October 2024 Parenta Early Years Magazine

Issue 119 

OCTOBER 2024 

Practical tips 

for leadership 

Food and behaviour 

in the early years 

Supporting children 

with dyslexia 

+ lots more 

EYFS activities 

inside! 

This month… 

Halloween 

Halloween around 

the World 

Coaching & Leadership - all you need to know 

FREE laptop with your Nursery Management Software! 

See p.9 for details

30 

12 

24 

16 

Hello 

Welcome to our family 

Welcome to the October edition of Parenta magazine! 

Autumn is quickly approaching, with the evenings growing shorter and the clocks set to go back at the end of the month! 

October wouldn’t be complete without mentioning Halloween, and we’ve got some spooktacular crafts lined up for the 

children to enjoy and take home. 

This month, we’re focusing on a topic we’re frequently asked about - coaching and leadership in early years settings. Be sure 

to check out our must-read articles, which cover key areas and practical strategies - valuable for staff at all levels. 

Save the date! On Wednesday, 16th October, join Dr Mona Sakr and Pamela McFarlane for an insightful and 

practical webinar on how coaching enhances leadership, improves staff retention, and strengthens team 

resilience - ultimately giving children the best start in life. Don’t forget to register at www.parenta.com/webinars 

and earn a CPD certificate for attending! 

Regulars 

8 Write for us 

36 EYFS Activities: Halloween 

News 

Advice 

26 

4 What do our customers say this month? 

6 Nursery manager who inspires a love of learning 

celebrates 40 years in early years 

10 Childcare news and views 

18 Free training for all staff 

Industry Experts 

38 

12 Practical tips for leadership 

22 Food and behaviour in the early years 

26 Musical medicine: How effective are parenting 

interventions? 

30 Mastering coaching: The power of active listening 

32 Supporting children with dyslexia: The power of multisensory 

approaches in reading, writing, and spelling 

38 Dance of development: Why movement matters 

As always, we’re excited to feature several fantastic articles from sector experts. Paloma Forde offers insights on supporting 

children with dyslexia, Frances Turnbull examines the effectiveness of parent-led musical interventions, Louise Mercieca 

explores the link between food and behaviour, and Gina Bale reminds us why ‘movement matters.’ 

Feel free to share our magazine with friends, colleagues, and parents! They can easily receive their digital copy by signing up 

at www.parenta.com/magazine. 

Lastly, don’t forget, the clocks ‘fall’ back by one hour at 2 am on Sunday 27th October. 

Allan 

14 Promoting critical thinking and problem-solving skills in the EYFS 

16 The importance of coaching 

20 Promoting positive parent/educator relationships 

24 Importance of a mentorship programme in your setting 

28 Halloween around the world … and in your setting! 

34 Teaching and promoting British values 

2 October 2024 | parenta.com 

parenta.com | October 2024 3

Sully F 16/09/24 

What do our 

customers say 

in September? 

India B 09/09/24 “I am writing to express my sincere 

“My tutor has been with me for the 

last 3 years, she has supported me 

through my Level 2 in child care and 

now my Level 3. 

I couldn’t have done it without her! 

I feel so much more confident as a 

practitioner and I have my 

tutor to thank for that!” 

gratitude for the exceptional support and 

guidance I received throughout my Level 3 

certification journey. When I first started, I 

was a complete novice, feeling 

overwhelmed by the complexities of the 

subject matter. However, thanks to the 

tireless efforts of my tutors, I have not 

only successfully completed the 

certification but have also grown into a 

confident room leader...” 

Rani K 11/09/24 

“Absolutely amazing, my tutor and the 

other English and math tutors have been so 

supportive and helpful throughout my time 

with Parenta!” 

Iulia L 24/08/24 

Brishing Barn Nursery 28/08/24 

“I am very happy with the 

invoicing system on Parenta. 

The 'help' guide is very useful 

and if I am unable to sort out 

any problems, it is reassurring 

to know that there is always a 

friendly voice on the end of the 

phone. Thank you.” 

Congratulations to 

our Parenta Learners! 

“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 late in 

the night or early in the morning, 

always encouraging when I had some 

struggles with my functional skills 

exams. She trusted in me and she made 

me pass all the exams I need to be 

qualified now. Thanks to Naomi I'm now 

a Early Years Educator.” 

Anjala 16/09/24 

“I have completed my 

Level 3 with Parenta 

and I have received a 

great deal of 

knowledge and 

support to achieve my 

qualification.” 

Congratulations to Hollie 

Level 3 Early Years Educator 

Congratulations to Nayla 

Level 2 Practitioner 

Amal M. 29/08/24 

“Service was really nice. 

My tutor has been really a good help. 

Tending to me when I needed more help. 

She’s been really great throughout 

my sessions.”

Nursery manager who inspires 

a love of learning celebrates 

40 years in early years 

Parenta’s long-time software customer, the 

award-winning Little Adventurers Nursery 

in Upminster, Havering, is celebrating 

a remarkable milestone! Ginny Adreas, 

their dedicated nursery manager, has 

reached her 10th work anniversary with 

the nursery and an impressive 40 years in 

the dynamic and ever-evolving early years 

sector. Ginny’s dedication to childcare over 

the past four decades is a true testament 

to her passion and commitment, making 

this celebration even more special for Little 

Adventurers Nursery. 

Ginny Andreas’ passion for early years 

education has inspired countless children 

and staff throughout her remarkable 

career. In 2015, she played a key role in 

helping one family achieve their dream 

of opening a nursery. After 10 years of 

planning, owner Lee Stimpson brought 

Little Adventurers Nursery to life with 

Ginny’s expertise as a seasoned nursery 

manager. Nearly a decade later, the 

nursery now serves over 60 children, 

providing them with endless opportunities 

for discovery, exploration, and adventure. 

Ginny said, “To reach 40 years in the 

childcare sector feels astounding! 

Overwhelmingly it’s about getting it right 

for children – so much has changed in 

childcare over the years but essentially 

it’s about putting children at the centre, 

cherishing them and supporting them 

in their learning and development. This 

industry is tough, but the rewards – what 

you get back… their insights… their 

thirst for learning…. for knowledge and 

cuddles… they keep me going.” 

Ginny recalls so many highlights from her 

incredible journey with Little Adventurers 

Nursery. Along with her team, she has 

gained the nursery many accolades over 

the years, including “Apprentice Employer 

of the Year” in partnership with Havering 

College, a Top 20 Nursery London Award 

in 2018 and 2019, as well as earning 

Healthy Early Years London Bronze, Silver 

and Gold Awards. Ginny also became 

“Nursery Manager of the Year” in Nursery 

World’s 2019 Awards. 

She said: “The developments that we have 

been able to make with our nursery, such 

as our allotment at St. Luke’s Church; our / 

Forest School sessions; our parents’ forum 

and our community days; our staff awards 

evenings; our healthy lifestyle & Go Green 

Mascots; our returning parents and our 

relationships with families generally really 

stand out as highlights of my journey.” 

She continued, “Working with other equally 

passionate, like-minded people and 

wanting the best for these generations 

of children… we are all of the belief that 

these earliest years are so pivotal for 

ongoing well-being and life chances.” 

Ginny had much praise for all the 

wonderful staff members both currently 

and during the past 10 years at the 

nursery, “I have also had the pleasure 

of working with some super staff – our 

greatest resource, some of whom have 

been here almost as long as I have! And 

many have been on this journey with us 

- they are really dedicated to the cause of 

getting early years right.” 

Commenting on Ginny’s achievements, 

Chris Ford, business development 

manager at Little Adventurers Nursery, 

added, “Ginny has been leading our 

nursery for an incredible 10 years and 

is quite simply the most passionate and 

inspiring nursery manager – her neverending 

passion for early years education 

and wanting the best for all children in our 

nursery is amazing. As one of our parents 

once said, ‘She is like the pied piper… 

children adore her and love spending time 

with her’.” 

“She has been instrumental in helping 

us create Little Adventurers into the 

fantastic setting it is today and we want 

to congratulate her 10 years of service in 

helping to bring and lead our team to give 

children the best start in life.” 

The whole team at Parenta 

congratulate Ginny and Little 

Adventurers and wish them many 

more years of success! 

“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.” 

3 easy ways to get your free recruitment: 

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! 

4.7 

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, Dr. Sarah Moseley! 

“We have used Parenta's 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.” 

Alison V - 28/08/2024 

Congratulations to Dr. Sarah Moseley, our guest 

author of the month! Her article, “Technology 

Revolutionising Early Learning: Part 2” continues to 

look into how the future of early years education 

lies in the seamless integration of technology and 

traditional teaching methods. Well done Sarah! 

“I am very happy with the invoicing system on Parenta. The 

'help' guide is very useful and if I am unable to sort out any 

problems, it is reassurring to know that there is always a 

friendly voice on the end of the phone. Thank you.” 

Brishing Barn Nursery - 28/08/2024 

A massive thank you to all of our guest authors for 

writing for us. You can find all of the past articles 

from our guest authors on our website: 

www.parenta.com/parentablog/guest-authors 

8 October 2024 | parenta.com

Childcare news 

and views 

Relaxed ratios reported to “harm” 

early years settings 

Nursery staff working under the new 

relaxed ratios for two-year-olds feel 

“overwhelmed” and are struggling to 

support children’s emotional development 

and toilet training, according to new 

research. The study, conducted by 

Nottingham Trent University and the 

University of Northampton, surveyed 154 

early years staff and found that the 1:5 

ratio for two-year-olds in England “simply 

doesn’t work” in settings where it has been 

implemented. 

Since last September, nurseries in England 

have been permitted to increase staff-tochild 

ratios from 1:4 to 1:5 for two-yearolds. 

However, the research reveals that 

staff working with these relaxed ratios feel 

more like they are managing a “crowd 

control” situation rather than focusing on 

education and early child development. 

Over a quarter (27%) of respondents said 

the change had “harmed” staff well-being, 

with reports of increased sickness, stressrelated 

absences, and higher turnover 

among practitioners. One director noted 

that staff were staying in their roles for an 

average of just four to five months. 

Many staff reported feeling “overwhelmed” 

by the shift to a 1:5 staff-to-child ratio, 

which made it especially challenging to 

meet children’s holistic needs, such as 

toilet training and emotional development. 

Additionally, a third (32%) of staff in 

nurseries using the relaxed ratios felt that 

the quality of care had declined, with some 

expressing concerns about the safety of 

the setting. 

The research was carried out by Aaron 

Bradbury, principal lecturer in Early 

Childhood Studies at Nottingham Trent 

University and David Meechan, senior 

lecturer in education at the University of 

Northampton. 

Aaron Bradbury said, “It’s shocking 

to see such disregard to children and 

professionals within a sector which is 

literally on its knees. The impact that these 

reforms have had could be long-lasting for 

our children.” 

“It is a dark reality of how we have allowed 

this to happen to a sector which was 

once thriving. Children’s safety, care and 

nurture needs to be at the forefront of our 

practices. I call on the Government to carry 

out a review, not just on ratios but on all 

aspects of the workforce immediately. We 

can and must do better for our youngest 

children.” 

David Meechan added, “The research 

makes it clear that for the settings 

where relaxed ratios are used, it spells a 

disaster for children and the practitioners 

responsible for them. Surely policy should 

be aimed at developing a sustainable 

environment for children to learn in and 

practitioners to work in?” 

“Our research didn’t find any positive 

impact of the change to ratios, and 

it therefore needs urgent review. The 

Department for Education has made clear 

however that the relaxed ratios for twoyear-olds 

are optional and not mandatory.” 

“Balancing Numbers or Addressing 

Needs? Child to Adult Ratios, Practitioner 

Well-being, and Quality of Provision in 

Early Years Settings in England Balancing 

Numbers or Addressing Needs? Child to 

Adult Ratios, Practitioner Well-being, and 

Quality of Provision in Early Years Settings 

in England”, is available here. 

The full story, as reported by Nursery 

World can be found here. 

Parents urged to have children 

vaccinated against MMR 

Parents are being urged to ensure their 

children receive the MMR vaccine after 

new NHS data revealed that nearly one in 

six children had not received both doses 

by the age of five. According to the latest 

vaccination figures from NHS England, 

16.1% of children turning five between 

April 1, 2023, and March 31, 2024, had 

not completed the full MMR course, 

marking the lowest coverage since 2010-11. 

However, the data also showed that 91.9% 

of five-year-olds had received at least one 

dose. 

The report highlighted further concerns, 

with 11.1% of children who turned two in 

2023-24 missing their first MMR dose, and 

8.8% of babies failing to receive all three 

doses of the 6-in-1 vaccine, which protects 

against whooping cough, diphtheria, polio, 

and other serious diseases, by their first 

birthday. 

Two doses of the vaccine give long-term 

protection against measles, mumps and 

rubella, which can cause serious illness 

and complications such as blindness and 

meningitis. 

The NHS is encouraging parents and 

carers to check their children are protected 

against these illnesses and, if not, to 

contact their GP practice to book an 

appointment. 

Steve Russell, NHS national director for 

vaccinations and screening, said: 

“Too many children are still not fully 

vaccinated against diseases like measles 

and whooping cough, which can cause 

serious illness and are preventable.” 

“Vaccinations have been protecting 

children for decades and are offered free 

as part of the NHS routine immunisation 

programme, saving thousands of lives and 

preventing tens of thousands of hospital 

admissions every year.” 

“We would advise parents to urgently 

check their child’s vaccination records and 

ensure they’re protected from becoming 

seriously unwell. Just speak to a healthcare 

professional like a school nurse if you’d 

like more information about vaccines, 

and contact your GP practice if you’d like 

to arrange a vaccination appointment for 

your child.” 

The NHS is also urging pregnant women 

to get vaccinated against whooping cough 

to protect their babies, as evidence shows 

it is over 90% effective in preventing infant 

deaths if mums-to-be are vaccinated at 

the optimum time during pregnancy. 

The full story, as reported by the Early 

Years Alliance, can be found here. 

Labour’s early years review 

findings revealed 

An unpublished review by Sir David Bell, 

commissioned by the Labour Party while 

in opposition, calls for increased funding 

to implement the party’s plan for schoolbased 

nurseries. The review recommends 

raising the early years pupil premium 

and introducing a new qualified teaching 

status for early years educators. 

Sir David Bell, a former chief inspector 

of schools, was tasked with reviewing 

eligibility for affordable education and 

childcare, as well as options to improve 

the quality of early years provision and 

develop a long-term workforce strategy. 

His review, informed by input from 

a group of experts, outlined several 

recommendations in a letter sent before 

the July general election to then shadow 

education secretary Bridget Phillipson. In 

this letter, Sir David urged a future Labour 

government to allocate more funding to 

primary schools to support the delivery of 

its nursery initiative. 

He warned that the Conservatives’ 

childcare expansion policy was “heading 

to the rocks”. 

The full story, as reported by Tes, can be 

found here. 



Leadership in the early years sector is an 

essential element that can significantly 

influence both children’s learning and 

development, as well as staff morale. 

High-quality leadership creates an 

environment that fosters growth, learning, 

and well-being for children and staff alike. 

Understanding how effective leadership 

can drive positive outcomes is essential for 

anyone involved in early years education. 

What is ‘effective leadership’? 

Effective leadership in early years settings 

involves guiding and inspiring educators 

and children. Leaders are responsible 

Chloe Webster 

Practical tips 

for leadership 

for setting the tone and culture of the 

environment, ensuring that it is conducive 

to learning and development. 

Key aspects of leadership in the early 

years sector include: 

? Vision and values: Establishing a 

clear vision and values, prioritising 

child-centred learning and staff 

development 

? Communication: Maintaining 

open, transparent, and supportive 

communication with staff, children, 

and parents 

? Professional development: 

Encouraging continuous professional 

growth and providing opportunities 

for training and development 

? Supportive environment: Creating a 

nurturing and inclusive environment 

that supports the emotional and 

psychological well-being of both 

children and staff 

Good leadership has a profound impact 

on children’s learning and development. 

Leaders who prioritise a positive, 

stimulating, and safe environment enable 

children to explore, experiment, and learn 

with confidence. A well-led early years 

setting ensures that children have access 

to high-quality resources, diverse learning 

experiences, and a curriculum that meets 

their developmental needs. 

Effective leaders also place a strong 

emphasis on social and emotional 

development. They understand that 

these skills are just as important as 

academic achievements, if not more so. 

By implementing practices that promote 

empathy, cooperation and emotional 

intelligence, leaders help children build 

strong interpersonal skills and a healthy 

sense of self. These skills are essential for 

success in both school and life. 

Moreover, strong leaders advocate for 

inclusive practices that cater to the diverse 

needs of all children. They ensure that 

each child receives individualised attention 

and support, which is crucial for their 

personal growth and academic success. 

The role of leadership in 

supporting educators 

Leaders in early years settings serve as 

role models for both children and staff. 

Their approach to behaviour management 

sets a standard for how children interact 

with others, fostering a culture of respect 

and kindness. 

The influence of good leadership extends 

beyond the children to the educators 

who guide them. Leaders who invest 

in the professional growth of their staff 

create a motivated and skilled team. 

Offering regular training opportunities 

for career advancement and recognising 

achievements helps staff members feel 

valued and empowered. Supportive 

leaders provide the resources and 

encouragement that staff members need 

to perform their roles effectively – this 

includes everything from ensuring that 

classrooms are well-equipped with the 

necessary materials to providing access, 

to ongoing professional development 

opportunities. When staff feel supported, 

they are more likely to be engaged and 

motivated, which in turn, positively impacts 

the quality of care and education they 

provide. 

Another sign of good leadership is 

understanding the demands of being a 

practitioner in early years education and 

promoting a healthy work–life balance. 

This could include flexible scheduling, 

mental health support, and ensuring that 

workloads are manageable. Leaders 

who cultivate a positive and inclusive 

workplace culture contribute to higher job 

satisfaction and reduced staff turnover. A 

happy and cohesive team is more likely to 

be engaged, motivated, and committed to 

providing high-quality education and care. 

The consequences of poor 

leadership 

However, poor leadership and 

management can have a detrimental 

impact on the staff, children, and culture 

of the setting, significantly impeding the 

learning and development of the children. 

Poor leadership often results in a lack of 

clear vision and inconsistent educational 

practices. Without strong guidance, staff 

may not adhere to a cohesive curriculum 

or educational philosophy, leading 

to fragmented and uneven learning 

experiences for children. This inconsistency 

can hinder children’s cognitive and social 

development as they may not receive 

the structured and supportive learning 

environment they need. 

Similarly, ineffective management can 

lead to low staff morale, which directly 

impacts the quality of interactions 

between educators and children. High 

staff turnover, a common consequence of 

poor management, disrupts the continuity 

of care and education. Children benefit 

from stable relationships with caregivers; 

frequent staff changes can cause stress 

and anxiety, impeding their emotional and 

social development. 

Poor leadership often fails to prioritise 

the ongoing professional development 

of staff. Without opportunities for training 

and growth, educators may lack the 

skills and knowledge necessary to 

implement effective teaching strategies 

and support the diverse needs of children. 

This can result in a stagnant educational 

environment where innovative and 

effective practices are not introduced or 

maintained, again causing a detrimental 

impact on the learning and development 

of the children. 

In addition, leadership that does not foster 

open and effective communication can 

create an environment of confusion and 

inefficiency. Miscommunication or lack of 

communication between management 

and staff can result in misunderstandings, 

errors, and a lack of coordinated efforts in 

delivering high-quality education and care. 

This can negatively impact the consistency 

and quality of the learning experiences 

provided to children and, in the worst case, 

put children at risk of harm. 

Poor leadership can also create an 

unstable, inconsistent, and underresourced 

environment. This negatively 

affects the quality of education and 

care provided, ultimately hindering the 

learning and development of young 

children. Effective leadership is essential 

to cultivate a nurturing, stable, and 

enriching environment that supports the 

comprehensive development of every 

child. 

Leadership in the early years sector 

is more than just management; it is 

about inspiring and nurturing both 

children and staff. Good leadership 

creates a foundation for success, where 

children can thrive in their learning and 

development, and educators feel valued 

and supported. By prioritising a positive 

learning environment, fostering emotional 

and social development, and investing in 

the professional growth and well-being 

of staff, leaders can make a profound 

and lasting impact on the early childhood 

education landscape. 

Click here for 

more resources 

from Chloe: 



Promoting critical 

thinking and problemsolving 

skills in the EYFS 

In the Early Years Foundation Stage (EYFS), 

fostering critical thinking and problemsolving 

skills is essential for children’s 

cognitive development. These skills not 

only enhance their ability to understand 

and interact with the world but also lay 

the groundwork for lifelong learning 

and adaptability which contributes to 

successful outcomes in later years. Here, 

we explore effective strategies to promote 

these crucial skills in young children. 

What do we mean by critical 

thinking and problemsolving? 

Critical thinking involves analysing 

information, making connections between 

different pieces of information, and 

evaluating outcomes. Problem-solving 

is the ability to identify challenges and 

devise effective solutions. Both skills are 

interlinked since the ability to analyse a 

problem can lead to seeing a solution. 

There are several ways that you can 

encourage these skills in your young 

learners and we have listed some key 

ones below. 

1. Encourage curiosity and enquiry 

Create an environment where 

questions are welcomed and valued, 

and allow time for children to explore 

and investigate topics fully. Asking 

open-ended questions that require 

more than a “yes” or “no” answer can 

help, for example, “Why do you think 

this is happening?” or “What do you 

think will happen next?” 

2. Model thinking processes 

Children learn by example so 

demonstrate your own critical thinking 

processes by speaking them aloud. 

For example, when faced with a 

problem, verbalise your own thinking 

by saying: “I wonder why this isn’t 

working. Maybe if I try it this…” 

This helps children understand that 

thinking is a process and there are 

stages that they can work through to 

reach a solution, encouraging them to 

adopt similar strategies. 

3. Provide hands-on learning 

experiences 

The EYFS requires settings to establish 

“enabling environments” which 

encourage children to engage in 

activities that require them to think 

critically and solve problems for 

themselves. Using manipulatives or 

hands-on/active learning experiences 

such as building blocks, puzzles, roleplaying 

scenarios or simple scientific 

experiments will allow them to make 

predictions and test their ideas in a 

physical way. 

4. Allow for mistakes 

Make sure that children feel safe 

to express their ideas and make 

mistakes – this is crucial if children are 

to learn that mistakes are part of the 

learning process and to discourage 

not-trying because of a ‘fear of failure’ 

that could hold them back in future. A 

supportive environment where efforts 

are praised whether outcomes are 

successful of not, encourages children 

to take risks and learn from their 

experiences. In practice this means 

saying things like: “Well we didn’t 

manage to build the tower up to the 

table, but what is great is that we did 

work out the best way that the blocks 

fit together. Well done. Next time, we 

can use this to help us build it a bit 

higher.” 

5. Use real-life problems 

This can help children practice 

being in real-life circumstances 

and connects different areas of the 

curriculum into situations they can 

recognise. For example, setting up 

a small shop or play kitchen can 

teach them about numbers, science, 

nutrition, decision-making, and social 

interactions. 

6. Encourage reflection 

After completing an activity, 

encourage children to reflect on what 

they did, what worked/didn’t, and 

what they could do differently next 

time. This reflection helps solidify their 

learning and improves their problemsolving 

skills. You could even set up 

a display showcasing the steps that 

worked/did not work on the way to 

finding a solution. For example, trying 

to carry water in different containers 

– the results from using a bowl, tray, 

colander and jug would be vastly 

different. But they could learn that 

using a colander does not help them 

get water efficiently from A to B, but 

might be a fantastic way to water the 

flowers! 

7. Promote collaborative learning 

Encourage group activities where 

children work together to solve a 

problem so they can listen to other 

people’s ideas and learn from 

different approaches. It can also 

encourage teamwork, socialisation 

and a sense of community and 

purpose. 

Examples of suitable 

activities 

Below are some activities that you can use 

to develop critical thinking and problemsolving 

skills, along with suggested 

adaptations for children with special 

needs. 

Marble mazes 

Create a simple maze on a piece of paper 

and have children guide a marble through 

it by tilting the paper. This helps spatial 

awareness and fine motor skills. 

Adaptation: Use larger, easier-to-handle 

objects like balls instead of marbles. 

Simplify the maze or use tactile materials 

to help children with visual impairments. 

Building towers 

Use blocks, Lego, or even household 

items like kitchen roll inserts and boxes to 

challenge children to build the tallest tower 

they can. This encourages them to think 

about balance, structure, and they can 

learn about gravity too. 

Adaptation: Provide larger, more stable 

building materials. Use Velcro blocks or 

magnetic tiles for children with fine motor 

challenges. Offer hand-over-hand help if 

needed. 

Puzzles and pattern 

recognition games 

Start with simple puzzles like jigsaws or 

pattern recognition games and gradually 

increase the complexity as the child’s 

experience and knowledge grows. 

Adaptation: Choose puzzles/patterns 

with larger pieces and clear, contrasting 

colours. Start with only a few pieces and 

gradually increase the complexity. 

Role-playing/storytelling 

scenarios 

Set up scenarios and stories where 

children can practice real-life situations, 

such as running a small shop, driving a 

toy car on a pretend road or building a 

shelter/den. 

Adaptation: Use visual aids, such as 

picture cards or social stories to help 

children understand the scenario. Simplify 

the roles and scaffold by providing clear, 

step-by-step instructions if needed and 

use sensory stories to help children 

experience the situations more fully. 

Treasure hunts 

Create clues to help children follow a trail 

or get them to find items in the setting 

(indoors and outdoors). Clues can involve 

number and word puzzles, identifying 

objects or answering questions. 

Adaptation: Create a visual checklist 

with pictures of the items to find. Limit 

the number of items and ensure they 

are easily accessible. Pair children with a 

buddy for additional support. 

Other activities could include: 

? Cooking and baking 

? Nature scavenger hunts 

? Obstacle courses including getting the 

children to build their own course 

? Water-play challenges 

? Outdoor maths games 

? Parachute games 

? Creating a sun dial to explore 

shadows 

More ideas and resources 

? https://www.developgoodhabits. 

com/problem-solving-kids/ 

? https://www.twinkl.co.uk/blog/eyfsoutdoor-maths 

? https://www.mffy.com/blog/ten-ofour-favourite-early-years-problemsolving-activities 

? https://www.parent.app/blog/ 

importance-of-age-appropriate-toysand-activities 


more references 

& information. 



The importance of 

coaching 

Improving practice quality 

Effective coaching supports practitioners 

in reflecting on their practice, identifying 

areas for improvement, and implementing 

new approaches. This leads to higher 

standards of care and education, directly 

benefiting the children in their care. 

By fostering a culture of continuous 

improvement, coaching ensures that 

practitioners remain responsive to the 

latest research and best practices in early 

childhood education. 

Supporting leadership 

development 

The term ‘coaching’ might seem like a 

modern buzzword, but it actually dates 

to the 1830s at Oxford University, where 

it was used to describe tutors helping 

students pass exams. Over time, it has 

evolved into a powerful process of guiding 

and supporting personal and professional 

growth. 

In early years education, coaching 

goes beyond just being a helpful tool 

- it’s a critical practice that empowers 

practitioners to provide the best care and 

education they can. By equipping early 

years professionals with the best skills and 

knowledge, coaching ensures that every 

child can thrive during these foundational 

years when their learning, behaviour, and 

well-being are formed. 

Why is coaching important? 

It is through coaching that practitioners 

gain the confidence, competence, and 

creativity needed for a nurturing and 

stimulating environment for young 

children. By engaging in regular coaching, 

early years professionals are not only 

improving their own practice but are also 

making a lasting impact on the children 

in their care. Coaching encourages 

reflective practice, helping us to continually 

assess and refine our methods to meet 

the diverse needs of the children we 

support. It also provides both managers 

and practitioners with the opportunity to 

stay abreast of the latest developments in 

early childhood education, ensuring that 

practices are both current and evidence 

based. It fosters a culture of continuous 

improvement, where learning and 

professional development are prioritised, 

leading to better outcomes for children. 

Let’s look at this in more detail: 

Enhancing professional 

development 

Coaching provides ongoing professional 

development tailored to the individual 

needs of early years managers and 

practitioners. Unlike traditional training, 

which can be generic and one-off, 

coaching is continuous and personalised, 

helping staff to develop specific skills, 

knowledge, and strategies that directly 

apply to their work environment. 

For managers, coaching is crucial in 

developing leadership skills. It helps them 

to navigate the complexities of managing 

an early years setting, from staff 

supervision to curriculum implementation. 

Coaching equips managers with the 

tools they need to lead with confidence, 

communicate effectively, and inspire 

their teams to deliver the best possible 

outcomes for children. 

Enhancing staff well-being 

and retention 

There is no doubt that working in the early 

years sector is demanding, and increasing 

levels of stress can lead to burnout and 

high staff turnover. Coaching provides 

emotional and professional support, 

helping practitioners and managers to 

manage stress, build resilience, and 

maintain their passion for their work. This, 

in turn, can lead to better staff retention, 

as employees feel valued, supported, and 

empowered in their roles. 

Promoting reflective 

practice 

One of the best elements of coaching is 

that it encourages a reflective practice 

approach. What we mean by this is that 

managers and practitioners regularly 

evaluate their work, consider alternative 

strategies, and make informed decisions. 

This reflective process is critical for 

continuous professional growth and 

ensuring that the practices within the 

setting are always evolving to meet the 

needs of the children. 

Facilitating effective 

communication and 

collaboration 

Good coaching fosters better 

communication and collaboration 

within early years teams. It encourages 

open dialogue, active listening, and 

constructive feedback, which are all 

essential for a harmonious and effective 

work environment. When managers and 

practitioners communicate effectively, 

they can work together more efficiently to 

support each child’s development. 

Adapting to change 

The early years sector is constantly 

evolving, with new policies, guidelines, 

and educational approaches emerging 

regularly. Coaching helps managers and 

practitioners stay abreast of these changes 

and adapt their practices accordingly. It 

ensures they are equipped to meet new 

challenges and continue providing highquality 

care and education. 

Fostering a child-centred 

approach 

At its core, coaching, in the context of the 

early years sector, helps to maintain a 

child-centred approach. By supporting 

practitioners in their professional growth, 

coaching ensures that the needs of the 

children remain the central focus of their 

work. It encourages staff to continually 

reflect on how their practices affect 

children’s learning and development and 

to make necessary adjustments to improve 

outcomes. 

Coaching is a vital tool for fostering 

the professional growth of early years 

managers and practitioners. It enhances 

the quality of care and education, supports 

leadership development, and contributes 

to a positive, reflective, and resilient work 

environment. By investing in coaching, 

early years settings can ensure that their 

staff are equipped to provide the best 

possible start in life for the children in their 

care. 






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Promoting positive 

parent/educator 

Although the primary focus in early 

years education should rightly be on 

the children, it is also important to 

understand that actively promoting 

positive relationships with your parents 

and carers can only enhance the 

experience the children receive. The Early 

Years Foundation Stage (EYFS) framework 

emphasises the importance of developing 

these partnerships, and it is a core 

principle of the EYFS, recognising that 

“children benefit from a strong partnership 

between practitioners and parents and/or 

carers.” These benefits can include: 

? Enhanced child development 

? Improved learning outcomes 

? Developing trust and confidence 

? Supportive learning environments 

? Effective communication with all 

parties 

? Inclusion and cultural sensitivity 

The industry-produced document, “Birth to 

Five Matters”, encourages settings to view 

parents as partners, saying: 

? “Parents make a crucial difference to 

children’s outcomes 

? Parents are children’s first and most 

enduring educators 

? Each unique family must be 

welcomed and listened to 

? Consider levels of engagement to 

make the most of relating to parents 

? Practitioners have a responsibility to 

work with all families 

relationships 

? Clear leadership regarding 

partnership with parents will provide 

the right foundation” 

Key principles 

The relationships you develop with your 

parents and carers should be based on a 

few key principles, including: 

1. Sharing knowledge 

Parents and carers know their 

children; their strengths and 

weaknesses as well as their likes, 

dislikes, foibles and needs. They also 

understand their children’s moods 

and develop strategies to support 

their children in the best way possible. 

Of course, not all parents/carers are 

the same, but they will still have an 

insight into their children that early 

years practitioners in your setting 

may not. The same is true vice versa. 

Nursery staff often see a different 

side to the children than parents and 

carers, so sharing information and 

knowledge about the child is crucial. 

Practitioners are encouraged to 

consult with parents/carers about the 

children’s early experiences too as this 

helps in planning effective learning 

activities and can identify any special 

needs that the children have. Sharing 

knowledge also helps parents/carers 

to continue their child’s development 

at home. 

2. An inclusive and respectful 

approach 

The EYFS stresses the need for 

practitioners to create a welcoming 

and inclusive environment by 

respecting each family’s unique 

background and values, ensuring 

that all parents/carers feel included 

and valued. Some children may 

have English as a second language 

(EAL) and this can sometimes mean 

that their parents/carers might 

not be fluent English speakers, so 

practitioners should make additional 

efforts in these cases to ensure 

they feel included. Other situations 

that practitioners may need to give 

special consideration to are children 

from ethnic minorities, looked-after 

children, and the wide variety of 

family situations that children come 

from such as one-parent families, 

disadvantaged families, armed forces 

families or same sex parents/carers. 

No matter the family set-up, families 

and carers need respect and to feel 

included and welcome. Remember 

too that some parents may have 

additional needs and require 

information in alternative formats 

such as braille/audio file or a largerfont 

format. 

3. Effective communication 

Setting up and maintaining open 

and clear communication channels 

is vital to develop educator/family 

relationships. Practitioners should 

provide various opportunities for 

parents to be involved in their 

child’s learning, such as daily chats, 

workshops, and home visits. In 

today’s modern world, there are a 

myriad of ways in which settings can 

communicate with parents and carers 

including: 

? Face-to-face meetings 

? Start/end of day informal chats 

? Progress-sharing reports 

? Emails and phone calls 

? Letters home in bags 

? Social media 

? Voice messages 

? Texts and group chats 

? Nursery-specific software 

? Websites 

? Newsletters 

? Webinars 

? Outreach programmes 

? Home visits 

? Awareness days 

? Social events 

Not all parents/carers will access all 

of the above, but if you are trying to 

reach as many people as possible, 

it makes sense to increase your 

communication channels. 

4. Collaborative approach to 

activities and learning 

The EYFS framework encourages 

a collaborative approach where 

practitioners and parents work 

together to understand children’s 

interests and support their learning. It 

does not just mean that practitioners 

‘talk at’ parents or vice versa. 

The communication and flow of 

information should be 2-way, and 

this can create a more consistent and 

supportive learning environment for 

the child and a sense of partnership 

and shared responsibility with the 

family. Invite parents and carers to 

participate in their child’s learning 

journey. This can include attending 

workshops as a family; encouraging 

parents/carers and extended family 

to volunteer in the setting either on 

a regular basis or on special days 

(e.g. grandparent days); and working 

together with parents and carers to 

set goals and develop strategies that 

support the child’s individual needs 

and development. 

5. Confidentiality 

Respecting the privacy and 

confidentiality of families is crucial and 

all setting should have robust data 

protection and management systems 

in place to ensure this, especially in 

the case of safeguarding issues or 

health information. Ensure that any 

information shared by parents and 

carers is kept confidential and used 

appropriately. 

6. Extended learning into the home 

Parents/carers can continue the child’s 

learning in the home environment, 

and this is best served if they 

understand what their child has 

been doing whilst in your care, and 

are given strategies to continue and 

extend it. This could be explaining 

to the parents/carers that they have 

been learning the names of different 

shapes for example, and you could 

ask the parents/carers to help by 

giving them a list of 3-4 activities to 

do at home that involve recognising 

shapes (e.g. I spy games, hunting for 

different shapes, or colouring/drawing 

templates involving shapes. 

How to involve parents and 

carers 

Using the above key principles as the basis 

for all interactions, there are many ways 

that you can improve your parent/carereducator 

relationships. Think about: 

? Reviewing all your communication 

channels 

? Setting time aside for parents/carers 

to have daily chats with their child’s 

key person 

? Reviewing your parent/carer public 

areas to ensure they are welcoming 

and promote inclusivity and diversity 

? Running workshops on the different 

areas of learning for parents/carers 

and supporting them with resources 

to use at home 

? Showing videos of their child to report 

on progress and key milestones 

? Increasing the opportunities for 

parents/carers to volunteer 

? Special family days 

? Inviting parents/carers on trips 

? Setting up some joint community 

projects 

? Inviting parents/carers to be 

governors or steering group members 

? Encouraging a class/room rep who 

can help you deliver key information 

and notices 

? Celebrating successes together 

? Providing support in times of need 

By nurturing strong relationships with 

parents and carers, practitioners can 

enhance the overall quality of early 

years education and support children’s 

development more effectively, which is, 

after all, what everyone wants. 

References and more 

information 

? https://help-for-early-years-providers. 

education.gov.uk/personal-socialand-emotional-development/ 

relationships 

? https://birthto5matters.org.uk/ 

parents-as-partners/ 

? https://help-for-early-years-providers. 

education.gov.uk/get-help-toimprove-your-practice/working-inpartnership-with-parents-and-carers 

? https://www.pacey.org.uk/news-andviews/pacey-blog/2019/june-2019/ 

partnerships-with-parents-to-supportchildren-s-co/ 

? https://www.teachearlyyears.com/aunique-child/view/sen-working-withparents 






Louise Mercieca 

Food and behaviour 

in the early years 

include oily fish (especially salmon), eggs, 

flaxseeds, chia seeds, and seaweed. 

Steady supply of glucose: Glucose, 

derived from carbohydrates, is another 

essential fuel for the brain. The type of 

carbohydrates consumed affects how 

quickly glucose enters the bloodstream. 

For example, sugary carbs provide a quick 

spike in energy followed by a crash, while 

complex carbs provide a more sustained 

release of energy. 

The impact of breakfast on 

learning 

As early years practitioners, we hold high 

expectations for the children in our care. 

From a very young age, we expect them 

to: 

? Sit still 

? Concentrate 

? Solve problems 

? Stay alert 

? Listen attentively 

? Retain information 

? Be physically active 

However, when a child consistently 

struggles to meet these expectations, 

they may start to exhibit behaviours such 

as daydreaming, lack of focus, falling 

behind, or even becoming disruptive. 

These behaviours can lead to further 

disengagement from the learning 

environment, often resulting in the child 

being labelled as needing ‘behavioural 

support.’ 

As a nutritional therapist, I explore the 

connection between a child’s diet and 

their overall health and development. It’s 

essential to consider whether the type or 

lack of food is impacting a child’s ability to 

meet the demands of the school day. 

Role of nutrition in brain 

development 

A child’s brain is still growing rapidly, 

requiring a significant amount of energy to 

support this development. In fact, 50% of 

a child’s dietary energy is allocated to their 

brain - compared to just 25% in adults. 

This high energy demand underscores the 

importance of proper nutrition, particularly: 

essential fatty acids (EFAs): Crucial for brain 

building, these fats are vital for intelligence, 

mood, and behaviour. DHA, a type of 

EFA, supports the frontal lobe, which 

aids concentration, decision-making, 

learning, planning, self-control, attention, 

and willpower. Foods rich in these fats 

Let’s consider two common breakfast 

scenarios and their impact on a child’s 

school day. 

1. No breakfast: With 4.3 million 

children living in poverty in the UK, 

some may arrive at school without 

having eaten breakfast. Given that 

50% of a child’s dietary energy is 

needed for brain function, a hungry 

child is unlikely to perform well in 

the classroom. Instead of sitting still, 

concentrating, and problem-solving, 

they may exhibit lethargy, irritability, 

and difficulty in focusing. If hunger 

is not recognised, these behaviours 

could be misinterpreted as disruptive, 

potentially leading to disciplinary 

actions. 

2. High sugar breakfast: A child who 

eats a high-sugar breakfast may 

initially appear alert, but the resulting 

spike in blood sugar is often followed 

by a crash, leading to fluctuating 

energy levels and mood swings. 

This can make it difficult for the child 

to concentrate, stay still, or solve 

problems. While fortified cereals 

provide some vitamins and minerals, 

the sugar content can negatively 

impact behaviour and learning. 

to more persistent behavioural patterns. 

According to the Global Nutrition Report 

back in 2016, 44% of countries were 

experiencing obesity and malnutrition 

within the same populations. 

Unfortunately, this is increasingly the 

case. Our food landscape facilitates the 

excess consumption of overly processed 

foods, which do not include the essential 

micronutrients that are vital to our health. 

Many diets are largely comprised of UPFs 

(Ultra-Processed Foods). One in five people 

in the UK has a diet made up of 80% ultraprocessed 

foods. More worryingly, 64% 

of children get more than half their daily 

calories from this group, rising to 68% in 

teens. 

Recognising the link 

between food and 

behaviour 

shouldn’t be discounted as a potential 

reason for what may be perceived as 

‘behavioural’ issues. 

Nutrition is vital to a child’s development, 

yet our current food landscape can make 

it difficult to ensure that children receive the 

nutrients they need. While food may not 

always be the sole answer to behavioural 

issues, it’s an essential factor to consider 

in supporting the overall well-being and 

development of the children in our care. 



from Louise: 

Understanding the longterm 

effects of nutritional 

deficiencies 

Nutritional deficiencies can be either 

short-term or long-term, and both can 

significantly impact a child’s behaviour. 

A child who occasionally skips breakfast 

may temporarily exhibit signs of poor 

concentration and irritability. However, 

consistent nutritional deficiencies can lead 

It’s always worth factoring in the impact 

that both short- and long-term nutritional 

deficiency can have on a child. If there is 

a change in behaviour or temperament, 

or if they seem genuinely unable to grasp 

new concepts or struggle to sit still, food 

could be the answer - but it may not be 

an easy solution. Healthy food is, alas, on 

average, three times more expensive than 

ultra-processed foods. It can be a difficult 

subject to bring up with parents, but food 



Importance of a 

mentorship programme 

in your setting 

Learning is a lifelong experience which is 

not limited to our time in nursery, school 

or college. As adults, we also need to 

learn new skills and knowledge and 

often require help from another person 

to understand the nuances and issues 

involved. This is where mentoring can 

help since there will always be someone 

who has ‘been there’ and ‘done it’ when it 

comes to these new experiences. 

Mentoring in early years practice is 

designed to support and develop people 

working with young children by pairing 

experienced professionals with less 

experienced staff. This helps foster growth, 

share knowledge, and improve the quality 

of early childhood education. It is not just 

for people starting in the industry either, 

since mentoring can be used at all levels 

to help develop crucial skills. 

After COVID, the Government established 

the Early Years Experts and Mentors 

Programme which ran in England until 

July 2024 with the aim of facilitating 

leadership support, coaching for leaders, 

and mentoring for practitioners. Whilst 

this specific initiative may have finished, 

settings are still encouraged to continue 

the good practice of mentoring in their 

businesses. 

Implementing a mentoring programme 

can be highly beneficial, but it also comes 

with its own set of challenges. 

Benefits of having a 

mentoring programme 

There are several benefits to running a 

mentoring programme which have been 

identified including: 

1. Professional development: 

Mentoring provides ongoing 

professional development, helping 

practitioners enhance their skills 

and stay up-to-date with the latest 

educational and industry practices. 

2. 

3. Improved quality of education: By 

sharing best practices and innovative 

teaching methods, mentors and their 

mentees can help improve the overall 

quality of education provided to young 

children. 

4. Increased job satisfaction: 

Both mentors and mentees often 

experience increased job satisfaction. 

Mentors can feel useful and that their 

experience is valued, and mentees 

can gain confidence and a sense of 

achievement. 

5. Retention and recruitment: 

Effective mentoring can help 

improve staff retention by creating a 

supportive work environment where 

staff feel valued and that they have 

opportunities to progress their career. 

Programmes can also attract new 

talented staff who value these career 

opportunities. 

6. Enhanced collaboration: 

Mentoring fosters a culture of good 

communication, collaboration and 

teamwork, which can lead to a more 

cohesive and motivated workforce. 

Potential cautions for 

mentoring programmes 

As with everything, there are also some 

things to be aware of when thinking about 

setting up a mentoring programme. These 

include: 

1. Time commitment: Mentoring 

requires a significant time 

commitment from both parties, 

which can be challenging to balance 

alongside their other responsibilities. 

2. Potential for mismatched 

pairings: If mentors and mentees 

are not well-matched, the relationship 

can be unproductive or even 

counterproductive, so it is important 

to consider partnerships carefully 

and check with both parties before 

implementing any ideas. 

3. Resources: Mentoring programmes 

require resources, including training 

materials/courses, administrative 

support and may require additional 

or specialist equipment depending on 

the nature of the programme. 

4. Resistance to change: Some staff 

members may be resistant to joining 

a mentoring programme, especially 

if they find change difficult or are 

sceptical about its benefits. 

Who is mentoring for? 

Mentoring can benefit a wide range of 

people at various stages of their careers 

and personal development and should 

not just be limited to new employees and 

apprentices joining the setting. Every time 

someone moves up or changes roles, 

they will need support and feedback on 

their progress in their new situation. This 

applies as much to managers and leaders 

as to junior staff. 

Consider the following groups for 

mentoring programmes: 

New employees 

Early career professionals 

Mid-career professionals such as 

those looking to advance or move 

sideways in their career 

Senior leaders 

Students and apprentices 

Entrepreneurs and business owners 

People facing career transitions 

Underrepresented groups (for 

example, men in early years) 

How to encourage staff 

to participate 

Encouraging people to participate in 

mentoring programmes is usually straightforward 

since most people welcome the 

additional support from more experienced 

colleagues. However, you may need to 

consider how you approach the subject 

with your staff before announcing your 

plans, and how it will be implemented 

practically. Think about: 

Consulting staff for their input 

and ideas before announcing a 

programme 

Getting leadership endorsement and 

modelling through leadership mentor 

programmes 

Whether the scheme is voluntary or 

compulsory – some situations such as 

apprenticeships require compulsory 

mentoring, whereas other situations 

could be on a voluntary basis 

How you will recompense or 

incentivise mentors such as giving 

them additional pay, time off or other 

rewards 

How you will communicate and 

promote the programme to 

employees and your families 

Whether the programme is formal 

or informal and any mentoring 

agreements which need to be written 

and signed 

What the success criteria is – how 

will participants know they are 

succeeding? 

Any training that mentors need 

The duration of the programme 

Any specific forms or admin you 

require such as meeting logs, goals or 

development plans 

Logistics such as private room 

allocation and timetabling 

How you will assess the success of 

the programme 

Reverse mentoring 

Reverse mentoring is a relatively new 

concept in business strategy where 

younger, potentially more ‘tech-savvy’ staff 

help by mentoring their more experienced 

colleagues. This approach can bridge the 

gap between traditional teaching methods 

and modern technological advancements. 

By sharing their expertise in digital tools 

such as social media, new technology and 

progressive educational trends, younger 

practitioners can enhance the overall 

early years environment. This not only 

fosters a culture of continuous learning 

and mutual respect but also ensures 

that all staff members are equipped 

with the latest skills and knowledge to 

provide high-quality education to young 

children. Additionally, reverse mentoring 

can invigorate the workplace with fresh 

perspectives and innovative ideas, 

ultimately benefiting all practitioners and 

the children in your setting. 

Mentoring programmes for early years 

practitioners can be powerful tools for 

settings to encourage professional growth 

and improved educational outcomes. 

By addressing potential challenges 

and promoting the benefits, early years 

managers can successfully implement 

mentoring programmes that support and 

nurture their staff for the benefit of all. 

References and more 

information 

https://www.gov.uk/guidance/ 

early-years-experts-and-mentorsprogramme 

https://stepintoleadership.info/ 

assets/pdf/guidance-for-mentoringin-childhood-practice.pdf 

https://www.pengreen.org/wpcontent/uploads/2022/10/Updatedinformation-for-settings_Experts-and- 

Mentors-programme.pdf 

https://mybrightwheel.com/blog/ 

coaching-and-mentoring-in-earlychildhood 

https://brandongaille.com/8-prosand-cons-of-mentoring-in-theworkplace/ 

https://uk.indeed.com/career-advice/ 

career-development/benefits-ofmentoring 

https://www.bbc.com/worklife/ 

article/20221110-reverse-mentorshiphow-young-workers-are-teachingbosses 






Frances Turnbull 

Musical medicine 

How effective are parenting interventions? 

Parenting is a minefield of information, 

with parents often feeling overwhelmed 

and criticised for what they do and 

don’t do. Many even feel that advice is 

contradictory, with leading professionals 

having opposing views. Both academic 

and educational authorities have identified 

an “achievement gap” as the cause 

of communities with deprivation, so 

authorities are working towards reducing 

it by improving children’s opportunities 

through better parenting. 

Research published earlier this year 

(Ahun et al, 2024) considers the reported 

implementation characteristics of the most 

widely-used early childhood interventions 

that have been used across 41 countries, 

and found that the most frequently used 

programmes included Reach Up And 

Learn, Nurse Family Partnership, and 

Head Start. The intent of this study was 

to identify the most effective intervention 

demonstrating the greatest progress or 

change. 

Reach Up and Learn aims to support 

mothers, children and home visitors in their 

understanding of child development in 

order to improve their child’s life successes. 

Based on a number of theorists, 

concepts have used include Vygotsky’s 

proximal zone of development, Piaget’s 

sensorimotor period (Uzgiris and Hunt), 

and Francis Palmer’s Concept Curriculum, 

with a focus on supporting disadvantaged 

children. 

Nurse Family Partnership describes itself 

as a community health programme 

supporting first time parents based on 

consistent nurse visits from pregnancy 

up to 2 years. It does this by improving 

family diets, reducing substance misuse, 

improving responsible care and improving 

family economic self-sufficiency. This 

is based on work done by Harvard 

University’s Center on the Developing 

Child. 

Head Start is an American government 

approach to school readiness for children 

from birth to 5-years-old that has been 

used since 1965. By regularly monitoring 

progress in five key areas of development, 

early intervention needs may be identified 

in time to allow additional support for 

children to actively and successfully 

engage in kindergarten/nursery and later, 

in school. 

The researchers found that programme 

reporting differed too widely to allow for 

clear comparison. However, the areas of 

interest that were listed gives some insight 

into areas that may impact effective child 

development opportunities: 

? Nurturing Care Framework (good 

health; adequate nutrition, responsive 

caregiving, security and safety, 

opportunities for learning) 

? Use of existing parenting intervention 

? Use of a manual 

? Theory of change (conceptual 

framework) 

? Behaviour change techniques 

? Preparation (formative research, 

programme adaptations) 

? Beneficiaries (universal or targeted, 

caregivers inclusion) 

? Dosage (number, length, frequency, 

contact hours) 

? Delivery modality (individual, group) 

? Delivery setting (home, clinic, 

community) 

? Intervention cost 

? Characteristics (education, 

occupational status) 

? Training (length and frequency of 

refresher sessions) 

? Supervision (frequency and education 

of supervisors) 

? Implementation evaluation (reach, 

fidelity, feasibility, acceptability) 

One area of feedback was that having 

an underlying theory of change would 

improve our understanding of motivating 

effective caregiving practice. It was 

found that only half of the studies used 

an underlying theory of change. These 

were mainly based on Bandura’s 

social cognitive learning (observational 

learning) and Bowlby’s theory of human 

attachment (improving parent self-esteem 

for childcare). This involved the caregiver 

directly interacting with the child, while the 

professional used feedback and behaviour 

modelling to support the parent. More 

information on the additional research 

findings is available on the direct link to the 

paper. 

Our musical focus on lullabies is clearly 

linked to Bowlby’s theory of human 

attachment. From the beginning of time, 

history shows their use and benefits 

through multiple communities over the 

world. We now have three more “modern 

lullabies” for you to consider adding to 

your repertoire. 

Star light 

Star light, star bright 

First star I see tonight 

Wish I may, wish I might 

Have the wish I wish tonight 

This magical lullaby is based on wishing 

on shooting stars, a practice that humanity 

has done since the earlier times. Originally 

identified as American, this song travelled 

to England last century, and was used in 

Disney’s 1940 film of “Pinocchio”. This is a 

lovely song to sing with little ones lying on 

their backs in a darkened room, and either 

having twinkling lights around the room, or 

a single torch light, moving slowly across 

the ceiling. 

Hava nagila 

Hava nagila, Hava nagila 

Hava nagila, ve-nismeha 

Hava nagila, Hava nagila 

Hava nagila, ve-nismeha 

Hava neranenah, Hava neranenah 

Hava neranenah ve-nismeha 

Hava neranenah, Hava neranenah 

Hava neranenah ve-nismeha 

Uru, uru, ahim! 

Uru ahim be-lev sameah 




Uru ahim 

Be-lev sameah 

This lovely traditional Jewish song of 

celebration has been recorded a number 

of times by many famous singers. It tells 

people to be happy and sing, and is often 

sung faster and faster each time that it is 

sung. Our version, as a lullaby, keeps the 

slow and steady rhythm the same, and 

the combination with the middle eastern 

melody keeps the tune interesting, while 

the repetition makes it easier to learn and 

join in. This is a lovely song that could be 

used while rocking little one, either in a 

blanket, hammock-style, or simply holding 

and rocking side to side. 

Amazing grace 

Amazing grace, how sweet the sound 

That saved a wretch like me 

I once was lost but now am found 

Was blind but now I see 

T’was grace that taught my heart to fear 

And grace my fears relieved 

How precious did that grace appear 

Than when I first believed 

When we’ve been there ten thousand 

years 

Bright shining as the sun 

We’ve no less days to sing His praise 

Than when we’ve first begun 

This traditional hymn of hope uses 

comparative words and opposites. 

Examples of this include being lost and 

found, being blind and seeing, having fear 

and faith. It ends with a vivid description 

of hope and light, in 3-4 timing, allowing 

for a slow waltz around a room. Holding 

little ones tight against your chest while 

singing or humming allows them to feel 

the sensation of creating music inside, 

producing a relaxing and calming 

sensation. 

We may not be certain as to which 

parenting intervention is most effective at 

supporting child development, but we do 

know that empowering parents supports 

children. Perhaps consider sharing 

lullabies with parents, too? 



from Frances: 



Halloween around 

the world … and in 

The origins of Halloween 

Halloween, celebrated on 31st October, 

may seem modern and commercial, but 

its origins come from the ancient Celtic 

festival of Samhain. This event which 

began around 2,500 years ago was 

crucial for the Celts as they prepared for 

winter by gathering harvests and bringing 

in their herds - marking the shift from light 

to darkness. 

In this article, we’ll explore global 

Halloween traditions and highlight our top 

five activities for celebrating with children! 

The Celtic festival of 

Samhain - a night of magic 

Samhain, meaning ‘summer’s end,’ 

marked the Celtic New Year and began 

at sunset on 31st October. As summer 

transitioned to winter, the Celts believed 

your setting! 

the boundary, or veil, between the 

living and the dead became its thinnest, 

allowing spirits to return for one night. To 

honour their ancestors, they held feasts 

and lit bonfires. However, they also feared 

that evil spirits could slip through, so they 

carved scary faces into turnips to ward 

them off, giving rise to the tradition of Jacko-lanterns. 

The influence of 

Christianity - from 

Samhain to Halloween 

As Christianity spread across Western 

Europe, the pagan festival of Samhain 

gradually merged with the Christian 

observance of All Saints Day, celebrated 

on 1st November. The evening before 

became known as “All Hallows Eve,” 

eventually evolving into the Halloween we 

know today. 

Halloween around the 

world 

Ireland - The heart of Celtic tradition 

In Ireland, where Celtic roots run deep, 

Halloween traditions are alive and well. 

Dublin hosts an annual Halloween parade, 

and children don costumes to protect 

themselves from evil spirits. The spirit of 

Púca, a mischievous shapeshifter, is said 

to come alive on Halloween, turning the 

night into a playground for spirits. This may 

have inspired the modern tradition of trickor-treating. 

Apple bobbing is a popular 

game, and colcannon - a dish of mashed 

potatoes mixed with kale or cabbage - is 

traditionally served. Some still leave a 

portion of this dish outside their homes to 

appease Púca and other spirits. 

Scotland - Kale stalks and treacle 

apples 

In Scotland, Halloween is also celebrated 

with a mix of ancient and modern 

traditions. Scots carve lanterns, play trickor-treat, 

and enjoy games like threading 

apples on strings, covering them with 

treacle, and trying to take a bite - without 

using their hands! Another tradition 

involves kale pulling, where the shape and 

length of a pulled kale stalk are believed 

to predict the future lover of the person 

who pulled it. The more soil clinging to 

the roots, the wealthier the future spouse 

will be. Scottish Halloween festivities often 

include singing, dancing, and bonfires to 

ward off evil spirits. 

USA - Pumpkins and parties 

When the Celts emigrated to America, they 

took their Halloween traditions with them. 

However, pumpkins, more abundant 

than turnips, became the new choice for 

Jack-o-lanterns. This shift also gave rise to 

the pumpkin pie, ensuring nothing went 

to waste. The lantern itself is a nod to the 

tale of Jack Oldfield, a blacksmith who 

tricked the devil and was condemned to 

roam the earth with only a lantern for light. 

Today, Halloween in the USA is a major 

celebration with elaborate decorations, 

spooky parties, and children trick-ortreating 

in neighbourhoods across the 

country. 

Italy and Sardinia - Honouring the 

dead 

In Italy, Halloween is closely tied to the 

celebration of All Saints Day, known as 

‘Ognissant.’ Italians believe that during this 

time, the souls of the dead return to visit 

their loved ones. Cemeteries and graves 

are decorated with chrysanthemums, and 

plates of food are left out for the visiting 

spirits. In Sardinia, the ‘Su Prugadoriu’ 

festival spans three days around 

Halloween. Traditionally, children would go 

door-to-door asking for donations for the 

souls in Purgatory. Today, the celebration 

includes dances, performances, and, of 

course, plenty of delicious food. 

Mexico - A joyful reunion with the 

dead 

In Mexico, Halloween is part of a threeday 

celebration known as ‘El Dia de 

Los Muertos’ or the ‘Day of the Dead.’ 

This festival blends European customs, 

Catholicism, and indigenous folklore. 

Families build altars adorned with flowers, 

photographs, candles, and sugar skulls 

to honour their deceased loved ones. 

The Day of the Dead is a time of joy and 

celebration, a moment to reconnect with 

family and friends who have passed on. 

Guatemala - Flying kites for the 

ancestors 

In Guatemala, the Day of the Dead is 

marked by a unique tradition: flying giant, 

vibrant kites over cemeteries, a practice 

which dates back over 3,000 years to the 

ancient Mayans. 

Now that we know how other countries 

celebrate, here are our top five Halloween 

activities perfect for your setting, designed 

to be fun, safe, and educational! 

Pumpkin sensory play 

Set up a pumpkin exploration station 

where children can touch, feel, and play 

with pumpkin insides. Provide scoops, 

spoons, and bowls for them to explore the 

texture of the seeds and pulp. This activity 

encourages sensory development and fine 

motor skills. You can also use the seeds for 

counting exercises or making simple art by 

sticking them onto paper. 

Halloween storytime with 

puppets 

Choose a friendly, not-too-scary Halloween 

story and bring it to life with puppets or 

felt-board characters. Stories like “Room on 

the Broom” by Julia Donaldson are ideal. 

After the story, encourage the children to 

act out parts of the story themselves. This 

activity promotes language development, 

imagination, and social interaction. 

Spooky art and craft 

Create a crafting session where 

children can make their own Halloween 

decorations, like paper plate ghosts, 

handprint bats, or cotton ball spiders. 

These activities are great for improving 

fine motor skills, encouraging creativity, 

and providing a sense of accomplishment 

as they see their decorations displayed 

around the room. 

Halloween-themed 

obstacle course 

Set up a simple obstacle course using 

Halloween-themed items. Children can 

crawl through a “spider web” (strings 

taped across a doorway), jump over 

“pumpkin patches” (cushions or mats), 

and balance on a “witch’s broom” (a low 

balance beam). This activity is fantastic for 

physical development, coordination, and 

understanding spatial awareness. 

Witch’s potion sensory 

bottles 

Create “witch’s potions” with sensory 

bottles filled with water, environmentally 

friendly glitter, food colouring, and small 

Halloween-themed items like plastic 

spiders or bats. The children can shake the 

bottles and watch as the glitter and objects 

move around, creating a magical effect. 

This activity is calming and promotes visual 

tracking, colour recognition, and sensory 

exploration. 

From its origins in the ancient Celtic festival 

of Samhain to its modern-day celebrations 

around the globe, Halloween remains a 

time for remembering the past, honouring 

the dead, and embracing the mysteries of 

the unknown. Whether through a carved 

pumpkin, a lively parade, or a simple 

game of apple bobbing, Halloween 

continues to captivate and connect us to 

traditions both old and new. 






Nursery managers nationwide are faced 

with incredible challenges day after day, 

navigating expectations that come from 

all sides. Fortunately, we do not do this 

alone as we work with others who all play 

a part in our provision for children. Indeed, 

our strength is our team, and without 

them, our role is obsolete. Establishing 

and working from our values is key to a 

successful team, as is having all our staff 

policies and procedures in place. 

However, what sets a nursery apart is a 

manager, leader, or owner who embraces 

a coaching approach. This gives team 

members the opportunity to grow, to be 

empowered, and to develop a sense of 

ownership within the setting. Individual 

and group goals are identified and 

reached, and the staff team is enriched, 

motivated, and effective. 

Pam McFarlane 

Mastering coaching: 

The power of active listening 

The concept of coaching is not often 

understood, so a brief definition from The 

Coaching Academy clarifies this: 

“It is about setting and achieving goals… 

a coach uses insightful questioning to 

help their clients identify the goals they 

want to achieve, recognise their current 

circumstances, consider all the options 

open to them, and choose which actions 

they will take within a defined time frame.” 

This series of articles examines 

three fundamental principles of 

coaching: listening, questioning, and 

setting actions. Understanding these 

elements is the first step in developing 

coaching skills which, when used 

well, will produce positive results in 

any team. 

Hearing: 

o 

o 

o 

Accidental 

Involuntary 

Effortless 

Listening: 

o 

o 

o 

Focused 

Voluntary 

Intentional 

When we think of listening, we often 

associate it with hearing. Hearing is 

accidental, involuntary, and effortless. 

While reading this article, you might hear 

background murmurs, passing cars, or 

barking dogs. In nursery rooms, you hear 

various sounds, and when it’s silent, we 

tend to worry! We spend much of the day 

in conversation, and as a manager, part 

of your role involves hearing your team, 

whether in the staff room, on the floor, or 

during meetings. 

Listening is a different kettle of fish. 

Listening is focused, voluntary, and 

intentional. We actively engage with that 

person whilst we process what they are 

saying. We give them our full attention. 

The Very Well Mind website has a great 

definition: 

“Active listening is a communication 

skill that involves going beyond simply 

hearing the words that another person 

speaks. It’s about actively processing and 

seeking to understand the meaning and 

intent behind them. It requires being a 

mindful and focused participant in the 

communication process.” 

Formal meetings and informal situations 

both require listening. In either of these 

times, how often do you find yourself 

glazing over whilst a colleague rattles on? 

Or your mind is in the Tesco aisles, deciding 

what to get for dinner, whilst a room leader 

is recounting her difficulties with an issue for 

what seems to be the hundredth time that 

week? We can often give the impression we 

are listening when, in fact, whilst nodding 

and saying ‘ah-huh’, we are hearing white 

noise and thinking about something else 

entirely. 

So, how do we do active listening? Some 

useful techniques to consider are set out 

below: 

o 

o 

o 

o 

o 

o 

o 

o 

Being fully present in the conversation 

Showing interest by practising good 

eye contact 

Noticing (and using) non-verbal cues 

Asking open-ended questions to 

encourage further responses 

Paraphrasing and reflecting back what 

has been said 

Listening to understand rather than to 

respond 

Withholding judgment 

Withholding advice 

Listening is challenging. It demands focus 

and a willingness to invest time and energy, 

which can be difficult for a busy nursery 

manager or practitioner. During appraisals, 

supervision, or formal meetings, it’s 

essential to create the right environment for 

the best outcome. To achieve this, we must 

recognise the barriers that make effective 

listening more complex. 

Barriers to active listening can be: 

o Mental 

o Physical 

o Environmental 

Mental barriers could be: 

o Preconceived ideas/assumptions the 

coach has about the person 

o The coach interrupting because they 

think something and want to express it 

o The coach listening for their own 

interpretation rather than the meaning 

Physical barriers include: 

o Furniture placement 

o Hunger 

o Headache 

o Space between the coach and the 

other person 

o Sense of time (wanting to move on) 

o Being online or in person 

Environmental barriers include: 

o Too much noise 

o Other conversations happening 

nearby 

o Other distractions 

o Being too hot or too cold 

Physical and environmental barriers 

are the easiest to spot and fix. Ensuring 

these are optimised is the first step 

towards effective active listening. Privacy 

and confidentiality are also key factors 

when choosing the right setting for 

conversations. However, mental barriers 

are more challenging. We shall look at 

each point separately. 

Preconceived ideas/assumptions the 

coach has about the person 

We are sometimes quick to stick with 

what we think we know about a person. 

Often, this is just hearsay, and we look 

at them through a smoky lens before we 

begin to listen. This means we formulate 

our response before we even start a 

conversation. We assume an outcome 

before the facts, and we negate any 

prospect of further growth or development. 

The coach interrupting because 

they think something and want to 

express it 

If we are listening, we allow the other 

person to finish their sentences and have a 

breathing space between their talking and 

our response. It shows that we are actively 

and respectfully listening. Jumping in with 

our own opinions before thoughts are fully 

expressed tells the speaker that they are 

not as important as we are and that we 

know better. Steven Covey, author of “The 

7 Habits of Highly Effective People”, says: 

“Most people do not listen with the intent 

to understand; they listen with the intent to 

reply.” 

The coach listening for their own 

interpretation rather than the 

meaning 

Sometimes we have to dig a bit deeper 

and read other cues, such as body 

language, to understand more fully what 

the person is saying. Focusing on the 

speaker’s facial expressions and body 

movements, whilst keeping eye contact, 

helps us to discern their meaning and 

intent. 

Finally, two of the coaching techniques 

previously mentioned are those of 

withholding judgment and advice. These 

are probably two of the hardest actions to 

do, yet they yield powerful results. 

Withholding judgement 

We all see life through our own filters, 

based on our own lived experience. 

However, as is noted under mental 

barriers that affect listening, preconceived 

ideas or assumptions about a person are 

not helpful. Whilst listening, we need to 

suspend judgement, allowing a neutral 

space for communication. 

Giving advice 

As managers or leaders, we are often 

called on to give advice, or we offer it 

freely. However, in a coaching scenario, 

advice is not offered. Questions are asked 

by the coach that encourage the coachee 

to offer their own solutions and ideas. 

Asking questions and not giving advice is 

part of the coaching process that equips 

the coachee and moves them towards 

success. 

We will examine how to ask good 

questions in the next article. 

Meanwhile, take some time to assess 

your listening skills. Are you hearing or 

listening? Are you a mindful participant 

in a conversation? Are you jumping in 

with your ideas and thoughts, or are you 

creating a space for others to explore 

theirs? Are you listening with the intent to 

understand or with the intent to reply? 

Often heard in our nurseries across the 

land is the question directed at children: 

“Are you doing good listening?” I wonder 

what our answer would be! 



from Pam: 



Paloma Forde 

Supporting children 

with dyslexia 

The power of multi-sensory approaches in 

reading, writing, and spelling 

Dyslexia affects approximately 10–15% of 

the population, making it one of the most 

common learning difficulties. For parents, 

understanding how to best support 

their child’s literacy development can be 

challenging. Fortunately, multisensory 

approaches offer a proven and effective 

method to help students with dyslexia 

improve their reading, writing, and spelling 

skills. In this article, we will explore why 

these strategies work and how they can 

be implemented. 

What is a multisensory 

approach? 

A multisensory approach to learning 

involves engaging more than one sense 

at a time – such as sight, sound, touch, 

and movement – to enhance the brain’s 

ability to process information. For students 

with dyslexia, who may struggle with 

processing written language, integrating 

multiple senses can create new pathways 

in the brain, making it easier to learn and 

retain information. 

Why does it work for 

dyslexia? 

Dyslexia is primarily a phonological 

processing disorder, meaning that 

individuals with dyslexia often have 

difficulty connecting sounds with their 

corresponding letters or words. Traditional 

teaching methods, which rely heavily on 

visual and auditory processing, can be 

insufficient for these students. 

Multisensory approaches, however, 

provide alternative ways to access and 

process language. For example, when 

a student learns to spell a word, they 

might see the word, hear it spoken, trace 

it with their finger, and say it aloud. This 

simultaneous engagement of multiple 

senses reinforces learning and aids 

memory retention. The brain is not only 

reading or hearing the word; it is also 

physically and kinaesthetically involved in 

the learning process. 

The benefits of 

multisensory learning 

✏ Improved phonological awareness 

– By integrating visual, auditory, 

and tactile elements, multisensory 

instruction helps students develop 

a stronger understanding of the 

relationship between sounds and 

letters, a critical skill for reading and 

spelling 

✏ Enhanced memory retention – 

Engaging multiple senses creates 

stronger neural connections in the 

brain, making it easier for students to 

remember and recall information 

✏ Increased engagement – 

Multisensory activities are often more 

interactive and hands-on, which can 

keep students more engaged and 

motivated to learn. This is especially 

important for children with dyslexia, 

who may become frustrated with 

traditional methods 

✏ Adaptability – These approaches can 

be easily tailored to meet the individual 

needs of each student. Whether a child 

learns best through movement, touch, 

or sound, multisensory methods can 

be adapted to suit their strengths 

How to implement multisensory 

techniques at home 

Parents can and should play a crucial 

role in supporting their children’s literacy 

development by incorporating multisensory 

techniques into everyday learning. Here 

are a few activities and strategies to try at 

home: 

✏ Sandpaper letters: 

Encourage your child to trace letters 

on sandpaper while saying the 

corresponding sound aloud. This 

combines tactile and auditory learning 

✏ Use of manipulatives: 

Letter tiles, magnetic letters, or even 

Scrabble pieces can be used to build 

words. Physically manipulating letters 

helps reinforce spelling patterns 

✏ Finger tracing: 

Have your child trace words in the air 

or on a textured surface while spelling 

them out loud. This kinaesthetic 

activity strengthens the connection 

between the physical movement and 

the word’s spelling 

✏ Read aloud and echo reading: 

Read a passage aloud to your child, 

then have them repeat it back to you. 

This auditory exercise helps reinforce 

fluency and comprehension. 

Conclusion 

Remember, a multisensory approach is 

not just a teaching method; it is a powerful 

pathway to unlocking the full potential 

of students with dyslexia. By engaging 

multiple senses – sight, sound, touch, and 

even movement – this approach helps to 

reinforce learning in ways that traditional 

methods often cannot. 

I have dedicated over 20 years to 

supporting students with dyslexia, 

helping them to reach their potential in 

reading, writing, and spelling. Through 

my experience, I have seen firsthand how 

multisensory learning transforms the 

educational journey for these students. 

It bridges gaps in understanding, 

builds confidence, and fosters a deeper 

connection with the material. 

When students interact with content in 

a multisensory manner, they do not just 

learn – they experience learning. This 

immersive approach allows them to make 

meaningful connections, retain information 

more effectively, and develop skills that 

might otherwise remain out of reach. In 

short, multisensory learning doesn’t just 

work; it empowers students to overcome 

challenges and achieve success that lasts 

a lifetime. 

By engaging multiple senses, these 

strategies make reading, writing, 

and spelling more accessible and 

enjoyable for children who struggle with 

traditional learning methods. As parents 

and educators, understanding and 

incorporating these techniques into daily 

learning can make a significant difference 

in your child’s literacy journey, providing 

them with the tools they need to succeed. 



from Paloma: 



Teaching 

and promoting 

British values 

British values are 

important in early years 

education for: 

Building a strong moral foundation: 

Teaching British values in early years 

settings helps children develop a sense of 

right and wrong. Understanding concepts 

like fairness, respect, and tolerance from a 

young age lays the groundwork for ethical 

decision-making and empathy towards 

others. 

As early years practitioners in a diverse, 

multicultural and vibrant society, we 

understand the deep impact that early 

education has on shaping the values and 

behaviours of future generations. 

British values have become a key part of 

this journey, helping to nurture a sense of 

belonging, respect, and understanding 

in young children. In this article, we’ll dive 

into the importance of not just teaching 

but promoting British values in early 

years settings, explore how these values 

contribute to our society, and share 

practical tips on how to embed them into 

everyday practice. 

What are British values? 

British values are a set of principles 

identified by the UK government as crucial 

for maintaining a fair, democratic, and 

united society. First introduced in 2011 as 

part of the Prevent strategy, these values 

are highlighted in the Department for 

Education’s guidance. 

The core British values are: 

Democracy: Understanding the 

importance of making decisions together, 

respecting the views of others, and 

recognising that everyone’s opinion 

counts. 

The Rule of Law: Recognising the need 

for rules and laws to maintain order 

and fairness, and understanding the 

consequences of breaking them. 

Individual Liberty: Encouraging freedom 

of choice, allowing children to develop 

their own beliefs and values, and 

respecting others’ rights to do the same. 

Mutual respect and tolerance of those 

with different faiths and beliefs, and 

for those without faith: Promoting an 

inclusive environment where children learn 

to respect and tolerate those with different 

faiths, beliefs, and cultures. 

Of course, these values aren’t just abstract 

ideas; they form the foundation of a 

peaceful and thriving society. By nurturing 

these values in children from an early age, 

educators will play a vital role in shaping 

a future generation that is respectful, 

responsible, and ready to make positive 

contributions to the world around them. 

The role of early years 

settings in promoting 

British values 

In the early years sector, we are in an 

extremely advantageous and unique 

position to be able to introduce and 

reinforce British values. During these 

formative years, children are highly 

impressionable, and the experiences they 

have can significantly influence their future 

attitudes and behaviours. By embedding 

British values into the curriculum and 

daily activities, we can help children 

develop a strong moral compass and an 

appreciation for the diverse world around 

them. 

Fostering social cohesion: In a 

multicultural society like the UK, it is vital 

that children learn to appreciate and 

respect different cultures and beliefs. By 

promoting mutual respect and tolerance, 

early years settings can help reduce 

prejudice and discrimination, contributing 

to a more inclusive and harmonious 

society. 

Preparing children for life in modern 

Britain: British values are not just about 

understanding the past; they are also 

about preparing children for the future. 

As they grow, children will encounter a 

diverse range of people and situations. 

By teaching them the importance of 

democracy, the rule of law, individual 

liberty, and respect, educators equip 

children with the skills they need to 

navigate these complexities successfully. 

Promoting emotional and social 

development: British values are closely 

linked to children’s social and emotional 

development. For instance, learning 

about democracy and making decisions 

as a group helps children develop 

confidence, communication skills, and the 

ability to work collaboratively. Similarly, 

understanding the rule of law helps 

them develop self-discipline and an 

understanding of boundaries. 

Practical ways to embed 

British values in early 

years settings 

Embedding these crucial values doesn’t 

require a separate curriculum or rigid 

lessons. Instead, these values can be 

naturally integrated into everyday activities 

and interactions. 

Some practical strategies you can adopt 

include: 

? Creating a democratic 

environment: Encourage children 

to participate in decision-making 

processes, such as choosing activities 

or deciding on rules for the classroom. 

This not only helps them understand 

the concept of democracy but also 

fosters a sense of ownership and 

responsibility 

? Teaching the rule of law through 

play: Use games and role-playing 

activities to teach children about 

rules and laws. For example, setting 

up a pretend police station or court 

can help children understand the 

importance of rules in keeping 

everyone safe and being fair 

? Encouraging Individual liberty: 

Provide opportunities for children 

to make choices and express their 

opinions. Whether it’s selecting a 

book to read or choosing how to 

complete a task, giving children 

autonomy supports their sense of 

individual liberty and self-confidence 

? Promoting mutual respect and 

tolerance: Celebrate cultural 

diversity by exploring different 

traditions, languages, and foods. 

Encourage children to share their 

own experiences and listen to 

those of others. Storytime can be an 

excellent opportunity to introduce 

books that discuss different cultures 

and lifestyles, helping to foster 

understanding and empathy 

? Modelling positive behaviour: 

Children learn a great deal by 

observing the adults around them. 

Early years practitioners should 

model behaviours that reflect British 

values, such as fairness, respect, 

and kindness. This consistent 

demonstration of values helps 

reinforce their importance in everyday 

life 

? Engaging with parents and the 

community: It is important to involve 

parents and the local community 

in promoting British values. This 

could include inviting parents to 

share cultural traditions, organising 

community events, or discussing how 

British values are implemented at 

home. Collaboration between early 

years settings and families ensures 

a consistent message and reinforces 

the importance of these values 

Promoting British values in early years 

settings is not just a statutory requirement; 

it is a crucial part of nurturing wellrounded, 

empathetic, and responsible 

individuals. As educators, it is our 

responsibility to ensure that every child can 

learn about and embrace these values, 

creating a brighter, more inclusive future 

for all. By embedding these values into 

the daily life of early years education, 

we can help children develop a strong 

moral foundation, appreciate the richness 

of diversity, and prepare them for the 

challenges and opportunities of life in 

modern Britain. 






EYFS activities: 

Halloween 

Get ready for a spooktacular time with these engaging EYFS Halloween activities! Dive into sensory play with 

a Halloween sensory bin, where the children can explore different textures. Create festive pumpkin bunting to 

brighten up your setting with colourful, decorated pumpkins. And don’t miss out on crafting charming paper plate 

spiders, an easy and fun project that adds a touch of spooky creativity to the season. These activities are designed 

to captivate young imaginations and bring the Halloween spirit to life in a hands-on, interactive way! 

Halloween sensory bin 

This Halloween sensory bin provides a tactile 

and engaging experience for children, inviting 

them to explore different textures and enjoy 

hands-on, sensory play. 

You will need: 

O 

O 

O 

Method: 

Tub or Tray 

Water beads, black dried beans or 

dyed rice 

Halloween-themed smaller pieces 

(creepy crawlies) 

To create a Halloween sensory bin, fill a tub 

or tray with materials like water beads, black 

dried beans, or dyed rice. 

Then, add Halloween-themed items such as 

plastic spiders or other creepy crawlies on top. 

Let the children explore and enjoy the spooky 

textures and objects for a fun, sensory play 

activity. 

Find out more on this activity here. 

Pumpkin bunting 

You will need: 

O 

O 

O 

O 

O 

O 

O 

O 

Method: 

Orange card 

Scissors 

Paint, markers, pens 

Stickers and other craft decorations 

Glue 

String or tape 

Hole punch (optional) 

Stapler (optional) 

To make pumpkin bunting for the nursery, 

cut out pumpkin shapes from orange card 

and have the children decorate them with 

faces using paint, markers, stickers, or 

other materials. 

Paper plate spider 

Create a fun and spooky Paper Plate Spider 

with this easy craft! Using simple materials like 

a plate, pipe cleaners, and googly eyes, you’ll 

have a cute Halloween decoration in no time. 

Perfect for children and a great way to get 

creative! 

What you will need: 

O 

O 

O 

O 

O 

Paper plate (black or white, but any 

colour works) 

Black paint (or black paper if you don’t 

want to paint) 

Googly eyes (or cut-out paper circles for 

eyes) 

Black pipe cleaners (for legs) 

Glue 

Once decorated, either punch holes in the 

pumpkins and thread them onto a string or 

staple them onto tape. 

Finally, hang the bunting around the room 

to create a festive Halloween atmosphere. 


Method: 

To make a paper plate spider, paint a plate 

black and let it dry. Glue on googly eyes, then 

cut and bend pipe cleaners for legs. Insert the 

legs through small holes around the plate’s 

edge and twist to secure. Optionally, add a 

string to hang the spider and decorate with 

glitter or stickers for extra flair. 


O 

O 

O 

Scissors 

Hole puncher (optional) 

String (optional, for hanging) 

36 September 2024 | parenta.com

In early childhood, development unfolds 

like a ‘dance’ across all the emotional, 

cognitive, and physical domains. 

Imagine a dance class where some 

children follow choreography with ease, 

while others struggle, but eventually 

succeed with extra support and 

adaptation. Similarly, children progress 

through different developmental stages 

in their own unique ways. Some may 

learn by moving sideways, backwards, 

or forwards, while others might explore 

zigzags and circles. With proper nurturing, 

all children move forward at their own 

pace. 

Movement matters 

Children begin laying the essential 

foundations for movement patterns from 

the moment of birth and even before. As 

they are repeated, these patterns trigger 

a process where a substance called 

Gina Bale 

Dance of development 

Why movement matters 

myelin wraps around the brain’s neurons 

(nerve cells). Myelin plays a crucial role 

in enhancing the speed and efficiency of 

information processing in the brain. This 

increased processing speed is vital for 

developing faster cognitive skills, physical 

literacy, and language abilities. 

Recent research highlights that children 

with Developmental Language Disorder 

(DLD) often have reduced myelin in the 

brain regions responsible for speaking, 

listening, and learning. This finding 

underscores the importance of myelin for 

learning and development throughout 

childhood, adolescence, and even into 

adulthood. Therefore, movement and 

physical activity are not merely about 

maintaining physical fitness but are 

critical for cognitive and emotional 

growth. Movement influences the 

overall development of the ‘whole child,’ 

encompassing cognitive, emotional, and 

physical literacy. 

Additional factors 

Several factors can impact a child’s ‘dance 

of development.’ These include low birth 

weight, stress in the home environment, 

and individual personality traits. Babies 

born with low birth weight may experience 

developmental delays in learning, 

communication, and physical abilities. 

Additionally, the environment and 

experiences a child encounters can 

influence their development. Stressful 

situations at home, such as family conflicts 

or economic hardships, can affect a child’s 

emotional and cognitive growth. 

It is important to recognise these 

factors and address them by creating a 

supportive and nurturing environment. 

Focusing on the child’s current abilities, 

rather than limitations, can foster 

confidence and motivation. 

Celebrate what a child can achieve now 

and encourage continuous progress in 

their ‘dance of development.’ This positive 

reinforcement helps maintain their 

enthusiasm for learning and development. 

Brain-body connection 

Movement plays a fundamental role 

in stimulating and nurturing brain 

development. Incorporating activities that 

involve coordination, balance, and spatial 

awareness helps build and strengthen 

neural connections. 

Fundamental movement skills, which start 

in infancy, are crucial for developing more 

complex skills needed for daily life and 

sports. 

These fundamental movement skills can 

be categorised into three main types: 

Locomotor skills: These include crawling, 

walking, running, galloping, skipping, 

jumping, hopping, and rolling. These skills 

help children explore and navigate their 

environment. 

Stability (non-locomotor) skills: These 

involve static and dynamic balance, 

bending, curling, turning, twisting, and 

stretching. Such skills are crucial for 

maintaining control and stability of the 

body. 

Manipulation skills: These include 

throwing, catching, kicking, bouncing balls, 

and handling objects. These skills are 

essential for interacting with objects and 

engaging in various physical activities. 

Movement and Executive Functioning 

Engaging in simple movement activities, 

such as dancing, running, or playing 

games like “Simon Says,” enhances 

executive functions. These include 

memory, attention, and problem-solving 

abilities, which are crucial for overall 

cognitive development. Movement 

activities help strengthen these executive 

functions by providing opportunities for 

children to practise and refine their skills. 

Movement and language 

Movement activities also present fun 

and engaging opportunities to expand 

vocabulary and improve communication 

skills. For instance, describing the actions, 

feelings, and sensations associated 

with different movements can introduce 

children to new words and concepts. 

Research indicates that regular physical 

activity contributes to better language skills 

and early literacy by enhancing attention 

spans and cognitive functions. Although 

the relationship between movement and 

language development is complex and 

multifaceted, incorporating movement 

into daily activities can significantly benefit 

language acquisition and cognitive 

growth. 

Role of movement in 

learning 

Movement plays a crucial role in learning 

through both unstructured and guided 

play: 

Unstructured movement play: This 

type of play allows children to explore 

and discover freely, without rigid rules 

or guidelines. Playgrounds, outdoor 

spaces, and open areas are ideal for 

such play, providing children with endless 

opportunities to run, jump, explore, 

and interact with their surroundings. 

Unstructured play supports the 

development of fundamental movement 

skills, cognitive abilities, creativity, 

imagination, problem-solving, and social 

skills. 

Guided movement play: This approach 

involves structured activities that target 

specific movement skills and cognitive 

outcomes. By focusing on specific skills, 

educators can tailor activities to align 

with where a child is in their ‘dance of 

development,’ by providing targeted 

support to help them progress. 

Creating a movementfriendly 

environment 

To promote development, integrate 

movement activities into both indoor and 

outdoor environments. This can include 

incorporating movement into your daily 

routines, transitions, and learning areas 

that encourage movement. Ensure that 

all activities are accessible to every child, 

regardless of their abilities, or where they 

are, in their ‘dance of development.’ 

Introducing movement early on enhances 

cognitive, social, and emotional wellbeing, 

develops fundamental movement 

skills, and supports long-term physical 

health. 

Call to action 

Prioritise movement in your setting and 

foster the development of fundamental 

movement skills that will advance your 

children’s ‘dance of development.’ 

There are numerous ways to incorporate 

movement into your practice, from creating 

engaging physical activities to designing 

movement-friendly environments. The 

key to supporting each child’s unique 

developmental journey is to be attuned, 

adaptable, innovative, creative, and 

patient. 

By focusing on these aspects, you can 

help choreograph, and nurture, each 

child’s distinctive ‘dance of development,’ 

ensuring they thrive in all areas of growth. 



from Gina: 



Pssst... Let the Littlemagictrain 

take your children on a magical 

journey of learning and lots of 

fun! 

Pssst... 

Let the Littlemagictrain take your 

children on a magical journey of 

learning and lots of fun! 

“Littlemagictrain has helped children to develop 

their confidence and desire to communicate, 

describe, understand, and use new vocabulary. 

FREE 

Training and 

support. 

FREE 

TRAINING AND 

SUPPORT 

By week 6, I observed clear improvement in 

“Littlemagictrain has helped children to develop 

“ 

“ 

attention, memory and narrative skills.” 

their confidence and desire to communicate, 

describe, understand, and use new vocabulary. 

By week 6, I observed clear improvement in 

attention, memory and narrative skills.” 

Liz Shoreman, Senior Speech and Language 

Therapist and Manager, The Speech Bubble 

Liz Shoreman, Senior Speech and Language 

Therapist and Manager, The Speech Bubble 

“The staff always join in and I can honestly 

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

ever invested in!” 

“The staff always join in and I can honestly 

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

ever invested in!” 

Scan Me! 

Nicky Sanford, Early Years Teacher, 

Marcham Pre-school 

Nicky Sanford, Early Years Teacher, 

Marcham Pre-school 

“ 

“ 

www.littlemagictrain.com 

www.littlemagictrain.com 

Or email: Hello@littlemagictrain.com 

Or email: Hello@littlemagictrain.com

October 2024 Parenta Early Years Magazine

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