September 2024 Parenta Early Years Magazine

Issue 118 

SEPTEMBER 2024 

Musical medicine: 

Where singing and 

science meet 

Giving children a voice 

Power of the 

parachute: Movement 

for ALL children 

+ lots more 

EYFS activities 

inside! 

This month… 

Diwali 

Risk assessment & safety 

in EYFS outdoor play 

An early years practitioner’s guide to Safeguarding 

Free Training for All Staff - see inside for details

30 

12 

24 

16 

Hello 

Welcome to our family 

Welcome to the September edition of Parenta magazine! 

The new academic year is upon us already and we hope everyone has had an enjoyable summer, ready for a busy year 

ahead in our sector. This month, our focus turns to the topic of Safeguarding; don’t miss our must-read updates and articles 

to support this incredibly important subject. 

A date for your diary! On Tuesday 17th September, join us for our eagerly anticipated webinar with expert Yvonne Sinclair who 

will take us through “Safeguarding in the Early Years”. Yvonne will delve into the latest changes to safeguarding guidance and 

the “Keeping Children Safe in Education” (KCSIE) document. 

Don’t forget to register at www.parenta.com/webinars - you will earn a CPD certificate if you attend! 

Regulars 

8 Write for us 

36 EYFS Activities: Diwali 

News 

4 What do our customers say this month? 

6 Kudos for talented Parenta apprentice! 

10 Childcare news and views 

18 Free training for all staff 

Advice 

26 

Industry Experts 

38 

12 An early years practitioner’s guide to Safeguarding 

16 The power of the subconscious mind 

22 Giving children a voice: The importance of finding a 

way for children to communicate 

26 Musical medicine: Where singing and science meet 

30 Tech tools for young learners: Enhancing digital skills 

and inclusivity: part 2 

32 Summary of “Keeping Children Safe in Education” 

updates 

38 Power of the parachute: Movement for ALL children 

As always, we have a great selection of articles for you to read this month! Just a few of them include Stacey Kelly talking 

us through the power of the subconscious mind, Gina Smith explaining the importance of finding a way for children to 

communicate, Dr Sarah Moseley concludes her article about digital technology tools, Frances Turnbull continues her musical 

medicine series, and Gina Bale reminds us of the ‘power of the parachute’ for children’s movement and engagement. 

Make sure 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 Let’s Talk PANTS: Understanding the underwear rule in 

early years education 

20 Safeguarding and child protection in the early years 

24 How to tackle violent play influenced by games 

28 Risk assessment and safety in EYFS outdoor play areas 

34 Supporting children’s understanding of the world in the EYFS 

2 September 2024 | parenta.com 

parenta.com | September 2024 3

What do our 

customers say 

in August? 

Anum B 06/08/24 

“My tutor’s passion for childcare learning is 

contagious and has made learning truly 

enjoyable. The way they explain complex topics 

is clear, concise, and engaging. It really helped 

me understand the material. I appreciate my 

tutor’s teaching method, it helped me learn 

childcare skills much more effectively. They 

have made a real difference in my 

understanding of childcare. I feel much more 

confident in my abilities now. Thank you for 

challenging me to think critically and for being 

such a fantastic tutor!" 

Alison V 21/08/24 

“We have used Abacus as our nursery 

software for many years. We have always 

found them really helpful always there if you 

need them. The system has a lot of features 

some of which we are only just beginning to 

utilise. The main things we have used it for 

have been invaluable, are the invoicing, taking 

children's bookings and staff rota reports 

which calculate how many staff are required 

and how many you have, all tie in together 

which saves so much time.” 

Larisa S 24/08/24 

“My tutor was the best tutor I 

ever had for the Level 3 Early 

Years Educator at Parenta. She 

was always there, prompt and 

friendly, professional and happy 

to help any time I needed it during 

my course. I'm so grateful for all 

her hard work and thankful for 

her patience and kindness.” 

Iulia L 24/08/24 

“Having my tutor at Parenta for my 

Level 3 course in Early Years Educator 

was literally a blessing. She was always 

there when I need it, no matter how 

late in the night or early in the morning, 

always encouraging me when I had 

some struggles with my functional skills 

exams. She trusted in me and made me 

pass all the exams I needed to be 

qualified. Thank you, I'm now an 

Early Years Educator.” 

Mir 22/08/24 

“My tutor has helped 

and supported me so 

much through the 

course, she’s given me 

so much confidence 

that I’m going to pass! 

She’s the best tutor 

I’ve had!” 

Claire F 21/08/24 

“My tutor was very supportive and helpful 

with regard to preparing for my exam. She 

made me feel very comfortable and relaxed. 

Thank you.” 

Anisa A 20/08/24 

“I have been with Parenta for over a year 

and my tutor is always nice and kind to me, 

she always encourages me to do my 

assignments and gives gentle guidance. She 

has been supporting me and attending to my 

needs and has helped me so much in all of 

this time with such a positive attitude. She 

also helped me to understand OneFile very 

well whenever I needed help. 

Thank you so much!” 

Ayesha M 07/08/24 “I'm almost at the end of my 

“I take this opportunity 

to sincerely thank my 

Early Years Training 

Consultant at Parenta 

for their consistent 

outstanding help and 

support. They are highly 

professional and have 

impeccable standards.” 

Charlie C 05/08/24 

“I had an amazing tutor, 

couldn’t recommend her 

enough, she was very helpful.” 

Amelia P 13/08/24 

course and I really want to 

thank my tutor for helping 

and supporting me through 

this year. She is absolutely 

amazing and I couldn't thank 

her enough for everything.”

Kudos for talented 

Parenta apprentice! 

Parenta apprentice, Sophie Davies, has 

been shortlisted for Nursery World’s Early 

Years Apprentice of the Year Award 2024. 

Sophie, who works at Shenfield Day 

Nursery, in Brentwood, Essex was selected 

as a finalist for these prestigious awards 

for her exemplary approach to training, 

her strong desire to learn and grow in 

her role and for actively seeking out 

opportunities to develop new skills and 

knowledge. 

Nichola Reed, Sophie’s Parenta tutor said: 

“Sophie is a conscientious apprentice, 

demonstrates a passion for learning and 

is always eager to expand her knowledge. 

She is reliable and always ensures to 

complete any tasks to the best of her 

ability. She takes on board feedback and 

immediately puts this into practice and will 

ask questions to develop her knowledge 

further. It was a pleasure to support her 

throughout her Level 2 qualification and to 

continue to work with her during her Level 

3.” 

Sophie said: “I am really proud to be 

nominated for the Apprentice of the Year 

award. I love working at Shenfield Day 

Nursery with such amazing colleagues 

and wonderful children.” 

3 easy ways to get your free recruitment: 

Chris Ford, business development 

manager at Shenfield Day Nursery said, 

“We are so proud of Sophie and everything 

she has achieved. She definitely has 

everything it takes to become a model 

practitioner. Children and staff warm to her 

kind and caring manner and she strives to 

bring children the best care and learning 

experiences - her enthusiasm for childcare 

just shines through! She is dedicated and 

works very hard and we are super excited 

about the awards ceremony on 21st 

September where the final winner for the 

category will be announced.” 

“I take this opportunity to sincerely thank 

my Early Years Training Consultant at 

Parenta for their consistent outstanding 

help and support. They are highly 

professional and have impeccable 

standards.” 

This is what some of our customers say: 

"The tutor has been great for my staff 

members! She is thorough and has a great 

way of explaining everything to them, and 

to me as manager!" 

4.6 

“Parenta has been working with us and our 

apprentices for years now. they provide 

excellent service, and the tutor who we 

know works hard to help, ensure all our 

apprentices learn and develop their 

knowledge and understanding of the sector, 

and grow in confidence every day.” 


Ayesha M. 07/08/2024 

Emma M. 02/07/2024 Beccy B. 16/07/2024

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, Gina Bale! 

Hurry! Limited-time September offer: Choose Parenta software and get 3 

months of free training with CPD experts Noodle Now! 

3 easy ways book a demo: 

Congratulations to Gina Bale, our guest author of 

the month! Her article, “Developing Fundamental 

Movement Skills In Early Childhood”, explores how 

the development of Fundamental Movement Skills 

in the early years is critical for ALL children’s overall 

growth and ability to participate in various physical 

activities. Well done Gina! 

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: 

Hurry, demos for this month are disappearing FAST! 

This is what our software customers say about us: 

4.6 

www.parenta.com/parentablog/guest-authors 

“We have used Abacus as our nursery software for many years. We have always 

found them really helpful always there if you need them. The system has a lot of 

features some of which we are only just beginning to utilise. The main things we have 

used it for have been invaluable, are the invoicing, taking children's bookings and 

staff rota reports which calculate how many staff are required and how many you 

have, all tie in together which saves so much time.” 

“Charlotte has been great in helping me 

learn new ways to work the Abacus side 

of Parenta - thanks for all the assistance 

via email and on the phone today” 

Alison V. - 28/08/2024 Lynn P. - 20/08/2024 

8 September 2024 | parenta.com

Childcare news 

and views 

Over three quarters of settings 

struggle to recruit 

Addressing low pay and recognising 

the value of the workforce are crucial to 

resolving the early years staffing crisis, as 

nurseries, pre-schools, and childminding 

settings continue to face significant 

challenges in recruiting and retaining staff. 

This is according to a new survey by the 

Early Years Alliance. 

The survey, conducted online between 

10th and 19th July 2024, received 889 

responses. It revealed that 78% of settings 

struggled to recruit staff over the past year, 

with nearly half (48%) describing it as ‘very 

difficult’. Additionally, more than six in 10 

respondents (61%) reported that staff from 

their settings had left the sector entirely in 

the previous six months, while eight in ten 

(82%) noted an increase in staff departures 

compared to two years ago. 

Due to the ongoing recruitment and 

retention issues, half of the respondents 

(50%) have had to limit or stop accepting 

new children in the six months prior to 

the survey, and nearly two in five (17%) 

have reduced or restricted their opening 

hours. The survey highlighted that staffing 

shortages have negatively impacted the 

quality of early years provision, with over 

a third (37%) of respondents considering 

leaving the sector. However, many said 

they would stay if they felt more valued by 

the government (82%), received better pay 

(80%), and had improved benefits like sick 

pay (53%). 

These findings emerge just before the 

expansion of the early entitlement 

programme and six months after the 

Department for Education’s recruitment 

campaign. Despite the campaign, 81% of 

those who advertised roles saw no change 

in the number of applications, with only 5% 

noting an increase. 

In response to the survey results, the 

Alliance is calling on the government to: 

Determine and publish a set of pay 

ambitions for the early years sector in 

England, setting out what it considers 

to be suitable salary ranges for each 

role level in the sector – and to ensure 

that early entitlement funding is set 

and maintained at an adequate level 

to enable early years settings to meet 

those salary expectations 

Ensure that the early years is 

consistently recognised and valued as 

an education profession 

Ensure there are clear and consistent 

career pathways into and through the 

sector, as well as funded training and 

CPD opportunities. 

Neil Leitch, chief executive of the Early 

Years Alliance, said: “It’s incredibly 

concerning, but sadly not at all surprising, 

that not only are so many settings 

continuing to struggle to recruit, but also, 

a significant proportion of experienced 

educators are actively considering leaving 

the sector. 

“As these findings show, staffing 

challenges have already pushed many 

providers to limit both places and hours 

offered. With less than a month before 

the next phase of the early entitlement 

expansion, it’s clear just how critical the 

need to address the sector’s staffing crisis 

is.” 

“But while there is no silver bullet to 

the sector’s staffing crisis, what today’s 

findings also show is that this is not an 

insurmountable challenge. Working in the 

early years has the potential to be one 

of the best jobs in the world, and as our 

results show, valuing the early years sector 

and, crucially, ensuring that educators 

can receive a salary which reflects the 

importance of the work they do are key to 

attracting and retaining educators in the 

coming years.” 

“At the Alliance, we know just how 

passionate, dedicated and skilled the 

early years workforce is – but the fact is 

that for far too long, these educators have 

been undervalued, underappreciated 

and underpaid as a result of years of 

underfunding and polices that have failed 

to acknowledge the importance of the 

work they do day-in and day-out.” 

“As such, we hope that the new 

government will take urgent action on this 

crucial issue and work with the sector to 

develop and implement a comprehensive 

workforce plan: one that recognises the 

need to improve retention as well as 

recruitment and, at long last, tackles the 

issue of low sector pay. We look forward to 

working with them to make this a reality.” 

Survey comments: 

“We are at crisis point; we need an 

improved attitude to early years 

where we are valued the same as 

teaching staff and increased funding 

to pay better wages that entice and 

retain people wanting to work in early 

years. None of us have ever done 

this job for the money but if the future 

workforce can potentially earn more in 

a supermarket, then there will not be 

a future for the early years.” 

“We usually recruit from a group of 

candidates and we always choose the 

person with the most qualifications 

and experience and who will best fit 

within our setting. Now, we are lucky 

if we can recruit anyone, and this 

causes standards to fall. We have 

more issues and problems to deal 

with and managing the staff has 

become much harder.” 

The full story can be read here, on the NMT 

website. 

Childcare expansion to go ahead 

– although families may be 

disappointed 

The Secretary of State for Education Bridget 

Phillipson has confirmed that the childcare 

expansion will still go ahead for September 

2024 but parents may be disappointed: 

Purnima Tanuku OBE, Chief Executive 

of National Day Nurseries Association 

(NDNA) said of Bridget Phillipson’s remarks 

in the Sun on Sunday: “It’s good that the 

Secretary of State acknowledges the 

enormous challenges the sector is facing 

ahead of the next two phases of childcare 

expansion.” 

“However, we need to see how they will 

tackle these issues in order for the sector 

to achieve the September deadlines. The 

Government’s current plans of creating 

more nursery provision in schools will not 

solve the existing financial and staffing 

problems. It’s vitally important that the 

infrastructure within the private, voluntary 

and independent nursery sector that 

already exists is maximised in order to 

support parents and families. Any new 

provision created must not duplicate or 

potentially threaten what is already in 

place.” 

“The sector needs urgent investment 

to boost the funding rates so providers 

can pay their staff an attractive salary 

to prevent more and more qualified, 

experienced practitioners leaving the 

sector. We also need to attract thousands 

more to start a rewarding career in early 

education.” 

“Our nurseries are also telling us they need 

capital funding to expand their premises in 

order to offer more places. We published 

our FOI to local authorities today which 

shows that councils have only distributed 

a very tiny amount of the capital grant 

funding they were given last year for this 

very purpose.” 

“If this Government is serious in making 

the expansion a success for all, they need 

to support the whole sector, especially 

the PVI which delivers around 80% of all 

childcare places in England.” 

The full story can be read here. 



Chloe Webster 

of. It is essential to have policies and 

procedures in place to minimise the risk 

of harm and provide adequate support to 

children, regardless of the severity of the 

situation: 

An early years 

Increased screen time and 

internet use 

practitioner’s guide to 

Safeguarding 

The rise in screen time and internet use 

among even our youngest children puts 

them at risk of exposure to inappropriate 

content and online predators. Practitioners 

must implement strict online usage 

policies, educate children and parents 

about safe internet practices, and promote 

the use of child-friendly and secure digital 

platforms. 

Growing awareness of mental 

health issues 

There is a growing awareness of mental 

health issues, including anxiety and stress, 

even in young children. It is crucial to 

provide mental health training for early 

years staff and integrate mental well-being 

activities into the curriculum. Additionally, 

support services and resources for children 

and families should be readily available. 

Physical abuse and neglect 

social and emotional learning, implement 

anti-bullying policies, and ensure 

immediate intervention when incidents 

occur. 

Ongoing safeguarding practices 

Effective safeguarding is an ongoing 

practice that requires regular and 

thorough training for all staff on the latest 

safeguarding practices, recognising signs 

of abuse, and appropriate response 

protocols. Safeguarding policies and 

procedures should be regularly updated, 

well-communicated, and understood 

by staff, parents, and children. Actively 

involving parents in safeguarding efforts 

through workshops, resources, and open 

communication channels is also vital. 

Safer recruitment 

Collaborating with external 

agencies 

Building partnerships with external 

agencies is crucial in protecting and 

supporting children. Collaborating with 

local authorities, child protection services, 

and mental health organisations can 

provide the support and intervention 

needed. 

In conclusion, safeguarding in the early 

years sector is a dynamic and evolving 

challenge that requires constant vigilance, 

proactive measures, and a collaborative 

approach. By understanding the most 

prevalent safeguarding issues in 2024 

and implementing effective strategies, we 

can ensure that our youngest learners are 

protected, supported, and able to thrive in 

a safe and nurturing environment. 

Safeguarding children in the early years 

sector is a fundamental responsibility 

shared by everyone working with children, 

regardless of their role. 

Safeguarding practices are continually 

evolving to address both long-standing 

and emerging issues, driven by societal 

changes and technological advancements. 

In this article, I will explore the current 

landscape of safeguarding in the early 

years, highlighting prevalent issues and 

offering strategies to adequately protect 

the children we care for every day. 

Understanding safeguarding 

‘Safeguarding’ is an umbrella term that 

encompasses the measures and policies 

put in place to protect children from 

abuse, neglect, and exploitation. In the 

early years sector, this applies to all types 

of settings that support and care for our 

youngest children, including nurseries, 

pre-schools, childminders, and schools. 

The goal is to create a safe and nurturing 

environment where children can thrive. 

Key components of safeguarding include: 

1. Prevention: Ensuring children’s safety 

through proactive measures. 

2. Protection: Responding effectively to 

concerns and incidents. 

3. Support: Assisting children who have 

experienced harm. 

Emerging safeguarding issues 

Several safeguarding issues have 

emerged in recent years that early years 

settings and educators need to be aware 

Physical abuse and neglect remain critical 

concerns, often exacerbated by external 

factors such as economic hardship and 

parental stress. Staff must be trained to 

recognise signs of abuse and neglect, 

create robust reporting and intervention 

systems, and forge strong partnerships 

with child protection services. 

Risk of radicalisation 

Although less common in early years, the 

risk of radicalisation is a growing concern 

due to exposure to extremist ideologies 

online. Staff should be trained to recognise 

early signs of radicalisation, promote 

inclusive and respectful environments, and 

engage with parents and communities to 

foster mutual understanding. 

Bullying and peer-on-peer abuse 

Bullying and peer-on-peer abuse, 

including physical, emotional, and 

cyberbullying, can occur even among very 

young children. It is our responsibility to 

encourage positive behaviour through 

Safer recruitment is a key component of 

safeguarding in the early years sector. 

Implementing rigorous recruitment 

processes, including background checks 

and verifying qualifications, ensures 

that only suitable individuals work with 

children. 

Creating a safe environment 

Creating a safe environment for children 

to learn and play involves ensuring 

physical safety through secure premises, 

appropriate staff-to-child ratios, and 

maintaining a supportive, nurturing 

atmosphere. 

Technology and online safety 

In today’s digital age, it is essential to 

ensure that all staff use technology safely 

and with purpose, particularly when young 

children are involved. This can be achieved 

by implementing parental controls and 

monitoring software, promoting digital 

literacy among staff, and fostering safe 

online behaviours among children. 

Safeguarding is everyone’s responsibility, 

and through collective effort, we can create 

a brighter, safer future for all children. 

Click here for 

more resources 

from Chloe: 



Let’s Talk PANTS 

As early years practitioners, one of our 

most crucial responsibilities is ensuring the 

safety and well-being of the children in our 

care. This includes protecting them from 

harm, both physically and emotionally. 

Since 2013, the NSPCC’s Pantosaurus has 

been a valuable resource in this mission, 

helping over six million parents and carers 

to “Talk PANTS” and keep children safe 

from sexual abuse. 

What is Talk PANTS? 

Talk PANTS is a campaign designed to 

help children understand that their bodies 

belong to them and that they have the 

right to say “no” to anything that makes 

them feel uncomfortable. The campaign 

is built around a simple but powerful set 

of guidelines known as the PANTS rules, 

which are designed to help children 

recognise and respond to inappropriate 

behaviour. This article will explore the 

importance of the Talk PANTS initiative, the 

PANTS rules themselves, and how early 

years practitioners can support parents 

in having these sensitive but essential 

conversations. 

The importance of 

talking PANTS 

Understanding the underwear rule in 

early years education 

Sexual abuse is a difficult and 

uncomfortable topic, but it is a reality 

that we must address to protect children. 

The Talk PANTS campaign provides a 

framework for discussing this sensitive 

subject in a way that is age-appropriate 

and non-threatening. By engaging in these 

conversations early, we can help children 

understand their rights and give them 

the confidence to speak out if something 

doesn’t feel right. 

The success of Talk PANTS lies in its 

simplicity. Developed with input from 

children, parents, carers, and teachers, 

the campaign focuses on clear, 

straightforward messages that are easy 

for young children to understand. It avoids 

using complex or frightening language 

and instead, provides practical, reassuring 

advice that helps children feel safe and 

secure. 

The PANTS rules 

explained 

The PANTS rules are the cornerstone of 

the Talk PANTS campaign. Each letter in 

“PANTS” stands for a key message that 

helps children understand what is and isn’t 

appropriate behaviour: 

Privates are private 

Your underwear covers up your private 

parts, and no one should ask to see or 

touch them. There may be exceptions, 

such as a doctor or nurse, but they should 

always explain why they need to and 

ask for your permission first. Remember, 

what’s in your pants belongs only to you. 

Always remember your 

body belongs to you 

Your body is yours, and no one should 

make you do anything that makes you 

feel uncomfortable or embarrassed. If 

someone asks to see or tries to touch you 

under your underwear, say “NO” and tell 

someone you trust. 

No means no 

You have the right to say “no” to anything 

that makes you feel uncomfortable, even if 

it’s a family member or someone you love. 

You are in control of your body, and your 

feelings matter most. 

Talk about secrets that 

upset you 

There are good secrets, like surprise 

parties, and bad secrets that make you 

feel sad, worried, or scared. If someone 

tells you to keep a bad secret, you should 

talk to a safe adult who you trust. 

Speak up, someone can 

help 

If you ever feel sad, anxious, or frightened, 

it’s important to talk to someone. Whether 

it’s a parent, teacher, or another trusted 

adult, someone will listen and help you. 

When is the right time 

to Talk PANTS? 

One of the questions that early years 

practitioners often hear from parents is: 

“When is the right time to talk PANTS?” The 

answer is that there isn’t a single ‘right’ 

time - these conversations can happen 

whenever it feels natural for the family. 

The important thing is to make these 

discussions a normal part of everyday life. 

Here are some examples of when parents 

might naturally introduce the PANTS 

conversation: 

? After school: If a child has had a 

lesson on personal relationships 

or Talk PANTS at school, it’s a great 

opportunity to ask them what they 

remember and to reinforce those 

messages at home 

? Bathtime: While running a bath or 

helping a child get dressed, parents 

can start a conversation about privacy 

and body boundaries 

? Car journeys: With no distractions, car 

rides can be an ideal time for deeper 

conversations, where a child can ask 

questions and parents can respond 

calmly 

? Reading together: The NSPCC 

has a new PANTS storybook that 

can be read together, making the 

conversation feel more natural and 

less intimidating 

? Singing: The Pantosaurus song is a 

fun and engaging way to introduce 

the PANTS rules, and children often 

enjoy singing along 

? Swimming: A conversation about 

what swimwear covers can naturally 

lead to a discussion about private 

parts and privacy 

? Walking: Casual walks provide a 

relaxed environment where sensitive 

topics can be discussed more openly 

? Watching TV: If a show features a 

storyline that touches on personal 

safety, it can be an opportunity to talk 

about what makes the child feel safe 

or uncomfortable 

Activities plans for 

early years - ages 3-5 

We’ve selected some age-appropriate Talk 

PANTS learning plans for children: 

? Download Activities plan for children 

aged 3-4 (PDF) 

? Download Activities plan for children 

aged 4-5 (PDF) 

Addressing parents’ 

concerns 

Understandably, parents may have 

concerns about discussing such a sensitive 

topic with their children. They might 

worry about scaring their child or not 

knowing how to respond if their child says 

something concerning. The good news is 

that the Talk PANTS campaign is designed 

to address these very concerns and we’ve 

selected some of the more frequently 

asked questions from the NSPCC website: 

Won’t talking to my 

child about this topic 

scare them? 

The aim of Talk PANTS is to empower 

children, not to scare them. The guidelines 

and resources provided are child-friendly 

and focus on practical, reassuring advice. 

They avoid mentioning sex or using scary 

language, instead focusing on what is 

and isn’t OK in a way that children can 

understand. 

What if my child says 

something that worries 

me? 

If a child reveals something troubling after 

a Talk PANTS conversation, it’s crucial 

to remain calm and supportive. Parents 

should listen carefully, reassure the child 

that they did the right thing by speaking 

up, and let them know that it’s not their 

fault. It’s also important to explain what 

steps will be taken next to ensure the child 

feels safe and supported. 

To learn more, visit www.nspcc.org.uk/ 

whattodo 

Supporting parents in 

the early years setting 

As early years practitioners, we play a key 

role in supporting parents to have these 

conversations. By introducing Talk PANTS 

in our settings, we can help to normalise 

these discussions and provide parents 

with the tools and confidence they need to 

talk to their children about personal safety. 

Encouraging parents to use the resources 

available, such as the PANTS storybook 

and Pantosaurus song, can make the 

conversation more accessible and 

less daunting. We can also reassure 

parents that it’s okay to start small and 

that the goal is to have ongoing, open 

conversations rather than a single, onetime 

discussion. 

The Talk PANTS campaign helps 

protect children from sexual abuse by 

teaching them the PANTS rules, which 

help children understand their rights, 

recognise inappropriate behaviour, 

and feel confident speaking out. Early 

years practitioners play a crucial role in 

supporting parents in these conversations, 

ensuring children feel safe and secure. 

Together, we can make a significant 

impact on children’s lives. 

Useful resources 

? https://www.nspcc.org.uk/keepingchildren-safe/support-for-parents/ 

pants-underwear-rule/ 

? Childline 

? NSPCC Helpline Monday to Friday on 

0808 800 5000 or email 

help@nspcc.org.uk 


more references 

& information. 



Neuroscientists have stated that up to 95% 

of what we do is completely subconscious, 

meaning that most of our actions, 

reactions, and decisions are carried out on 

autopilot and are influenced by the beliefs 

and programming that are stored in our 

subconscious mind. This programming 

is created in our formative years, and 

knowing how it works can help us as 

parents/carers, practitioners, and teachers 

to ensure that we are giving children a 

blueprint for success. 

What we hear, see, and feel on a 

consistent basis growing up (and the key 

word here is consistent) creates a blueprint 

for how we view ourselves and the world 

around us. If you imagine the analogy of 

learning to drive a car: at first, you have to 

think about every single manoeuvre and 

slowly carry out each step one by one. I 

remember, at 17 years old, actually saying 

out loud, ‘mirror, signal, manoeuvre’. 

However, over time and repetition 

(consistency), this process becomes easier, 

and all of a sudden you are driving from 

A to B without a thought of where the 

clutch or gearbox is. There are even times 

when you will arrive at your destination 

and not even be able to remember the 

journey! This is because we have repeated 

these actions so many times that our 

subconscious mind takes over and stores 

them in our programming. Our conscious 

mind is no longer needed because we can 

go on autopilot using the hard-wired skills 

in our brain to carry out the task. 

This is exactly the same for how our beliefs 

and internal programming are formed. In 

our formative years, what we consistently 

feel, see, and hear about ourselves and 

the world around us creates a blueprint in 

our subconscious mind that automatically 

Stacey Kelly 

The power of the 

subconscious mind 

guides and influences how we perceive 

the world as adults. It’s like the beliefs 

that are created in childhood form a lens 

over our eyes that affects how we view 

ourselves and others, and how we act 

and react to life. I always use the example 

of a child growing up constantly feeling 

like they are not good enough. Over time, 

it is likely that a ‘not good enough’ belief 

would be created and stored in their 

subconscious mind, meaning they will 

move through the world automatically 

driven by this remit, seeing life through a 

‘not good enough’ lens. 

People with this belief might struggle more 

than most when they make mistakes 

because this subconsciously validates 

their internal lack of self-worth. They 

might become perfectionists, feeling 

like everything they do could be better, 

or they might be workaholics because, 

again, nothing they do is ever good 

enough. Reaching milestones might 

be underwhelming because their brain 

isn’t wired for feeling worthy, and they 

might feel inadequate around successful 

people because other people’s success 

and progress highlight their lack of 

worth inside. Have you ever noticed that 

multiple people can be in exactly the 

same scenario yet react to or view the 

situation very differently? This is because 

everyone looks at the world through a 

lens influenced by their own unique set of 

programming and beliefs, and therefore 

what they see, feel, and hear is a product 

of their internal blueprint. 

Imagine two people walking into an 

event. Before them is a larger-than-life 

character who is dominating the room 

and commanding everyone’s attention. 

Person A sees this character and thinks 

they are the most inspiring person they’ve 

ever seen, and they stand in admiration 

of how they are capturing their audience’s 

attention. Person B sees the exact same 

character but feels uncomfortable and 

thinks they are way too big for their boots 

– they also convince themselves that this 

person is looking down their nose at them 

and that they aren’t welcome there. The 

same scenario, viewed and perceived 

very differently due to two different sets 

of beliefs. One person is confident in 

themselves; the other has a strong ‘I’m not 

good enough’ belief and views the world 

through this lens. 

In life, we are like a jigsaw piece that fits 

with scenarios and people who validate 

our internal beliefs. If we have a ‘not good 

enough’ belief, we might find ourselves 

in the company of people who are quite 

critical. If we have an ‘I’m not important’ 

belief, we may find ourselves surrounded 

by inconsiderate people. This is because 

our brain is wired to keep us ‘safe’. Now, 

the word ‘safe’ to you and me would 

mean being surrounded by good people 

or making good choices. However, ‘safe’ to 

our brain is keeping us in alignment with 

our internal beliefs – no matter what these 

beliefs are. 

Our subconscious mind is like a computer 

that gets programmed. Like computers, 

it doesn’t know the difference between 

good programming and a virus (negative 

programming); it just obediently adheres 

to the software that is uploaded. Our 

minds are the same. In our brain, we have 

something called a Reticular Activating 

System (RAS), and one of its many jobs 

is to act as the gateway between the 

conscious and subconscious mind. It filters 

in the 5% of information we are aware of 

and filters out the 95% of information that 

we store subconsciously. 

This RAS filter (or software) is influenced 

by the beliefs we hold, meaning that the 

reality of our consciousness is affected 

by the internal programming we have 

stored subconsciously. Our brain filters 

information and people based on our 

beliefs. A person with an ‘I’m not good 

enough’ belief could walk into a room 

full of one hundred people, yet they will 

most likely be drawn to the select few who 

validate their ‘not good enough’ belief – 

the ‘bad boy’, for example, who will treat 

them in a way that makes them feel – you 

guessed it… not good enough! 

Our RAS also filters information based 

on what’s important to us, which is why, 

when someone is trying for a baby, 

they will all of a sudden see babies 

everywhere. Before trying for a family, 

babies weren’t a priority, so even though 

they will have always been around that 

person in general day-to-day life, their RAS 

didn’t filter them into their vision. As soon 

as babies dominate their minds, their RAS 

registers this and then brings every baby 

into their awareness, meaning they end 

up seeing them everywhere they go. The 

same happens with new cars. Have you 

ever decided to buy a new car and then, 

all of a sudden, you see that make and 

model everywhere? It’s not a coincidence – 

it’s your RAS at work! 

Our beliefs are responsible for so much 

of our reality as adults, which is why, 

as teachers, parents, and practitioners, 

we need to be mindful of the consistent 

messages we are giving children through 

our daily actions, routines, and reactions. 

These repeated messages can contribute 

to the internal blueprint and belief systems 

that then act as a subconscious guide 

throughout life. We all have children’s 

best interests at heart and work hard to 

give them the best start in life. However, 

it’s important to understand that our 

subconscious mind is very literal and does 

not understand the concept of intent. This 

means that regardless of us all coming 

from a place of love and care, we can, 

without realising it, unintentionally instil 

negative beliefs. 

An example would be a parent who wants 

to create a confident little winner who 

succeeds in life. They say things like: 

? We don’t lose 

? If we come second, we may as well 

come last 

? Failure isn’t an option 

Here, this parent wants their child to 

succeed, and their intention is to create 

a little champion. However, the literal 

message behind all of these statements 

is that failure isn’t accepted and failure 

isn’t an option. If the brain is wired with 

the belief that failure is bad, it will do 

everything in its power to keep us ‘safe’, 

which means avoiding failure at all costs. 

The problem with this is that failure is a 

massive part of success, and a person 

who avoids it will never fully reach their 

potential because their inability to handle 

failure will likely hold them back! 

The best message this parent could give is 

that failure is positive if you see it as a life 

lesson, and it is also a stepping-stone to 

success. A child who grows up believing 

this is more likely to reach their full 

potential because they won’t fear stepping 

out of their comfort zone, which, after a 

few mistakes and failures, is where our 

brilliance is usually found. 

By understanding how belief systems are 

created, we can be more mindful of how 

the literal messages (regardless of our 

good intentions) create programming in 

the subconscious mind, and with a few 

small tweaks, we can make sure that they 

are, in fact, in alignment with a blueprint 

for happiness and success. 



from Stacey: 



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Call 0800 002 9242 and quote ’Magazine’

Safeguarding and 

DSLs and DDSLs have clear and distinct 

responsibilities including being able to: 

o 

Gain appropriate child protection/DSL 

qualifications 

should be available for members of staff to 

use in their day-to-day activities and some 

settings like to create posters or displays of 

non-sensitive information for staff to follow. 

Some protocol examples could be: 

child protection in the 

The largest section in the EYFS by far is 

section 3, the section on safeguarding 

and welfare requirements which shows 

the weight and severity of this topic for 

early years practitioners. There is NOTHING 

more important than safeguarding 

children. Period. Practitioners are entrusted 

with the lives of small children, who do not 

yet understand the dangers of the world 

and are mostly trusting of all adults. It is 

a very responsible position to hold, and 

you only need to look to the serious case 

reviews of safeguarding gone wrong to 

appreciate the gravity of the situation. 

The safeguarding requirements of 

early years settings/practitioners and 

childminders are laid out in detail in their 

respective statutory frameworks and 

this article cannot cover all areas in just 

two pages. Therefore, it is incumbent 

on ALL practitioners to read and re-read 

safeguarding advice and documents on 

a regular basis, regardless of whether 

they have done it before or not. Times 

change, circumstances change, and 

legislation changes. There are regular 

updates to the law which all practitioners 

need to be aware of. Apprentices who 

are under 18 need safeguarding too, and 

there are always cases where adults may 

need help, for example, cases of FGM or 

domestic violence and abuse. 

Since safeguarding and child protection is 

such a large area, we have broken it down 

into some more manageable areas that 

you can look at, working through one step 

at a time. 

Policies 

All safeguarding practice starts with 

ensuring that your setting has a policy 

to follow for different situations. Policies 

act as guidance, informing your staff 

early years 

and parents/carers how you will deal 

with situations should they arise. You 

need a policy for safeguarding and child 

protection. Many settings have one policy 

to cover both areas, but you can split them 

if you wish. Policies should be reviewed 

regularly and at least once a year, 

especially when things such as “Keeping 

Children Safe in Education” (KCSIE) are 

updated. KCSIE applies to all maintained 

school settings but can also act as 

guidance for other early years settings too 

and maintained nursery schools “must 

have regard to KCSIE when carrying out 

duties to safeguard and promote the 

welfare of children”. 

The guidance should be read alongside 

other documents which are aimed at early 

years practitioners, including: 

o 

o 

Working Together to Safeguard 

Children 2023 

What to do if you’re worried a child is 

being abused: advice for practitioners 

These documents should be used 

to write your safeguarding and child 

protection policies since they set out the 

responsibilities that are legally expected 

of practitioners. Other policies that you 

have may also affect safeguarding and 

may need updating too. These can include 

policies for: 

o 

o 

o 

o 

o 

Health and safety 

Fire safety 

Anti-bullying 

Animals on site 

Risk assessment 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

Handling of medications 

First aid 

Safer recruitment 

Phone and camera/recording 

equipment use 

Record-keeping and GDPR 

Allegations and complaints 

Prevent duty 

Whistleblowing 

Online safety 

Missing child 

Looked after children 

Late collection of children 

Home visits 

This is not an exhaustive list, but it shows 

how wide-ranging safeguarding is. 

The role of the DSL 

All settings must have a senior member 

of staff as their nominated Designated 

Safeguarding Lead (DSL) who has 

responsibility for safeguarding in 

the setting. They will need access to 

secure record-keeping facilities so that 

information can be stored securely and 

kept confidential. They will also need 

specialist training at regular intervals to 

achieve a Level 3 DSL qualification. Some 

settings may also have a Deputy DSL 

(DDSL) who acts in place of the DSL if they 

are absent. Childminders act as their own 

DSL. 

o 

o 

o 

o 

o 

Write or review child protection and 

safeguarding policies 

Respond appropriately to concerns 

and signs of neglect or abuse, making 

referrals to other child protection 

partners if necessary 

Keep accurate and confidential 

records 

Liaise with local authority children’s 

services and other local safeguarding 

partners which include the police and 

the integrated care board (healthcare 

commissioners) 

Provide support, training, and 

guidance to staff, governors/trustees 

and parents on an on-going basis 

about all aspects of safeguarding 

The DSL should be involved in all aspects 

of policy writing and communicating these 

policies to your staff and families. Staff 

should have access to policies at all times 

and these are usually published on a 

website or staff intranet. 

Remember that governors or members 

of a Board of Trustees will also need to 

have safeguarding training, and it is good 

practice to have at least one governor or 

trustee with responsibility for ensuring 

safeguarding matters are addressed and 

adhered to. 

Protocols 

Once you have policies written and 

approved by any governing body, you can 

write your protocols from them. Protocols 

are easy-to-follow instructions on what 

to do in any situation, such as how to 

change a nappy, or how to administer 

medication. It is the responsibility of the 

DSL to ensure that staff are trained in 

safeguarding matters including protocols 

and procedures, and that all staff follow 

them. 

This may include face-to-face training 

sessions, online courses or training by 

other members of staff who teach people 

what to do. Protocols and procedures 

o 

o 

o 

Administration of medications 

Accident prevention 

First aid 

o Information and record keeping – 

what to record and when 

o 

o 

o 

Baby room “things to do” 

Toilet and intimate hygiene 

Individual protocols for children with 

special needs or disabilities (SEND) 

The EYFS also has other topics to consider 

under safeguarding and child protection 

and more details can be found in the 

relevant EYFS. These are generally to do 

with: 

o 

People – including safer recruitment 

procedures to employ suitable people, 

volunteers, supervision, key person 

roles 

o Training and qualifications - 

Paediatric first aid, staff:child ratios 

with qualified personnel 

o 

o 

Premises - statutory HSE 

requirements, indoor space 

requirements, equipment, site security 

Food and drink – preparation and 

food hygiene, allergies, choking 

hazards, mealtime supervision, food 

poisoning 

Child protection 

There are four types of abuse that are 

described in the document “Keeping 

Children Safe in Education”, often referred 

to as ‘KCSIE’. These are: 

o 

o 

o 

o 

Physical abuse 

Sexual abuse 

Emotional abuse 

Neglect 

Over 50,000 children were on child 

protection plans last year in the UK. The 

advice is to always think “it could happen 

here” and to be vigilant and aware. 

KCSIE is updated each year with new 

safeguarding concerns and it is important 

that all practitioners understand their 

roles and responsibilities. In educational 

settings, all staff are required by law to 

confirm that they have read Part 1 of the 

document each year. 

More information 

o Keeping children safe in education - 

GOV.UK (www.gov.uk) 

o 

o 

Child abuse concerns: guide for 

practitioners - GOV.UK (www.gov.uk) 

Taking the lead: the role of a 

designated lead for safeguarding in 

the early years | early years alliance 

(eyalliance.org.uk) 






Gina Smith 

Giving children a voice 

The importance of finding a way for children 

to communicate 

As early-years professionals, we 

are all trained on the importance of 

safeguarding. We are taught to recognise 

signs that a child is at risk and what to do 

if we believe this to be the case. We are 

trained to look for clues and to be ready 

to act appropriately when a child shares 

something that suggests they are not safe. 

What if a child has something to tell you 

and they don’t have the use of words? 

This may be because they are very young, 

or it may be that they have a speech 

and language delay, autism or some 

other communication difficulty. Have you 

considered how such a child in your setting 

may be able to disclose what is happening 

to them if they need to? No matter whether 

a child has limited language, or they are 

non-verbal, we need to ensure that all 

children have access to an appropriate 

way of disclosing anything they need to. 

The Safeguarding Network tells us that 

children with special educational needs 

are more likely to be abused or neglected, 

compared to other children. This can 

be due to the fact that they need a high 

level of care, because they have difficulty 

voicing what is happening to them, and 

because they don’t understand that what 

is happening to them is abusive - although 

this latter point is likely to be true for all 

early years children. It’s because of this 

that we need to take extra care in making 

sure that all children, including those with 

SEND, have a way of communicating. 

Signs of a safeguarding concern present 

themselves in a variety of forms. A very 

young child is less likely to tell you what 

is going on, and you are more likely to 

notice other signs such as physical signs 

of abuse or neglect, or a change in their 

behaviour. However, if a child does want 

to tell you something, we need to make 

sure that communication is not a barrier 

for them. We need to find another way for 

them to communicate - we need to give 

them a voice. 

A simple way of allowing a child to tell 

you something is wrong, on a somewhat 

basic level, is to encourage them to tell you 

how they are feeling. You can support this 

by representing different feelings through 

the use of a ‘feelings chart’ or ‘feelings 

keyring’. These methods won’t tell you 

about a safeguarding concern in detail, 

however they might provide the initial 

tool for a child to highlight, what they are 

going through. For example, a child might 

repeatedly communicate to you that they 

are frightened, in pain, tired or hungry 

by pointing to the relevant picture or by 

handing a picture to you. 

Another initial method of communication 

for a young child could be signing, such 

as Makaton signing or Signalong. If you 

have a child in your setting who is able to 

sign, then having staff on hand who can 

understand and also sign themselves can 

make the difference in being able to find 

out what a child has to say. Again, just 

being able to communicate how they are 

feeling through sign, could be enough to 

highlight a safeguarding concern. 

Many children express what is going on in 

their lives through play, and this includes 

non-verbal children. Where a child is less 

inclined to chat away and use spoken 

words to tell you everything they want to 

say, they may be communicating to you 

through play. Observing them closely may 

give you clues and start to build a picture 

of what they are experiencing. 

If you are looking for a more direct method 

of communication - one that might allow a 

child to communicate to you in a little more 

detail, I would recommend using pictures. 

If a child has had access to pictures that 

allow them to communicate how they 

are feeling and what has happened, you 

can go a long way towards finding out 

what they want to tell you. You could use 

visual symbols for this, such as having 

a communication board on the wall, or 

having visual symbols in a book for a child 

to access should they wish to. You may 

also work with a child that has an AAC 

device, which is a tablet computer that 

allows them to access the visual symbols 

that they need. 

If you are not sure what communication 

method is best for a child, it is worth 

turning to their speech and language 

therapist, if they have one, to ask for 

advice – they will be able to tell you the 

most effective communication method for 

that child. 

There are many, many reasons to support 

communication for all children in your 

setting. Safeguarding, however, is the 

most important reason. Every child is 

different and is likely to need support with 

their communication in a different way. 

Taking the time to find the way that is 

right for each child with a communication 

difficulty means that you give them the 

opportunity to share things with you by 

giving them a voice. 



from Gina: 



How to tackle 

violent play influenced 

by games 

What can be done to 

address the concerns? 

Help children understand 

their feelings and actions 

What kind of games did you play as a 

child? Were there ‘goodies and baddies’, 

‘cops and robbers’ or fighting armies, and 

was there an element of violence such as 

shooting in those games? 

For most people, the answer is ‘yes’ and 

we have all played games involving some 

kind of aggressive behaviour towards 

others. But how far is this classed as 

normal developmental behaviour, and 

when does it get out of hand and become 

negative? 

Nowadays, many parents and carers 

are worried about their children being 

negatively influenced by playing video 

games or being exposed to aspects of 

the media and entertainment industry 

that might be more violent or aggressive 

than parents/carers would like. They are 

concerned that if children play violent 

games, they may be encouraged to 

engage in more violent behaviour or play 

themselves, copying behaviours and 

actions they have learned from playing 

the game. Research suggests that most 

children play video games, and many 

of these prefer violent over non-violent 

games which can include fighting, 

shooting or destroying an enemy. 

What is the evidence? 

There are a lot of studies researching 

issues raised by violence-based video 

games. There is some debate across 

academics but in most cases, there is a 

correlation between a child’s exposure 

to violence through video games, and 

aggressive behaviour in those children. 

In a 2014 meta-analysis of 98 studies 

by Greitemeyer and Mügge, involving 

36,965 participants, violent video games 

were shown to influence social behaviour 

although exactly how violent game play 

and later behaviours were linked was less 

clear. Others suggest reasons and different 

factors that may play a part, such as: 

? Children becoming desensitised to 

violence 

? An increase in competitive attitudes 

towards play 

? Age and gender of players 

? Poverty and social issues 

? The degree to which the child’s 

behaviour was aggressive prior to 

playing the game 

Some researchers have argued that social 

issues such as deprivation or poverty may 

have much more influence on the child’s 

aggression than playing video games. 

Is it all bad? 

Learning to discern ‘right’ from ‘wrong’ is 

something that many societies actively 

support and teach their children. Indeed, 

many children’s heroes are applauded 

for standing up to, and ultimately fighting 

evil – think of Spiderman, Superman and 

Wonder Woman! This may draw a fine line 

between what is acceptable and what is 

not and could be confusing to a child. 

Other research suggests that playing 

video games may help some pro-social 

behaviours, especially if players were 

given a team goal or were asked to work 

collectively, thereby influencing behaviour 

in a positive way. Other research found 

that by playing action video games, 

children’s visual attention was enhanced 

and their reaction times increased. 

Other good news is that whilst playing 

violence-based video games has 

been shown to link to more short-term 

aggressive behaviour, it has not been 

linked to increases in violent crime. 

1. Limit exposure 

Firstly, if children are not exposed to violent 

video games, these issues may lessen 

and you may want to hold a parent/carer 

information event to advise them how 

they can keep their children safe online 

and whilst playing games/viewing media 

and entertainment. All video games have 

parental ratings. In the UK and Europe, the 

ratings are known as PEGI ratings (Pan- 

European Game Information) and are the 

video game equivalent of film ratings. The 

ratings are: 

? PEGI 3 – suitable for all ages 

? PEGI 7 – suitable for young children 

? PEGI 12 – suitable for children 12 and 

over 

? PEG 16 – suitable for children 16 and 

over 

? PEGI 18 – Only suitable for adults 

Each PEGI rating also contains content 

warnings to help parents/carers and 

practitioners make informed decisions. 

2. Address aggressive 

behaviour 

Separate the behaviour from 

the child 

The first important action for practitioners 

is to separate the behaviour from the 

child. Do not label children as ‘bullies’ or 

‘aggressive’ but understand that it is a 

behaviour that the child has learned from 

somewhere or someone that they are 

copying in that instance. Understanding 

this will allow you to deal with the matter 

professionally and effectively and you will 

be able to maintain a good relationship 

with the child and their family more easily. 

If you fall into the trap of thinking that 

aggression is the ‘nature of the child’, you 

will be less likely to think they can change, 

and your approach to them will be 

negatively coloured by this viewpoint. 

Children need adults to help them make 

sense of their feelings and emotions even 

when playing. They need the vocabulary 

to describe how they feel, and they need 

options for how to behave when they 

feel that way. If they don’t have these 

due to their age or development, they 

can become overwhelmed, which can 

exacerbate the problem. Most children 

will display some aggressive behaviour 

at times since it is a normal part of their 

development, and a child who is totally 

involved in their imagination playing a 

game could then show aggression or 

become violent if they believe this to be the 

‘right’ thing to do in that situation or are 

playing out situations they have seen in a 

video game. 

However, they need to learn that there is 

no place for physical violence during play, 

however ‘righteous’ they feel. This is where 

practitioners need to step in and work 

through the issues, using age-appropriate 

words, modelling the behaviour that is 

wanted, and showing patience, empathy 

and understanding. Here are some tips to 

help: 

? Understand the situation from the 

child’s perspective. This may include 

factoring in some issues outside of 

the immediate situation such as a 

bereavement or family split which 

may cause unintentional aggression 

? Remain calm and model the 

behaviour you want – calm voices, 

peaceful actions even in the face of 

aggression from the child. Reacting in 

an angry way or shouting will teach 

the child that it is OK to behave like 

that 

? Tell the child to stop the behaviour 

and acknowledge potential feelings 

– for example, “Stop hitting. I can see 

that you trying to save your planet 

here, but it is not OK to hit anyone – 

we can sort it out another way” 

? Try to dissipate any lingering 

aggressive feelings by getting the 

child to run around, jump or breathe 

deeply 

? Remind the child that there are ways 

to address their feelings without being 

aggressive and that play should never 

be violent 

? After the event (not in the thick of it) 

find ways to talk about the games 

they watch or read stories about 

situations where conflicts are resolved 

without violence 

If you are ever worried about the intensity 

or frequency of aggressive behaviour that 

children show, speak to their parents/ 

carers about seeking more professional 

help such as from a GP. 

References and more 

information 

? Violent video games make children 

more violent | Centre for Educational 

Neuroscience 

? Media Violence effects on Children, 

Adolescents, and Young Adults by 

Craig Anderson 

? Video games age ratings explained | 

Internet Matters 






Frances Turnbull 

Musical medicine 

Where singing and science meet 

Singing is the primary method of sharing 

music in educational settings, especially in 

the early years. It has the ability to express 

and share celebration, adventure, joy, 

and comfort for medical and therapeutic 

purposes. In recent months, we have been 

sharing the way that music can be used 

for these. It is helpful to remember that the 

musical artistry of singing works with the 

scientific aspects of music and vice versa, 

and that both views enrich the other. 

As an art, singing has good reason 

to be seen creatively. The way that 

singers express themselves and portray 

themselves is what gives us the ability to 

relate to them. It is more than just words, 

more than just music, and involves the 

performance itself. The way that singers 

relate to the audience using music and 

words is what brings meaning to what 

they do and how we feel about them, 

about ourselves, who we are, what we 

are, and where we are. 

Although these are very adult ideas, they 

are just as true for young children. Children 

also have a level at which they are able to 

relate, able to feel, and able to respond 

to music, and this is an area that all the 

science checklists and tick boxes in the 

world can never categorically predict or 

guarantee. Creating this experience as 

an educator can be daunting indeed! 

But these experiences are what make us 

human, make us feel, bring us feelings of 

joy, newness, and excitement. 

Singing is also a science, and with a better 

understanding of the body, we are better 

able to understand what needs to change 

in order to create and deliver the sounds 

that we want to create. We know that to 

sing longer notes, we need to exercise 

our breathing; to sing in tune, we need 

to listen and sing along with the songs 

we enjoy, the songs that make us feel; 

to sing higher or lower, we need to listen 

and copy those notes often; to sing with 

feeling, we need to move, to visualise, to 

mentally experience the feeling that we 

are trying to convey. 

These are all aspects that we can more 

or less measure: either we did or didn’t 

sing that note long enough; or sing the 

right note at the right time. In one sense, 

this can give us confidence that singing 

correctly will help us teach singing 

better. And yet, these are the same 

measurements that can be sung in a 

different way, can fail completely according 

to pre-set standards, and still sound 

amazing, still evoke feelings, and still move 

us. 

Cole’s 2022 article on “Reclaiming singing 

as art” argues that singing should be 

recognised as art, but this view is also 

what makes most of us feel like we 

cannot sing, even should not sing. In 

fact, it is potentially the cause of a major 

performance-related problem - Music 

Performance Anxiety (MPA). Instead, 

understanding the science of singing and 

the role of performance helps to manage 

this condition better. Put simply, repeatedly 

practising something we enjoy makes us 

better at it, and sharing singing with others 

who love singing helps us not to feel 

judged but appreciated and valued. 

Separating singing into science or art, 

though, creates what Dewey (1934) calls 

the “fundamental fallacy of separating 

creature from environment” – like using 

laboratory results without applying them in 

real life. 

Remembering that performance is play, 

experimentation, and communication can 

give us confidence to find our tribe, our 

supporters, our cheerleaders, and we can 

sing our hearts out to them! 

Sleep baby sleep 

Sleep, baby, sleep 

Your father tends the sheep 

Your mother shakes the dreamland tree 

And from it fall sweet dreams for thee 



Our cottage vale is deep 

The little lamb is on the green 

With snowy fleece so soft and clean 



Down where the woodbines creep 

Be always like the lamb so mild 

A kind and sweet and gentle child 


This lovely traditional lullaby is in the 

rocking rhythm of 6/8 timing. The music 

gently drifts up and down, echoing the 

words and sentiments of the lullaby, all 

working together to help little ones relax 

and drift off to sleep. Understanding the 

way the song was written can help us to 

understand how to sing it better – and 

moving (rocking side to side) helps us to 

create a rocking rhythm ourselves. 

All the pretty horses 

Hush-a-bye, don’t you cry 

Go to sleepy little baby 

When you wake, you shall have 

All the pretty little horses 

Blacks and bays, dapples and greys 

Coach and six-a-little horses 

Hush-a-bye, don’t you cry 

Go to sleepy little baby 

This song has a more horse-like trotting 

rhythm in 2/4, with long flowing lines that 

drift along. This combination of musical 

techniques creates a reassuring feeling of 

safety and security, sending little ones to 

sleep. Moving along to songs and music 

while we learn it, finding physical ways to 

express and copy it, can help us to not only 

create it more easily but also helps us to 

remember it more accurately. 

Edelweiss 

Edelweiss, edelweiss 

Every morning you greet me 

Small and white 

Clean and bright 

You look happy to meet me 

Blossom of snow may you 

Bloom and grow 

Bloom and grow forever 

Edelweiss, edelweiss 

Bless my homeland forever 

This well-known favourite from “The 

Sound of Music” was written as a waltz in 

3/4 timing. Its similar flowing motifs and 

descriptive imagery also work to create the 

safe and secure feelings that we need in 

order to rest well. This is another reason 

that it has become a popular modern 

lullaby. 

Singing is more than a combination of 

scientific noise and silence and more than 

random personal expressions of emotion. 

Understanding the purpose behind songs 

beyond the musical choices makes the 

experience of singing not only easier to 

understand but also easier to teach and 

deliver. Through this, we become bigger, 

better, and more whole as people. So sing! 

References 

? Cole, A. (2022). “Reclaiming Singing 

as Art: The Trouble with Mechanics”. 

Australian Voice 23, 39-48. https:// 

doi.org/10.56307/IKHW8137 

? Dewey, J. (2005/1934). “Art as 

Experience”. Perigree Books 

https://archive.org/stream/artas-experience-dewey/Art_as_ 

Experience__Dewey_djvu.txt 



from Frances: 



Risk assessment and 

physical abilities and how they can 

challenge themselves safely to do 

more, gaining confidence in the 

process 

safety in EYFS outdoor 

Risks associated with outdoor 

play include: 

? Minor accidents – young children 

often fall over, scrape their knees and 

elbows, or bump into other children 

or other objects. Most of these minor 

accidents result in temporary, minimal 

injuries which heal quickly resulting in 

no long-term damage 

? Weather exposure – whilst the sun 

can be beneficial, it can also be 

dangerous, so children need to 

be protected using clothing and 

sunscreen. Exposure to other extreme 

weather may need appropriate 

clothing and footwear 

? Equipment failures – all equipment 

should be checked and repaired 

regularly 

? Traffic and travel – children need to be 

adequately supervised around traffic 

and on public transport 

? Missing/lost children/stranger danger 

these are serious risks that must be 

prevented and all risks assessed 

properly 

? Sickness or illness – there are many 

things in the natural world that are 

poisonous or can cause harm or 

allergic reactions 

? Risk of serious injury or death – some 

activities are potentially lethal if proper 

precautions are not followed. These 

can be everyday events such as 

crossing the road, or more one-off 

activities such as visits to lakes and 

beaches 

Risk assessment is a vital part of ensuring 

child safety in early years settings. 

Children are naturally curious and love to 

explore their surroundings, but this can 

expose them to risks and hazards that 

they may not understand or be aware 

of. Practitioners are responsible for 

identifying and managing these risks to 

keep children safe. Proper risk assessment 

and risk management also help mitigate 

accusations of neglect or malpractice 

should there be an accident or incident. 

The legal part 

Risk assessment is mandatory under 

the Early Years Foundation Stage (EYFS). 

All settings and practitioners must take 

“reasonable steps to ensure children 

and staff are not exposed to risks” and 

settings are required to demonstrate how 

they manage the risks that are identified. 

You will no doubt have risk assessments 

for other areas of your practice such as 

personal hygiene/nappy changing, fire or 

food preparation, and outdoor play is no 

different. 

Include all outdoor areas within your 

risk assessments since many accidents 

involving children occur outside. Part 3.74 

of the EYFS concerns the safety of children 

on outings saying providers “must assess 

potential risks or hazards for the children, 

and must identify the steps to be taken 

to remove, minimise, and manage those 

risks and hazards. The assessment must 

include consideration of adult to child 

ratios.” 

The EYFS does not specify that risk 

assessments should be in writing. In fact, 

it states that a risk assessment for an 

outing “does not necessarily need to be in 

writing; this is up to providers.” However, 

there is a statutory duty for practitioners 

to demonstrate their assessment of risks 

play areas 

so best practice would encourage all risk 

assessments to be recorded on paper 

or electronically to provide evidence that 

the setting did identify and manage risk 

properly. 

What is special about 

outdoor play? 

As early years practitioners, you will 

already understand that there are many 

benefits to so-called ‘risky-play’ and 

outdoor explorations as well as risks. So, 

there is a balance to be struck between 

allowing children to take risks and keeping 

them safe from harm. If practitioners 

are too overprotective, the learning 

opportunities are limited, but if they are not 

cautious enough, the potential for longterm 

harm is very real. 

Benefits and risks of 

outdoor play 

These include: 

? Health and well-being - fresh air, 

natural light, and physical movement 

contribute to a child’s overall health 

and well-being and healthy lifestyle 

Playing outdoors can reduce stress, 

improve cognitive development and 

support physical development whilst 

sunlight provides a natural source 

of vitamin D, crucial for maintaining 

healthy bones, muscles, and teeth 

? A connection with the natural world 

– playing and exploring outdoors can 

help encourage respect for nature, 

cultivate environmental awareness 

and foster lifelong interests 

? Social and emotional development – 

children can play with other children, 

develop social and problem-solving 

skills as well as teamwork, emotional 

intelligence and independence 

? Curiosity – being outdoors creates 

endless opportunities for ‘awe and 

wonder.’ It might be seeing a new 

animal, hearing a new birdcall 

or experiencing a new weather 

phenomenon 

? Creativity – many great poets, artists 

and musicians have been inspired by 

the natural world as nature stimulates 

curiosity and imagination 

? Risk-taking and confidence – when 

children have the chance to challenge 

themselves and take limited risks, 

they learn to appreciate their current 

How to conduct a risk 

assessment 

There are four main aspects to risk 

assessment. These are: 

1. Identify hazards 

Look at all outdoor equipment, 

spaces and activities and identify 

any potential hazards, for example, 

ill-fitting gates/fences, loose paving 

slabs or broken pieces of equipment. 

2. Assess the risks involved 

Think about who could potentially 

be harmed (children, staff, parents, 

visitors), what the outcome of the risk 

might be (e.g. sun-exposure, broken 

bones, death) and evaluate the risk as 

either low, medium or high. 

3. Set up protocols and actions 

needed to minimise risk 

Identify the things you need to do to 

minimise risk. There may always be 

some risk involved, but this should be 

mitigated to be low in every case and 

you should not go ahead with outdoor 

activities if you cannot reduce the risk 

to this level. Examples of actions you 

can take include ensuring the correct 

staff:child ratio, wearing high-visibility 

jackets, role-calls or training children/ 

staff on how to use equipment safely. 

4. Review and update 

All risk assessments should be 

reviewed regularly, at least once a 

year and always where there are 

changes to personnel, equipment or 

spaces. 

Involve your parents as they may be 

instrumental in minimising risk such 

as providing suncream and adequate 

clothing and pay special attention to 

children with SEND. 

Remember too that there is a balance 

to be struck between safe risk-taking 

in outdoor play to help children’s 

development, and dangerous practice. 

There will be ways you can encourage safe 

risk-taking. These include: 

? Use of proper safety equipment 

(helmets, knee/elbow pads, safety 

mats) 

? Insistence on correct clothing (correct 

shoes, long sleeves) 

? Model and teach safe practice 

? Model bravery and resilience 

(demonstrate balancing, climbing 

safely) 

? Talk about feelings such as feeling 

anxious to try new things and 

encourage participation 

? Work safely within the limits of 

children’s physical and developmental 

abilities 

? Praise effort and stress the importance 

learning from mistakes 

The great outdoors is fun. Just make sure it 

is safe fun! 

More information 

? Ideas for Children’s Outdoor 

Play Areas and Activities 

(theempowerededucatoronline.com) 

? Risk Assessment and Prevention 

in Early Years Settings: Best 

Practices for Ensuring Child Safety 

- Early Years Consultant London 

(nurseryconsultancyuk.co.uk) 

? Outdoor learning for children with SEN 






Dr Sarah Moseley 

Tech tools for 

young learners 

Enhancing digital skills and inclusivity: part 2 

and expressing themselves with new 

technologies. It’s almost as if they can read 

but not write with new technologies.” 

“Let’s teach kids to code” - Mitch Resnick 

Integrating AI in EYFS 

Artificial Intelligence (AI) is increasingly 

becoming a valuable tool in early years 

education, offering innovative ways to 

enhance learning and development. 

AI represents a significant aspect of 

assistive technology, making it essential 

to add to this article. In the EYFS setting, 

AI-powered applications and tools can 

provide personalised learning experiences 

by adapting to each child’s unique needs 

and pace. For example, AI-based language 

learning apps can adjust difficulty levels 

based on the child’s progress, offering 

targeted support to enhance vocabulary 

and comprehension. Interactive AI tutors 

can engage children in educational games 

and activities, providing instant feedback 

and encouragement. 

Additionally, AI can assist educators by 

analysing learning patterns and identifying 

areas where individual children might 

need additional support, allowing for more 

tailored and effective teaching strategies. 

This not only supports the individual 

development of children but also prepares 

them for a future where technology and AI 

play a central role. We must all develop 

our understanding and 

confidence in this area. 

Incorporating technology into 

daily activities 

Integrating technology into daily activities 

helps children become comfortable and 

familiar with digital tools. Simple activities 

such as using interactive whiteboards, 

tablets, or educational apps can make 

learning more engaging and interactive. 

It can facilitate collaborative learning 

experiences, allowing children to work 

together on projects and share their ideas. 

Interactive games and digital storytelling 

platforms encourage teamwork and 

communication, helping children develop 

social skills and build relationships with 

their peers. 

Engaging parents and 

caregivers 

At the heart of this is the importance of 

engaging parents and caregivers in the 

use of assistive technology to reinforce 

learning outside of the classroom. 

Educators should provide guidance on how 

to use technology at home and encourage 

parents to participate in their child’s 

learning journey. This partnership between 

home and school creates a consistent 

and supportive learning environment for 

children. 

The future of early years education lies in 

the seamless integration of technology 

and traditional teaching methods. As 

assistive technology continues to evolve, it 

will open new possibilities for personalised 

learning and inclusion. Emerging 

technologies such as augmented reality 

(AR), virtual reality (VR), and artificial 

intelligence (AI) have the potential to 

revolutionise early childhood education, 

making learning more immersive and 

accessible for all! 

Resources 

? https://www.ted.com/ 

talks/mitch_resnick_let_s_ 

teach_kids_to_code?utm_ 

campaign=tedspread&utm_ 

medium=referral&utm_ 

source=tedcomshare 

? https://sites.google.com/view/missaird-teach/digital-learning-teaching 

? https://www.tts-group.co.uk/ 

blog/2023/07/20/technologyto-support-communication-andlanguage.html 

? https://www.tts-group.co.uk/ 

blog/2023/05/30/5-ways-to-use-therecordable-talking-metallic-gold-starsby-hayley-winter.html 

The impact of interactive 

read-aloud technology 

One of the most transformative assistive 

technologies in early years education is 

the use of interactive read-aloud tools. 

These tools, commonly available in apps 

and e-readers, provide a multisensory 

approach to literacy by reading text 

aloud while simultaneously highlighting 

the words. These tools can cater to 

individual learning styles, ensuring that 

each child receives the support they 

need to thrive. This method benefits all 

learners by reinforcing word recognition 

and pronunciation, developing printreferencing 

skills, and enhancing 

awareness of the connection between oral 

language and print. 

By integrating interactive read-aloud 

technology, educators can create an 

engaging and supportive reading 

environment that helps children build 

foundational literacy skills. This means 

children learn to see them as natural 

extensions of their learning environment. 

For children learning English as an 

additional language (EAL), readingto-me 

technology offers an immersive 

way to hear and see the language 

simultaneously, enhancing comprehension 

and fluency. By incorporating these tools 

into everyday learning, educators can 

create a more inclusive environment where 

every child, regardless of their reading 

ability, can enjoy and benefit from the 

magic of storytelling. 

Introducing coding in EYFS 

It is essential to build the foundational 

skills that underpin technological literacy 

and self-expression from an early age. 

Introducing coding in EYFS is an innovative 

approach to achieve this. Engaging young 

children in simple coding activities, such 

as using programmable toys like Bee- 

Bots or age-appropriate coding apps, 

helps them grasp basic programming 

concepts through playful exploration. 

These activities foster critical skills such 

as sequencing, problem-solving, and 

logical thinking, laying the groundwork for 

more advanced technological learning. 

By integrating coding into the early 

years curriculum, we prepare children to 

confidently navigate and contribute to a 

digital world, enhancing their creativity and 

self-expression through technology. 

“Young people today have lots of 

experience and lots of familiarity with 

interacting with new technologies, but a lot 

less so of creating with new technologies 



from Sarah: 



This September, the Department for 

Education (DfE) has published its latest 

statutory guidance for Keeping Children 

Safe in Education (KCSIE). This guidance 

states that all schools, including 

maintained nurseries, should read 

KCSIE guidance alongside the following 

documents: 

⚙ Statutory working together to 

safeguard children 

⚙ Early years foundation stage 

framework (EYFS) 

⚙ Information sharing: Advice for 

practitioners providing safeguarding 

services for children, young people, 

parents, and carers 

⚙ Departmental guidance: What to do 

if you are worried a child is being 

abused 

As anyone working directly with children 

is only too aware, safeguarding and 

promoting the welfare of children is 

everyone’s responsibility. Therefore, it 

is crucial that everybody working with 

children understands their safeguarding 

responsibilities and reads at least Part 1, 

including Annex B and Part 5 of KCSIE. 

Safeguarding leads, senior leaders, and 

governors should read the full document! 

Must or should? 

Throughout the guidance, it uses the terms 

‘must’ and ‘should’. For clarity, ‘must’ refers 

Yvonne Sinclair 

Summary of “Keeping 

Children Safe in 

Education” updates 

to when a person is legally required to do 

something, and ‘should’ means that the 

advice set out should be followed unless 

there is a good reason not to. 

Victims and alleged 

perpetrator(s) 

The term “victim” is used for clarity, though 

it is important to understand that not 

everyone subjected to abuse may identify 

with this term. Settings should respect 

the preferences of the individual involved. 

Similarly, the terms “alleged perpetrator(s)” 

and “perpetrator(s)” are used for clarity but 

should be used thoughtfully, especially in 

front of children, as the behaviour might 

have been harmful to the perpetrator as 

well. Therefore, settings should choose 

appropriate terminology based on each 

specific case. 

What’s new for 2024? 

There are limited changes to the guidance, 

which are mainly technical. You can 

find the table of substantive changes 

from September 2023 in Annex F of the 

guidance. 

Part 1: Safeguarding 

information for all staff 

A new sentence now reiterates that 

“Children includes everyone under the age 

of 18” and prompts staff to consider and 

counteract adultification bias. 

There are changes to reflect the revised 

Working Together to Safeguard Children 

guidance. A change in the definition of 

safeguarding and promoting the welfare 

of children is now defined as: 

⚙ Providing help and support to meet 

the needs of children as soon as 

problems emerge 

⚙ Protecting children from maltreatment, 

whether that is within or outside the 

home, including online 

⚙ Preventing impairment of children’s 

mental and physical health or 

development 

⚙ Ensuring that children grow up in 

circumstances consistent with the 

provision of safe and effective care 

⚙ Promoting the upbringing of children 

with their birth parents or, otherwise, 

their family network through a kinship 

care arrangement whenever possible 

and where this is in the best interests 

of the children 

⚙ Taking action to enable all children to 

have the best outcomes in line with 

the outcomes set out in the Children’s 

Social Care National Framework 

Early help has been updated and highlights 

that staff should be particularly alert 

to the potential need for early help for 

children who have experienced multiple 

suspensions or are at risk of permanent 

exclusion, along with links to the statutory 

guidance on the suspension and 

permanent exclusion of pupils from localauthority-maintained 

schools, academies, 

and pupil referral units. 

References to “abuse and neglect” have 

been amended to include “exploitation” 

throughout, with additional text included 

to ensure staff are aware of the indicators, 

including where children see, hear, or 

experience its effects when referring to 

domestic violence. 

Under “safeguarding issues”, deliberately 

missing education has been amended 

to reflect the revised definition of 

“unexplainable and/or persistent absences 

from education”. 

Part 2 - The 

management of 

safeguarding 

The Data Protection Act 2018 and UK 

GDPR paragraph has been included to 

remind governing bodies that they must 

comply with DPA/UK GDPR requirements 

and should refer to the ICO guidance 

for organisations to understand their 

obligations and ensure compliance, 

including protecting personal information 

and providing access to official information. 

A new cross-reference link to the Data 

Protection in Schools Toolkit has also been 

added. 

New links have been added to NSPCC’s 

advice on protecting children with SEN and 

deaf/disabled children and young people: 

⚙ Safeguarding children with special 

educational needs and disabilities 

(SEND) 

⚙ Safeguarding child protection/deaf 

and disabled children and young 

people 

New text has been added to clarify that 

the school remains responsible for the 

pupils they place in alternative provision 

and should be satisfied that the placement 

meets the pupils’ needs. 

The section on children who are lesbian, 

gay, bisexual, or gender-questioning 

includes clarification that it remains 

under review pending the outcome of the 

gender-questioning children guidance 

consultation and the final genderquestioning 

guidance documents being 

published. 

There is a new responsibility for Virtual 

School Heads to advocate for the 

attendance, attainment, and progress 

of children in kinship care, effective from 

September 2024. Recommendations that 

DSL training should include guidance on 

kinship care have also been made. 

There are no substantive changes for: 

⚙ Part 3: Safer Recruitment 

⚙ Part 4: Safeguarding concerns 

or allegations made about staff, 

including supply teachers, volunteers, 

and contractors 

⚙ Part 5: Child-on-child sexual violence 

and sexual harassment 

Annex B - Further 

information 

New guidance around children and 

the court system provides links to two 

separate age-appropriate guides for 

schools to support children in the court 

system: 

⚙ 5–11-year-olds 

⚙ 12–17-year-olds 

Preventing radicalisation has had a 

disclaimer added and minimal changes 

made to clarify schools’ duties in relation 

to Prevent, along with a reference to the 

new definition for “extremism” as: 

Extremism is the promotion or 

advancement of an ideology based on 

violence, hatred, or intolerance that aims 

to: 

⚙ Negate or destroy the fundamental 

rights and freedoms of others 

⚙ Undermine, overturn, or replace the 

UK’s system of liberal parliamentary 

democracy and democratic rights 

⚙ Intentionally create a permissive 

environment for others to achieve the 

results in (1) or (2) 

See full details in: 

https://www.gov.uk/government/ 

publications/new-definition-ofextremism-2024/new-definition-ofextremism-2024 

Annex C - Role of 

the Designated 

Safeguarding Lead 

An addition to the DSL role includes 

the responsibility to keep detailed, 

accurate, secure written records of all 

concerns, discussions, and decisions 

made, including the rationale for those 

decisions. This should include instances 

where referrals were or were not made 

to another agency or to the Prevent 

programme. 

Looking for a more in-depth understanding 

of the changes? 

Join us for our FREE “Safeguarding in Early 

Years” webinar on 17th September 2024 at 

10.30 am. 



from Yvonne: 



Supporting children’s 

understanding of the 

world in the EYFS 

“Understanding the World” is one of the 

seven areas of learning in the Early Years 

Foundation Stage (EYFS) framework, and is 

split into three main sections: 

1. People and communities – this means 

looking at people from all different 

communities, starting with their own 

family and expanding out to include 

local, national and global situations. 

It also involves looking at different 

family structures, relationships and 

friendships, religions and the way 

people express themselves through 

culture. 

2. The world – this is about inspiring 

a respect and appreciation of the 

workings of the natural world, the 

environment, sciences and the impact 

that humans have on these places, 

such as through pollution or habitat 

destruction. It can also involve all the 

positive aspects that people can have 

too such as recycling, transport and 

healthcare. 

3. Technology – this is an exciting area 

of development and covers many 

areas such as computing and IT, 

phones and communications, smart 

home technology, media, AI, robotics, 

factories and so much more. It is a 

fast-changing place where things 

evolve quickly. This area also covers 

technologies used in learning which 

can be especially important for 

children with SEND. 

Good practice suggests that early years 

practitioners should re-read the EYFS to 

remind themselves of the goals they are 

trying to achieve in relation to the EYFS, 

whilst acknowledging that settings may 

have other goals too when it comes 

to their educational programme and 

curriculum. 

The EYFS says: 

“Understanding the world involves 

guiding children to make sense of their 

physical world and their community. The 

frequency and range of children’s personal 

experiences increases their knowledge 

and sense of the world around them – 

from visiting parks, libraries and museums 

to meeting important members of society 

such as police officers, nurses and 

firefighters. In addition, listening to a broad 

selection of stories, non-fiction, rhymes 

and poems will foster their understanding 

of our culturally, socially, technologically 

and ecologically diverse world. As well 

as building important knowledge, this 

extends their familiarity with words that 

support understanding across domains. 

Enriching and widening children’s 

vocabulary will support later reading 

comprehension.” 

So, in addition to the three main topics to 

look at mentioned above, practitioners 

should think about how they introduce 

these topics, remembering that the 

following will be the building blocks they 

use to deliver the curriculum: 

✨ Children’s personal experiences – 

interactions with different people, 

places and ideas 

✨ Diversity – access to a wide range 

of cultures, books, stories, religions, 

science and technology 

✨ Vocabulary – giving the children 

words to describe the things they 

experience around them 

How early years 

practitioners can help 

Life is experiential and the majority 

of people learn most effectively by 

experiencing things themselves – by 

touching and feeling the cool water 

running between their fingertips, listening 

to the hum of the bumble bee or actively 

trying to place the blocks to build the tallest 

tower. Learning to understand the world 

goes hand in hand with experiments and 

personal experiences so remember this 

when you are planning your curriculum for 

your children. This means that practitioners 

can show and demonstrate things, but 

most of the learning comes when the child 

gets actively and physically involved. 

This is where child-led play helps and 

practitioners can aid the learning by 

setting up things such as experiments, 

water-play, nature walks etc., and then 

help by explaining things to children in 

appropriate language and giving the 

children the vocabulary they need. For 

example, they could organise a nature 

walk and suggest that the children collect 

small items to make a piece of natural 

art. When they return with assorted items, 

practitioners should help the children 

to describe them, for example, saying; 

“That’s a really smooth and spherical 

conker you’ve found there” or “What a 

great, spiky holly leaf.” They could then 

suggest things to help the children explore 

themselves, so rather than saying: “That 

conker would make a good head for a 

person in your artwork,” they could say: “I 

wonder how you are going to use these 

items in your artwork?” The first answer 

is directive and the second is more open, 

allowing the children to use their own 

imagination. 

For children to have the most meaningful 

experiences, practitioners should act as 

a facilitator of the learning, ensuring it 

safe and engaging by providing useful 

resources, trusting relationships, and 

new knowledge so the children have the 

freedom to learn and explore. 

Some ideas for helping children learn 

about the world include: 

✨ Trips and visits to diverse cultural 

places 

✨ Talks and learning about different 

religions and cultural festicals such 

as Diwali, Ramadan, Christmas and 

Easter, Eid-al-Fitr, May Day, Saints’ 

days 

✨ Meeting new people such as the 

emergency services who often have 

educational programmes to allow 

them to visit schools and nurseries 

✨ Stories about different families, 

cultures and countries 

✨ Role-plays about different people and 

situations 

✨ Suitable science experiments which 

are age appropriate. You can find 

many ideas online for things such 

as water experiments, ‘volcano’ 

eruptions using common household 

items 

✨ Use of technology such as IT, tablets 

and educational games, always 

ensuring safe and supervised online 

access 

✨ Constructing things such as dens, 

obstacle courses, courses for toy cars 

or balls or water-courses 

✨ Problem solving – building the tallest 

tower, how to get different objects to 

float 

✨ Outdoor learning such as Forest 

School-type activities and supervised 

‘risky’ play to allow children to 

experiment and explore the world 

safely 

✨ Nature walks 

✨ Weather watches 

✨ Growing plants 

✨ Looking after animals or insects 

✨ Sensory stories and experiences 

such as touching different objects to 

feel their textures, tasting different 

foods (also a clever way to introduce 

food cultures), or listening to different 

sounds for example, birdsong or 

musical instruments 

There are also a lot of specific ideas and 

activities for settings to try which can be 

found in two main documents published 

by the early years industry and the 

Government, respectively. These are: 

1. Birth to 5 Matters. This document is a 

source of lots of information, advice 

and ideas for early years practitioners 

on each of the seven areas of 

learning in the EYFS. It includes lots 

of suggestions for practical activities 

such as “Encourage young children to 

explore puddles, trees and surfaces 

such as grass, concrete or pebbles,” 

as well as ideas on how practitioners 

can provide enabling environments 

through their resources and 

equipment. 

2. Help for early years providers. This is 

a useful resource which gives ideas 

and activities based around personal 

experiences, a diverse world and 

building vocabulary. Click through the 

topics to see what other practitioners 

are doing so you can pick up on and 

share best practice. 






EYFS activities: 

Diwali 

As Diwali approaches at the end of October, we have a wonderful opportunity plan ahead and engage our young 

children in EYFS activities that celebrate this vibrant festival of lights. Creating simple rangoli patterns with coloured 

sand or paper, making clay ‘diyas’, and storytelling sessions about the significance of Diwali can help children 

enjoyably learn about cultural diversity. These activities not only enhance creativity and fine motor skills but also 

promote an understanding and appreciation of different traditions, fostering inclusivity from an early age. 

Here are a few of our favourites! 

Rangoli pattern tuff tray 

Bring a burst of colour to your Diwali 

celebrations with this simple and fun activity of 

making coloured rice for Rangoli patterns! 

You will need: 

O 

O 

O 

O 

O 

Method: 

4 packs of rice 

Vinegar 

Food colouring 

Large sandwich bags 

Tuff tray 

1. Open a pack of rice and pour it into 

a large sandwich bag. Repeat for all 

packs, using a separate bag for each. 

3. Pour the coloured vinegar mixture into 

a sandwich bag with rice. Seal the bag 

securely and shake it until the rice is 

evenly coloured. 

4. Repeat steps 3 and 4 for each pack 

of rice, using different colours of food 

colouring to create a variety of coloured 

rice. 

5. Open the bags and spread the coloured 

rice on a flat surface or tray to dry. This 

should take a few hours. 

6. Pour the coloured rice onto the tuff 

tray and start designing your Rangoli 

pattern. 

7. Display your colourful Rangoli design as 

a festive decoration for Diwali. 

Diwali door hanging 

2. In a cup or bowl, mix 1 teaspoon of food 

colouring with 1 tablespoon of vinegar. 

Stir well. 

Celebrate Diwali with a vibrant and festive 

DIY craft by creating a colourful Diwali Door 

Hanging! It’s a fun and creative way to add 

a personal touch to your Diwali decorations 

while practising your folding and crafting 

skills. 

You will need: 

O 

O 

O 

O 

O 

O 

Method: 

Half a sheet of A4 paper (for each Diya) 

Glue 

Yellow and orange paper (for the 

flames) 

Scissors 

String or ribbon 

Decorations (optional) 

1. Cut an A4 sheet in half horizontally. 

4. Cut a flame shape from yellow paper 

and a smaller one from orange paper. 

Glue the orange flame on the yellow 

one. 

5. Glue the flame to the top centre of the 

accordion base. 

6. Make a total of 6 Diyas with different 

coloured papers. 

7. Use pens, markers, or additional 

decorations to embellish the Diyas. 

8. Arrange the Diyas on a string or ribbon, 

attaching them evenly. 

9. Hang your Diwali door hanging over 

your doorway to welcome guests. 

Play dough mandalas – sensory play 

Create beautiful and unique Rangoli mandalas 

for Diwali with this fun and easy playdough 

activity! This hands-on project is perfect for all 

ages and adds a personal touch to your Diwali 

decorations. 

What you will need: 

O 

O 

O 

Playdough 

Bottle tops 

PVA glue 

O Decorations (e.g., beads, sequins, small 

gems) 

4. Allow the mandalas to dry completely. 

This might take a few hours or overnight, 

depending on the thickness of the play 

dough and the amount of glue used. 

5. Once dry, carefully remove the mandalas 

from the bottle tops if desired or leave them 

in for added stability. Display your beautiful 

Rangoli mandalas as festive decorations. 

2. Fold each half-sheet in an accordion 

style (1-2 cm wide folds). 

3. Pinch the folded paper in the middle 

and glue the ends together to form a 

semi-circle. 

Method: 

1. Take a small blob of playdough and press it 

firmly into a bottle top, filling it evenly. 

2. Select your decorations and gently press 

them into the playdough to create your 

desired pattern. Ensure the decorations are 

securely embedded. 


3. Once your design is complete, you can 

brush a layer of watered-down PVA 

glue over the top. This will help hold the 

decorations in place as the playdough 

dries.

Gina Bale 

Parachute play and 

developing fundamental 

movement skills 

Power of the parachute 

Movement for ALL children 

There are so many parachute games 

that encourage children to develop their 

fundamental movement skills through 

play, from crawling to skipping and 

throwing. 

With a large parachute, introduce activities 

with beanbags or soft balls. This will 

encourage them to develop their throwing 

(overarm and underarm) and kicking skills. 

Physical benefits 

Keeping safe 

There are so many reasons why the 

parachute is a powerful tool in child 

development and relationship-building. 

Parachute games help children to 

communicate and enhance their 

collaboration skills, supporting 

relationship-building and feelings of 

belonging. At the same time, they are 

developing their gross and fine motor skills 

and senses. 

There are many opportunities for creative 

play with a parachute, ranging from being 

under the sea to landing on the Moon. 

There is no limit to the fun for your children, 

and most importantly, ALL children can 

participate in parachute play. 

Before you start 

Start your activities by familiarising your 

children with the parachute. Allow them 

to help you take it out of the bag or box. 

This helps to build a sense of excitement. 

Encourage your children to feel the textures 

and observe and identify all the different 

colours of the parachute. Take it outside 

and look at the colours in the daylight and 

how the sun shines through. 

Encourage your children to help you 

spread the parachute out on the ground. 

Invite them to roll the parachute into the 

centre and back out again a few times. 

Follow this by making ripples like waves by 

wriggling their wrists. Then progress to full 

waves by using your arms and the ripples 

will turn into a tidal wave of colour! 

Make a ‘mountain’ with the parachute by 

inflating the parachute by lifting it high. 

Deflate by pulling the edges down to the 

ground and watch as the air spills out of 

the centre hole to flatten on the ground. 

Including parachute play in your setting 

will help your children develop their 

gross and fine motor skills in their hands, 

forearms, upper arms, and shoulders. 

These muscles are important to prepare 

them for writing and being able to join 

other children in play activities. 

They will also develop a consciousness of 

self and relationship-building with their 

peers and adults. They will develop their 

sight, sound, and touch senses along with 

rhythmic body-movement, which aids in 

communication development. 

Inclusive parachute play: Parachute 

play is inclusive for all as it helps children 

with diverse needs develop physical and 

teamwork skills. 

Restricted mobility: With the assistance 

of an adult in moving the material, they 

can participate and enjoy the sensory 

aspects of the play. Ensure you encourage 

children with upper or lower body mobility 

to push the parachute away when it lands 

on them as part of the play. 

Fine motor skills: Tie a knot or add 

something to the material that helps them 

grip the parachute. This will enable them 

to join in and develop their fine motor 

skills. 

Sensory sensitivities: Gradually 

introduce the movements of the material. 

Regularly check in to ensure that they 

enjoy the activity and when you can, 

progress the movements of the parachute. 

While parachute play is an engaging 

and beneficial activity for children, safety 

must be paramount to prevent injuries 

and create a secure environment for all 

participants. This includes supervision on 

how to handle the parachute, spacing, 

and regular equipment checks. 

Activity ideas to 

develop gross and fine 

motor skills 

Bouncing ball: Place a ball in the centre 

of the parachute. Encourage your children 

to lift and lower the parachute so the ball 

bounces up and down as high as possible 

. 

Relaxation: Place mats on the floor 

and the children take turns one by one 

or in small groups lying on the mat with 

their heads towards the centre. Those 

holding the parachute are encouraged to 

make ripples or waves fanning all those 

underneath as they relax. 

Popcorn: The children hold the parachute 

outstretched as lots of soft balls are placed 

in the centre. Then see how quickly they 

can bounce all the balls off the parachute. 

It is just like popping corn. Extra challenge: 

Half the children try to keep the balls on 

and the other half work to pop them off the 

parachute. 

Race (older children): Stretch the 

parachute out on the ground with 

everyone holding it tight. Place a large 

softball in front of you on the edge of the 

parachute. Then demonstrate how the 

ball rolls. Lift one edge of the parachute 

and the ball will move away from you to 

the next person. They repeat what you did 

and so on. As the ball comes towards you, 

lower the edge closest to it and it starts all 

over again. This is a fun synchronisation 

activity that requires teamwork, 

coordination, and lots of focus. Once this is 

mastered, you can change the speed and 

direction of the ball. 

Activity ideas to 

develop the senses 

These sensory parachute activities were 

created by the fabulous Victoria Navin, the 

founder of Rhyming Multisensory Stories. 

See: Dim the lights and place a light-up 

disco ball on the floor. Watch the lights 

reflect on the parachute material. 

Hear: Roll musical shaker eggs/toy balls 

with bells around on the parachute. 

Smell: Lightly spritz the parachute with 

scent or drops of essential oils. 

Touch: Explore using materials and fabrics 

of different textures as your parachute. 

A sensory story for 

‘Autumn’ 

The autumn leaves are falling. 

Place leaves on your parachute. 

Off the trees in the breeze. 

Waft the parachute to create a breeze. 

Making nests where the hedgehogs will 

sleep. 

Slowly roll spiky balls over the parachute to 

recreate the breaths of a hedgehog. 

In the sky overhead, feathered geese 

sweep. 

Place feathers on the parachute. 

Scuttling in the bush is a little mouse. 

Place pom poms on the parachute. 

Carrying a juicy blackberry to her winter 

house. 

Roll blackberries on the parachute for 

children to taste. 

Now that you are inspired, what Parachute 

games will you create with your children? 



from Gina: 



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September 2024 Parenta Early Years Magazine

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