May 2024 Parenta Early Years Magazine

Issue 114 

MAY 2024 

COVER 

A.R.T. - more 

than paintbrushes 

Summary of statutory 

“Working Together to 

Safeguard Children” 

Early years movement 

in a wonderful, 

musical world 

+ lots more 

EYFS activities 

inside! 

This month… 

Personal, Social 

& Emotional 

Development 

Play-Based approach 

to Ofsted inspections 

How to improve your setting’s image 

The new Level 3 EYE - all you need to know

12 

30 

24 

Hello 

Welcome to our family 

Welcome to the May edition of Parenta magazine! 

18 

It’s been a busy few months in the world of early years with updated legislation, guidance, staff ratios and apprenticeship 

standards. We cover it all in the Parenta magazine! 

Our focus in May is around Ofsted and looking at ways in which we can continue to support settings with preparing for 

inspections. We have a wealth of advice, tools and resources to help with this, including author Chloe Webster’s guidance on 

a paperless and play-based approach to Ofsted inspections. 

Save the date! Join us on 21st May for our highly anticipated Ofsted webinar, with seasoned HM Inspectors Wendy Ratcliff 

and Phil Minns. They will be discussing the recent changes to the EYFS and the results of the Best Start in Life research. Don’t 

forget to register at www.parenta.com/webinars - you will earn a CPD certificate if you attend! 

Regulars 

10 Write for us 

36 EYFS Activities: Personal, Social & 

Emotional Development 

News 

Advice 

26 

4 Congratulations to our Parenta Learners 

6 Improving your setting’s image: lessons from a 

business expert 

8 Childcare news and views 

Industry Experts 

12 Strategies to try when they won’t eat: part 2 

18 Paperless & play-based approach to Ofsted 

inspections in early years settings 

22 Summary of statutory “Working Together to 


26 A.R.T. - more than paintbrushes 

30 Musical medicine: early years movement in a 

wonderful, musical world 

38 One size doesn’t fit ALL! 

38 

We have more fantastic articles in store for you this month including; Parenta’s CEO Dr Allan Presland continues his expert 

advice on how to improve your childcare business, early years safeguarding expert Yvonne Sinclair updates us on the latest 

statutory guidance, we take a deep dive into the new staff ratios and we are given a musical medicinal dose of dance and 

music with Frances Turnbull and Gina Bale. 

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 

14 Mental health strategies for early years practitioners 

20 International Family Equality Day 

24 Outdoor Classroom Day 

28 Tools and resources to help improve your setting 

32 A guide to Level 3 childcare apprenticeships 

34 Understanding the impact of new staff ratios in early years 

2 May 2024 | parenta.com 

parenta.com | May 2024 3

What do our customers 

say this month? 

Just a few of the many terrific testimonials we have received in April! 

“I am really thankful to my tutor Tonni, she has been 

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apprenticeship. She has made such a significant 

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Xhuana Muratit 

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She has helped me so much in such a short time to 

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Biatriz Jimenez Haro 

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Toni Curley 

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Mariia Taras 

“Very helpful with any help that I need with my course. 

My tutor, Naomi, was great and quick with marking 

any work.” 

“Tonni has been an absolute godsend throughout 

my journey studying for my Level 3 in childcare. Her 

unwavering kindness and patience have been a 

source of comfort, especially in an industry where, as 

a man, I sometimes feel like an outlier. Tonni’s support 

and encouragement have helped me navigate any 

doubts or insecurities I’ve faced. 

With her guidance, I’ve not only gained valuable 

knowledge but also developed a new-found 

confidence in my abilities. It’s clear that she genuinely 

cares about her students’ well-being and success. I’m 

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doubt that friends and family would be proud of the 

positive impact she’s making!” 

Donnell Griffiths 

Laxmi’s care and commitment to her learners are truly 

unparalleled. She goes above and beyond to ensure 

that each learner receives the attention and guidance 

they need to thrive. Her understanding and flexibility 

are invaluable qualities, as she tailors her approach to 

meet the specific needs of each learner and setting. 

I am continually impressed by Laxmi’s willingness to 

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In summary, Laxmi is not just a tutor, but a 

compassionate educator who truly makes a 

difference in the lives of her learners. I wholeheartedly 

recommend her to anyone seeking the very best in 

early years education.” 

Beverleigh Azebiah 

Molly 

Congratulations 

to all our Parenta learners! 

Massive CONGRATULATIONS to all our learners this 

month who have completed and gained 

their qualifications! 



Improving 

your setting’s 

image 

Dr Allan Presland 

Lessons from a business expert 

Back in the day, I frequently socialised 

with the CEO of a prominent nursery 

chain. Our relationship began when we 

acquired their training company, now 

known as Parenta Training. Over time, our 

collaboration expanded, with us providing 

various services, starting from software 

solutions and eventually extending to a 

comprehensive redesign of their company 

website, covering around 50 settings. 

This partnership proved fruitful, benefiting 

both parties by leveraging our respective 

expertise to improve operations and 

services for their customers. 

I remember vividly his passion for his 

brand, and how fastidious he was about 

getting every detail right. He was proud 

of the company he’d built and wanted 

to control the narrative about how his 

settings were seen both by customers and 

within each community. 

At the time, Parenta was situated in one 

of Kent’s most prestigious business parks, 

formerly a WWII airfield. While our offices 

were in the historic officers’ area, the 

remainder of the park was brimming with 

the sleek and contemporary structures 

synonymous with major blue-chip 

companies. These modern glass and 

steel buildings exuded an air of efficiency. 

Notably, the business park attracted a 

clientele of affluent professionals who 

cared about their appearance. 

During the website development process 

for the CEO, he proposed visiting our offices 

to collaborate directly with our designers. 

As he had a setting in the business park, 

he planned to meet with them in the 

morning before joining us in the afternoon 

for our session. 


He arrived late. A bit flustered. Something 

wasn’t right in another setting, and he’d 

been dealing with that. “Can we go and 

grab a sandwich; I need food and the 

walk to clear my head?”. Of course, we 

obliged, and we walked down together to 

the nearest sandwich shop, passing his 

setting on the way. As we walked past his 

place, he was describing how excited he 

was about what they were doing there 

and how pleased he was with the way the 

team were progressing. 

Of course, I asked about occupancy, and 

he explained it was only just over half 

full, which he didn’t understand given the 

amount of people on the business estate, 

and the prestigious nature of the setting. 

He explained that the website work he 

was doing with us was part of addressing 

this issue and how he was expecting lots 

of leads to be generated from their new 

online presence. 

Suddenly, he halted abruptly, his face 

flushing with colour and his breaths 

becoming laboured. Concerned, I 

wondered if he was unwell. However, it 

wasn’t until I followed his gaze outside the 

sandwich shop that I realised what had 

caught his attention. 

There was a group of his staff. You couldn’t 

miss them, bright yellow polo shirts with 

the logo on the front and his brand name 

emblazoned on the back in large capital 

letters. But this group were all smoking 

and had food stains all down the front of 

their uniforms. 

He was furious, and understandably so. 

This was a company spending a huge 

amount of money on its image, and yet 

they’d missed the most basic issue of all. 

The biggest advert for any business is the 

staff and how they conduct themselves, 

especially if they are wearing branded 

clothing with the company’s logo. 

While I respect individuals’ choices 

regarding smoking, branded staff must 

exercise discretion. Additionally, staff may 

inevitably get food on their uniforms while 

serving young children. However, it’s 

simple for you to ensure clean uniforms 

are available for them after mealtimes if 

needed. 

Upon recognising these concerns, my 

CEO friend quickly addressed and fixed 

the issue by providing a smoking shelter 

discreetly positioned at the back of the 

setting, away from parents’ view. He also 

provided additional uniforms for staff to 

change into as necessary. Furthermore, he 

established clear behavioural guidelines 

for all staff wearing the uniform, whether 

on-site or off-site. Consequently, his 

prospective client base witnessed 

impeccably presented staff outside the 

sandwich shop, elevating rather than 

tarnishing his brand image. 

The moral of the story is this - branding 

is so much more than your logo, your 

uniform, your signage, or your website. 

How staff conduct themselves when 

wearing their uniform, whether within the 

setting or outside, affects how your setting 

is perceived by local parents. 

For more hints and tips about how 

successful settings run their early 

years businesses – get a copy of Dr 

Allan Presland’s number one bestselling 

book from Amazon here. 

Call 0800 002 9242 and quote ’Magazine’

Childcare news 

and views 

The number of extra childcare 

places and staff needed in 

England released 

The Government has released statistics 

indicating a need for 40,000 more 

educators and approximately 85,000 

additional childcare places by September 

2025. In April, working parents of twoyear-olds 

became eligible for 15 hours per 

week of Government-funded education 

and childcare for 38 weeks annually and 

since January, parents have been able to 

apply for an eligibility code to access this 

funded education. According to the latest 

Government data, 195,355 two-year-olds 

currently benefit from Government-funded 

places, with 79% of eligibility codes issued 

now validated by providers. Looking 

ahead, the Department for Education 

(DfE) estimates that an additional 15,000 

places, a 1% increase, will be needed by 

September 2024. Additionally, around 

70,000 more places will be required by 

September 2025, when the offer expands 

to 30 Government-funded hours for 

children from nine months old until they 

start school. 

Education Secretary Gillian Keegan said: 

“We are transforming childcare in this 

country to deliver the support that hardworking 

parents deserve. 

“As today’s figures show, our plan is 

working. Thousands of parents are 

returning to work, and tens of thousands 

more will be able to do so later this year 

and next.” 

“Childcare expansion on this scale is 

unprecedented in this country, and we will 

continue providing maximum support to 

nurseries and all providers to make it a 

reality.” 

Neil Leitch, CEO of the Early Years Alliance, 

commented: “Today’s Government 

statistics paint an incomplete picture of the 

situation facing early years providers and 

families alike. 

“Let’s be clear, England’s early year 

sector continues to face severe capacity 

challenges. So, while these statistics may 

show the number of places that have been 

granted, what they don’t reveal is whether 

families have been able to access all the 

days and sessions they need: a parent 

who has been given one day a week at 

their local setting – but needs five – may 

technically have a funded place, but 

not one that meets their needs. And, of 

course, it’s highly likely that those families 

accessing places will be facing sharp fee 

increases for any unfunded hours they 

take up, or additional charges as a direct 

result of years of sector underfunding.” 

“What’s more, it’s not clear from these 

figures how many two-year-old places are 

newly-created places, rather than existing 

places where parents have switched from 

paying privately to accessing Government 

funding. With the Government admitting 

not only that 40,000 additional educators 

are required by September 2025 but 

also 85,000 new places, it’s clear that, 

regardless of the positive spin the 

Government is trying to put on the current 

situation, the challenge facing the sector is 

an immense one.” 

“Even for a healthy sector, rolling out such 

an ambitious scheme would have been 

a tall order – but, of course, our early 

years sector was already incredibly fragile 

coming into this policy. If the Government 

is to have any hope of rolling out this 

offer successfully in the long term, it’s 

crucial that ministers acknowledge and 

tackle the fundamental issues facing 

nurseries, pre-schools, and providers. 

That means a comprehensive workforce 

strategy that focuses on retention as well 

as recruitment, and crucially, funding that 

reflects delivery costs – both now and in 

the future.” 

New consultation launched for 

EYFS safeguarding changes 

The DfE has published a new 

consultation on proposed changes to 

EYFS safeguarding requirements. The 

Government says it aims to strengthen 

existing requirements and any changes 

must “ensure that all children are kept as 

safe as possible in early years settings.” 

The consultation proposals, which the DfE 

says were informed by conversations with 

a wide range of stakeholders and early 

years providers, include: 

New requirements for safer 

recruitment, including obtaining 

references and updating safeguarding 

policies to include recruitment 

procedures for suitable individuals 

Introduction of measures to follow 

up on prolonged child absences and 

ensuring providers have additional 

emergency contact details 

Implementation of new regulations to 

ensure safer eating practices 

Addition of a safeguarding training 

criteria annex and inclusion of 

details on how safeguarding training 

is delivered and supported in 

safeguarding policies 

Clarification that early years students 

and trainees must undergo paediatric 

first aid (PFA) training 

Amendments to consider children’s 

privacy during nappy changes and 

toileting while balancing safeguarding 

needs 

Minor changes to improve clarity 

in the structure and wording of 

safeguarding requirements 

The consultation is running until Monday 

17th June and is available here for you to 

share your feedback. 

This story can be found on the Early Years 

Alliance website here. 

DfE pulse survey of childcare and 

early years providers published 

The DfE has released its most recent 

findings from a Pulse survey of childcare 

and early years providers, conducted 

in November 2023. This survey, the 

seventh in a series since the summer 

of 2020, involved a sample of groupbased 

providers (GBPs), school-based 

providers (SBPs), and childminders (CMs) 

in England, who participated via a 10-20 

minute web survey. The survey covered 

eight key topics, including inquiries 

about the early years workforce, funding, 

capacity, and staff-child ratios. Additionally, 

questions regarding space requirements, 

experiences with children with SEND, 

initial teacher training, and childminders’ 

experiences were included. 

Highlights of the survey include: 

Over half of PVI (Private, voluntary, 

or independent) nurseries and 

pre-schools don’t believe their 

income covers their costs (53%). This 

has improved since the previously 

published figures in Nov 2023 of 58% 

There’s uncertainty with 43% of 

PVIs, 51% of schools and 25% of 

childminders not knowing if planned 

funding rates for the expansion will 

improve their profitability 

PVI nurseries and pre-schools have 

a higher staff turnover (22%) than 

school-based providers (12.5%) 

They are also more likely to have 3 

or more vacancies (11% of PVIs) than 

schools (3%) 

36% of school-based providers and 

34% of PVI providers said they had 

had to turn a child away or reduce 

their hours due to SEND 

Insufficient funding rates and a lack of 

staff were commonly reported reasons 

for why providers may have to turn 

away children with SEND 

Responding to the findings Jonathan 

Broadbery, Director of Policy and 

Communications at National Day Nurseries 

Association (NDNA) said: “The DfE’s own 

findings are echoing what we reported 

on earlier this year. Providers are still 

struggling to get enough income to 

remain sustainable and there are real 

challenges in expanding places to meet 

the Government’s offer to parents. 

“Over half of nurseries and pre-schools 

told the DfE that income is not covering 

their costs and their staff turnover is still 

above 20% which is unsustainable. Where 

providers were worried about funding 

rates over three-quarters said that the 

rates for three and four-year-olds were the 

problem. This is the area we have called 

on the Government to review because 

these rates are increasing at a much lower 

rate than staffing costs.” 

“The study also shows there is more to 

do on staffing challenges as this was the 

number one challenge for nurseries and 

preschools in limiting their ability to offer 

more places. The fact that almost half said 

they would not have the finances to be 

able to expand premises shows that the 

Government also needs to do more on 

capital funding.” 

“There are a lot of positive plans in place 

to try and help the sector, but there 

isn’t one silver bullet. To help deliver the 

extra 70,000 places and 40,000 staff the 

sector needs more support. Addressing 

underfunding for three and four-year-olds, 

supporting expansion through capital 

funding and having a long-term workforce 

plan must be a priority. Ministers should 

also relieve business rates to all early 

years settings to help them financially and 

remove a deterrent to expanding.” 

The survey results can be found here. 

This story can be found on the NDNA 

website here. 



Write for us! 

3 0 

D A Y 

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- B A C K 

to our guest author competition winner, Joanna Grace! 

Congratulations to Joanna Grace, our guest author 

of the month! Her enlightening article, “Strategies 

For When Sensory Needs Means They Won’t Eat 

Part: 1” continues her series, exploring how you can 

support children who struggle with eating. 

Well done Joanna! 

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 



I’m Jo Grace: a Sensory Engagement and Inclusion Specialist and Founder of The Sensory Projects. In this series of articles, I am going to 

share some of my passion for understanding the sensory world with you. 

Make sure to read part 1 of Joanna’s 

article from last month in the April 

edition of the Parenta magazine! 

Don’t miss out, subscribe now at: 

www.parenta.com/magazine/ 

Graze 

Providing graze boards is a great way of 

taking the pressure off eating. Eating is 

pressurised in all sorts of ways, including 

time and place. We are expected to eat at 

particular times and in particular places. 

Although the timing and setting of a taste 

experience do not affect the sensory 

pressure of it, the requirement adds to the 

Joanna Grace 

Strategies to try when 

they won’t eat: part 2 

list of things a child is asked to do. Earlier 

in this article, I asked you to imagine being 

asked to learn five difficult things all at 

once. Now, imagine if I asked you to do 

that while also completing several easy 

tasks at the same time. Even though these 

extra things are not part of the problem, 

it’s still easier to tackle the problem 

without them there. By recognising the 

considerable demands we place on 

people who struggle with eating due to 

sensory reasons, we can understand that 

any small way we can make it easier for 

them is worthwhile. 

Before I continue here, I just want to dart 

back to one of the duff bits of advice given 

as an example at the start of this article. 

It is a classic, it goes to the tune of: “just 

don’t feed them, once they’re hungry they 

will eat”. Parents receiving this advice 

despair because they know it is not true; 

their children do not become any more 

willing to eat when hungry, because the 

reason they were refusing to eat in the 

first place was never anything to do with 

hunger. If they have sensory differences, 

it is likely that one of the senses that 

is working differently is their child’s 

interoceptive sense. This is the sensory 

system that feels whether you are hungry 

or not, so if you cannot feel that you are 

hungry, being hungry isn’t going to make 

any difference. So providing graze boards 

is not a way of supporting the ‘making 

them wait until they’re hungry’ line of 

thinking. 

A graze board is exactly what it sounds 

like, a board, or plate, or tray, with a few 

things to graze upon. I would advise 

putting very little on there. A child faced 

with a plate of food they must finish is 

faced with a mammoth task. A single 

morsel is eaten, and completed, very 

quickly, there is a lot less pressure there. 

A graze board is left out, and the child 

is made aware of it and told they are 

allowed to eat from it, but is not asked to 

eat from it. No one pushes them towards 

it, it is simply available to them. When 

starting with a grazing board you have 

to remember you are trying to create the 

opposite of the pressurised environment of 

sitting down to eat. You might even opt to 

not mention it to the child at all, simply put 

it somewhere that they will encounter it. 

Another great tip for starting with a 

grazing board is to not put too many 

different things on it, and if the child (or 

adult) has food they favour, make sure 

that is there, even if it is junk food. Say, I 

know a child who will only eat chocolate 

buttons. I might start a grazing board for 

them that has three chocolate buttons, a 

frozen pea, a small salted cracker, and a 

slice of sausage on it. I would expect the 

chocolate buttons to be gone instantly. 

This is great, it means they have found 

the board, and they will have had the 

experience that when they eat from it they 

are not told off. So they know there is a 

board, they know it has food on it, and 

they know they can eat that food. I would 

not expect any of the other food to go 

missing for a long while. I might top it up 

with a chocolate button or two just to keep 

the board in their mind. 

But maybe after a while, once they were 

returning to the board quite often, I’d 

stop that. And just leave the other items 

there. Will they get curious? Maybe I 

choose a slice of sausage that is similar 

in appearance to the buttons, it is round, 

thin, a dark brown colour... (I know the 

mention of a frozen pea above might have 

sounded strange, it’s there as it’s been 

one of the things I’ve had the most success 

with when establishing graze boards. The 

coldness of the pea protects against the 

smell and taste, the hardness of it gives 

bold feedback to the jaw and it is small 

and easily eaten, plus it is healthy!) 

Over time, you would hope to be able to 

provide things on the board that the child 

was happy to eat. You provide eating in a 

way that fits with how the child needs to 

eat (not how society deems we must eat – 

remember that originally we were animals 

that grazed, the ritual of sitting down to 

three meals a day with the expected social 

conventions of doing so is a relatively 

recent invention, it is not necessary to 

eat, it’s just tradition). Top the board up 

regularly so that over the course of a day, 

the child eats a wide range of foods they 

enjoy and that provide nutrition to their 

body. 

Of course, with all of the strategies listed 

here, and the many more you’ll find online, 

the person still needs to eat. With any 

other situation, you could stop asking them 

to do it all together and build them up 

slowly, but with food, it is different. So think 

sensory. Can you help them to escape 

some of the challenges even if you cannot 

help them escape all of them? Can they 

eat away from others, so they only have 

to deal with their eating, not everyone 

else? Can their food be blended so they 

do not have to deal with texture? Could it 

be eaten cold, or even frozen, to mitigate 

smell and taste? Would they cope better 

with a meal replacement drink (not one of 

the diet ones but one intended to be a full 

meal)? 

These might not be strategies you can 

use all the time, but even just a bit, to give 

them a break, could help. If they have a 

preferred food celebrate that and avoid 

the temptation to doctor it. I have been 

there - (slicing open chips and trying to 

hide vitamin pills inside.) It is such a big 

gamble because if they no longer consider 

that food is safe because it might have 

been tampered with, they lose the calories 

it could have provided. 

Eating and the senses is a very 

complicated thing, this article has barely 

scratched the surface, but I hope it will 

help. Take off the pressure, be playful, 

create space, and respect how big of an 

ask it is. You are doing a brilliant job! 

I hope you have enjoyed this series of 

ten articles exploring the sensory world 

in all its wonders and possibilities. Do 

come and connect with me online the 

connection links for my social media 

accounts can be found on my website 

www.TheSensoryProjects.co.uk and if you 

want to re-read any of the earlier articles, 

remember they are all available online to 

explore and share with families. 

Click here for 

more resources 

from Joanna: 



Mental health strategies for 

early years practitioners 

Strategies for self-help in 

managing anxiety 

When it comes to tackling anxiety, selfhelp 

strategies can be powerful tools for 

regaining control and promoting wellbeing. 

Here are some effective methods 

to address anxiety and cultivate a sense 

of calm: 

As early years practitioners, we play 

a pivotal role in shaping our future 

generation’s well-being and mental health. 

In the bustling world of childcare and 

education, it’s easy to prioritise the needs 

of the children in our care while neglecting 

our own mental well-being. However, 

just like the little ones we nurture, we too 

need care, support, and understanding. 

Mental Health Awareness Week, running 

from 13th to 19th May, provides a timely 

opportunity to reflect on our own mental 

health needs and advocate for the wellbeing 

of both ourselves and the children in 

our care. 

Understanding mental 

health 

Mental health is not simply the absence 

of mental illness; it encompasses a 

spectrum of emotional, psychological, 

and social well-being. Just as physical 

health fluctuates, so does mental health. 

Early years practitioners often face unique 

stressors, from managing challenging 

behaviours to balancing administrative 

tasks. Recognising the signs of stress, 

burnout, and other mental health concerns 

is crucial for maintaining a healthy worklife 

balance. 

Anxiety and other mental 

health disorders 

There are several types of mental health 

disorders where anxiety plays a large role 

including:

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Chloe Webster 

Play-Based approach 

to Ofsted inspections 

In recent years, the landscape of early 

years education in the UK has seen a 

significant shift towards more dynamic, 

child-centred approaches. As a result of 

this, the concepts of paperless recordkeeping 

and ‘in-the-moment planning’ 

have gained significant traction; 

empowering educators to streamline 

tasks and assessments, and prioritising 

spontaneous, play-based learning 

experiences. 

Inspections 

As early years settings prepare for Ofsted 

inspections, they are still required to 

demonstrate that children’s learning and 

development progress effectively within 

this framework. For many practitioners 

who have been in the sector for a long 

time, these new systems and ways of 

working can be a challenge, especially 

when it comes to demonstrating these in 

practice to external observers. However, 

embracing paperless systems and ‘inthe-moment 

planning’ can pave the way 

for a successful Ofsted inspection whilst 

simultaneously fostering rich, meaningful 

learning experiences for young children. 

Thankfully, gone are the days of endless 

reams of paperwork dominating the 

administrative landscape of early years 

settings; with advancements in technology, 

paperless and digital systems have 

emerged as a game-changer, enabling 

educators to streamline documentation 

processes and focus more on interactive 

teaching and learning experiences with 

children. 

Transitioning from traditional paper-based 

learning journals to digital platforms 

offers numerous advantages – they allow 

educators to capture children’s learning 

moments in real time through photos, 

videos, and audio recordings and by 

documenting observations digitally, 

educators can provide rich, visual insights 

into children’s progress, facilitating more 

comprehensive assessments during 

Ofsted inspections. These digital recordkeeping 

systems not only ensure data 

security but also enable easy collaboration 

among staff members. We can easily 

access and update children’s records, 

progress reports, and assessments from 

any device with internet connectivity. 

This accessibility fosters transparency 

and enables continuous monitoring of 

children’s development, aligning perfectly 

with Ofsted’s emphasis on ongoing 

assessment and progress tracking. 

Parent communication 

Paperless systems also enhance 

communication between educators and 

parents, fostering stronger partnerships 

in children’s learning journeys. Through 

digital platforms, parents can actively 

engage with their children’s learning 

experiences, accessing real-time updates, 

feedback, and insights into their progress. 

This transparent communication channel 

not only enriches parental involvement but 

also provides Ofsted inspectors with clear 

evidence of collaborative partnerships 

between the setting and families. 

Let’s look at in-themoment 

planning 

‘In-the-moment planning’ is a pedagogical 

approach that values spontaneity and 

responsiveness to children’s interests and 

needs. Rooted in the belief that meaningful 

learning occurs when children are fully 

engaged and motivated, this approach 

encourages practitioners to seize 

teachable moments as they arise, rather 

than adhering to pre-planned activities 

which may lack relevance for the children 

they have been planned for. 

Central to ‘in-the-moment planning’ 

is the recognition of children as active 

participants in their learning journey. 

Settings can prepare for Ofsted inspections 

by showcasing a learning environment 

that encourages exploration, creativity, 

and critical thinking. By documenting 

instances where children initiate activities, 

make discoveries, and solve problems 

independently, practitioners can effectively 

demonstrate the richness of learning 

experiences facilitated through child-led 

approaches. 

Flexibility is key in ‘in-the-moment 

planning,’ allowing educators to adapt 

and modify learning experiences 

based on children’s evolving interests 

and developmental needs. During 

Ofsted inspections, early years settings 

can exemplify their commitment to 

personalised learning by showcasing 

how they tailor activities and resources 

to meet individual children’s strengths, 

interests, and learning styles. This flexibility 

not only fosters a supportive learning 

environment but also highlights the 

setting’s responsiveness to the unique 

needs of each child – a key element of our 

curriculum and teaching. 

Effective implementation of ‘in-themoment 

planning’ requires practitioners to 

engage in reflective practice and ongoing 

documentation and assessments. By 

capturing spontaneous learning moments 

through digital platforms, educators can 

provide concrete examples of children’s 

progress and achievements. Additionally, 

reflective journals and staff meetings can 

serve as forums for educators to review 

and refine their pedagogical practices, 

ensuring continuous improvement and 

alignment with Ofsted’s standards and 

expectations. 

As early years settings prepare for 

Ofsted inspections, embracing paperless 

management systems and ‘in-themoment 

planning’ can serve as powerful 

tools for demonstrating children’s learning 

and development progress. 

By leveraging these digital platforms to 

document spontaneous learning moments 

and fostering child-led experiences, 

settings can showcase their commitment 

to providing high-quality, play-based 

education that nurtures each child’s 

unique potential. 

As the early years landscape continues 

to evolve, integrating these innovative 

approaches not only prepares settings 

for inspections but also cultivates rich, 

meaningful learning environments where 

children thrive and flourish. 

References 

www.learningjournals.co.uk/benefits-ofusing-in-the-moment-planning-for-youngchildren/ 

www.gov.uk/Government/publications/ 

education-inspection-framework 



from Chloe: 



International Family 

Equality Day 

Celebrating the rainbow of families in our world 

(spanner, stethoscope, hairbrush etc.,) 

and run a competition to see if people can 

match the items to different families? 

Include some arts and crafts stalls such as 

a handprint station, where all members of 

the family can leave a handprint and/or 

write their name. You could do the same 

with a computer and get people to create 

an avatar for free online (see avatarmaker. 

com/) and then download and print their 

pictures. 

The words “We are family” may have you 

reaching for your Lycra and hitting the 

dance floor, but the famous Sister Sledge 

song title has also taken on a whole new 

meaning this month as it’s the motto of 

this year’s International Family Equality Day 

(IFED) which is celebrated on 5th May. 

Thirty-six countries will celebrate the day, 

from Australia to Venezuela, as an official 

LGBT awareness day, with more countries 

joining in each year. The aim of the day is 

to celebrate the diversity of families around 

the globe, and anyone can join regardless 

of sexuality. 

IFED was first celebrated in 2012 and is 

set as the first Sunday in May. The Council 

of Europe has recognised the IFED as an 

important tool “to combat homophobia 

and transphobia and to promote a tolerant 

and cohesive society”. It also falls within 

three of the United Nation’s Sustainable 

Development Goals, mainly: 

✨ Goal 3 – Good health and well-being 

✨ Goal 5 – Gender equality 

✨ Goal 16 – Peace, justice and strong 

institutions 

In 2015 the Council of Europe 

Congress adopted a resolution entitled 

“Guaranteeing lesbian, gay, bisexual 

and transgender (LGBT) people’s rights: 

a responsibility for Europe’s towns and 

regions”. The resolution invites local 

and regional authorities to commit to 

diversity policies inclusive of LGBT rights, 

and to work closely with LGBT advocacy 

organisations and human rights NGOs, 

to promote good practice through local 

networks such as the Rainbow Cities 

Network project. See www.rainbowcities. 

com/. 

The official IFED website is at: 

internationalfamilyequalityday.org/ and 

you can find more information there on 

how to celebrate the day and register any 

events that you organise. 

Early years & IFED 

In early years, talking about human 

sexuality needs to be done in an ageappropriate 

way, and LGBTQ+ rights may 

not be easily understood by pre-schoolers 

due to their age. However, acceptance 

and tolerance of all people as individuals 

is definitely something that can be easily 

promoted, and a celebration of the many 

different family structures that exist in our 

society and around the world, can be a 

great foundation for future learning on this 

subject as children get older. 

There are also a lot of age-appropriate 

books and videos that you can use which 

are suitable for children and toddlers to 

help you with this subject. 

How to mark the day in your 

setting 

IFED is a day to celebrate everything 

about families, be they big, small, twoparent, 

single-parent, grandparent, 

foster, adopted, LGBTQ or not! It’s about 

celebrating the people we call family 

regardless of sexuality, gender, socioeconomic 

group and blood relation. The 

diversity of families in our world is now 

so wide and varied that it is difficult to put 

together a credible notion of an ‘average’ 

family anymore. Indeed, as the world turns 

towards a better understanding of our 

interconnectedness and interdependence, 

you could take the motto of “We are 

family” to mean a more global family 

altogether, emphasising the need to 

recognise humanity as one big family. 

However you interpret the day, here are 

some ideas for celebrating it. 

Organise a family 

celebration event 

You can organise an event and invite your 

parents and carers in to celebrate with 

you. Make it as wide as possible so invite 

extended families, grandparents and 

friends too. 

Why not ask people to bring in something 

that is unique to them, such as a musical 

instrument, an item they use for work 

People usually like a bake sale, so invite 

people to contribute an item that they love 

or that shows something unique about 

them or their family. You can also make 

your own rainbow cupcakes and get the 

children to decorate them with rainbowcoloured 

sprinkles or smarties. 

Other arts and crafts ideas include: 

✨ Create a rainbow wall mural and ask 

children/parents/carers to bring in a 

photo of themselves with their family 

to stick to the display 

✨ Use rainbow coloured lolly sticks to 

create simple stick people and put 

them into a base of sand or soil. You 

can help the children to make different 

people in their family and group them 

together or arrange them into one big 

circle to represent the global human 

family 

✨ Write the names of each family 

member on a piece of card and use 

different coloured ribbons to tie them 

onto different coloured coat-hangers 

to hang around the setting 

✨ Use some branches collected from 

outside and tie them together to 

create a ‘family tree’. You can create 

small individual ones or one large 

‘human family tree’ and tie names, 

photos or suitable items to the tree to 

represent different family members 

Use storytime to celebrate 

diversity 

Read the children stories that incorporate 

many different types of families. You 

can find an up-to-date list of books 

that celebrate LGBT+ families at www. 

booktrust.org.uk/booklists/l/lgbt-picturebooks/ 

including “My Daddies”, “My Mums 

Love Me” and “Everywhere babies” for 

even the smallest eyes and ears! 

Review your policies & 

practice 

IFED is also a time to reflect on your own 

diversity and inclusion policies and to 

ensure that you are doing all you can to 

promote tolerance, diversity and tackle 

prejudice in the workplace and in society 

at large. Look at your own marketing and 

promotional materials to see if they truly 

reflect the families and communities you 

serve and review your policies to ensure 

that they are indicative of your practice. 

Spread the word 

The IFED website are looking for pictures 

of families and ‘families in action’ to use 

throughout their website and their annual 

report. Information on how to upload any 

photos and videos is available on their 

website and they also encourage everyone 

to share events, ideas and photos on 

social media networks using the hashtag: 

#IFED2024. 

Whatever you do, remember that we at 

Parenta love to hear about what you’ve 

been doing too, so send us your stories 

and pictures to hello@parenta.com. 

Share your impressions on social 

networks hashtag: #IFED2024 


more references 

& information. 



Yvonne Sinclair 

Summary of statutory 

“Working Together to 


Working with parents/families 

(Chapter 2) 

Focus on improving family functioning 

and developing the family’s capacity 

to establish positive routines and solve 

problems. 

Expectations for all practitioners 

(Chapter 3) 

Introduces a set of multi-agency 

expectations for safeguarding and child 

protection practitioners, split over three 

sectors, early help, safeguarding and 

promoting the welfare of children, and 

child protection. 

Multi-agency practice standards 

(Chapter 3) 

outside (from the wider community), 

including online 

⚙ Preventing impairment of children’s 

mental and physical health or 

development 

⚙ Ensuring that children are growing up 

in circumstances consistent with the 

provision of safe and effective care 

⚙ Taking action to enable all children to 

have the best outcomes 

Extra-familial harm refers to: 

⚙ Children may be at risk of or 

experiencing physical, sexual, or 

emotional abuse and exploitation in 

contexts outside their families 

⚙ While there is no legal definition 

for the term extra-familial harm, it 

is widely used to describe different 

forms of harm that occur outside the 

home. These could include a range 

of environments outside the family 

home in which harm can occur e.g. 

peer groups, school, and community/ 

public spaces, including known 

places in the community where 

there are concerns about risks to 

children (for example, parks, housing 

estates, shopping centres, takeaway 

restaurants, or transport hubs), as 

well as online, including social media 

or gaming platforms. 

history, and risks. This shared 

knowledge enhances decisionmaking 

and helps create a protective 

safety net 

⚙ Reflecting on the ‘good assessment’ 

guidance within your safeguarding 

teams 

⚙ Reviewing relevant policies, 

procedures and considering what 

training is required to upskill staff 

Resources 

⚙ Summary of changes 

⚙ Working together to safeguard 

children 2023: Statutory framework 

⚙ Stable homes, built on love (2023) 

⚙ Children’s social care: national 

framework 

⚙ Improving practice with children, 

young people and families 

⚙ Supporting local areas to embed 

working together to safeguard 

children and the national framework 

⚙ Background information for Working 

Together and the National Framework 

Introduction 

As early years practitioners, you will be 

only too aware that no single person can 

safeguard children. It is only when we 

understand that working together is of 

paramount importance that we can ensure 

the well-being, safety, and protection of 

those in our care who are most vulnerable. 

Schools, early years and childcare settings, 

and other educational providers all have a 

pivotal role to play in safeguarding children 

and promoting their welfare. Your insight 

and co-operation is vital to the successful 

delivery of multi-agency safeguarding 

arrangements. When services work 

effectively together, they can provide 

coordinated support tailored to the child’s 

needs, preventing duplication, ensuring 

consistency, and minimising gaps in care. 

Adults working in educational settings play 

an important role in building relationships, 

identifying concerns, and providing direct 

support to children. In fact, they may be 

the first trusted adults to whom children 

report safeguarding concerns. 

The updated statutory guidance, “Working 

Together to Safeguard Children” is 

central to delivering on the Government’s 

commitment strategy set out in “Stable 

Homes, built on love” (2023), which 

outlines every child deserves to grow up in 

a stable and loving home. 

Children, who need help and protection, 

deserve high quality and effective support. 

This requires all those working directly 

with them to be clear about their own, and 

each other’s, roles and responsibilities, 

and how we need to work together. 

What’s new? 

This is a statutory guidance which should 

be complied with in its entirety, to all 

education providers, including childcare 

settings, unless exceptional circumstances 

arise and apply. 

The guidance emphasises the importance 

of strengthening multi-agency working 

across the whole system, including 

support and protection for children and 

their families. 

Safeguarding practitioners should 

have agreed, consistent and effective 

multi-agency child protection practices 

which have a child-centred approach 

incorporating a whole-family focus. 

The updated guidance is now broken 

down into 6 chapters: 

⚙ Chapter 1: A shared responsibility 

⚙ Chapter 2: Multi-agency safeguarding 

arrangements 

⚙ Chapter 3: Providing help, support 

and protection 

⚙ Chapter 4: Organisational 

responsibilities 

⚙ Chapter 5: Learning from serious child 

safeguarding incidents 

⚙ Chapter 6: Child death reviews 

The key changes and 

updates cover: 

Clarification of roles and 

responsibilities (Chapter 1) 

Structured across three levels: 

⚙ Strategic leaders (chief executives) 

⚙ Senior leaders (headteacher/ 

managers) 

⚙ Direct practice (frontline) 

Support for disabled children 

(Chapter 2) 

Practitioners should recognise the 

additional pressures on families and 

the challenges they may have had to 

negotiate as a result of their child’s 

disability. 

Any assessment process should focus 

on the needs of the child and family, be 

strengths-based, and gather information 

to inform decisions on the help needed to 

achieve the best outcome for the child and 

family. 

Introduces new national multi-agency 

practice standards for all practitioners 

working in services and settings that come 

into contact with children. They provide 

clear guidelines for practice and set out 

expectations for professionals, ensuring 

consistent and effective child protection 

across the board. 

Education and childcare partners 

(Chapter 3) 

Highlighting the role of education and 

childcare settings which includes that 

safeguarding partners should work 

closely with education and childcare 

settings to share information, identify, and 

understand risks of harm, and ensure 

children and families receive timely 

support. 

Tackling extra familial 

harm (Appendix A) 

Consideration of the needs, experiences 

and vulnerabilities of the individuals or 

groups who are experiencing, or are at 

risk of experiencing, harm outside the 

home – including child exploitation, (CCE 

and CSE), or serious violence. 

Updated definitions 

Safeguarding and promoting the welfare 

of children now refers to: 

⚙ Protecting children from maltreatment, 

whether the risk of harm comes 

from within the child’s family and/or 

What should you do now? 

Remember, safeguarding children is a 

collective responsibility. Whether you are 

a safeguarding practitioner, teacher or 

early years practitioner, your collaboration 

contributes to a safer environment for 

children. 

Let’s continue to work together to protect 

our future generation by: 

⚙ Ensuring all key stakeholders read the 

latest statutory guidance “Working 

Together to Safeguard Children” and 

are clear about their own, and each 

other’s roles and responsibilities, and 

how we need to work together 

⚙ Understanding the importance for 

collaboration and information sharing, 

as it enables the exchange of vital 

details about a child’s circumstances, 



from Yvonne: 



Outdoor 

website: “Play not only teaches critical 

life skills such as resilience, teamwork 

and creativity, but is central to children’s 

enjoyment of childhood.” 

How can I get involved? 

Classroom 

It’s Spring, and there’s no better time 

to get out into the great outdoors and 

give your curriculum a new spin. Most 

children thrive on being outdoors and you 

can often see their engagement levels 

soar as they marvel at the wonders of 

nature as their imaginations are set free. 

Outdoor Classroom Day is a bi-annual 

event organised in the UK and Ireland 

by Learning through Landscapes (LtL) 

as part of the global campaign through 

ActionFunder. It was originally sponsored 

by Unilever’s ‘Dirt is Good’ brands Persil/ 

OMO to make it global, although there are 

many more partners and sponsors now. 

The days will be celebrated on 23rd May 

and 7th November in 2024 and they are 

a perfect time to rethink your teaching 

and learning style and offer something 

new and exciting. Whether you have your 

own outdoor space or not, there is always 

something that you can do to turn the 

outdoors into an innovative learning space 

for children. 

The origins and aims of 

Outdoor Classroom Day 

The original campaign to get children 

outdoors started in 2011 after the 

publication of Tim Gill’s “Sowing the Seeds” 

report on how to reconnect London’s 

children with nature. That led to the 

formation of Empty Classroom Day, which 

expanded and developed into 

Outdoor Classroom Day in 2016. It is now a 

global movement to “inspire and celebrate 

outdoor learning and play”. Although 

there are two campaign days each year, 

the aim is to use the days as a catalyst to 

give children more time outdoors every 

day at home, school, nursery, or anywhere 

Day 

outdoors. Since the start of the movement, 

over 4 million children have taken part 

in the UK and Ireland and over 12 million 

worldwide. 

The longer-term goals of the project 

include:

Sandra Duncan 

A.R.T. - more than 

paintbrushes 

be a completely different motive why some 

children naturally gravitate towards the 

painting easel. It’s called RELIEF. 

Times Square 

classrooms 

Have you ever been to Times Square? It’s 

a busy, noisy, and chaotic environment. 

Lights are blinking, horns are honking, 

people are rushing, sidewalks are 

bustling, and smells are interesting. Life 

in early childhood classrooms is much 

the same: crowded, busy, loud, and 

sometimes overwhelming for young 

children. It’s no wonder that children 

intuitively look for RELIEF from the physical 

classroom environment and escaping to 

the easel is just the perfect place. Since 

painting requires focused concentration, 

children direct their entire attention to the 

immediate tasks at hand such as selecting 

colours, applying brush-strokes, and 

creating their artwork. 

This focused attention can help restore 

their cognitive resources, allowing them to 

recover from mental fatigue and improve 

their ability to concentrate. Also, painting 

calms children because when they engage 

in art making, it helps the nervous system 

relax. Providing continuous opportunities 

for art making in chaotic-reduced 

environments, therefore, is an important 

responsibility of early childhood teachers. 

Chaotic-reduced 

environments 

One strategy for helping children get 

RELIEF from chaotic environments is to 

understand the Attention Restorative 

Theory (A.R.T.) founded by psychologists 

Rachel and Stephen Kaplan. This theory 

is grounded in the concept of directed 

attention and the role of attentional 

fatigue. Directed attention refers to the 

conscious effort and focus needed to 

attend to specific tasks or stimuli, while 

attentional fatigue occurs when this 

directed attention becomes depleted 

over time. In adults and older children, 

attentional fatigue can lead to reduced 

cognitive performance, increased negative 

behaviours, and decreased well-being. 

Young children - who are developing 

executive function skills - are especially 

impacted by mental and physical or 

visual fatigue. Their bodies and young 

minds are not capable of filtering out 

heavily ladened classroom walls and 

floors, cluttered shelves, or dealing with 

physically confining spaces. This chaos can 

lead to emotionally-bankrupt as well as 

physically-spent children. To reduce these 

possibilities, Rachel and Stephen Kaplan’s 

Attention Restorative Theory suggests 

that exposure to nature and natural 

environments can have a restorative effect 

on attention. 

Consequently, incorporating nature-based 

experiences into children’s routines, 

such as spending time in green spaces, 

engaging in outdoor play, or participating 

in nature-based activities, may contribute 

to their emotional development and 

well-being. But, how does painting at 

the classroom easel, nature-based 

experiences, and restoring children’s 

attention link together... and what can you 

do to help strengthen this link? 

Linking art and A.R.T. 

Overall, painting offers children a creative 

outlet that engages their attention, 

promotes relaxation, and provides 

opportunities for self-expression. By 

immersing themselves in the painting 

process and engaging with aesthetically 

pleasing and nature-based stimuli, 

children can experience the benefits of 

attention restoration, leading to increased 

engagement, focus, cognitive functioning, 

and overall well-being. 

Painting at the easel, particularly in a 

natural or peaceful setting, can serve as 

a restorative activity for young children. 

Engaging in painting allows children 

to focus their attention on the creative 

process, promoting a state of flow where 

they become fully absorbed in the task at 

hand. 

The importance of children painting lies 

in its potential to serve as a restorative 

and enriching activity. It can help children 

replenish their attention and cognitive 

resources, enhance fine motor skills and 

cognitive abilities, promote emotional wellbeing, 

and foster social interaction and 

communication skills. 

By encouraging children to engage in 

painting, we can support their holistic 

development and provide them with a 

creative outlet for self-expression and 

growth. 


Why is it that most children absolutely 

love to paint? Brightly coloured paint, wide 

paintbrushes, and large sheets of white 

paper are strong and undeniable magnets 

for young children -pulling them into the 

wonderful world of swishing, swirling, and 

moving the paint across the paper. 

Perhaps it’s the multi-sensory experiences 

that paint offers young children. They 

can feel the texture of the paint, see the 

vibrant colours, and observe how the paint 

spreads and changes on the canvas or 

paper. These sensory experiences can 

be intriguing and pleasurable for children 

as they enjoy engaging their senses on 

many levels. The magnetism of painting 

might be the pure freedom of standing at 

the easel with (hopefully) no adult telling 

them what colour to use, how to hold the 

paintbrush, or where to put the paint on 

the paper. 

Through painting, children can visually 

represent their imaginations, experiences, 

and inner world, which gives them a sense 

of agency and empowerment. Another 

possibility of why children enjoy painting 

so much is because it is an emotional 

outlet. It allows them to freely express 

and process their feelings, whether it’s 

joy, sadness, excitement, or frustration. 

Painting can provide a safe space for 

children to explore and navigate their 

emotions, which contributes to their overall 

emotional well-being. 

Young children may flock to painting 

easels because they enjoy experimenting. 

Painting offers children the opportunity 

to explore and experiment with various 

materials, colours, and techniques. 

They can mix colours, create different 

textures, and observe cause-and-effect 

relationships. This sense of discovery and 

experimentation can be highly captivating 

for children and fosters their sense of 

wonder and curiosity. They feel a sense 

of accomplishment and pride when they 

complete a painting because they can 

see the tangible result of their efforts, 

which undoubtedly boosts their selfconfidence 

and self-esteem. Although all 

these reasons why young children adore 

painting may be true and right, there could 


from Sandra: 



Inspections 

Tools and 

resources to help 

At some point in a setting’s life, all settings 

will be inspected by the local inspecting 

authority to ensure that they comply with 

statutory requirements. Ofsted operates as 

the inspection body in England, however, 

other agencies are responsible for 

inspecting other areas of the UK. 

improve your setting 

Starting a business in childcare can be 

a daunting prospect. You know you 

want to work with children and you are 

passionate about the positive difference 

you can make, but when you start to 

think about and research it, you soon 

realise that running a childcare business 

is not just about spending time with the 

children. There are risk assessments to do, 

curriculums to design, and many policies 

to write. And when the big ‘O’ (Ofsted) is 

mentioned, it can feel as if the ‘to do’ list 

becomes almost impossible. 

Navigating this ocean of paperwork, 

administration nightmare and neverending 

list of ‘dos and don’ts’ can be offputting 

to even the hardiest of would-be 

practitioners, but don’t despair; there are a 

lot of training courses, toolkits and sources 

of useful information out there to help 

every size business - as long as you know 

where to look and how to use them. So, in 

this article, we’re going to sign post you to 

some of the most useful ones, and let you 

get back to the thing you love most, being 

with the children. 

Statutory guidance 

and requirements 

The Early Years Foundation Stage (EYFS) 

is the main source of guidance and 

information for the early years in England 

and should be the starting place for all 

practitioners and pre-school settings. 

However, there are different standards for 

different parts of the UK:

Frances Turnbull 

Musical medicine 

Early years movement in a 

wonderful, musical world 

All of these activities can be accomplished 

with a song or piece of music to inspire. 

Here are a few songs with specific gross 

motor activity suggestions. 

Thula Thul’ 

Thula thul, thula baba, thula sana, 

(Toola tool, toola baba, tool a sana) 

Thul’ubab uzobuya, ekuseni 

(Tool-oo-baab, oo-zo-boo-ya e-koo-zenee) 

Thula thul, thula baba, thula sana, 

(Toola tool, toola baba, tool a sana) 

Thul’ubab uzobuya, ekuseni 

(Tool-oo-baab, oo-zo-boo-ya ekoo-ze-nee) 

Movement is an important part of early 

years music education and can help to 

identify not only potential developmental 

delays but also future strengths and 

natural abilities. Movement is also a 

natural human response to the world. 

We naturally want to explore, to learn, to 

dance, to share. To love. And we can do all 

that through musical movement. 

Many dancers’ parents claim, as the 

ABBA song line says: “Mother says I 

was a dancer because I could walk”. 

And the same can be said of singers, 

singing before they could talk. This isn’t so 

surprising. From the earliest days, adults 

have been using singing and dancing 

to relax and calm little ones, to capture 

their interest and imagination as children 

grow older, and ultimately to enchant and 

inspire as adults. 

One of the ways that we can check 

developmental progress is by using the 

ASQ3 questionnaire: sets of interview 

questions that identify developmental 

milestones, including communication, 

gross motor movement, fine motor 

movement, problem solving and personal 

social skills. This article focusses on 

using early years music to support the 

development of gross motor movement. 

At 2 months, most children will:

As childcare professionals, we strive for excellence and seek to cultivate top talent in our 

settings. While experience is invaluable, formal qualifications enhance our capabilities and 

empower staff for career growth, raising childcare standards. 

Unlike Level 2 qualifications, Level 3 courses provide deeper theoretical insights and a 

thorough grasp of childcare practices. Let’s look at the benefits of achieving the Level 3 

Early Years Educator qualification. 

Typically lasting 18 months to 2 years, 

apprenticeships may vary based on the 

institution and whether they are full-time or 

part-time. The Institute for Apprenticeships 

and Technical Education works with early 

years employers to ensure relevance and 

effectiveness. 

According to the Government: 

“Apprenticeships can support your 

business to grow talent and develop a 

skilled workforce. 

Offering an apprenticeship can: 

⭐ Introduce fresh talent and ideas to 

your business by recruiting new staff 

and upskilling existing members 

⭐ Align training to your business needs 

⭐ Boost staff loyalty and motivation 

Studies show that because of 

apprenticeships: 

⭐ 80% of employers report higher staff 

A guide to Level 3 

childcare apprenticeships 

Benefits to the individual 

Increased earning potential 

Improved employability prospects within the sector 

Increased job security over less 

qualified staff 

Stepping stone to further higher-level qualifications, 

more responsibility and management 

Demonstrable commitment to high-quality provision 

and dedication to the industry 

Benefits to the workplace of employing/ 

training staff with a Level 3 Early Years 

Educator qualification 

Staff members can be counted in the EYFS Level 3 

staff:child ratios (as long as they also have English 

Language at Level 2) 

Improved quality of provision within 

the setting 

Enhanced professional image with the local 

community and potential parents 

Ability to demonstrate investment in high-quality 

training for staff and an investment in people 

Most Level 3 apprenticeships are 95% funded by the 

Government making them a cost-effective way of 

employing additional staff 

retention 

⭐ 92% of employers see a boost in 

workforce motivation and satisfaction 

⭐ The St Martin’s Group study on the 

benefits of apprenticeships found, 

that despite associated costs, UK 

employers see an average annual 

gain of £2,500 to £18,000 in output 

per apprentice during their training 

period.” 

Funding 

If you hire an apprentice, they will be 

employed by your business for the 

duration of their apprenticeship, and you 

must pay them at least the minimum 

wage for their age group. 

Current minimum wage information can 

be found at: gov.uk/national-minimumwage-rates#apprentices. 

Settings can receive full funding of 

apprenticeship training costs, up to 

£7,000, for eligible apprentices aged 16 

to 21 (for new starts from April 1, 2024) 

and aged 22 to 24 at apprenticeship 

start, with an Education, Health, and Care 

Plan (EHCP) or in local authority care. 

Additionally, settings may qualify for an 

extra £1,000 toward training costs if the 

apprentice is aged 16 to 18, aged 19 to 24 

with an EHCP or aged 19 to 24 and has 

been in local authority care. 

What will a Level 3 EYE 

apprentice learn? 

The knowledge, skills and behaviours 

for this apprenticeship standard 

are defined by the Institute for 

Apprenticeships at the EYE detailed 

webpage at: instituteforapprenticeships. 

org/qualifications/finder/early-yearseducator-13. 

More specifically, according to the 

Government EYE apprentice web page, an 

EYE apprentice will learn to: 

⭐ Recognise when a child or a colleague 

is in danger or at risk of abuse and 

act to protect them in line with the 

safeguarding policy and procedure 

⭐ Apply legislation, policy, and 

procedure to protect the health, 

safety and well-being of children in 

the setting (for example, food safety, 

diets, starting solid food, allergies, 

COSHH, and accidents, injuries, and 

emergencies) 

⭐ Apply the principles of risk 

assessment and risk management 

within documentation and practice 

⭐ Teach children to develop skills to 

manage risk and maintain their own 

and others safety 

⭐ Use a range of communication 

methods, including technology, 

with other professionals to meet the 

individual needs of the child 

⭐ Develop and maintain effective 

professional, collaborative 

relationships with others involved in 

the education and care of the child 

⭐ Undertake the role and responsibilities 

of a key person 

⭐ Recognise and apply theories of 

attachment to develop effective 

relationships with children 

⭐ Provide sensitive and respectful 

personal care for children from birth 

to 5 years 

⭐ Advocate for all children’s needs, 

including children who require SEND 

or EAL support 

⭐ Promote and facilitate children’s 

interpersonal communication to 

develop their social interactions and 

relationships 

⭐ Support children to develop a positive 

sense of their own identity and culture 

Roles and responsibilities 

Roles 

Apprentice 

Improved 

employability 

prospects 

within the 

sector 

Responsibilities 

⭐ Support children to understand 

and respond to their emotions and 

make considered choices about their 

behaviours 

⭐ Assess the responsiveness of the 

environment for effective child-centred 

experiences in line with curriculum 

requirements 

⭐ Create inclusive, child-centred, 

dynamic, innovative, and evolving 

physical environments both indoors 

and outdoors 

⭐ Create an inclusive and supportive 

emotional environment that enables 

the child to feel safe, secure, 

respected and experience a sense 

of well-being; maintaining and 

prioritising the individual child’s voice 

⭐ Apply strategies that support 

children’s ability to manage change, 

transition, and significant events 

⭐ Analyse observation evidence to 

assess and plan holistic individual 

As a minimum, the apprentice should: 

✏ Complete on-programme training to meet the knowledge, skills and behaviours needed 

outlined in the apprenticeship standard for a minimum of 12 months 

✏ Complete the required amount of off-the-job training specified by the apprenticeship 

funding rules and as arranged by the employer and training provider 

✏ Understand the purpose and importance of EPA 

Prepare for and undertake the EPA including meeting all gateway requirements 

✏ 

As a minimum, the apprentice's employer must: 

✏ Select the training provider 

✏ Work with the training provider to select the EPAO 

✏ Work with the training provider, where applicable, to support the apprentice in the 

workplace and to provide opportunities for the apprentice to develop the KSBs 

✏ Arrange and support off-the-job training to be undertaken by the apprentice 

✏ Decide when the apprentice is working at or above the apprenticeship standard and is 

ready for EPA 

✏ Ensure the apprentice is prepared for the EPA 

✏ Ensure that all supporting evidence required at the gateway is submitted in line with this 

EPA plan 

✏ Confirm arrangements with the EPAO for the EPA promptly, including who, when, where 

✏ Provide the EPAO with access to any employer-specific documentation as required, for 

example, company policies 

✏ Ensure that the EPA is scheduled with the EPAO for a date and time which allows 

appropriate opportunity for the apprentice to meet the KSBs 

✏ Ensure the apprentice is given sufficient time away from regular duties to prepare for and 

complete the EPA 

✏ Ensure that any required supervision during the EPA period, as stated within this EPA 

plan, is in place 

✏ Ensure the apprentice has access to the resources used to fulfil their role and carry out 

the EPA for workplace-based assessments 

✏ Remain independent from the delivery of the EPA 

Pass the certificate to the apprentice upon receipt 

✏ 

learning based on a comprehensive 

understanding of the child’s needs 

and interests 

⭐ Facilitate and support child-centred 

opportunities and experiences based 

on the setting’s curriculum and 

pedagogy 

⭐ Provide adult-led opportunities and 

experience based on the setting’s 

curriculum and pedagogy 

⭐ Use reflection to develop themselves 

both professionally and personally 

The criteria for EYE Level 3 qualifications 

are due to change from 1st September 

2024. See here for the most up-to-date 

criteria. 

Training providers will have their own 

information which is available to 

employers and apprentices. Parenta has 

trained thousands of apprentices in this 

qualification, and you can download a 

course guide for the Level 3 EYE course 

here. This includes information about the 

structure of the course too. 

What qualifications do 

apprentices need to apply? 

To meet Ofsted staff-child ratios as a 

Level 3 EYE, apprentices must have a 

Level 2 qualification in English Language; 

the previous requirement for a Level 2 

Maths qualification has been removed. 

All apprentices must undergo a clear DBS 

check and hold a Paediatric First Aid or 

Emergency Paediatric First Aid qualification 

as part of safer recruitment. 

References and more 

information 

⭐ Find apprenticeship training 

⭐ Institute for Apprenticeships 

⭐ Parenta - Recruit an apprentice 

⭐ Gov.uk - Apprentices national 

minimum wage rates 


more references 

& information. 



Understanding the 

impact of new staff 

ratios in early years 

In the March 2023 Budget, following 

a consultation with the industry, the 

Government announced changes to the 

Early Years Foundation Stage (EYFS) that 

would affect nurseries, childminders and 

group provisions. The changes were in 

response to concerns about early years 

provision including:

EYFS activities: 

Personal, Social & 

Emotional Development 

In the EYFS, personal, social, and emotional development activities are crucial for building essential life skills 

in children. Through structured play and interactions, they learn to manage emotions, build relationships, and 

develop resilience. These activities lay the groundwork for academic growth as well as lifelong well-being by 

promoting communication, cooperation, and problem-solving abilities. 

Father’s Day medals – a favourite with the children! 

Why not celebrate Father’s Day with a 

personalised medal to let father figures know 

how special they are? 

You will need: 

Ì 23cm paper plates 

Ì Yellow or gold washable paint or yellow 

tissue paper 

Ì Paintbrush 

Ì Glue stick 

Ì Star foam stickers 

Ì 1cm width ribbon (various colours) 

Ì Hole puncher 

Ì Safety scissors 

Ì Ruler or tape measure 

Ì Sticky tape 

Ì Printed Father’s Day award template 

(optional) 

Ì Pen/marker 

Method: 

1. Decide how you want to create the 

background of the medal. Option 1: Paint 

the paper plate yellow or gold. (Takes time 

to dry.) Option 2: Use yellow or gold tissue 

paper with Pritt Stick glue. (Dries quickly.) 

2. If you use tissue paper for the background, 

place the paper plate over the tissue paper, 

draw around the plate, then cut the tissue 

paper and glue it to the plate. 

3. Take the printed Father’s Day award 

template and cut out the award circle. If 

you do not wish to use the template, you 


can always make your award circles and 

write the message with a pen. 

4. Once the paper plate is dry, stick the 

template to the centre. 

5. Punch two holes at the top of the plate to 

hang the medal. 

6. Now it’s time to decorate! Stick foam stars 

around the outside of the plate however 

you would like. 

7. Time to add the ribbons! Take your 

chosen coloured ribbon and cut a piece 

approximately 40cm long, then tie it 

through the holes to make the handle. 

8. Cut 30cm lengths of ribbon for the bottom, 

being as creative with the colours as 

possible. 

9. Use the sticky tape to secure the ribbons to 

the back of the plate at the bottom. 

10. Adjust and make any final tweaks as 

necessary, and then present the medal to 

Dad on Father’s Day! 

Fabulous Father’s Day cards! 

Creating a personalised card is a wonderful 

way for children to celebrate Father’s Day. 


Ì Cardstock paper 

Ì Pens/Markers 

Ì Scissors 

Ì Decorating materials e.g. stickers, ribbons 

Ì Ruler 

Method: 

1. Find or print block letter templates for “D”, 

“A” and “Y” onto cardstock paper. 

2. Trace and cut out the letters, ensuring 

they’re the same size. 

3. Place the letters in a straight line so they 

touch and spell out “DAD” or “DADDY”. You 

can use a ruler to make sure they’re in a 

straight line. 

4. Use scissors to carefully cut out the centres 

of each letter. 

5. Fold the word where the letters touch to 

create the card. 

6. Use your chosen coloured pens and 

markers to colour in each letter. 

Painted ties – so much fun! 

A simple activity that the children will love! 


Ì Paper 

Ì Paints 

Ì Paintbrushes 

Ì Ribbon 

Ì Scissors 

Ì Tape 

Ì Hole punch 

Method: 

1. Give the children the freedom to paint on 

the paper in any way they choose. 

2. Let the paper completely dry and then cut 

out a tie shape, using a tie as a template if 

needed. 

3. Cut out a small strip roughly 2 inches high 

and 6 inches long to create the knot. 

4. Hole punch both ends of the strip to create 

space to weave the ribbon through. 

7. Decorate further with any ribbons, stickers, 

or any other embellishments to give the 

card a personal touch. 

8. Your card is now ready to give to Dad, 

showcasing your creativity and love. 

More on this activity and others can be found 

here: https://easypreschoolcraft.blogspot. 

com/2012/03/fathers-day-dad-card-craft.html 

5. Wrap the strip around the top of the tie and 

tape it in place. 

6. Thread the ribbon through the punched 

holes, and that’s the tie complete! 

7. Top tip – encourage the children to use their 

father figure’s favourite colours to make the 

craft even more personalised.

How do we strike the balance between the 

dance of “in the moment” and “guided” 

activities? Firstly, we need to recognise the 

strengths of both “child-led” and “adultguided 

learning” experiences. 

Picture this: a classroom buzzing with 

energy as little learners explore, create, 

and imagine. That’s the magic of childled 

learning! It’s all about letting children 

take the lead. Fostering their creativity, 

independence, and love for learning. 

But wait, there’s more! Cue the spotlight 

on adult-guilded learning. It’s like having 

a wise mentor guiding you through the 

steps, providing structured opportunities 

to learn specific skills and concepts 

while promoting collaboration and 

communication. 

Together, these two approaches create a 

dynamic duo that nurtures every child’s 

growth and development and highlights 

the importance of your flexibility and 

responsiveness in your pedagogy as... 

“One size doesn’t fit ALL!” 

Gina Bale 

One size doesn’t 

fit ALL! 

In the world of early childhood education, 

we all know flexibility is the name of 

the game. We know that every child is 

unique, with their rhythm and pace of 

learning. That’s why teaching is rather like 

a beautifully choreographed dance – fluid, 

adaptable, and responsive to the needs of 

every little explorer. 

By being flexible, we ensure that our 

teaching strategies, and pedagogies, 

evolve alongside the changing interests 

and abilities of our students, creating a 

learning environment where everyone can 

shine. 

The potential disadvantages of not being 

adaptable and focusing solely on one 

specific approach could be limiting the 

development of skills, experiences, and 

learning for children. 

Like us, every child is unique, and “One 

size doesn’t fit ALL”. Don’t forget to 

offer a breadth of different activities, 

including structured group activities, and 

experiences for your little ones. By doing 

this you are ensuring ALL children are 

invited to play and learn and they are not 

getting bored or just repeating the same 

activity because it is safe and known to 

them. Just like adults they want to live 

wildy and experience new things. Take 

them outside their comfort zone and don’t 

hinder their joy of learning by fixating on 

ONE approach in the setting. 

Go wild in the “pick 

and mix” 

From my many years of teaching in, and 

training settings, I have seen first-hand 

how the seamless blending of child-led 

and adult-guided activities ensures that no 

child is disadvantaged. We need to ensure 

they are ALL invited to learn. 

As educators, we need to find and 

blend our own “secret sauce” of perfect 

ingredients that will provoke and engage 

our little explorers. 

Set the stage with a rich variety of 

materials and multiple open-ended 

provocations that ignite everyone’s 

curiosity and imagination. Then, sprinkle in 

some structured FUN activities facilitated 

by adults, providing opportunities for 

children to develop specific skills and 

collaborate with their peers. 

Remember, it’s all about finding that 

“sweet spot” where child agency meets 

adult guidance, creating a meaningful 

learning experience that’s engaging and 

playful. 

Combining and being creative is KEY to 

finding your “s ecret sauce”. To do this you 

need to recognise the strength of both 

“child-led” and “adult-guided” learning 

experiences. 

Your “secret sauce” is informed by several 

key theories and approaches that highlight 

the importance of both child-agency and 

adult support in facilitating optimal and 

meaningful learning experiences. Here is a 

sample of the ingredients and spices that 

will help you develop your recipe for your 

little explorers. Imagine only being able to 

cook with one ingredient day after day – 

BORING! 

Ingredients: guided 

play and scaffolding 

learning 

Guided play serves as a cornerstone for 

children’s development:

TM 

Pssst... Let the Littlemagictrain 

take your children on a magical 

journey of learning and lots of 

fun! 

Pssst... 

Let the Littlemagictrain take your 

children on a magical journey of 

learning and lots of fun! 

“Littlemagictrain has helped children to develop 

their confidence and desire to communicate, 

describe, understand, and use new vocabulary. 

FREE 

Training and 

support. 

FREE 

TRAINING AND 

SUPPORT 

By week 6, I observed clear improvement in 

“Littlemagictrain has helped children to develop 

“ 

“ 

attention, memory and narrative skills.” 

their confidence and desire to communicate, 

describe, understand, and use new vocabulary. 

By week 6, I observed clear improvement in 

attention, memory and narrative skills.” 

Liz Shoreman, Senior Speech and Language 

Therapist and Manager, The Speech Bubble 

Liz Shoreman, Senior Speech and Language 

Therapist and Manager, The Speech Bubble 

“The staff always join in and I can honestly 

say it’s one of the best products we’ve 

ever invested in!” 

“The staff always join in and I can honestly 

say it’s one of the best products we’ve 

ever invested in!” 

Scan Me! 

Nicky Sanford, Early Years Teacher, 

Marcham Pre-school 

Nicky Sanford, Early Years Teacher, 

Marcham Pre-school 

“ 

“ 

www.littlemagictrain.com 

www.littlemagictrain.com 

Or email: Hello@littlemagictrain.com 

Or email: Hello@littlemagictrain.com 

for wee ones

May 2024 Parenta Early Years Magazine

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