for around 4 years. So, the value of that 

lead is:- 

4 years, 12 months @ £1,000 a month = 

£48,000 in total. 

Let’s just round this up to £50,000 to 

account for any extras you charge. 

Now, let’s just stop for a moment and take 

stock. Did you realise that a lead is worth 

£50,000 to you? And now you do know, 

are your systems for generating new leads 

sufficiently robust to ensure you are 100% 

full? Is your website genuinely generating 

enough leads to ensure you are 100% 

full? Have you refined your show-rounds 

to ensure they are optimal and clearly 

explain why your setting is unique? Do you 

compare the success rates of those who 

conduct show-rounds? (Hint: Ann does). 

And most importantly of all, do you ask 

for the business and try to close the sale 

during the show-round? 

I know already that there are many of you 

who will be saying: “I can’t do that” or “this 

is not how we operate”. I don’t know if it’s 

a British thing, or it just doesn’t feel right 

for a sector full of kind and caring people. 

Irrespective, if you are not 100% full, this is 

what you need to be doing. If your website 

is not generating the leads you need, 

replace it with one that will. Create ‘scripts’ 

for those who do show-rounds so that 

your messaging is consistent, and most 

important of all, measure the success of 

each person who does a show-round to 

identify those who have the highest close 

rate. This is not to ‘beat up’ those who are 

not so good. The opposite is true, you ALL 

need to be learning from the best so that 

you can bring everyone up to their level. 

The point here though, is the most 

successful settings are full. And I mean full, 

full. No gaps, - with a waiting list. I have 

lost count of the number of setting owners 

I have argued with who say that 72-75% 

occupancy (as the industry average) is 

full. It is not. This is false logic. Again, 

those settings that are truly successful 

have sold 100% of their capacity. And 

again, some will ask, “Why is he using the 

word capacity?” The answer, is that those 

setting owners who think this way, tend to 

be more successful. 

In conclusion, the most important thing 

you can do to move the dial on the success 

of your setting is to get full. If you aren’t, 

there are numerous further explanations 

of how to solve this in my book, but make 

sure you start by getting a good lead 

generator at the start of your business 

processes. That means a website that 

generates enough leads to ensure you are 

truly and absolutely, full. 

Allan will continue this series each 

month for the rest of the year, so keep 

an eye open for next month’s article. 

Want to know more? Allan Presland’s 

book is on Amazon: “Improving the 

Business of Childcare”, by Allan 

Presland. 

(amazon.co.uk) 

Or, take our quiz to see how successful 

your setting is compared to others we 

work with: https://scorecard.parenta. 

com/parenta 



Childcare news 

and views 

New EYFS statutory framework 

On 11th December 2023, The Department 

for Education published the two versions of 

the EYFS statutory framework which apply 

from 4th January 2024: 

EYFS statutory framework for 

childminders 

EYFS statutory framework for group 

and school-based providers 

These incorporate the changes set out 

in the Government’s response to its 

consultation on the proposed changes. 

The main changes for group-based 

providers include: 

A change from “must” to “may” in 

relation to “take reasonable steps to 

provide opportunities for children to 

develop and use their home language 

in play and learning, supporting their 

language development at home.” 

Removing the requirement for staff 

to have a Level 2 Maths qualification 

alongside a full and relevant Level 

3 qualification to count in ratios (NB 

Level 2 English will still be required). 

Setting managers employed on or 

after 4th January 2024 must hold a 

Level 2 Maths qualification, or they 

must achieve one within 2 years of 

starting in the position. 

The flexibility for “Suitable students on 

long-term placements and volunteers 

(aged 17 or over) and staff working as 

apprentices in early education (aged 

16 or over) may be included in the 

ratios at the level below their level of 

study if the provider is satisfied that 

they are competent and responsible.” 

“No change over unqualified staff” – DfE 

confirms. 

The Department for Education (DfE) has 

clarified that unqualified staff in early years 

can maintain their regular work in early 

years settings. This clarification comes in 

response to confusion within the sector 

regarding a new qualifications guidance 

document. 

The new early years qualification 

requirements and standards states that: 

“To be included in the staff:child ratios 

at Level 2, Level 3 or Level 6, staff must 

hold a qualification that is recognised 

by the Department for Education as full 

and relevant at the appropriate level. Any 

individual that does not hold a full and 

relevant qualification can only work as an 

unqualified member of staff in an early 

years setting and therefore cannot count in 

the staff: child ratios”, meaning that under 

the revised Early Years Foundation Stage 

(EYFS), unqualified staff could no longer 

work in early years settings. 

DfE has confirmed that there have been no 

changes to the rules on unqualified staff 

and that this guidance does not mean 

that unqualified educators are unable to 

work in early years settings – only that they 

cannot be counted in Level 2, 3 or 6 ratios, 

as is currently the case. 

The DfE has stated that this document “is 

a technical change that puts the existing 

information about qualifications that is 

currently held on various GOV.uk pages 

into one easily accessible document” and 

that it “does not introduce any new policy 

or requirements, other than the changes to 

the Level 2 Maths requirement and use of 

students and apprentices in ratios, which 

the Department is bringing in following the 

consultation.” 

The full story, as reported by the Early 

Years Alliance can be found here: https:// 

www.eyalliance.org.uk/news/2023/12/ 

dfe-confirms-no-change-over-unqualifiedstaff-rules 

EYFS profile results 2022-23 

The annual statistics on early years 

foundation stage profile assessments in 

England relating to the 7 areas of learning 

and the 17 early learning goals have been 

released by the DfE. 

These statistics report on teacher 

assessments of children’s development 

at the end of the early years foundation 

stage, specifically the end of the academic 

year in which a child turns 5. They cover 

the following at national and subnational 

levels, including breakdowns by child 

characteristics of: 

the percentage of children assessed 

to be at the ‘emerging’ or ‘expected’ 

level in the 17 early learning goals 

across the 7 areas of learning 

the percentage of children with a 

good level of development 

the average number of early learning 

goals for which children are at the 

expected level 

Headline facts and figures; 

The percentages of children with 

a good level of development and 

at the expected level across all 17 

early learning goals have increased 

by around 2 percentage points in 

2022/23 

The increases seen may be 

attributable to gradual recovery from 

disruption caused by the COVID-19 

pandemic (rises were also seen 

over the same period in the most 

recent phonics and key stage 1 

statistics release) and practitioners 

having greater familiarisation with 

the new assessment framework. For 

example, there was also a sharp rise 

in assessment outcomes between 

2012/13 and 2013/14 following the 

EYFS Profile being previously revised at 

the start of the 2012/13 academic year 

In 2022/23, the average number of 

early learning goals at the expected 

level remained at 14.1 per child 

Physical development was still the 

area of learning with the highest 

percentage of children at the expected 

level (85.2%) in 2022/23, whilst 

literacy was still the lowest (69.7%). 

Gross motor skills was still the early 

learning goal (ELG) with the highest 

percentage of children at the expected 

level (92.1%), whilst writing was still 

the lowest (71.0%) 

Compared with a year earlier, all 

areas of learning and most ELGs 

increased at least slightly 

The full results can be found here: https:// 

www.gov.uk/government/statistics/early- 

years-foundation-stage-profile-results- 

2022-to-2023 

A round-up of some news stories that 

have caught our eye over the month 

Do you have an early years news story you’d like to see featured in the Parenta Magazine? 

Send one in today to marketing@parenta.com to be featured in next month’s edition! 

We can’t wait to read all about it! 

Almost 4 million children not 

physically active for at least an 

hour a day 

Fewer than 1/2 of children are meeting 

the Chief Medical Officers’ guidelines of 

taking part in an average of 60 minutes 

or more of sport & physical activity a day. 

www.nurseryworld.co.uk/news 

What is the plan for 30 hours of 

free childcare and how will 

it work? 

The government has announced more 

details about the extra help with childcare 

costs which it promised in the Spring 

budget. 

www.bbc.co.uk/news/education 

Young children’s understanding 

of language nearly back to prepandemic 

levels 

A new study suggests that young 

children’s understanding of language 

is nearly back to pre-pandemic norms, 

despite ‘pressures on today’s families’. 

www.nurseryworld.co.uk/news 



Write for us! 

We continuously seek new 

authors who would like to 

provide thought-provoking 

articles for our monthly 

magazine. 

If you have a subject you’re eager to explore 

in writing, why not submit an article to us for a 

chance to win? 

Every month, we’ll be awarding Amazon 

vouchers to our “Guest Author of the Month.” 

You can access all the information here: 

https://www.parenta.com/sponsored-content/ 

Congratulations 

to our guest author competition winner, Frances Turnbull! 

Congratulations to Frances Turnbull, our guest 

author of the month! Her article, “Creative Balloon 

Painting In The Early Years – “99 Red Balloons” 

looks at how inspiring using balloons in early years 

activities can be! 

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 January 2024 | parenta.com

Joanna Grace 

I think they have 

sensory needs 

what can I do? 

Part 2 - provide and adopt 

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. 

If you, as the professional supporting 

them, have noticed it, have reflected on 

what they are doing and why they are 

doing it (as well as when and where 

they are doing it) and you’ve started 

to have those open conversations with 

their families, those families are going 

to feel much safer holding the possibility 

of this difference in their minds, and not 

sweeping it under the carpet or hoping it 

will go away, if you also show them that 

you are confident in supporting their child. 

This isn’t a case of needing to have all 

the answers or being confident of what 

to do, it is you showing that there will 

be professionals like you who see their 

children for who they are and want to 

understand them and support them. 

You are showing them that the world is 

changing, not everyone looks at difference 

and declares it bad anymore. Some 

people notice the difference and are 

curious about it. You are those people! 

Here are three things to think about: 

Developmental or neurological 

Some people have sensory processing 

differences because they have not yet fully 

learned how to process the information 

they receive from their senses. We 

all learn at different speeds and the 

possibility of our learning is affected by 

the environments we inhabit (to give an 

extreme example, a child brought up in 

darkness is not going to have learned how 

to use their sight). 

People tend to think of sensing as purely 

physiological – either you have sense 

organs that work, or work partially, or you 

do not. But it is more complex than this. 

To sense, you need to have the relevant 

sense organs working AND your brain 

needs to understand how to make sense 

of the information those organs bring 

to it. Making sense of the information is 

something we learn to do over time. It is 

why you might offer a baby a black and 

white picture book over a more colourful 

one, you are recognising that when people 

are very young, they have not yet figured 

out how to understand all the colour 

information, but the information that tells 

them that this is light, this is dark, is much 

easier to understand, so we start with that. 

Children who, for one reason or another, 

have not developed their sensory 

processing capacities at the same rate as 

their peers, may appear to have sensory 

processing differences. If offered the 

developmentally relevant experiences to 

their current level of sensory capabilities, 

they may in time be able to master all the 

skills and become people who process 

sensory information in line with their peers. 

Many successful treatments work on this 

basis. 

However, not all children who have 

sensory processing differences can 

develop “normal” processing. For some 

children, the processing differences are 

not due to a delay in that aspect of their 

development but instead are a result of 

a neurological disability. Here it helps to 

think about what we do when we sense. 

Yes, we look, we listen, we feel, but it is 

more complex than that. Have you ever 

asked someone to “shhh” in the car as 

you came up to a roundabout you were 

unfamiliar with? You asked them to stop 

giving you auditory input because you 

needed to concentrate on the visual 

input. You needed to stop listening to 

see better. Our senses interact with each 

other in all sorts of ways like this. I often 

imagine the sensory control centres in 

our brain to be like the mixing decks you 

see used in recording studios, with all the 

different knobs and sliders available for 

turning various aspects of the sound up 

and down. Children with developmental 

sensory differences are still learning to 

control these knobs and sliders. 

The children with neurological sensory 

processing differences are working with a 

control deck that has some broken bits. It 

does not matter how much they practice, it 

will be very unlikely that they will be able to 

achieve ‘normal’ processing. 

Keeping this distinction in mind will be 

helpful as you maintain your curiosity and 

continue your open conversations with the 

child’s family. 

Find out more in the next part of 

Joanna’s article next month in the 

February edition of the Parenta 

magazine! 

Sign up to be the first to read: 

www.parenta.com/magazine/ 

Scan here for 

In this pair of articles, we are considering 

how to react to a child in your setting who 

appears to have sensory needs. In the first 

article, I spoke about the importance of 

being curious and seeking to understand 

what sensation the child’s behaviour 

serves to provide or avoid. I talked about 

extending this curiosity into considering the 

‘when’ and the ‘where’ of their behaviour 

as well as the ‘what’. Are there particular 

times or places where they engage with 

the behaviour? What do you notice about 

these circumstances? 

I also wrote about how valuable it 

is to have open, non-judgemental 

conversations about your understanding of 

this child’s differences with their family. It is 

not your role to diagnose children or even 

to suggest that they should be diagnosed, 

but by sharing what you have noticed and 

commenting openly on your curiosities, 

you create a safe space for families to chat 

with you. 

Often noticing that your child is a little 

different to how you expected them to be, 

can be very disorientating, bewildering 

and even frightening for families. Families 

may even try and stop the behaviour 

without seeking to understand it first. 

From the outside, this can seem uncaring, 

but it is a reaction of fear, and their fear 

stems from very deep caring. They know 

the world can be cruel to people who are 

different so they do not want their child 

to be different, and figure if they can stop 

the behaviour then they can protect them 

from the prejudices they might otherwise 

encounter. 

It is very normal to want to shy away from 

such things, and to try to believe that it is 

something they will grow out of or just a 

phase, and who knows…. maybe it is. But 

if it is not, if this is a child who is processing 

the world in a sensorial different way, then 

having the people in their life understand 

that sooner rather than later, is going to 

result in the best outcomes for that child. 

more resources 

from Joanna: 



Big Energy 

Saving Week 

Everyone’s talking about saving energy 

– not only to save the planet through 

reduced CO2 emissions, but we all need 

to make our pennies go a little further. 

It’s not always easy to know what to do 

though, so Big Energy Saving Week might 

be just the thing you’re looking for to get 

some tips and advice. Read on to find out 

how you can not only save money for your 

setting and help the planet, but we’ve also 

listed some ways that you can help the 

families in your setting too. 

What is Big Energy Saving 

Week? 

Big Energy Saving Week is an initiative to 

help people take control of their energy 

consumption and help the planet. At its 

heart, Big Energy Saving Week aims to 

help people:

M O N E Y 

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GUARANTEE 

M O N E Y 

B A C K 

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parents will return to again and again! Parenta's unmatched website 

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Call 0800 002 9242 and quote ’Magazine’ 

Call 0800 002 9242 and quote ’Magazine’

Dr. Sarah Moseley 

In the quest for inclusion in early childhood 

education, the framework of Universal 

Design for Learning (UDL) emerges as a 

powerful tool. UDL promotes the creation 

of learning environments that cater 

to the diverse needs of all learners by 

offering multiple means of representation, 

engagement, and expression. Embracing 

UDL principles ensures that educational 

settings are not only accessible but also 

welcoming and conducive to learning for 

every child. Recognising and embracing 

diversity among learners is not only a 

moral imperative but also essential for 

fostering an environment that nurtures 

the growth and development of every 

child. In early years education, laying the 

foundation for inclusivity is crucial, setting 

the stage for a lifetime of learning and 

social interaction. So, what do we need 

to know to ensure that our early years 

settings are truly inclusive and cater to the 

needs of all learners? 

Understanding diversity 

Inclusion begins with a deep 

understanding of the diverse needs, 

strengths, and abilities of each child. 

We must understand that neurodiversity 

includes a wide range of cognitive 

functions, such as autism, ADHD, dyslexia, 

and other neurological variances. These 

differences do not signify deficits; instead, 

they reflect diverse ways of thinking, 

perceiving, and experiencing the world. 

Embracing these differences fosters 

an inclusive environment where every 

child’s unique strength and ability are 

valued - and support can be given where 

needed. By recognising and celebrating 

neurodiversity, we can contribute to 

creating a nurturing space that respects 

individuality and promotes the holistic 

Inclusive 

early years 

Meeting the needs of all 

development of their children within the 

early years of education. 

Communication, understanding, and an 

open-minded approach play pivotal roles 

in nurturing a supportive environment 

where all children can flourish and thrive. 

Recognising and celebrating these 

differences contribute to creating a vibrant 

learning environment. 

Universal design for 

learning (UDL): a pathway 

to inclusivity 

UDL recognises that children possess 

varying learning styles, strengths, and 

challenges. By employing multiple 

means of representation, educators can 

present information in diverse ways, 

such as through visual, auditory, or 

tactile means. For instance, incorporating 

pictorial representations alongside 

text in storybooks caters to both visual 

and linguistic learners, ensuring that 

engagement is at the heart of all learning 

opportunities and experiences. 

By offering multiple means of 

engagement, you are encouraging 

active participation and motivation from 

the start. Interactive learning activities, 

games, and collaborative activities provide 

opportunities for children to engage 

based on their preferences and strengths. 

For instance, a child who struggles with 

verbal communication might excel in a 

collaborative art project, allowing them to 

express their understanding and creativity. 

Furthermore, UDL supports providing 

multiple means of expression, 

enabling children to demonstrate their 

comprehension and knowledge in various 

ways. Some children might prefer verbal 

explanations, while others might excel in 

conveying their understanding through 

drawings, model-making, or other forms 

of expression. Allowing diverse avenues 

for expression celebrates the individual 

strengths of each learner. 

Total communication 

environment: enriching 

inclusive settings 

Another critical aspect of fostering 

inclusivity in early years education 

involves creating a total communication 

environment. Total communication 

encompasses various modes of 

communication, including verbal 

language, sign language, visual 

supports, gestures, and augmentative 

and alternative communication 

(AAC) systems. By embracing a total 

communication approach, educators 

ensure that all children, regardless of their 

communication abilities, can effectively 

participate and engage in learning 

experiences. 

For instance, incorporating visual 

schedules, picture exchange systems, or 

communication boards supports children 

with communication challenges, facilitating 

their understanding and participation 

in daily routines and activities. It’s 

important to engage children in regular 

conversations about their day, interests, 

and feelings. Ask open-ended questions to 

encourage them to share more details and 

expand their language skills. Or describe 

daily activities or routines as you do them 

together. This helps build vocabulary 

and comprehension skills. For example, 

when cooking, talk about the ingredients, 

actions, and steps involved. 

Ensure that the opportunity to read 

books aloud together happens as often 

as possible. Encourage children to ask 

questions, make predictions about the 

story, and discuss the characters and 

events. This fosters language development 

and strengthens engagement. Incorporate 

visual supports like picture books, 

flashcards, or drawings to reinforce 

learning. Visual aids can assist in 

understanding concepts and encourage 

communication, you can then expand on 

their words or sentences. For instance, if 

they say, “doggy,” you can respond with, 

“Yes, that’s a big brown doggy playing in 

the park.” Additionally, introducing basic 

sign language or simple gestures in the 

classroom promotes communication 

and understanding among all children, 

creating an inclusive and supportive 

atmosphere. 

Above all foster an environment 

where communication is encouraged 

and valued. Encourage turn-taking 

during conversations, and praise and 

acknowledge your child’s efforts to 

communicate effectively. Remember 

every child develops at their own pace. 

Be patient, supportive, and encouraging, 

celebrating their progress and efforts 

along the way. 

Collaboration with 

specialists and families 

In building an inclusive early childhood 

education environment, collaboration with 

specialists and families is paramount. 

Specialists, such as speech therapists, 

occupational therapists, and behavioural 

analysts, offer invaluable expertise and 

support in addressing the diverse needs 

of children. Working together with these 

professionals enables educators to 

implement targeted strategies that cater to 

individual requirements. 

Moreover, fostering strong partnerships 

with families creates a supportive network 

that reinforces inclusive practices both 

at home and in educational settings. 

Families provide invaluable insights 

into a child’s strengths, interests, and 

challenges, facilitating a holistic approach 

to supporting each child’s development. 

Continuing professional 

development in UDL and 

inclusive practices 

To effectively implement UDL and 

create inclusive environments, ongoing 

professional development is essential for 

educators. Training sessions, workshops, 

and seminars focused on UDL principles, 

assistive technology, inclusive teaching 

strategies, and understanding diverse 

learning needs, empower educators 

to refine their practices continually. It 

equips them with the knowledge and 

tools necessary to adapt and tailor their 

approaches to meet the changing needs 

of learners in an inclusive classroom. 

Nurturing inclusive 

environments for lifelong 

learning 

In conclusion, the journey toward 

inclusive early years education involves 

embracing diversity, implementing UDL 

principles, fostering a total communication 

environment, collaborating with specialists 

and families, and investing in continuous 

professional development. By integrating 

these elements, educators create 

nurturing environments where every child 

feels valued, supported, and capable of 

reaching their full potential. 

Ultimately, the commitment to inclusivity 

in early childhood education extends 

far beyond the classroom; it lays the 

groundwork for a future society where 

diversity is not merely acknowledged but 

celebrated. Empowering young learners 

with inclusive experiences during their 

formative years paves the way for a more 

equitable and inclusive world. 

Useful links

Recognising 

symbolically and engage in more 

imaginative play, creating stories and 

exploring new worlds. 

Dr. Kathryn Peckham 

In this article, taken from the course of the 

same name at the Nurturing Childhoods 

Academy, we are going to be looking at 

how you can nurture children’s learning 

from the first day you meet them - from the 

stimulating environments you create, to 

the experiences you offer them. 

We all want our children to do well and 

achieve all they are capable of in life and 

nowhere is this more pronounced than 

with their learning. However, there is so 

much more to early years learning than 

development goals and school readiness, 

and the worst thing we can do is look 

to accelerate them into the unfulfilling 

styles and methods of teaching you may 

remember well! 

If we want to advance our children’s 

interests, capabilities, and motivations, we 

need to offer them experiences that ignite 

their passions and interest in their world. 

early years 

Learning techniques for children involve 

helping them see how capable they are of 

learning, right when their attitudes about 

themselves are forming - and all of this 

begins from the first time they open their 

eyes. 

From the moment they are born, a baby’s 

brain is hard at work, forming intricate 

connections and laying the foundation for 

future learning and experiences. At birth, 

their brain already comprises billions of 

neurons forming the basic building blocks 

of the brain’s intricate neural networks. 

It is wired for connection and interaction 

with others, with billions of synapses being 

formed, strengthened or pruned based on 

their experiences and interactions with the 

world. 

The early years are an extraordinary 

period filled with boundless energy, 

exploration and rapid development, 

as a child’s brain undergoes incredible 

transformations within their cognitive, 

social and emotional growth. During 

this stage, a child’s curiosity knows no 

bounds as they explore, imagine, and 

learning 

potential 

engage with the world around them, 

laying the groundwork for the years to 

come when they are more mobile, vocal, 

and full of past experiences to fine-tune. 

These experiences, received through 

their senses, allow the brain to process 

information, shaping neural pathways and 

facilitating their understanding of the world 

around them. 

A child is also born with the capacity to 

learn any language and young brains 

are primed to absorb and understand the 

intricate nuances of speech. This is why 

language development is a key area of 

brain development and why engaging 

in conversations, reading, singing and 

exposure to a rich linguistic environment 

are so important. You will hear language 

development leap forward during the 

toddler years as children begin to form 

sentences, understand instructions, and 

engage in basic conversations. 

All of which these things supply the 

experiences children need for the 

remarkable surge in language and 

communication skills in the years to come 

as they begin constructing more complex 

sentences, absorbing words, grammar 

and social cues from their environment. 

Children also exhibit some remarkable 

cognitive milestones as understanding 

develops, nurtured through symbolic 

play, cause and effect and engaging in 

problem-solving abilities. As thinking 

becomes more logical and abstract, 

children can begin to solve more 

complex problems, understand concepts 

From the first flutters of their tiny fingers 

to the first time they ride a bike, a child’s 

brain is also working tirelessly to develop 

their motor skills and coordination. The 

brain’s motor cortex and cerebellum play 

crucial roles in controlling and refining their 

movements, allowing children to explore 

and interact with their surroundings. But 

this needs lots and lots of practice as they 

gain greater balance and exhibit more 

precise coordination, developing their 

fine motor skills, becoming more able to 

handle small objects and engage in more 

precise movements. 

The brain is also responsible for emotional 

and social development. Areas such as 

the limbic system and prefrontal cortex all 

play integral roles in regulating a child’s 

emotions, forming their attachments 

and developing their social skills. In the 

early years, the limbic system undergoes 

periods of maturation as children learn to 

identify and express their feelings... but 

I do mean learn and this will sometimes 

come with some familiar frustrations. But 

as the prefrontal cortex matures, you will 

begin to see better impulse control and 

emotional regulation, nurtured through 

positive relationships and environments 

as children develop healthy emotional 

regulation. 

So, how do we stimulate all this brain 

development then? 

✏ First, provide a consistent, nurturing, 

and responsive environment that 

fosters a sense of loving, security and 

emotional well-being 

✏ Engage in face-to-face interactions, 

talking and singing to develop 

language and social skills 

✏ Encourage exploration and hands-on 

discovery, especially outdoors as you 

engage their senses and physical 

development 

✏ Offer puzzles, sorting games, memory 

games and hands-on activities to 

stimulate cognitive growth 

✏ Encourage curiosity by asking openended 

questions that promote critical 

thinking and problem-solving skills 

✏ Allow free and unstructured time 

for imagination and independent 

discovery 

✏ Read to children, sing songs and 

engage in interactive play to expose 

them to a variety of words, sounds 

and ideas 

✏ Offer creative opportunities through 

art, music and imaginative play 

✏ Support social interactions with 

opportunities for parallel and 

cooperative play 

✏ Emphasise the joy of learning at 

every age as you celebrate their 

achievements and foster a growth 

mindset 

✏ Talk to them, with eye contact, smiles 

and genuine engagement - every 

chance that you get! 

Through this whirlwind period of growth 

and discovery, a child’s brain is rapidly 

evolving to absorb the world around 

them, blossoming into a powerhouse 

of knowledge, creativity and social 

understanding. You have the incredible 

opportunity to provide a loving and 

stimulating environment that supports 

and nourishes growing minds. Embrace 

the wonders of this journey, celebrating 

the strengths, interests and milestones of 

each unique child as their development 

unfolds, shaping their brain and laying the 

foundations for their future learning and 

development. 

So, whether you are a parent, practitioner, 

or family worker, join me at the Nurturing 

Childhoods Academy where you can listen 

to talks and access lots more tips and 

suggestions. And there are also materials 

for you to print out and keep handy, giving 

you all the key bits of learning at your 

fingertips. 

If you become a member of the Nurturing 

Childhoods Community, you can come 

and talk with other parents and carers 

about the experiences you are having. You 

might like to swap a funny story or ask 

for some advice. You can also read all the 

new blogs or have a go with a Childhood 

Challenge! 

Scan here for 


from Kathryn: 



World Religion Day 

Arts and crafts 

There are lots of craft ideas around the 

internet associated with different religions 

and you could create different religious 

symbols in paper crafts, playdough, 

cookery or even outdoors in mark-making 

sessions in mud and sand. Think about 

making: 

⭐ A mobile or bunting to hang around 

the setting 

⭐ A religion corner or shrine with 

different religious statues and symbols 

⭐ A map of the world showing where 

different religions originated 

⭐ A collage of different religious imagery 

– look for unusual ideas too such as 

totem poles and animal deities 

⭐ Lotus flower – represents purity for 

Buddhists and Hindus and is also 

important in Islam 

⭐ Yew – a symbol of rebirth 

⭐ Olives, figs and grapevines - 

considered plants given to Muslims 

by Allah 

⭐ Sage – considered by Native 

Americans to have healing and 

cleansing properties 

Take your children on a sensory, natural 

journey around world religions using 

plants. 

Food 

religion. You could hold a peace party or 

set up a unity tree. Bring a large branch in 

from outside and set it securely in a pot. 

You can wrap it in paper, ribbon or wool 

to add colour if you want to. Ask children 

what their wishes are for a peaceful world 

and then write them on a piece of card to 

hang them on the tree. 

However you celebrate, remember to 

let us know by sending your news and 

pictures to us at hello@parenta.com. 

Answer: 

The lotus flower is considered the most 

sacred flower in the world due to its 

symbolism associated with rebirth, healing 

properties, and significance in many 

Eastern and Western religions alike. 

Do you know the difference between 

Hanukkah and Diwali? Can you define the 

Five Pillars of Islam or the makeup of the 

Holy Trinity? And what would you say was 

the world’s most sacred flower? (Answer 

at the end). 

Nearly seventy-five percent of people in 

the world follow one of six major religions, 

being: 

⭐ Christianity 

⭐ Islam 

⭐ Judaism 

⭐ Buddhism 

⭐ Sikhism 

⭐ Hinduism 

However, there are also many other 

religions such as Taoism, Daoism, 

Zoroastrianism, Paganism, Confucianism 

and hundreds of indigenous religions and 

sacred beliefs and practices too. 

World Religion Day gives you an 

opportunity to not only celebrate these 

different religions, but to share new ideas 

with your little ones, help them learn about 

the world, and promote tolerance and 

understanding as set out in the British 

Values. And all this whilst having some fun 

along the way. 

How did it start? 

World Religion Day is celebrated around 

the world on the third Sunday in January 

each year, so, in 2024, it falls on Sunday 

15th January. The day was originally 

set up in 1950 by the National Spiritual 

Assembly by followers of the Baháʼí Faith 

with the aim of promoting understanding 

and peace between all religions. In the 

Bahá’í faith, all religions are thought to 

have common features and should be 

respected equally because they believe 

there is one God who is known by different 

names in all religions. 

Religions often differ in their beliefs about: 

⭐ Gods and deities 

⭐ Holy books and scriptures 

⭐ Fundamental ideas on life and death 

⭐ Geographical origins 

⭐ Major festivals 

⭐ The significance of, and rules around 

food 

⭐ Creation stories 

All these topics would make interesting 

and fun lessons for your children, and 

we’ve listed some ideas to help you 

celebrate the day in your setting. 

Storytime 

Use your storytime to introduce some 

of the main stories behind different 

religions to your children. There are a lot 

of storybooks which tell different religious 

stories in age-appropriate ways for 

toddlers, and there are also videos and 

animations on YouTube. 

Creation stories are often fun to read and 

compare. You could even ask the children 

to come up with their own creation stories 

too. How do they think the world was 

created? 

Remember that you can use drama to act 

out some ideas and stories and if you did 

a Nativity play, then this is an example of 

one religious story. 

Songs and music 

Music and singing are fundamental to 

many religions and there are hundreds 

of songs, hymns, mantras and prayers 

that you could use to teach the children 

about different beliefs. You might want 

to focus on songs that sing about unity 

and tolerance which would be in keeping 

with the day. A traditional folk song which 

celebrates this is “We’ve got the whole 

world in our hands” which you can find at: 

https://www.songsforteaching.com/folk/ 

wevegotthewholeworld.php, but there are 

many others too. 

Gardens and outdoor 

spaces 

Why not celebrate by creating a sensory 

area or a trail through your outdoor space 

that uses different plants or items of 

religious significance like a treasure hunt? 

You could make small wooden crosses or 

Star of Davids, place Buddha statues or 

keywords from religious texts. 

Some plants also have different religious 

significances such as: 

⭐ Basil – important to Christians and 

Hindus 

⭐ Passionflower – representative of 

Jesus’ life 

⭐ Mistletoe – important to Druids and 

Celts 

Use the day to try new foods that are 

important to different religions. You could 

have small pieces for the children to try or 

do some simple cooking with them too. 

You could invite people in to share their 

knowledge too. Think about: 

⭐ Bread – significant to Christians and 

many other religions in different forms 

⭐ Baklava – a Greek dish made of 

33 layers of puff pastry to represent 

the years in Jesus’ life, but also 

significant in Islam around the month 

of Ramadan 

⭐ Modak – a sweet dumpling filled with 

coconut, thought to be a favourite of 

the Hindu gods 

⭐ Mooncake – a Chinese bakery 

favourite or Simnel cake celebrating 

Easter 

⭐ Easter eggs and hot-cross buns - 

with their symbolism of new life and 

regeneration 

⭐ Figs and dates – significant to many 

Middle Eastern religions 

Remember to check about allergies for 

both children and staff before introducing 

any new foods. 

Peace and togetherness 

Perhaps one of the best ways to 

celebrate World Religion Day is to come 

together and celebrate unity, peace and 

togetherness, regardless of age, race or 

More ideas can be 

found at: 

⭐ https://www.bbc.co.uk/teach/worldreligion-day-teaching-resources/ 

zs6fsk7 

⭐ https://www.twinkl.co.uk/event/ 

world-religion-day-2024 

⭐ https://www.woodflowers.com/ 

blogs/how-to-sola/how-flower-areused-in-world-religions 

⭐ https://nowpressplay.co.uk/5-worldreligion-day-activities-blog/ 

Scan here for 

more references 

& information: 



Embedding 

culture in your 

“That’s because, in a healthy culture, 

there are clear expectations. Expectations 

around how work gets done, why that 

work is important and how teams are 

expected to treat each other. There is 

also a sense of alignment between the 

company vision and core values and how 

those values and vision show up in the 

workplace.” 

What do we look like? What do we sound like? What do we act like? 

How do we present ourselves 

and our environment; what do 

people see? 

Our dress code – can we 

express our individuality? 

How do we communicate with 

colleagues, parents and children? 

Language – what kind of language 

do we use in the staff room/on the 

floor/with parents? 

How do we behave at work? 

Which attributes are evident? 

Gossiping 

Helpfulness 

Pam McFarlane 

I am a globetrotter, a wayfarer and a 

wanderer. I have visited twenty-two 

countries and made my home in four. For 

every traveller, the most fascinating part of 

travelling is experiencing the local culture 

of the places we visit. I have wrestled 

(unsuccessfully) in an impromptu wrestling 

competition next to a clear blue river in 

Mongolia, survived a 7.2 earthquake in 

The Philippines and enjoyed the dubious 

pleasures of long-drop toilets in the hills of 

Venda, South Africa. I have ridden a very 

grumpy camel under a moonlit Saharan 

desert sky and had a full-blown panic 

attack in a crowded, chaotic Moroccan 

medina. 

Planning to set up a school on a tropical 

island seemed a good idea when I was 

living in the suburbs of Johannesburg. 

However, when I disembarked from a local 

ferry onto a seaside market on a small 

Philippine island, with the smells of dried 

fish and mangoes heavy in the humid air, 

I realised I hadn’t quite taken the cultural 

difference into account. This was a very 

different world, one whose norms I could 

not comprehend. I knew instantly that this 

society worked in ways that I had to learn 

and understand. 

There are commonalities between cultures, 

especially today in the age of globalisation 

and easy online access. In the middle 

of a very deprived community in Addis 

Ababa, I swapped Facebook details with 

a local teacher. Last month I connected 

with a teacher in Botswana – we met 

over WhatsApp and shared our areas of 

interest. I scroll through TikTok as I relax on 

my bed and am connected with a myriad 

of different cultures whilst dressed in my 

pyjamas. 

early years ethos 

Today, almost worldwide, there is a 

common dress code; jeans and T-shirts, 

business suits, tracksuits and trainers are 

found wherever you go. However, when 

you are in a different country, the subtle 

and not-so-subtle differences are there. 

Architecture, music, transport, language, 

clothing, and food, all tell us where we are. 

These things tell us what is important and 

what is expected. 

Culture is defined by the Cambridge 

Dictionary as:

Planning: risk 

assessments 

Are you compliant with your Health & 

Safety responsibilities? Do you have all 

your necessary risk assessments in place, 

working and up-to-date? 

Planning is important in early years work, 

but planning to reduce risks around 

young children is essential. All early years 

workers have a duty of care towards 

the children they look after to prevent 

accidents and injuries, so read on to make 

sure your planning is robust in this area. 

Why do risk assessments? 

It is usually the responsibility of the 

owner or the Health and Safety Officer 

to ensure that all risk assessments are 

completed, and that effective procedures 

and protocols are set up using the 

information collected. However, ALL early 

years staff should have knowledge of risk 

assessments to be able to assess each 

situation in real time, so that they do not 

put children in harm’s way. 

Everything has a risk associated with it. 

Even lying in bed doing nothing carries 

a risk of developing bed sores and 

wasted muscles, so there is nothing 

that is 100% ‘risk-free’. The purpose of a 

risk assessment is to identify potential 

dangers and then take action to reduce 

them. It is not possible to eliminate every 

risk for every situation, but it is possible 

to minimise risk. There will be times that 

you will have to cross the road or travel on 

public transport for example, which have 

their own risks, but planning the route 

carefully, using a zebra or pelican crossing, 

having enough staff to supervise the 

children, and wearing high-viz jackets will 

minimise these risks. Where this has been 

done and the risk is considered low, then 

activities can usually go ahead. 

When should a risk 

assessment be done? 

Risk assessments should be undertaken 

whenever there are activities or practices 

which could pose a risk to the children, 

OR to the adults involved in their care. 

So, for example, most settings will know 

that a risk assessment needs to be done 

for a trip out of the setting, but did you 

know that it is good practice to do a risk 

assessment if a member of staff becomes 

pregnant and continues to work in the 

setting? 

Since there are an infinite number of 

things that could happen every day in 

any setting, identifying all of them would 

be impossible and there is always the 

potential for a freak accident that no one 

could foresee. However, by considering 

what ‘could’ happen carefully, and 

identifying common hazards and risks, 

you will be doing the best you can to keep 

everyone safe. 

Below is a list of common situations where 

risk assessments should be undertaken in 

early years settings: 

Access to the centre such as staff 

access and security 

Children and parents arriving and 

leaving the setting 

Transport 

Feeding children including 

lunches and snack times 

Allergies 

Children needing to use the toilet and/ 

or personal care routines 

Hand washing and teeth 

cleaning 

The storage, 

administration 

and recording 

of any 

medication 

All aspects of 

outdoor 

playgrounds 

and play areas 

such as gardens, sand pits or ponds/ 

water 

All indoor areas and play equipment 

Safety features such as fire alarms/ 

extinguishers/gates and fences 

Additional needs of any babies or 

children with SEND 

Excursions outside the setting 

including going for a walk or on a 

visit/trip 

Playing with different materials such 

as mud, water, sand, art materials 

Pregnant members of staff or those 

with additional needs 

Home visits and personal safety with 

parents or visitors 

Working from heights or lifting/ 

carrying/moving things 

Storing, preparing and cooking food 

Spillages and accident management 

Using chemicals such as cleaning 

routines 

Maintenance of all sites and 

equipment 

Emergency evacuation and 

procedures (e.g. intruder) 

Each setting may have additional specific 

areas that need risk assessments, (e.g. 

Forest School, swimming/paddling pool 

etc.,) but the above list is a good start. 

Look also at your Health and Safety policy 

and legislation from the Health and Safety 

Executive www.hse.gov.uk/ for more 

information on workplace safety. 

How to conduct a risk 

assessment 

The actions needed for a risk assessment 

are: 

1. Identify hazards – look for the 

dangers involved 

2. Assess the risk - decide who/what is 

in danger and to what level 

3. Identify the precautions and 

control measures needed to 

reduce the risk to an acceptable 

level – what should be done? By 

whom? And by when? 

4. Record the findings – create a 

document and log actions 

5. Review the process regularly – 

especially in the light of changes, near 

misses or accidents 

The table to the right is an example of a 

risk assessment template that you could 

use, and some example entries. 

Obviously, these are just examples and 

other templates are available on various 

websites, either free or for a small fee 

including: 

mindingkids.co.uk/downloads/riskassessments-pack/ 

www.twinkl.co.uk/resource/riskbenefit-assessment-template-cfeslm-40 

www.earlylearninghq.org.uk/latestresources/early-years-setting-riskassessment-template/ 

In some cases, you may need to do 

individual risk assessments for specific 

people, for example, for children with 

SEND. 

Accidents 

Early years settings should also pay 

particular attention to the risk assessments 

for the prevention of accidents because 

young children will not always understand 

danger in the way that adults do. The six 

most common accidents amongst children 

are: 

Falls/slips 

Burns 

Area to be assessed 

Choking 

Drowning 

Hanging/suffocating 

Poisoning 

See www.rospa.com/policy/home-safety/ 

advice/accidents-to-children for more 

information on accident prevention. 

Legislation 

Playground 

equipment 

The Health and Safety at Work Act 1974 

places responsibility on the employer 

(i.e. your setting’s governance board or 

owners) to ensure that the work setting is 

as safe as possible. Insurances must be 

in place and each setting must display 

a Health and Safety Executive poster 

detailing who is responsible for safety in 

the setting. Information leaflets should also 

be distributed to workers. 

Your setting must also comply with 

other legal responsibilities such as 

keeping COSHH (Control of Substances 

Hazardous to Health) files and RIDDOR 

(Reporting of Injuries, Diseases and 

Dangerous Occurrences Regulations). Risk 

Person assessing area 

Mrs Jones 

Date of assessment 1/9/23 Date of next review 1/9/24 

What is the 

hazard? 

Swings: 

children could 

fall and injure 

themselves 

Swings: 

chains/ropes 

could fail and 

children fall 

Who is at 

risk? 

Children, 

staff 

Children, 

staff 

Risk before 

control 

measures 

High 

Medium 

Control 

measures put 

in place 

Child-safe 

surfacing 

provided around 

and under all 

equipment 

Adult supervision 

in required ratio 

at all times when 

children using 

equipment 

First aider always 

on site 

Maintenance 

contract in place 

with supplier 

Date of last 

inspection 

checked and 

recorded 

Control 

measures 

checked/ 

dates 

Yes – 1/9/23 

Site Manager 

Yes – ongoing 

All staff 

Yes – 

ongoing daily 

checks 

H&S Officer 

Yes – 

25/4/23 

Office 

Manager 

Yes – 14/9/23 

H&S Officer 

Low 

Low 

Final risk 

rating 

assessments will be a major part of these 

procedures too. 

Risk assessments are essential, so plan 

them well, record and review them 

regularly to stay compliant and keep your 

staff and children safe. 

Scan here for 





Dr. Mona Sakr 

In this article, we consider what makes 

working in the baby room different to 

working in other parts of the nursery and 

why it is essential that more professional 

learning is designed, specifically with baby 

room educators in mind. We need to grow 

the sense of community and confidence 

among baby room leaders so that they 

can get the support they need to meet the 

demands of the job. 

The baby room: 

distinct experiences 

and challenges 

Working in the baby room is different to 

working in any other part of the nursery 

and comes with distinct challenges. To 

give just a few examples: 

Professional 

learning for baby 

room educators 

❤ Educators in the baby room are at 

the forefront of dealing with parents’ 

anxieties around leaving their babies 

in the care of others for the first time. 

At the same time as responding to 

babies’ intense settling emotions, 

educators are also effectively ‘settling 

in’ the parents 

❤ In the baby room, educators have to 

manage individualised routines of 

sleep, bottles and feeding, while also 

ensuring that getting through these 

routines doesn’t completely take over 

the day and leave no time for rich 

interactions and mindful play 

❤ Another challenge in the baby room 

is getting outdoors. While children 

in the toddler and pre-school rooms 

can wander outside by themselves, 

babies often have to be carried. This 

can make it tricky to spend as much 

time in nature or the local area as 

you’d like to 

The ‘infant practicum’ 

Research in early childhood education and 

care recognises the different experiences 

that those working with babies have. 

Researchers Susan Recchia and Minsun 

Shin coined the term ‘infant practicum’ 

to talk about the special knowledge, 

understanding, expertise and skills that 

those working with the very youngest 

children develop and contribute. The 

infant practicum involves a special kind 

of wonder and curiosity that baby room 

educators develop as they engage with 

babies. Rather than rushing in to do things 

for babies or setting up more structured 

activities, baby room educators master 

sitting back and intently observing. Recchia 

and Shin argue that we need to celebrate 

this special approach and support all 

early years educators to learn from what 

happens in the baby room. 

Professional learning 

for baby room 

educators 

Given the distinctiveness of what 

happens in the baby room and the 

special knowledge and skills that baby 

room educators need, you would think 

that targeted support for baby room 

educators would be readily available. You 

would think that the availability of this 

professional learning would be growing 

at this point, when it looks as though 

UK nurseries will be asked to extend the 

provision in the baby room with subsidised 

funding for much younger children to 

attend nursery than ever before. Though, 

there is a severe lack of professional 

learning courses, resources, networks and 

coaching that speaks specifically to the 

experiences of those working and leading 

in the baby room. 

Nadine, a baby room leader working 

in a seaside town nursery in Scotland 

explains that “We are always having 

to adapt training that is designed with 

older children in mind. We must take the 

guidance that is given about working with 

toddlers or pre-schoolers and think about 

how we can make it work for the babies. 

It’s so hard to find anything specific to 

what happens in the baby room”. 

This must shift. What we need is a 

movement of support for baby room 

educators. This would look like a growth 

in the number of courses and resources 

to support what happens in the baby 

room. It would look like an opportunity for 

baby room leaders to come together and 

develop communities of reflection and 

connection. 

Baby Rooms – 

Inspiring Leaders 

I set up the project Baby Rooms – Inspiring 

Leaders (BRIL) to contribute to this shift. 

An initial pot of funding came from the 

British Education Leadership Management 

and Administration Society (BELMAS) to 

support a group of nursery managers, 

baby room leaders and early years 

trainers to come together and imagine 

what a course for baby room leaders 

would involve and how it would work. 

In September 2022, we ran the first BRIL 

course: “An Introduction to Baby Room 

Leadership”. The attention the course 

received was absolutely overwhelming. 

I opened the course with 20 places but 

these had gone within the first hour of 

mentioning the course on social media. I 

increased the number of places to 50 and 

these had disappeared within 24 hours. 

The waiting list of baby room leaders 

eager to join quickly grew. Running the 

course for the second time in Autumn of 

this year, the response has been equally 

positive. It shows just how much of a 

demand there is for targeted baby room 

leadership development. 

Building on the amazing responses to 

these free courses, BRIL now has a life of 

its own. We’re running a wide range of 

courses, from intensive reflection-driven 

courses looking at how we respect the 

rights of babies in the baby room, to oneoff 

workshops brainstorming ideas to grow 

more creativity in the baby room. We’ve 

also released workbooks and resources 

looking at different aspects of baby room 

education and baby room leadership, 

and we’ve introduced a coaching service. 

Everything is targeted specifically to those 

working in the baby room. 

All of this though is just the tip of the 

iceberg. The mission, which is so much 

bigger than BRIL, is to generate increasing 

levels of confidence and community 

among baby room educators so that they 

can not only demand better professional 

learning, but also generate more of it for 

themselves. Baby Room Leader, Nadine, 

who was involved in the design of the first 

BRIL course, has now gone on to create a 

local network of baby room leaders who 

regularly visit each other in their settings 

and meet up to exchange experiences 

and solve problems together. 

This is an inspiring example of what can 

happen when we commit to valuing what 

baby room educators do and taking 

seriously the professional learning needs 

of those who work with the very youngest 

children in the nursery. 

Scan here for 


from Mona: 



The International Day of Education, 

observed globally on 24th January, is 

“dedicated to promoting the significance 

of education in fostering peace and 

sustainable development”. For us in the 

early years industry, it’s an opportunity 

to infuse excitement into learning while 

involving both children and staff in a 

celebration that transcends the early years 

setting. 

In this article, we’ll explore the essence 

of the International Day of Education 

and discuss engaging activities that can 

benefit both children and staff, along with 

strategies to get parents actively involved 

in the celebration. 

Understanding the 

International Day of 

Education 

The International Day of Education, 

declared by the United Nations, aims 

to underline the transformative power 

of education and advocate for its 

accessibility to all. It serves as a reminder 

that education is not only a fundamental 

human right but also a key driver of 

progress and development worldwide. 

Celebrating 

International Day of 

Education 

A joyful journey of learning in early years 

lift many out of poverty and pave the path 

for a promising future. 

According to UNESCO’s statistical data, 

an estimated 258 million children are 

not in school. The situation is worse for 

marginalised communities, those living 

in areas with higher inequality, and 

underdeveloped countries. The bitter 

reality is that there are countless societies 

around the world today where education 

is dismissed as unnecessary. 

International Day of Education is a call 

for action - bringing individuals, civil 

society, and policymakers to take solid 

steps towards ensuring that education 

is given to children, as well as improving 

youth engagement in education. Learning 

programmes should be designed for 

the needs of different demographics, 

converging to one main goal; equipping 

children with the education needed for 

employment and better futures. 

Here’s how to get the 

children, the team 

and the parents 

involved! 

Global learning adventures 

Transport children on a journey around 

the world by organising activities that 

explore different cultures, languages, and 

traditions. Incorporate storytelling, music, 

and art to make the learning experience 

immersive and enjoyable. 

Creative arts and crafts 

Engage children in hands-on activities 

like creating their own crafts related 

to different countries. This not only 

enhances their creativity but also 

reinforces educational concepts. 

Why not try these activities 

for staff which can be used 

for CPD training? 

Professional development sessions 

Plan professional development sessions 

for staff to explore innovative teaching 

methods, discuss current trends in early 

childhood education, and share best 

practices. This can contribute to their 

continuous growth as educators. 

Collaborative learning 

Foster a collaborative learning environment 

among staff members. Encourage the 

sharing of ideas, strategies, and success 

stories, creating a supportive community 

within your setting. 

Reflective practice sessions 

Organise sessions where staff can reflect 

on their teaching practices and share 

insights. This can enhance self-awareness 

and contribute to a culture of continuous 

improvement. 

Involving parents 

Open day celebrations 

Designate a special day for parents 

to visit the early years setting. 

Showcase children’s projects, conduct 

demonstrations of learning activities, and 

involve parents in interactive sessions. 

Communication channels 

Utilise various communication channels 

such as newsletters, emails, and social 

media to keep parents informed about 

the significance of the International Day 

of Education. Share updates on planned 

activities and encourage their active 

participation. 

Volunteer opportunities 

Provide parents with opportunities to 

volunteer in organising and participating in 

events. This not only strengthens the sense 

of community but also demonstrates the 

collective commitment to education. 

Supporting charities 

Aligning itself with the objectives of the 

UN’s International Day of Education, 

Parenta’s charity, the Parenta Trust, 

aims to support disadvantaged children 

across the world by providing them 

with the opportunity to receive a quality 

pre-school education, in a safe and 

loving environment. It is committed to 

helping orphaned and underprivileged 

children across the world reach their full 

potential. The charity’s mission is to make 

a difference to these children’s lives and 

give them the best possible start - one 

that every child deserves. You can find 

out more about the early years charity at 

www.parentatrust.com. 

As we celebrate the International Day 

of Education in early years settings, let’s 

embrace the opportunity to create a 

joyful and enriching learning experience 

for children, staff, and parents alike. By 

fostering a sense of global awareness, 

collaboration, and continuous 

improvement, we contribute to the holistic 

development of our young learners and 

nurture a community that values education 

as a beacon of progress. Together, 

let’s make every day an educational 

celebration!

Frances Turnbull 

While many children start speaking early, 

not all children do. In fact, for parents 

whose children do not start speaking early, 

it can be heart-breaking to hear other 

parents talk about their frustrations with 

children who won’t stop talking. 

Children may not speak fluently for many 

reasons, from physical impediments to 

neurological or learning differences. When 

a delay is identified, it is helpful for parents 

to be guided towards medical assessment. 

Not only can this eliminate more serious 

conditions, but it can also open doors 

for early intervention. One easy and 

accessible activity that can support 

intervention is singing familiar songs.

How to implement the 

new EYFS changes 

Over the years there have been several 

changes to the EYFS, and a revised version 

has recently been published. 

The Government also recently published 

the results of this consultation, with some 

changes being rejected. 

Settings should now: 

☑ Implement any statutory changes – 

things you MUST do 

☑ Reassess areas where changes are 

recommended or suggested – things 

you COULD do 

☑ Inform and train your staff 

☑ Tell your parents/carers about the 

changes you implement 

Recent changes are designed to: 

☑ Offer settings more flexibility on 

staffing and relevant qualifications 

☑ Make things more practical for 

different types of settings 

☑ Reduce known burdens, especially in 

recruiting and training staff 

☑ Help settings provide children with a 

high-quality education 

The principles of good practice, 

characteristics of effective learning, and 

curriculum areas are unchanged. The 

main changes have to do with staffing 

ratios and who can and cannot be 

included in calculating staff ratios. These 

changes may ease burdens on many 

settings as finding qualified staff is difficult, 

and budgets are squeezed. 

The main change is that the statutory 

minimum staff ratio for children aged 2, 

has changed from 1:4 to 1:5. This means 

that if you have 20 children aged 2 in your 

setting, you would need 5 staff under 

the old system, but only 4 staff under the 

new ratio measures. Although this has 

been controversial and opposed by many, 

the Government says that the change is 

optional, and settings are still free to work 

with more staff if they prefer. Managers 

will need to decide what is right for their 

setting, the children they look after and the 

staff they have. 

Students and apprentices are not normally 

counted in ratios for qualified staff but may 

now be counted as unqualified staff in 

some circumstances. The 2023 changes 

now allow some suitable staff to be 

included in the level below the one they 

are studying. Therefore, if an apprentice 

is studying for a Level 3 qualification, they 

can be counted in the ratio of staff with a 

Level 2 qualification as long as they are 

considered “competent and responsible” 

by the setting. If you do this, however, 

be prepared to support your decision if 

questioned. In truth, Ofsted has said that 

they are unlikely to “count heads” as they 

inspect a setting, however, the real test, 

is whether management feels that they 

have left children in the care of enough 

competent people, and this would be a 

safeguarding concern if the answer is ‘no’. 

The changes now also remove the 

requirement for Level 3 staff to hold a 

Level 2 Maths qualification (equivalent to a 

GCSE). Instead, settings must ensure that 

their staff are sufficiently knowledgeable 

in maths to deliver high-quality provision 

in this area. This may relieve the pressure 

on settings where staff have good maths 

knowledge, but no paper qualifications. 

Settings should satisfy themselves that 

there are enough staff with a good 

enough knowledge of maths or upskill 

workers if needed. 

In all these areas, the Government is keen 

not to be too prescriptive about how staff 

are deployed and stresses that the ratios 

work across the setting as a whole, not for 

each room. 

See earlyyears.blog.gov.uk/2023/04/20/ 

how-staff-to-child-ratios-work for more 

information on how ratios work across 

the setting. 

EAL students 

Another change which may alleviate 

staffing issues is the requirement that 

providers “must” support children with 

English as an Additional Language (EAL) 

to develop their home language. This 

has changed from “must” to may”, which 

can help if you have been struggling to 

find staff or volunteers who can speak 

the child’s first language. However, best 

practice would say that helping children 

with their first language as well as 

teaching them English, benefits them in the 

long term, so you may still want to seek 

out opportunities to promote this in your 

setting. 

Changes to supervision 

during snack and mealtimes 

There is an important word change around 

the supervision of children when eating. 

Adequate supervision when eating now 

requires staff to be in sight AND sound of 

children to reduce choking risk. This is a 

change from “sight OR sound”. This means 

that staff need to be in the same room and 

looking at/listening to the children during 

snack and lunch times. 

There are some other minor changes 

around qualifications and the new 

separate EYFS versions can be viewed at: 

www.gov.uk/government/publications/ 

early-years-foundation-stageframework--2. 

The Government response to the 

consultation can be found at: 

assets.publishing.service.gov.uk/ 

media/653a7a0ee6c9680014aa9bc6/ 

Early_years_foundation_stage_regulatory_ 

changes_-_consultation_response.pdf. 

How to implement change 

Some people find change stressful, so as 

a manager or leader, you will need to take 

steps to ensure a smooth transition from 

one way of working to another. Always 

stress the positive aspects of the change 

and try to avoid the tendency to focus on 

negative aspects. Make sure you inform 

and train your staff accordingly - and offer 

them support as and when needed. You 

may need to support managers too if they 

are responsible for delivering changes. 

Practitioners are called on a lot to make a 

“professional judgement” so it’s important 

to support your staff and managers to 

make these, be reflective about what 

is working and what is not, and adjust 

procedures and practices when needed. 

It may be a good idea to contact other 

local nurseries, or review industry advice 

to see how others are coping with the 

changes, and perhaps contact your Local 

Authority to see if they have any further 

advice or courses relevant to the changes 

needed. Some companies like Parenta 

offer CPD for staff which could be useful. 

Embedding the changes 

As with most aspects of the statutory 

guidance, the best way to prove that you 

are compliant and following the rules, is 

to have strong evidence and to embed 

things across the setting. Ofsted inspectors 

want to see practices embedded across 

the whole setting, rather than a one-off 

example as a tick-box exercise. 

Creating a parent guide 

If you have not already done so, sending 

parents a short guide to the changes and 

how this will affect their children is useful. 

This could be done as: 

☑ Article or blog on your website 

☑ Newsletter or information sheet – 

either printed and sent/handed out, 

emailed home or published online 

☑ A video or vlog outlining the changes 

☑ An in-person parent information 

session 

☑ Telephone calls home 

At the very least, you should signpost 

your parents to sites which show them 

the general changes that have been 

introduced, but it would be good practice 

to personalise the changes so that they 

are relevant to their children in your setting. 

☑ nationalnurserytraining.com/ 

navigating-the-2023-changes-to-theeyfs-a-comprehensive-guide/ 

☑ app.croneri.co.uk/feature-articles/ 

what-changes-eyfs-mean-providersseptember-2023 

Scan here for 





EYFS activities: 

Literacy 

In the EYFS, literacy plays a pivotal role in fostering crucial developmental skills in young children. Early exposure to 

literacy activities, including reading and language-rich interactions, lays the foundation for effective communication 

and comprehension. 

It not only promotes achievement in language but also enhances cognitive abilities, critical thinking, and problemsolving 

skills. Moreover, it nurtures a love for reading and learning, setting the stage for a lifelong journey of 

exploration and knowledge. 

The emphasis on literacy in the early years is integral to preparing children for academic success and equipping 

them with essential tools for communication and self-expression. 

Word tracing with pom-poms 

You will need: 

• Printed word templates or marker pen and 

paper 

• Plastic tweezers 

• Small pom-pom balls 

• Collect printed word templates or use 

a marker pen to write words on sheets 

of paper. Write simple words or create 

sentences on the paper, either using 

printed templates or a marker pen 

• Make sure to write in large print, or use 

large word templates for easy placement of 

the pom-pom balls 

• Introduce the plastic tweezers to the 

children and explain the activity, then 

instruct them to use the tweezers to pick up 

the small pom-pom balls 

• Encourage the children to trace the outline 

of the words on the paper using the pompom 

balls 

• Emphasise feeling the words as they trace, 

associating the tactile experience with word 

recognition 

• Make the activity more engaging by 

allowing the children to create their own 

patterns or designs while tracing the words 

• If using sentences, discuss the meaning of 

the words and the context of the sentence 

to reinforce understanding 

By combining a sensory experience with word 

learning, this activity provides a playful and 

effective way for children to engage with 

language while refining their motor skills. 

More on this activity and others can be found 

here: https://kindergarteniscrazyfun.com/10- 

ways-to-teach-sight-words-for-literacy-stationand-guided-reading-group-activities/ 

Alphabet matching puzzle 


• Paper plates 

• Coloured marker pens 

• Child-friendly scissors 

• Cut the paper plates in half using scissors 

• Aim for slight variations in the cuts for each 

plate 

• After cutting a plate, use the coloured 

marker pens to write a lowercase letter on 

one half and the corresponding uppercase 

letter on the other 

• Consider starting with the letters of the 

child’s name for a personalised touch 

• Continue this process for all the plates, 

creating sets of puzzle pieces with 

matching uppercase and lowercase letters 

• Once all puzzle pieces are ready, shuffle 

them around on a flat surface 

• Encourage the children to match the pieces 

by connecting the uppercase and lowercase 

letters 

• Prompt discussions about the alphabet 

letters and their sounds as the children 

engage in the matching game 

• While playing, discuss the similarities and 

differences between the uppercase and 

lowercase letters 

• Reinforce learning by emphasising the 

importance of recognising both forms 

This simple and interactive activity not only 

enhances letter recognition but also provides 

an engaging way for children to explore the 

alphabet and its characteristics. 


here: https://toddlerapproved.com/alphabetpaper-plate-puzzles/ 

Storytime fun 


• A fun storybook 

• Choose an engaging and age-appropriate 

storybook that captivates the children’s 

interest 

• Begin reading the story, and after each 

sentence or page, encourage the children to 

participate actively 

• Prompt them to act out the actions of the 

story characters 

• Engage the children by asking questions 

related to the story 

• Encourage them to express themselves 

by answering questions and sharing their 

thoughts on the narrative 

• Watch as their imagination shines through 

as they bring the story to life through 

actions and responses 

• Use this interactive approach to enhance 

comprehension skills by ensuring the 

children understand the storyline and 

characters 

• Utilise this opportunity to promote 

communication skills by encouraging the 

children to articulate their thoughts and 

experiences related to the story 

• Experiment with different stories and 

adapt the level of interaction based on the 

children’s age and preferences 

• Allow room for creative interpretations and 

adaptations of the story actions 

By transforming traditional storytime into an 

interactive experience, this activity not only 

makes reading enjoyable but also contributes 

to the holistic development of children, 

encompassing comprehension, confidence, and 

communication skills. 


here: https://www.firstdiscoverers.co.uk/earlyyears-literacy-games-activities/ 

36 January 2024 | parenta.com

Child 

development 

Gina Bale 

Dance and movement - part 1 

This is a two-part article on 

dance and movement with 

information, simple guides, 

and questions to help you 

include this valuable activity 

in your setting. 

Dance and movement 

Dance and movement allow children to 

use their whole body as they explore 

movement and develop an awareness 

of their physical abilities. It is also unique 

as it is both very physical and expressive 

all at the same time. Movement is the 

fundamental means of human expression. 

It doesn’t cost anything to do as no 

equipment is needed apart from their 

own body (the instrument) and the area 

or space (the medium) in which they can 

move. This is incredible when you think 

of all the skills movement and dance 

promote in developing personal, social, 

and emotional development, critical 

thinking skills, and movement memory, 

that will help them in school and life. 

Movement memory: is the ability to copy, 

repeat and remember actions, phrases, 

and patterns. This starts with actions and 

rhymes with babies and progresses to a 

movement phrase or dance that lasts for 

several minutes. 

Sadly, despite this, movement and dance 

are almost invisible if you compare them to 

the volume of music and other visual arts 

that are all around us through the medium 

of social media, TV, radio, art galleries, 

cinemas, magazines, advertisements and 

books. 

Question: Have you researched the 

age-appropriate, opportunities in your 

local community for children to dance and 

watch dance? 

The art of expression 

Dance and movement are the universal 

language of communication. The way 

the body expresses our emotions and 

thoughts is critical as we read body 

language before we hear and listen to 

what is being said. This is known as the 

‘Communication Rule Theory’ (created by 

Professor Mehrabian and Morton Wiener 

in 1967). The 3 C’s of communication are 

divided into spoken words, tone of voice, 

and body language. 

The chart below shows how much we 

express our thoughts and emotions with 

our bodies. 

Question: Have you thought about how 

you express your emotions of happiness, 

excitement, anger, and sadness in your 

body movements? 

Body 

language 

55% 

Dance and movement is 

for ALL! 

Everyone can move and dance no matter 

their needs and physical abilities. The 

biggest hindrance to children’s movement 

is adults. Adults, unconsciously, bring in 

their assumptions to the class of children’s 

abilities and potential. In our diverse 

population, it is also important to be 

sensitive to varied beliefs and attitudes 

about movement and dance as an activity 

in your setting. 

Question: What are the obstacles to 

incorporating movement and dance 

in your setting and how can they be 

overcome? 

With movement, some children may be 

anxious, or resistant and find it easier to 

work with adult support and guidance, 

while others are confident and selfassured. 

Our role is to facilitate and 

engage them in the activity. 

Spoken word 

7% 

Tone of 

voice 

38% 

If you are enthusiastic, having fun, and 

confident in your movement, this will 

encourage your children to become 

involved. When they are involved, you are 

helping to nurture their physical, creative, 

imaginative, emotional, and cognitive 

skills. 

By incorporating movement and dance in 

your setting, you are helping to prepare 

them to lead healthy, active lives and feel 

confident with the activities within the PE 

National Curriculum when they transition 

to primary school. 

Cultural exploration 

All dance has a cultural context and can 

be explored with your children. Dance 

defines communities but can also bring 

them together through the universal nonverbal 

communication that is the language 

of dance and movement. 

Question: Have you explored dance from 

different cultures and countries with your 

children? 

What can our bodies 

do? 

✨ Actions 

Our bodies can travel, turn, jump, gesture 

and be still. All children can join in all 

these activities with your assistance and 

adaption to their physical needs. 

Travelling: The transfer of weight to move 

across space either by using our feet or 

other body parts. 

Turning: The body rotates around an axis. 

It can be varied by the body shape, size of 

the rotation, use of feet, level, and speed. 

Jumping: Leaving and landing on the 

floor and this can be done with different 

types of jumps. 

Types of Jumps 

One foot to the same foot, one foot to the 

other foot, both feet to both feet, one foot 

to both feet and both feet to one foot. 

Gesture: Moving a part of a body that 

does not involve a transfer of or bearing of 

weight. This is used to communicate the 

meaning of the movement. 

Stillness: The ability to control or stop a 

movement. 

✨ Dynamics 

The qualities of movement and dance 

are known as the dynamics and how the 

body moves. This provides the colour and 

textures of a movement. Laban’s analysis 

of movement has given us four elements. 

Weight, space, time, and flow as every 

action the body does has energy, speed, 

and continuity. 

✨ Space 

Where the body moves provides the visual 

design of dance. The use of space helps to 

communicate the meanings using shape, 

level, and air patterns. 

✨ Relationships 

How we move and dance with each other 

varies from the simplest relationship of 

leading, following, copying, and mirroring 

to the complex use of counterpoint. 

Now we know what the body is capable 

of, we are ready to create and move and 

dance together. 

In part 2 of this article, I will cover 

movement and dance as an ‘Art’ 

model and how you can incorporate 

this in your setting for ALL children. 

Scan here for 


from Gina: 



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