July 2025 Parenta Early Years Magazine

Issue 128
JULY 2025
Nurturing universal
values in your setting
Encouraging self-care
for toddlers
EYFS changes coming
in September 2025
+ lots more
EYFS activities
inside!
This month…
School
Readiness
Getting ready
for school
Getting ready
Taking Your Business from 'Survive'
to 'Thrive' in 2025 - see page 9
for school
Finding your perfect apprentice - see page 18

32
12
Hello
Welcome to our family
Welcome to the July edition of Parenta magazine!
With the summer holidays approaching, our focus this month turns to the all-important topic of children transitioning from
their early years setting to Reception, with articles covering the importance of good sleep patterns at this age, self-care for
toddlers, and why play remains so vital as we head towards the new academic year in September. Dyslexia expert Paloma
Forde guides us through school readiness for those children with SEND, and Tamsin Grimmer poses the question, “What
does school readiness really mean?”. Also in this issue, we bring you a fantastic line-up of articles covering the key themes
in early years care and education - from environmental issues to development goals and the EYFS upcoming changes. Dr
Joanna Grace guides us through getting the most out of sensory sound, Frances Turnbull delves into the power of music in
toddler learning, Dr Sarah Moseley brings maths to life for all learners, and Claire Medwell talks us through the importance of
Universal Values.
Save the date – 14th July! Join Early Years Consultant Tamsin Grimmer for an inspiring and thought-provoking webinar
exploring what ‘school readiness’ really means. She’ll challenge traditional views, share practical strategies, and highlight
how the Characteristics of Effective Learning can help children develop the right attitudes for lifelong success. Register now to
join us!
As always, we invite you to share this issue with colleagues, parents, and friends who can sign up for their own digital copy
at www.parenta.com/magazine.
Best wishes,
Allan
2 July 2025 | parenta.com
16 20
Regulars
8 Write for us
36 EYFS activities: School Readiness
News
4 What do our customers say this month?
10 Childcare news and views
Advice
26
6 The importance of good sleep patterns in the
early years
16 Helping children care for the Earth on Plastic Bag
Free Day
20 Encouraging self-care for toddlers – dressing, eating
and hygiene
24 Long-term vs short-term developmental goals
28 Looking ahead to the EYFS changes coming in
September 2025
34 Why play still matters – especially now
Industry Experts
38
9 How nursery leaders like ‘Amanda’ are thriving despite
the funding crisis
12 SENSORY: Sound
14 Five fun stories for nurturing universal values in
your setting
22 What does school readiness really mean?
26 Getting ready for school: A smooth transition for every
child, advice to share with parents
30 Bringing maths to life with storytelling, sensory play, &
everyday magic
32 Setting up for toddler tricks
38 Supporting emotional regulation through music
and movement
parenta.com | July 2025 3

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What did our
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in June?
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teaching and patient when it
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with my tutor when working
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about doing my end point
assessment but she gave me such
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me so much when preparing!”
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‘Shaping Positive
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better Dr Sue Roffey.”
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The importance of
individual sleep patterns at home. Some
children may benefit from quiet time even
if they don’t fall asleep.
Top tip: Don’t just make notes, make
the time to read and reflect on them,
especially during transition times.
? Allow time for children to settle
gradually (staggered start times,
shorter days)
? Keep daytime routines as predictable
as possible, especially mealtimes and
rest periods
? Offer familiar comfort items (blankets,
soft toys) during rest time
good sleep patterns in
How do the children in
your setting sleep? Do you
know?
Quality sleep is not just a matter of rest;
it’s a cornerstone of healthy development,
emotional regulation, and readiness to
learn. As early years practitioners, we
have a key role in supporting both children
and families to maintain good sleep
habits, particularly during times of change.
The EYFS makes it clear that promoting
good health (including sleep) is a vital
part of early years education, since sleep
ties into multiple areas of learning, so
understanding and promoting good sleep
is something that all settings should be
doing.
Understanding the science
behind sleep
Young children need substantial amounts
of sleep. According to the NHS (2023),
toddlers and pre-schoolers typically
require 10–14 hours of sleep per day,
including naps. But sleep is not just about
quantity, as quality matters too.
Sleep is essential for:
? Brain development, especially in the
first five years
? Memory consolidation and helping
children retain what they’ve learned
? Emotional regulation, such as
reducing stress
? Physical health, such as supporting
immune function, growth and general
well-being
the early years
When children don’t get enough sleep
or their sleep is disrupted, they may
experience irritability, increased anxiety,
difficulty concentrating, and behavioural
issues. This becomes particularly relevant
during transitions, when children need all
their emotional resources to adapt to new
routines.
Why transitions can
disrupt sleep
Even the most exciting or positive transition
can temporarily disturb a child’s sleep.
As adults, we can usually recognise
reasons why our sleep may be disrupted,
but children are unlikely to have that
understanding yet. Life transitions can:
? Create emotional upheaval: Changes
in routine, environment or carers can
create anxiety or excitement, both of
which affect sleep
? Increase stimulation: New
environments may be noisier or more
visually stimulating, making it harder
to unwind
? Disrupt routines: Transitions often lead
to shifts in daily schedules, which can
throw off established sleep rhythms
For some children, particularly those
who are sensitive or highly active, these
changes may lead to difficulty falling
asleep, night waking or even temporary
sleep regression.
How can early years
settings help?
Supporting sleep doesn’t just happen at
home. Early years settings play a crucial
role in helping children to get enough
sleep, and there are several ways you can
help throughout your day to support this.
1. Create a calm, consistent nap
routine
Young children thrive on routine. Having a
predictable, gentle sequence that signals
rest time, such as dimming the lights,
playing soft music or reading a short
story, helps toddlers feel safe and ready to
switch off. Keep these routines unhurried
and comforting.
Top tip: Use visual cues like a picture
timetable or ‘nap time teddy’ to help
children anticipate what’s coming next.
2. Respect individual sleep needs
Not all toddlers will nap at the same
time or for the same length of time. Be
flexible where possible and work closely
with families to understand each child’s
Top tip: Sleep allows the body and brain a
chance to pause and recover so allow for
this in your day.
3. Offer a sleep-friendly space
The physical environment we sleep in
plays a big part in how much rest we get.
Provide a designated area for naps that
is quiet, dimly lit, well ventilated and free
from distractions. Use familiar objects
from home such as a comfort blanket
or favourite toy if needed to provide
reassurance.
Top tip: Noise levels really matter so try
to minimise unnecessary disruptions and
noise, especially during known nap times.
4. Encourage soothing self-settling
strategies
Support toddlers to develop their own
ways of winding down. This might involve
giving them a few minutes to settle with a
comfort object, introducing them to a calm
breathing game or playing gentle white
noise. Above all, remove all screens and
laptops to avoid overstimulation 30–60
minutes before rest time.
Top tip: Calm play leads to calm sleep.
Avoid high-energy activities in the half
hour before naps.
5. Communicate with parents and
carers
Open communication is key here, so
work together with families to understand
what works best for their child and keep
them informed of any changes in their
sleep patterns. A sleep diary or handover
notes can be useful for spotting trends or
challenges.
6. Notice and respond to tired cues
Toddlers often show tiredness in subtle
ways before they get overtly cranky. Watch
for signs like rubbing eyes, losing interest
in toys, or becoming clingy or irritable.
Supporting children to rest before they
become overtired can lead to better quality
sleep.
Top tip: Get to know the signs and
symptoms of tiredness from each child.
Practical tips for
transitions
We’ve mentioned the importance of
maintaining good sleep patterns during
times of change. Here are some effective
ways to do this before, during and after
transitions. Remember that talking to
parents and carers about these issues is
vital, since the majority of the child’s sleep
will be achieved at home.
Before transitions:
? Talk to families about the importance
of sleep and maintaining consistent
routines
? Share leaflets or recommend
resources from the NHS, The Sleep
Charity (who have lots you can
download for free), or your local
health visiting team
During transitions:
? Encourage a wind-down period
before rest (e.g. bath, story, low
lighting)
After transitions:
? Continue to do things that are working
well and review anything that may
need changing
? Maintain good communication with
families and carers going forward
As early years professionals, we can
support families not just by acknowledging
the importance of sleep, but by building
it into our transition planning, our daily
routines and our family partnerships. Let’s
make sure sleep doesn’t ‘get lost in the
shuffle’, because well-rested children are
better prepared for whatever their next
step may be.
References and resources
? How to establish a sleep routine for
your toddler: 12 to 18 months
? Harvard University – Center on the
Developing Child. Brain Architecture
? Sleep and young children - NHS
? www.happity.co.uk/blog/article/childsleep-tips-eya
? Safe sleep in nurseries (NDNA)
? NHS - Reducing the risk of SIDS
? The Lullaby Trust – Safer sleep for
babies
Click here for
more references
& information.
6 July 2025 | parenta.com
parenta.com | July 2025 7

We continuously seek new
authors who would like to
provide thought-provoking
articles for our monthly
magazine.
Congratulations
Congratulations to Dr Joanna Grace, our guest
author of the month! Her article, “Sensory:
Supporting Through Smell” explores how familiar
and comforting scents can support children’s
emotional well-being and inclusion in early years
settings.
Well done Joanna!
Write for us!
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/
to our guest author competition winner, Dr Joanna Grace!
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
How nursery leaders like
‘Amanda’ are thriving despite
the funding crisis
The simple shift reshaping childcare businesses in 2025
Running a nursery was never meant
to feel like survival. Yet for passionate
owners like Amanda, each month brought
new challenges: shrinking government
funding, rising costs, mounting compliance
demands, and the never-ending battle to
recruit and retain staff.
“I loved my nursery. I loved my staff. But I
was exhausted,” Amanda admits. “It felt
like no matter how hard we worked, we
were just barely keeping the doors open.”
Amanda’s story isn’t unique. Across the
UK, thousands of childcare leaders share
her frustration - caught between delivering
exceptional care and trying to maintain
financial stability in a broken system.
But Amanda discovered that it doesn’t
have to be this way.
The breakthrough few nursery
leaders know
Dr. Allan Presland, a childcare business
consultant and author, has spent years
working with over 1,000 nursery settings
facing these exact challenges.
“The problem isn’t that nursery leaders
don’t care or don’t work hard enough,”
says Dr. Presland. “The problem is that
most have never been shown how to
position their business to succeed within
the system as it is.”
His new book, “Childcare SuperHero:
Transforming Your Childcare
Business”, follows the story of a fictional
nursery owner, Amanda, and is fast
becoming essential reading for nursery
owners determined to break free from
burnout and build thriving, values-driven
businesses.
“What Amanda learned was that a few
key shifts - in mindset, in leadership, and
in operational systems - can completely
transform a nursery’s stability”, Dr.
Presland explains.
The 3 shifts that changed
Amanda’s business
Shift #1: Flip the funding model
Instead of seeing government funding
shortfalls as a dead end, Amanda learned
how private sector strategies used by
top nursery chains can turn even limited
funding into stable profits.
Shift #2: Empower the team
“I used to think I had to carry everything
myself,” Amanda shares. “But once I put
systems in place that empowered my staff
to take ownership, everything changed.”
Shift #3: Small changes, big impact
Amanda didn’t overhaul her entire
business overnight. But by adjusting key
operational areas - billing cycles, staffing
structures, leadership culture - her nursery
found new stability quickly.
Why this approach Is different
Unlike many business books that offer
generic advice, Childcare SuperHero
speaks directly to the unique realities of
nursery leaders.
“Finally, a business book that actually
speaks to childcare!” says Emily G, a
fellow nursery owner.
Ann S. adds: “I saw myself in
Amanda on every page. This book
doesn’t just understand our challenges -
it offers real solutions.”
With practical frameworks, real-world case
studies, and actionable steps, Dr. Presland
delivers a blueprint that leaders can apply
immediately - whether they run a single
setting or a growing group.
A limited early opportunity for
nursery leaders
As part of its upcoming launch, early
readers have a unique opportunity to
access exclusive bonuses designed to
fast-track their transformation:
☑ The book: “Childcare SuperHero:
Transforming Your Childcare Business”
Early Bird Price: £16.99!
☑ Bonus PDF: “The Top 5 Profit-Killers in
Your Nursery - And How to Stop Them
Fast”
☑ Exclusive training: “The 3 Fastest
Ways to Grow Nursery Profits in 2025”
(private video masterclass)
☑ Self-assessment worksheet:
Pinpoint your biggest leverage points
☑ Live Q&A with Dr. Presland: Limited
to the first 100 nursery leaders
Take the First Step Towards
Stability and Success
Amanda’s story proves it’s possible to run
a financially secure, low-stress nursery
while maintaining the exceptional care that
brought you into this work in the first place.
“For the first time in years, I feel confident
about our future,” Amanda says.
To learn more and secure your copy of
“Childcare SuperHero” with full bonus
access, click here
before June 30th.
Stop firefighting.
Start leading
with confidence.
The path is
clearer than
you think.
8 July 2025 | parenta.com
parenta.com | July 2025 9

Childcare news
and views
Early Years Providers Capping
Funded Hours as Rising Costs
Push Sector to Breaking Point, Poll
Shows
One in 10 early years providers in England
are at risk of closing within the next two
years due to mounting financial pressures,
while more than a third are cutting back
or considering reducing the number
of government-funded hours they can
provide, according to a new poll by the
Early Education and Childcare Coalition
(EECC).
The poll, which surveyed 816 settings
across England, also found that 18% are
currently operating at a loss, 20% have
had to use financial reserves to keep
their doors open, and 27% have paused
plans to recruit additional staff, with 21.4%
expecting to do the same by September.
Furthermore, nearly half say they have
already reduced, or are thinking about
reducing, places for children with special
educational needs and disabilities (SEND).
The EECC’s findings align with new Frontier
Economics modelling, which shows
that the government’s recent budget,
particularly its increase in National
Insurance contributions, is adding
significant financial pressure to providers.
This is especially true for settings that serve
children from disadvantaged backgrounds.
The Early Education and Childcare
Coalition is calling on the government to
use the forthcoming Spending Review
to provide proper funding to account for
these additional pressures. The coalition
described it as a “final chance” for the
government to enable the delivery of its
funded childcare expansion in September.
Sarah Ronan, EECC Director, said: “These
poll results make for bleak reading. The
early years sector was already under
immense pressure, with a large number of
practitioners on minimum wage or close
to it. We welcome the minimum wage
increase - it’s much needed -but without
additional funding, settings simply cannot
keep up with these financial pressures. In
essence, childcare’s biggest customer is
short-changing the sector, and it’s families
that pay the price.
“Providers are freezing recruitment,
turning away children with SEND, and
many are at risk of closing their doors for
good, which will have a wider economic
impact as more parents are forced out of
employment. Crucially, over a third say
they have either limited their number of
government-funded hours or are about to
do so - just as demand is set to peak in
September, when working parents of ninemonth-olds
become eligible for 30 hours of
funded care.”
“The Spending Review is the government’s
last opportunity to guarantee the
successful rollout in September and enable
providers to account for the additional
pressures stemming from its own policy
decisions.”
Neil Leitch, Chief Executive of the Early
Years Alliance, added: “We in the
sector have long been warning that
the combination of National Insurance
increases and minimum wage
pressures would place significant - and
unsustainable - financial pressure
on providers, and we welcome this
independent analysis from Frontier, which
confirms that view.
“While the government points to increases
in the early years pupil premium and
the new expansion grant as proof of its
support, these measures, while helpful,
do not come close to addressing the
additional costs that settings are faced
with.
“At a time when the government is looking
to increase funded places, these financial
pressures are forcing many providers to
cut back their participation in the scheme
- or even withdraw completely. In some
cases, settings may be forced to close their
doors for good.
“The government’s warm words about
the importance of the early years are
not enough. We need proper funding
to enable providers to deliver the highcalibre,
accessible care that children and
families deserve -both now and in the
future.”
The story can be read in full here on the
Early Years Alliance website.
Ofsted Inspection Framework
Update Delayed Until September,
Providers Raise Concerns
Ofsted has delayed publication of its
consultation response on the new
inspection framework until September,
although it still plans to implement the
updated framework in November.
Ofsted’s Chief Inspector, Sir Martyn Oliver,
explained that the delay is to enable
more time for analysing consultation
responses and further testing and refining
its proposals to make sure they are as
effective as possible.
The delay in publication, however, means
that early years providers will have less
time to prepare for the new framework’s
implementation in November, adding
additional pressure during a period
when many settings are already battling
financial pressures and navigating the
rollout of the new Early Years Foundation
Stage (EYFS) framework.
Purnima Tanuku CBE, Executive Chair of
the National Day Nurseries Association
(NDNA), said: “It’s crucial that Ofsted
fully considers all the responses to its
consultation and takes sufficient time to get
this right - these decisions will have a big
impact on early years providers.
“These big changes are hitting the sector
at a challenging time, when nurseries are
already under pressure trying to keep up
with the government’s expansion plans
and a new EYFS framework. How can
providers be expected to prepare with just
two months’ notice?
“Early years providers need proper support
during these transitions, as they will
incur additional administrative costs and
pressure as a result.”
Ofsted’s consultation received more than
6,500 responses, including a submission
from NDNA reflecting its members’ views
and concerns.
In his letter to the Education Secretary, Sir
Martyn Oliver said: “I said from the start
that this is a meaningful consultation and
that our proposals were not set in stone.
We fully intend to make improvements to
the framework, based on what we have
heard, but we need a little more time to
complete our analysis of the responses we
have received.
“I’m also convinced that our final approach
will be improved by further testing of these
refinements before the summer. I firmly
believe this will result in a better and more
effective inspection regimen - helping the
committed professionals in education to
raise standards for children and learners.”
Ofsted confirms that routine inspections in
schools, early years settings, and further
education providers will resume under the
revised framework in November.
The story can be read in full here, on the
NDNA website.
Charity Warns ‘Blind Spot’ in
Childcare Reforms Could Fail
Families Without Proper Investment
in Workforce
Save the Children is warning that the
government’s expansion of funded
childcare is at risk of failing families
- unless it steps up investment in the
workforce delivering it.
New analysis by London Economics,
commissioned by Save the Children, shows
the additional funding needed to pay all
early years staff the Real Living Wage and
provide them with annual professional
development training - something the
Department for Education admits is
essential to delivering its expansion plans.
Save the Children argues there is a
“blind spot” in the childcare reforms,
with pay and qualifications for staff
left unaddressed, even though the
government itself says tens of thousands
more workers are needed in the sector.
The analysis finds that paying all early
years staff the Real Living Wage of
£12.60 per hour would cost the Treasury
an additional £228 million per year in
subsidies.
It also shows that providing five days of
professional development training for all
staff would add another £150.7 million per
year, in line with training for the teaching
profession, helping to equip practitioners
with the skills needed to work effectively
with children with SEND.
Analysts from London Economics further
calculate that specific SEND training for all
staff would cost £43.7 million per year.
Ruth Talbot, Policy and Advocacy Adviser
for Save the Children UK, said: “To meet
the Prime Minister’s target of having 75
per cent of children ‘school-ready’ by
2028, the UK government must invest in
the childcare workforce now - pay and
qualifications remain a significant blind
spot.
“We already lag far behind our European
counterparts in pay and the professional
recognition of early years workers - and
this cannot continue.
“A large portion of this financial uplift
from the Treasury would be fed back
directly into the local economy, delivering
additional rewards for both children,
families and their communities.”
The full story can be read here on the
Nursery World website.
10 July 2025 | parenta.com
parenta.com | July 2025 11

Dr Joanna Grace
SENSORY: Sound
consider whether you could have some
areas carpeted. Or could you get rugs
(with rubber backs so they don’t slide
around) that could be taken out and
washed if need be? Do you have roller
blinds? Would curtains be an option? What
about introducing some scatter cushions
or blankets (these will absorb sound from
the space)? And those squidgy boards
used for displays are ideal sound barriers.
Using them to divide up the space can add
extra sound absorption, making it all a
little bit less loud and abrasive.
I am a sensory engagement and inclusion
specialist. In my work at The Sensory
Projects, I look at how inexpensive
resources can be used as sensory tools for
inclusion and explore how understanding
sensory processing can help us to better
support those in our care. I deliver training
nationally and internationally and can
often be heard saying that I wish there
was an easy way to distinguish between
sensory and SENSORY. People are
generally aware that engaging the senses
when learning is useful, but there’s a big
difference between putting out a boxload
of toys that were all marked ‘sensory’ in
the catalogue and creating a SENSORY
banquet for exploration.
In this series of articles, I’m going to talk
about the difference between sensory
and SENSORY across different sensory
systems and about the impact of sensory
engagement work on people of all
neurotypes who experience ability and
disability.
This article focuses on sound. Now, I
am sure there is no lack of noise in your
setting, but is it a rich and engaging
sensory experience or one you’d rather
escape from? And is it bringing anything
to the children, or are they just swimming
in it?
Here’s how to do sound in a little letter
sensory way:
Sound: sensory
? Sing, “Twinkle, twinkle little star”
(again)
? Put out a tray of musical instruments
? Shout at the children to be quiet and
listen
Actually, the first two aren’t that bad.
Singing is a great way of engaging with
sound, and musical instruments are a
good way of exploring sound. It is just
that these activities are so ubiquitous,
they’re unlikely to inspire engagement with
sound. And I’m sure none of you actually
shouts for quiet (the irony of yelling for
silence!) – we know to model what we
want the children to do, and that goes the
same for volume in our settings. The point
is, we can do more than the above. We’re
not aiming for sensory, we’re aiming for
SENSORY. So, how to go about it?
Sound: SENSORY
? Conduct a sound audit of your setting
and alter things to improve the
backdrop to your auditory offerings
? Explore silence with the children, play
listening games
? Try sound bathing, explore different
types of sound
Something that I have not mentioned
enough in this series of articles (it has
been there dotted about, but it should
have been stated big and bold before) is
that the background to a sensory offering
is as important, if not more important,
than the sensation itself. Imagine a single
small shell well lit in the middle of a vast
sheet of black card. It would look visually
fascinating, whereas that same small shell
in the sandpit wouldn’t be noticed at all.
The background makes the difference.
Sound is the same. Outside tends to be an
easier auditory environment than inside.
Inside, surfaces reflect sound back at
us, sharpening it and trapping it with us.
Outside, sound is pure and free.
Taking a look at your setting and thinking
about how you could adjust things for
sound, in the same way you might have
given thought to lighting in the past, is a
really easy way to make offering sound
experiences easier – and to make being
in your setting easier on everyone. If you
have a lot of flat, hard surfaces (which
we all do, as they’re easy to wipe clean),
Once you have your beautiful auditory
backdrop, you can begin your sonic
adventures. Try getting everyone to lie
down in a circle, heads in the middle, legs
on the outside, close eyes and listen. Just
try for a short amount at first, as people
can be unnerved by silence initially. What
do you hear? A bird outside? The squeaky
boiler in the other room? Tuning into the
sounds around you is a way of developing
interest in sound and also a good way
of grounding yourself – like a mini bit of
mindfulness practice.
In sound bathing, people lie or sit
comfortably whilst someone creates
layers of sound in the space. You can think
about the vibrations of sound passing
through you. There are lots of clips of
sound bathing on YouTube. Although
not as immersive as the real thing, if you
have a good set of speakers, playing one
of these and augmenting it with suitable
instruments in your own setting – maybe
you have a singing bowl, or a drum that
could be stroked with a brush, or a shaker
that is similar to one used in the clip – can
work well.
My small letter sensory suggestions of
singing and musical instruments are not
so small really. We can capitalise them
with a little bit of thought. Let’s take the
musical instruments first and consider
what sort of sound they make. Are they all
things that are bashed? Are they all metal?
Have you a triangle, a xylophone and a
pair of bells? Some of the senses do all
their processing in one area of the brain
– sound is not like that. It is not localised
in one spot of the brain, it is dotted all
over the place. We process jangly sounds
(like keys and cutlery) in a different part
of the brain to the sound of woodwind
instruments and owls hooting. Thinking in
types of sound can help you enrich your
musical instrument offering. If you only
have one type of sound out, that is the
auditory equivalent of only ever putting out
red paint for the children to paint with.
And the singing? Now, not everyone
is going to win Pop Idol one day, but
no matter your singing ability – or lack
thereof – singing is absolutely worth
doing. It has almost magical properties
as far as research is concerned, and you
will find any number of internet memes
showing autistic children connecting with
songs, people with dementia seemingly
unreachable suddenly lighting up to music.
And what about yourself – how many of
the songs you sang at school can you
remember now? I can still remember
the whole of “Alice in Wonderland: The
Musical”, but I’m not sure I remember
any of GCSE biology! Singing sticks in
our brains. Singing connects us. Singing
reaches us. So sing! And yes, sing
“Twinkle, twinkle little star”, but what about
taking musical adventures? What nursery
rhymes are the Twinkle Twinkle equivalent
in other countries? How about an aroundthe-world
trip in sound? Or, to make it
more personal, what about a playlist with
a song chosen for everyone on it? We have
one at home – my eldest son has Katy
Perry’s “Roar”, my youngest, Gangnam
Style, I have “Sugar Sugar” by The Archies,
and my husband’s changes all the time
but it is likely to be some sort of 90s
Britpop. No DJ would blend these songs
together, but at home we love it – the odd
mix of melodies reflecting the odd mix of
us, and we all enjoy seeing each other as
our song comes on. Sending a message
home and asking families what their
child’s walk-on music would be (“Roar” is
definitely my son’s walk-on music) could
be the beginnings of a fabulous disco at
work.
I hope the thought of the disco made you
smile. Music is often uplifting. In my next
article, we are going to think about how
we can use sound to support people who
might be struggling. It won’t be about
blasting our cheery pop to perk everyone
up on a Monday afternoon (although that
can help). We’ll look at ways you can use
sound to connect and soothe. (Do check
out past articles too – this is number 9, so
there are lots of others to explore!)
Click here for
more resources
from Joanna:
12 July 2025 | parenta.com
parenta.com | July 2025 13

We listen to stories, we tell stories, we
read stories, we invent stories, we dream
stories… and some of us even write
stories! Stories have been a powerful way
of teaching children for generations, so
what better way to bring universal values
to life in your setting than through a really
good story?
What’s the difference between
British values and universal
values?
British values and universal values are
related but not quite the same, although
both help children grow into kind,
responsible and compassionate people.
British values are a set of principles
defined by the UK government to help
children appreciate their role in British
society. These include:
✏ Democracy - making decisions
together
✏ The rule of law - understanding
fairness and following rules
✏ Individual liberty - having the freedom
to make choices and be yourself
✏ Mutual respect and tolerance -
treating people with dignity, kindness
and understanding, whatever their
beliefs or backgrounds
Universal values, meanwhile, are
moral principles that apply to everyone,
regardless of their country, culture or
religion. These include kindness, fairness,
honesty, cooperation, care for the
environment and for all living creatures.
Claire Medwell
Five fun stories for
nurturing universal
values in your setting
Why are both important in your
setting?
British values prepare children for life in
modern British society, while universal
values help them become kind, thoughtful
and socially conscious people, connected
to the wider world.
Together, these values enable children
to grow up with a strong moral compass
- one that guides their choices, their
relationships and their understanding of
their place in the world.
Why do we need to teach
universal values in our setting?
‘Universal’ means values that are shared
by all, regardless of where we come from
or who we are. Children aren’t born with
a set of values - they learn them first from
their families, then from their setting. Our
role as practitioners is crucial in helping
children appreciate these shared values
and learn to live by them.
What values do we teach?
During a quick survey with practitioners
from across the world, the most frequently
cited values were:
✏ Respect for others and oneself
✏ Sharing
✏ Fairness
✏ Kindness
✏ Empathy
✏ Honesty and trust
✏ Cooperation
✏ Caring for the environment and
animals
Let’s look at some story ideas for your
setting to promote universal values:
Creating story readiness
First of all, creating a calm and welcoming
atmosphere is key to engaging children
and preparing them to listen. Top tip: ask
the children to sit in a horseshoe shape
to foster a feeling of community and
togetherness. Use a story box or bag to
add a sense of magic - take out your book,
photos, picture cards or small props as
you tell your story.
If you’re feeling creative, you can make a
special storytelling hat or a small theatrelike
storytelling space. Or add some
musical magic with an instrument - like the
one in the photo - to signal when the story
is about to start.
Idea 1: The giraffe and the monkeys
This well-known fable shows children the
happiness that comes from kindness and
sharing.
To listen to Claire tell the story in full, watch
her webinar.
A giraffe is initially unwilling to share food
with the monkeys in nearby trees until
a fallen branch leaves him stranded.
The giraffe then decides to collaborate
and share his food in return for theirs - a
wonderful way to demonstrate kindness
and cooperation.
Activity ideas:
✏ Create a “sharing wall” - children can
write down things they’ve shared
today, e.g. “I shared my coloured
pencils with a friend”
✏ Act out the story together. Provide 3D
giraffes or finger puppets to aid their
imagination
Idea 2: Bobbie’s rainbow
Read and listen to Bobbie’s rainbow story
(download Bobbie’s Rainbow story here).
Ask children what colour they feel today,
and why - for example: “I’m yellow,
because it’s sunny and I feel happy”
Read and listen to Bobbie’s Rainbow
together. Talk to children about kindness,
friendship and the things they miss about
their friends when they don’t see them for
a while (e.g. during holidays)
Activity ideas:
✏ Create a “Colour the World with
Kindness” rainbow in your setting
Idea 3: “We’re all wonders” by R. J.
Palacio
This wonderful story helps children
appreciate kindness, understanding and
compassion, both for themselves and for
each other.
www.amazon.co.uk/Were-All-Wonders-R-
Palacio/dp/1524766496
As a pre-reading activity, show children
the book’s cover. Ask:
✏ What’s different about the boy?
✏ Why do you think he’s wearing a
space helmet?
Then talk to children about their own
unique qualities - their talents, kindness
and ability to appreciate and celebrate
each other.
Activity ideas:
✏ Who makes you feel wonderful?
Idea 4: Hana, Bruno and the sweet
wrappers
This tale shows children the importance of
looking after our environment and wildlife.
Hana drops her sweet wrappers while
walking with her beloved dog, Bruno -
much to the dismay of nearby walkers.
After a dramatic incident when Bruno falls
ill from eating a wrapper, Hana realises
the harm this can cause and decides to be
more responsible with her rubbish from
then on.
Idea 5: “Nedda and Frankie go on a
sailing trip” by Claire Medwell
Using cut-out clouds, a sun, blue crepe
paper, two origami boats, a hat and
a bird, this charming story focuses on
kindness, friendship and looking after
nature’s creatures. Nedda and Frankie set
out on their trip to Crane Island. When a
storm destroys their boat, a nearby crane
saves the day. Later, two boys try to take
the crane’s eggs, but Nedda and Frankie
persuade them to care for wildlife instead.
One good turn truly deserves another.
For more information about how you can
bring these stories alive in your setting,
watch the 5 fun stories for nurturing
universal values in the Young Learner
classroom webinar recording - you’ll find
it here.
Click here for
more resources
from Claire:
14 July 2025 | parenta.com
parenta.com | July 2025 15

Helping children care
for the Earth on Plastic
International Plastic Bag Free Day takes
place every year on 3rd July. It’s a global
reminder of why we should stop using
single-use plastic bags and think about
how they harm our planet. As early
years educators, this gives us a great
opportunity to start talking to children
about looking after the environment;
by teaching simple ideas like using less
plastic and making greener choices, we
can help children grow up caring about
the world around them.
Understanding
the significance of
International Plastic Bag
Free Day
We know that plastic pollution is a big
problem for our planet. Single-use plastic
bags are part of this issue because
they’re used a lot and often thrown away
Bag Free Day
carelessly. These bags can take hundreds
of years to break down, which means they
stick around in landfills and oceans for a
very long time, harming animals and the
environment. International Plastic Bag Free
Day helps us think about these problems
and encourages us to find better, greener
choices.
The early years is the perfect time to start
helping children learn how to care for
the world around them. At this age, they
are full of curiosity and ready to learn. By
including simple environmental activities
and conversations in our day-to-day
routines, we can help children understand
the importance of protecting nature, laying
the foundations for lifelong care and
responsibility. Let’s look at the ways we
can teach children about plastic pollution
and sustainability.
1. Storytelling and discussions
Use children’s books that focus on the
environment. Stories about animals
being affected by plastic can help
children understand the problem.
After reading, talk about the story with
the children, asking them how they
feel and what they think.
2. Hands-on activities
Plan activities where children can
make art from recycled materials.
This not only sparks creativity but also
teaches the importance of reusing
and recycling. For example, turning
old T-shirts into reusable shopping
bags is both fun and educational.
3. Interactive games
Create simple games that help
children learn how to sort recyclable
and non-recyclable items. This can
help them understand why recycling
is important.
4. Gardening projects
In your outdoor space (you don’t need
a lot of room), get children involved
in planting activities and teach them
how a clean environment helps plants
grow. This hands-on experience will
help them understand nature and the
impact of pollution.
5. Visual aids and multimedia
Use age-appropriate videos and
pictures to show how plastic
pollution affects marine life and the
environment. Visuals are a great way
to make these issues stick in children’s
minds.
Working with parents
and the community
Teaching about the environment shouldn’t
stop in your setting. Share tips and ideas
with parents on how they can reduce
plastic use at home. Organise events,
like community clean-ups or workshops
on recycling, to get families involved. This
helps reinforce what the children are
learning and creates a community that
supports caring for the environment.
Challenges in
environmental education
Teaching children about complex topics
like plastic pollution can be tricky. It’s
important to keep things simple, focusing
on actions that children can easily
understand and do. Encouraging positive
actions, like using reusable bags or picking
up litter, helps children feel empowered
and not overwhelmed by big problems.
The long-term impact of
teaching environmental
awareness
Teaching children to care for the
environment early on can have lasting
effects. Children who understand nature
and the impact of pollution are more likely
to make sustainable choices as they grow.
This not only helps the environment but
also raises responsible, caring citizens.
Plastic Bag Free Day
and the Sustainable
Development Goals
The Sustainable Development Goals
(SDGs), also known as the Global Goals,
are 17 interconnected targets adopted
by the United Nations in 2015 to address
global challenges and achieve a more
sustainable future by 2030. For early
years educators, Plastic Bag Free Day
is a chance to teach children about
environmental care while connecting to the
relevant SDGs:
? SDG 12: Responsible consumption
and production
Plastic Bag Free Day highlights the
need to reduce single-use plastics,
which aligns with SDG 12. We can
teach children to reuse and recycle
through fun activities like creating
crafts from recycled materials and
using reusable bags instead of plastic
ones
? SDG 13: Climate action
Plastic production contributes to
climate change, and reducing plastic
waste can help. We can engage
children with simple actions like
planting trees or reducing waste,
helping them understand how small
efforts contribute to climate action
? SDG 14: Life below water
Plastic waste harms marine life, so by
teaching children how plastic affects
oceans and animals, we can help
children understand why it’s important
to reduce plastic waste and protect
marine environments
? SDG 15: Life on land
Plastic also harms land animals and
plants; we can teach children the
importance of clean environments
through activities like local clean-up
days or planting projects, showing
how pollution impacts wildlife and
ecosystems
? SDG 4: Quality education
Teaching children about
environmental issues supports SDG 4,
which focuses on quality education.
Try introducing sustainability topics
in fun, age-appropriate ways,
helping children develop an early
understanding of environmental
responsibility
Here are some of our top practical ideas:
? Storytime – read books about plastic
pollution and animals affected by it
? Creative activities – have children
make art from recycled materials
? Discussions – talk about reducing
waste and recycling
? Community involvement – organise
clean-up events with families
? Eco-pledge – create a class pledge to
reduce plastic use
International Plastic Bag Free Day is a
great reminder of why we need to tackle
plastic pollution. For early years educators,
it’s a chance to teach children about
looking after the planet. By using engaging
teaching methods, working with families,
and promoting sustainability, we can
inspire the next generation to care about
and protect their environment. Through
these efforts, we can help create a future
where sustainability is second nature and
our planet is healthier for everyone.
Click here for
more references
& information.
16 July 2025 | parenta.com
parenta.com | July 2025 17

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Encouraging self-care
for toddlers – dressing,
eating and hygiene
? Respect cultural and personal choices
around food and be careful how you
express opinions about food
Self-care with dressing
Learning to dress themselves is a huge
step for toddlers. While they won’t master
buttons or zips right away, they can begin
to:
? Pull trousers up and down
Self-care with hygiene
Hygiene routines like handwashing, wiping
noses and using the toilet are key parts of
a child’s growing independence. They are
not only important for the individual child,
but help keep everyone else healthy too.
Supportive strategies you can use include:
? Creating visual routines (e.g.
handwashing or teeth cleaning steps
with pictures)
routines within the home and nursery.
Don’t assume all parents and carers
know how to deal with these things. Use
open, non-judgemental communication,
including:
? Sharing your approach with parents
and carers
? Asking about routines and
preferences at home (e.g. do they sit
for meals, do they dress themselves)
Supporting toddlers to develop self-care
skills is one of the most rewarding (and
sometimes messy) aspects of early years
practice. From learning to feed themselves
to managing their own hygiene, these
small, everyday tasks play a crucial role
in helping children become confident,
independent and school-ready.
But self-care isn’t just about ticking off
milestones – it’s about building life skills
in a safe and nurturing environment. We
also need to be mindful of aspects such
as safeguarding, respectful practice, and
the individual needs of each child. So, let’s
explore how you can support the toddlers
in your setting with self-care, while
keeping best practice and safety at the
forefront of your approach.
Why self-care matters in
the early years
Self-care skills contribute to all areas of the
child’s development since they allow the
child autonomy and independence in the
most intimate actions of life. Learning to
look after their own personal needs also
helps:
? Physical development – fine and gross
motor skills are strengthened through
actions like using a spoon or pulling
on socks
? Cognitive developmen t– children
begin to understand routines,
sequences and cause and effect
? Emotional development –
accomplishing a personal task builds
self-esteem and resilience
? Social development – self-care
encourages communication and
cooperation (e.g. washing hands
together before lunch)
The EYFS also emphasises these skills as
‘early learning goals’, stating that children
at the expected level of development will:
? Manage their own basic hygiene and
personal needs, including dressing,
going to the toilet and understanding
the importance of healthy food
choices
Self-care with eating
Encouraging toddlers to feed themselves,
even if it’s messy, is essential. Using
spoons and open cups, trying new foods
and learning routines around eating all
help to build healthy, independent habits -
not to mention an ability to sustain life!
When teaching children to feed
themselves, consider:
? Using toddler-sized cutlery and plates
to encourage confidence
? Modelling slow, calm eating and
positive mealtime behaviour
? Using visual prompts (e.g. pictures of
“before and after” mealtimes – table
set, washing up)
? Encouraging family-style dining where
appropriate
Safeguarding and safety
In January 2024, the EYFS was updated
with the requirement for children to be
“within sight and hearing of an adult while
eating”. This change ensures adequate
supervision and improves safety during
mealtimes. Looking ahead, proposed
changes in 2025 (currently under review)
suggest there may be further emphasis
on mealtime safety including clearer
guidance on allergy management, choking
prevention, and safe eating practices
across all settings.
? Always supervise children when
eating and cut food into appropriate
sizes to avoid a choking risk
? Be aware of allergies and dietary
requirements. Keep lists updated and
label food clearly using personalised
plates to help staff remember
? Children should never be forced to
eat as it can create anxiety or food
aversions
? Push arms through sleeves
? Put on their shoes or hat
? Begin to choose appropriate clothing
(with guidance)
There are several effective strategies to
help children dress themselves, and one
of the biggest is to allow them time to
master the skills. It can be tempting for
practitioners to rush in and help (especially
if you have not left enough time for the
activity), but avoid this, as it can cause
anxiety and lead to more problems. Use
dressing dolls or Velcro boards to practise
skills during play sessions and put up
pictures with simple words in clothing
areas so children can understand the
vocabulary you use. If there are situations
where a choice needs to be made, let
children choose between two options to
support decision-making.
Safeguarding and safety
Always respect children’s privacy and
dignity when helping with dressing or
toileting and ensure they are not left
undressed in shared spaces. Encourage
children to say “no” if something feels
uncomfortable, and be mindful of sensory
issues that they may have regarding
certain textures or colours – especially if
children have SEND. Be aware of children
who consistently struggle with dressing,
as this could be a sign of undocumented
SEND needs or safeguarding risks at
home.
? Singing songs while handwashing to
ensure enough time is spent
? Giving praise for effort, not just
success
? Including hygiene play activities (e.g.
washing dolls or toys)
Safeguarding and safety
Creating a respectful, child-centred
approach to hygiene helps build trust and
confidence, which are key to safeguarding
children’s well-being. All the concerns
around safeguarding dressing apply to
toileting too. In addition, ensure you:
? Always record intimate care (e.g.
nappy changes or accidents) using
your setting’s log system
? Ensure two adults are aware of any
personal care being carried out
? Only allow staff with appropriate
training and DBS clearance to assist
with intimate care
? Never shame or punish children for
accidents – this can negatively impact
their emotional and psychological
well-being
Working in partnership
with parents
At this age, self-care training is a process
that takes time, so it’s important to involve
parents and carers and follow consistent
? Offering advice or signposting for
parents who may need support,
especially around toilet training or
healthy eating
? Celebrating children’s progress and
sharing wins – even the small ones
Self-care practices are essential, everyday
things that we all do – and toddlers
need to learn – so try to embed self-care
moments throughout the day. Consistent
routines help. Self-care might look on the
surface like a small child washing their
hands or putting on their coat, but it’s so
much more than that. It’s about building
independence, boosting self-worth
and laying the groundwork for school
readiness and lifelong well-being.
References and more
information
? How to support self-care in the
early years | Education Endowment
Foundation
? https://childdevelopment.com.au/
resources/child-development-charts/
self-care-developmental-chart
? https://playto.com/blog/encouragingself-help-skills-in-daycare-children
? https://tats.ucf.edu/wp-content/
uploads/sites/9/2017/11/Adaptive-inhome-number-3-all-skills.pdf
Click here for
more references
& information.
20 July 2025 | parenta.com
parenta.com | July 2025 21

There is currently a lot of discussion
around school readiness. This is not a
new topic and the discussions sound very
familiar to me – to be honest, I feel like we
are going round in circles again and again
with this topic.
School readiness, or rather children’s
unreadiness for school, has hit the
headlines again, which sometimes
adds lots of pressure to children and
families at a potentially difficult time. Most
years we read something about how a
certain percentage of children are not
school ready… and this past year was
no exception. According to the latest
Kindred-Squared School Readiness Survey
published in January, teachers believe that
1 in 3 children are not school ready, and
back in December 2024, Prime Minister
Keir Starmer set a target to get 75% of
children ready for school by 2028, quoting
the current percentage as 68%.
Let’s take a moment to unpick this statistic
– where does this 68% come from? The
dataset used is the Early Years Foundation
Stage Profile ‘Good Level of Development’,
or GLD, measure, which is part of the
assessment undertaken by Reception
pupils at the end of their first year at
school. To achieve a GLD, children need
to meet the Early Learning Goals for all
three prime areas in addition to the goals
for literacy and mathematics. So actually,
the 68% quoted are all children who have
been in school for one whole year already
and therefore 32% have not achieved a
GLD and are supposedly not ready for
school, despite having attended every day
for one year. So it could be argued that this
measure is totally inappropriate if we are
looking at school readiness, which most
people would think relates to children
beginning school for the first time in
Tamsin Grimmer
What does school
readiness really mean?
(Grimmer, 2018)
Setting
(Support child’s individual
needs, foster Characteristics
of Effective Learning, teach
independence)
Reception. Therein lies the problem. School
readiness is not consistently defined, and
neither is it understood or clarified by
everyone involved. The GLD is more about
Key Stage One readiness, rather than
school readiness, as it is looking at how
ready children are to move into Key Stage
One.
There is no nationally agreed definition of
school readiness in England, even though
it is stated as the purpose of the EYFS
(DfE, 2024), and school readiness means
different things to different people. For
example, if you teach in a Reception class,
being school ready may be a child who
can independently take themselves to the
toilet or select resources, whereas if you
are a parent you may want your child to
be emotionally resilient enough to leave
you for the whole day prior to starting
school.
To address the lack of clarity about
this transition, a new Starting
Reception ‘definition’ has been created
School
(Ready for individual
children, play based
curriculum which motivates
and engages children)
Child
(Willingness to learn,
self-confidence,
independence,
Characteristics of
Effective Learning,
self-regulation)
Environmental
Factors
(Cultural context, political
climate, socio-economic
influences)
Home
(Supportive Home Learning
Environment, basic needs
met, secure attachment,
parent’s work patterns)
collaboratively by a group of organisations,
although it reads more like a list of skills
than a definition, which I feel should be
a succinct statement. Despite this, the list
will be particularly helpful for parents and
carers if their children are due to begin in
a Reception class and is designed to offer
information and guidance. Interestingly,
the Kindred-Squared survey found that
90% of parents believed their children
to be school ready, whilst teachers did
not agree, and this new list of skills is an
attempt to iron out what schools expect
and what parents believe to be important.
My own views on school readiness haven’t
changed much over the years. I have had
a professional interest in school readiness
since my first job as a Newly Qualified
Teacher in a Reception class many years
ago, and have since considered the
concept as an Area SENCo, early years
consultant, childminder and parent. This
led me to write my own book “School
Readiness and the Characteristics of
Effective Learning”, published in 2018. In
this book, I share a model which I feel
outlines the collective responsibility of what
school readiness is about.
The model is inspired by Bronfenbrenner’s
ecological systems theory (1979), in that it
considers the influences around the child
and relates them to school readiness.
Firstly, and predominantly, the child
needs to be central as we consider their
dispositions and attitudes to learning.
By helping children feel safe and secure,
nurturing self-regulation and promoting
self-confidence, self-efficacy and developing
independence skills, we can enable our
children to cope with the demands of not
only transitions, but also life.
Around the child are the three main
influences who all have a role to play in
supporting the child and enabling school
readiness:
☑ Schools need to be ready for individual
children with a play-based curriculum
that both motivates and encourages
children
☑ Settings need to support children’s
individual needs, foster the
characteristics of effective learning and
teach children independence
☑ Families should provide a supportive
home learning environment, where the
child’s basic needs are met, they have
strong attachments and feel safe and
secure
All of this sits within the constructs of
the wider environmental factors also
surrounding the child: the political climate,
cultural context, socio-economic influences
etc.
Supporting our children and
families
The best way to support children and
families in relation to school readiness
is to build a relationship with them and
for all those around the child to work in
partnership together. Being attuned to
our children, and responding sensitively
to them whilst talking about the move to
school as a process rather than an event,
and remaining as positive as possible will
help. Explain to children what will stay the
same as well as what might change, and
encourage the child and family to take
advantage of as many opportunities as
possible to visit the new school or take part
in transition activities.
Additional materials
I was asked to write the foreword for
a book written by Dr Aaron Bradbury
called “Starting Strong: Nurturing School
Readiness the Child Centred Way”,
available now, and have also been
involved in writing part of a new document
for parents and professionals called
“School Readiness Matters” – due to be
published online on Wednesday 18th
June (available from TACTYC, RCTN and
ECSDN websites). These documents are
both helpful in unpicking school readiness
and continuing the discussion about what
readiness really means. They include tips
for schools, parents and settings and
challenge the top-down approach which
can sometimes dominate the narrative
around this topic.
So what does school
readiness really mean?
To conclude, I want to share Dr Aaron
Bradbury’s (2025, p.7) definition from his
book:
“From a child-centred perspective, school
readiness is about ensuring that each child
feels confident, capable, and excited about
learning as they transition into school. It
moves beyond just academic skills and
instead focuses on the whole child socially,
emotionally, physically, and cognitively.”
It is really important that we view school
readiness holistically and all take collective
responsibility for the transition taking
place. We need to listen to children and
act upon their views whenever possible
(UNICEF, 1989), giving them opportunities
to tell us their thoughts, feelings, worries,
fears and share excitement together.
Starting school can be a challenging time,
but when the child is central, we can
enable them to thrive.
References
✏ Bradbury, A. (2025) Starting Strong:
Nurturing School Readiness the Child
Centred Way. Available at: https://
www.early-years-reviews.com/copyof-publications
✏ Bronfenbrenner, U. (1979) The Ecology
of Human Development: Experiments
by Nature and Design. Cambridge,
MA: Harvard University Press.
✏ DfE (2024) Early Years Foundation
Stage Statutory Framework.
Available at: https://assets.
publishing.service.gov.uk/
media/65aa5e42ed27ca001327b2c7/
EYFS_statutory_framework_for_
group_and_school_based_providers.
pdf
✏ Grimmer, T. (2018) School Readiness
and the Characteristics of Effective
Learning: The Essential Guide for
Early Years Practitioners. London, UK:
Jessica Kingsley Publishers
✏ Kindred2 (2025) School Readiness
Survey. Available at: https://
kindredsquared.org.uk/wp-content/
uploads/2025/01/School-Readiness-
Survey-January-2025-Kindred-
Squared.pdf
✏ Starting Reception (2025). Available at:
https://startingreception.co.uk/
✏ Unicef (1989) United Nations
Convention on the Rights of the Child.
Retrieved from: www.unicef.org.uk/
Documents/Publication-pdfs/UNCRC_
PRESS200910web.pdf
✏ Veale, V. and Lee, K. (eds)
(Forthcoming 2025) School Readiness
Matters: Embedded and Threaded
Transitions. Available from TACTYC,
RCTN and ECSDN websites
Click here for
more resources
from Tamsin:
22 July 2025 | parenta.com
parenta.com | July 2025 23

As early years practitioners, we recognise
that children develop at different rates,
and their development depends on many
factors - some we can control (our settings)
and some we cannot (genetic factors or
their home experiences).
However, understanding their
development is crucial if we are to help
children develop to their full potential.
Short-term and long-term developmental
goals can help us monitor and guide their
progress. Understanding the distinction
between these, and using effective
tracking methods, will allow you to provide
the best care and education.
Short-term
developmental goals
Short-term developmental goals typically
address things the child can achieve in
the immediate or near future. These are
usually achievable within weeks or a few
months and often focus on specific skills or
behaviours. Examples include:
✏ Learning to hold a pencil correctly
✏ Sharing toys with peers
✏ Using simple sentences
✏ Following basic classroom routines
Short-term goals are essential for
identifying incremental progress and
ensuring children achieve steady,
observable improvements. Piaget
highlighted the importance of incremental
learning, emphasising the role of
immediate, short-term objectives in
building the foundations of broader
cognitive achievements.
Long-term
vs short-term
developmental goals
Tools and methods of tracking
Long-term
developmental goals
Long-term developmental goals
encompass broader, overarching
objectives typically achievable over months
or even years. These goals align closely
with key developmental milestones, such
as:
✏ Developing effective social and
emotional skills
✏ Achieving fluency in language and
communication
✏ Becoming confident in basic
numeracy and literacy
✏ Demonstrating sustained
independence in routine tasks
These goals guide your curriculum
and interactions over a longer period,
providing a holistic vision for each child’s
growth. Research supports long-term
developmental goals as critical in shaping
lifelong learning and social skills, aligning
closely with frameworks such as the Early
Years Foundation Stage (EYFS). This sets
developmental goals for children from
birth to age five in England, focusing on
three prime and four specific areas of
learning and development to prepare
children for school. These are:
✏ Personal, social, and emotional
development: Encouraging
independence, resilience, and positive
relationships
✏ Communication and language:
Developing listening, attention,
understanding, and speaking skills
✏ Physical development: Improving
gross and fine motor skills, including
self-care and hygiene
✏ Literacy: Learning to read and write,
including phonics and comprehension
✏ Mathematics: Understanding
numbers, numerical patterns, and
basic problem-solving
✏ Understanding the world: Exploring
past and present, people, cultures,
communities, and the natural world
✏ Expressive arts and design:
Encouraging creativity through
materials, music, movement, and
imaginative play
You can find more details on the EYFS
statutory framework here and additional
guidance from “Development Matters”
here. This outlines more information and
some “observation checkpoints” which can
be used to see if the child is meeting the
usual developmental milestones.
Tracking tools
How do you know if a child is developing
in line with expectations? The answer
is that you need to observe and track
the child’s progress along the way. In
early years settings, effectively tracking
developmental goals involves structured
approaches that provide clarity of the
issues, as well as insights on how to
proceed with actionable intervention if
needed.
Here are some of the main ways that you
can track children’s progress:
1. Observation records
Observation remains the cornerstone
of tracking progress. Keeping detailed
records of children’s activities and
interactions helps identify strengths,
challenges, and opportunities for
targeted support. Observations can
be:
✏ Anecdotal notes: Quick, concise notes
documenting significant moments or
behaviours
✏ Running records: More detailed, realtime
accounts capturing everything
a child says or does within a specific
timeframe
Observation methodologies such as
these have been validated through
extensive research, and studies
have reported their effectiveness in
identifying developmental trends and
informing targeted interventions.
2. Learning journals
Learning journals are personalised
records containing notes,
photographs, and examples of a
child’s work, offering visual and
anecdotal evidence of progress.
Regular updates provide a
comprehensive picture of a child’s
ongoing development.
3. Checklists
Checklists outline specific milestones
children typically reach within certain
age ranges. They enable practitioners
to quickly assess if a child is meeting
expected developmental targets and
highlight areas requiring intervention.
However, checklists need to be used
carefully and with the understanding
that all children develop at different
rates and rarely in a linear way.
4. Digital tracking apps
Digital tools have simplified
developmental tracking significantly.
Apps like Parenta’s app tracking
system provide easy, secure ways
to record and analyse children’s
progress, communicate with parents,
and plan personalised interventions.
Parenta’s app, for instance, offers
detailed analytics and reporting
features designed specifically for
early years practitioners, enhancing
accuracy and efficiency when
monitoring developmental progress.
5. Assessments and screening tools
Structured assessments like Ages and
Stages Questionnaires (ASQ) offer
a robust framework for evaluating
developmental progress at regular
intervals. These tools identify potential
developmental delays early, enabling
timely interventions. Research
has recognised the importance
of structured assessments,
demonstrating their reliability in the
early identification of developmental
issues and in guiding effective actions
and interventions.
Integrating short and
long-term tracking
Combining short-term and long-term goal
tracking within your setting will ensure you
have comprehensive coverage of a child’s
developmental journey. Regular shortterm
assessments provide immediate
feedback on specific skills, informing daily
practices, while long-term tracking reveals
broader patterns and overall growth
trajectories. Studies consistently affirm the
value of using both as integrated tracking
approaches to improve educational
outcomes and enhance the effectiveness
of interventions.
What if children are not
meeting goals?
If children are not meeting the
observational checkpoints such as those
in the “Development Matters” document,
the first thing to do is remember that
all children are different and that
development is not a linear process.
However, it’s also important to be alert to
possible problems such as developmental
delays that may need further investigation
or targeted intervention. Always take a
supportive and proactive approach and:
✏ Monitor progress closely by
observation and tracking
✏ Act quickly as early intervention is
crucial. If a child is struggling, provide
targeted support rather than waiting
for them to ‘catch up’
✏ Engage with parents to better
understand the child’s experiences
and suggest support if needed
✏ Seek professional advice if concerns
persist. Collaborate with your SENCO
and health professionals to ensure the
child receives appropriate support
✏ Avoid rigid assessments since
children’s learning is not always
linear. Always focus on depth of
learning rather than rushing through
developmental stage checklists
Involve parents and
carers
It’s crucial to involve parents and carers
at all stages, and especially if you have
concerns at any point. Parental and
carer involvement significantly enriches
the tracking process. Sharing insights,
observations, and developmental records
allows for transparency and collaboration,
ensuring consistent support between
home and your setting.
References and more
information
✏ https://www.gov.uk/government/
publications/early-years-foundationstage-framework--2
✏ Development Matters - GOV.UK
✏ EYFS Tracker | Early Years
Management Software | Parenta.com
✏ Sharman, C., Cross, W., & Vennis, D.
(2004). Observing Children: A Practical
Guide. Continuum International
Publishing Group.
✏ Squires, J., Bricker, D., & Twombly,
E. (2009). Ages & Stages
Questionnaires® (ASQ®-3). Brookes
Publishing.
✏ Epstein, J. L., Sanders, M. G., Sheldon,
S. B., Simon, B. S., Salinas, K. C.,
Jansorn, N. R., & Van Voorhis, F. L.
(2018). School, Family, and Community
Partnerships: Your Handbook for
Action (4th ed.). Corwin Press.
Click here for
more references
& information.
24 July 2025 | parenta.com
parenta.com | July 2025 25

Paloma Forde
Getting ready
for school
A smooth transition for every
child, advice to share with parents
As the summer holidays edge towards
us, many parents will have one eye firmly
on September and, with it, the exciting
(and sometimes daunting!) prospect of
a new school year. Whether the children
are embarking on their very first school
adventure or moving up to a new class,
the idea of “school readiness” often pops
up. But what does that really mean, and
how can we best support our children –
especially those with special educational
needs (SEN) – in preparing for this big
step?
For all children, school readiness is not
just about knowing their ABCs or 123s. It
is more about developing those crucial
life skills that will help them thrive in
a busy classroom environment. Think
about things like being able to dress
themselves, manage their own snack, or
even just confidently ask for help when
they need it. Practising these everyday
routines during the summer can make a
world of difference. For children with SEN,
these skills might take a little longer to
develop or need to be broken down into
smaller, manageable steps. Remember,
the focus should be on celebrating every
small victory, and that consistent, gentle
encouragement is far more effective than
pressure.
This article can be shared with your
parents and carers to help them in this
crucial period in a child’s early education.
If you have children in your setting with
SEN, then their parents or carers are
likely already pros at advocating for their
needs, and this transition is no different.
Open communication with the school is
key. Parents must not be shy in sharing
what works for their child – their strengths
and any strategies that have been
particularly helpful at home. Perhaps a
visual timetable helps them understand
their day, or a specific quiet space helps
them regulate their emotions. Proactive
sharing of this information can help the
school prepare and ensure a smoother,
more supportive start. Remember, the
parents and carers are the child’s experts,
and their insights are invaluable. However,
my one super tip is always allowing the
child those first two weeks to settle into
their classroom. This will also allow the
child’s teacher time to get to know each
child. Then, and only then, should an
appointment be made to meet the teacher
and go through any strategies that they
know are useful. During this meeting,
they can also check to see if the teacher
is already using strategies that should
have been shared at the handover teacher
meeting.
a touch of apprehension. Children are
incredibly perceptive, so try your best to
model a positive and confident attitude
about school. Talk about it as an exciting
new adventure, focusing on the new
friends they will make and the fun things
they will learn. Trust in the child’s resilience
and in the dedicated professionals at the
school who are committed to supporting
them. Remember, the first few weeks
might not be seamless, and that’s
perfectly okay. There might be tears,
meltdowns, or exhaustion, especially for
children who are expending a lot of energy
adapting to a new environment and new
expectations.
Ultimately, the goal is to make this
transition as positive and stress-free
as possible for the children and for the
parents or carers. Every child’s journey into
a new school year is unique, and for those
with SEN, it might simply require a bit more
tailored preparation, understanding, and
ongoing communication.
into September feeling excited, prepared,
and ready to embrace all the wonderful
new experiences that await. Remember,
parents and the school are partners in the
child’s education; working together creates
the strongest foundation for their success
and well-being.
Click here for
more resources
from Paloma:
It is also important to acknowledge that
parental anxiety is completely normal
during times of transition. They might feel
a mix of excitement, hope, and perhaps
By focusing on practical life skills, fostering
open dialogue with the school, and above
all, nurturing the child’s confidence and
independence, parents can help them step
26 July 2025 | parenta.com
parenta.com | July 2025 27

Area Check Action
Looking ahead to the
Recruitment
Do you have two verified references for each new
staff member?
Update your recruitment policy and templates
Ask for references if needed
Absence tracking
Do you have a system to follow up on unexplained
absences?
Add clear procedures to your policies and assign
responsibility
EYFS changes coming
Emergency contacts
Do you hold two up-to-date contacts per child?
Update enrolment forms and audit/update current
records
in September 2025
Nutrition
Safeguarding training
Are your menus age-appropriate and compliant?
Is it documented and applied?
Review your food policy and dietary records
Ensure you are up-to-date with current
recommendations
Add a safeguarding training annex to your policy
Ensure you know how this is being used practically
As we look towards September 2025,
important changes to the Early Years
Foundation Stage (EYFS) statutory
framework are on the horizon. These
updates affect all early years providers in
England and are part of the government’s
wider strategy to improve child safety,
raise standards, and support the
expansion of funded childcare places.
For early years managers, owners and
practitioners, now is the time to take
stock and prepare. By acting early, you
will not only avoid a last-minute rush but
also ensure your setting enters the new
term with confidence and clarity. This
article outlines what is changing, why the
changes matter, and what you can do
right now to get ready.
Quick overview of what’s
changing from September 2025
The updated framework, effective from
1st September 2025, includes several key
changes focused on safeguarding, health
and nutrition, and clarity in practice.
1. Safer recruitment and verified
references
Settings will be required to obtain
verified references before offering
employment. Your safeguarding
policies should outline who carries
out the checks and how they are
followed up.
2. Emergency contacts and absence
tracking
You will also be required to collect
at least two emergency contacts
for every child and follow up on
unexplained or prolonged absences.
This applies to all types of providers
and is designed to support child
protection.
3. Safer eating and nutritional
requirements
New guidance on healthy, ageappropriate
meals and snacks will
take effect. Providers will need to
demonstrate that food offered is safe,
meets dietary needs, and supports
children’s physical development.
4. Safeguarding training annex
Safeguarding policies must now
include an annex section explaining
how staff are trained in safeguarding
and how they apply what they’ve
learned in practice. The aim is to
ensure training is not just a tick-box
exercise but something that shapes
daily routines.
5. Paediatric first aid (PFA) for
students
Students and trainees must hold a
PFA certificate before they can be
counted in staff-to-child ratios at the
level below their own level of study.
This confirms first aid requirements
and higher safety expectations for
those in training placements.
6. Privacy and dignity in intimate
care
Wording around nappy changing
and toileting has been updated to
ensure children’s privacy and dignity,
while maintaining appropriate adult
supervision for safeguarding.
7. Whistleblowing procedures
All settings must have a clear
whistleblowing policy, and staff
should be made aware of it as part of
their induction and ongoing training.
8. Clearer, better-structured
guidance
The framework’s wording has been
streamlined to reduce repetition and
improve clarity, helping providers
understand their responsibilities more
easily.
Why are these changes being
made?
The Department for Education ran a
public consultation in 2024 which received
nearly 1,500 responses. Feedback from
providers, parents, professionals and
safeguarding experts showed strong
support for these changes.
The updates are part of a wider
movement to:
? Strengthen child safeguarding by
ensuring providers can act swiftly
when concerns arise
? Improve food and health standards
for young children in group settings
? Clarify expectations for both staff and
managers regarding training and
qualifications
? Support the government’s expansion
of funded childcare places – including
30 hours for working parents of
children aged 9 months and over
from September 2025
The expectation is that increased funding
and demand must go hand-in-hand with
strong, clear safeguarding and welfare
policies. The changes are designed to lay
the groundwork for safer, more consistent
provision across the sector.
PFA qualifications
Practical preparations: what
you should do now
At this busy time of year, there are
so many things to do – preparing for
transitions, confirming your new intake
and making sure you have the staff you
need for September. We’ve put together
a checklist to help you get started on the
EYFS changes to ease the burden.
Real-life examples: putting it
into practice
Sometimes, it is easier to understand
policy changes if you can relate them to
real-life examples that you might face in
your setting. Here are some which you
may recognise:
Emergency contacts: During a fire
drill, a manager realises several
children have only one emergency
number on file. This would be noncompliant
from September
Action: Start auditing records now,
especially for children who’ve been
with you a long time
Unexplained absences: A child
misses three days and you receive
no notice from the parents/carers.
The manager calls both parents
and learns the child is staying with
a grandparent after a domestic
incident. Following up allows you
to offer support and shows robust
safeguarding
Are students and volunteers trained?
Action: Ensure you have a clear
procedure of what to do and make
sure you record all actions for followup
and evidence
Policy revisions: A new staff member
joins your setting but is unsure about
their role in safeguarding because
they assume that other people are
already doing this and they are new
Action: Add a new section to your
safeguarding policy titled “How
training is implemented in practice”
and include bullet points on how
training is cascaded through staff
meetings or role-play scenarios, as
well as other methods you adopt
Leading with confidence
Change can sometimes feel daunting,
especially when it is tied to legal
frameworks. But in truth, many of these
updates reflect what great settings
are already doing: safeguarding
children, keeping families informed, and
continuously improving.
By preparing early, you will help your
team feel more confident and your setting
will be fully compliant from day one. Use
this as an opportunity to strengthen your
processes, involve your staff in meaningful
discussions, and keep children’s safety at
the heart of everything you do.
Schedule PFA courses for September starters or
refreshers as needed
Toileting and changing Do staff understand the privacy/safety balance? Run refresher training and update your policy
Whistleblowing Is the procedure clearly shared? Display the policy and include it in staff inductions
References and more
information
? EYFS statutory framework
? Early_years_foundation_stage_
nutrition_guidance.pdf (Updated May
2025)
? Help for early years practitioners: food
safety
? PACEY: Summary of EYFS
safeguarding updates
? Help for early years practitioners:
changes for September 2025
Click here for
more references
& information.
28 July 2025 | parenta.com
parenta.com | July 2025 29

Dr Sarah Moseley
Bringing maths to life
with storytelling, sensory
play, & everyday magic
Mathematics in the EYFS is about so
much more than recognising numbers
or counting to ten. For children with
complex needs, SEND, or those still at the
very beginning of their learning journey,
mathematical understanding starts with
hands-on, meaningful experiences.
Through play, movement, sensory
exploration and - perhaps most powerfully
- storytelling, young children begin to
make sense of the world around them
and lay the foundations for future maths
learning.
In this article, we explore practical,
inclusive ways for early years professionals
and families to weave mathematical
thinking into everyday routines. From
setting up rich sensory environments to
using stories that spark curiosity, you’ll find
simple but impactful ideas to support all
children - whatever their starting point.
Building maths through
language and sensory
experience
As Dr Joanna Grace reminds us, children
transition from being sensory to linguistic
beings through experience. Sensory
engagement isn’t just about exploration
- it builds the foundation for memory
and language, which in turn support
mathematical understanding.
Rosales (2015) introduced the idea
of “mathematising”: helping children
understand maths through everyday
contexts. Whether it’s sorting socks,
stacking tins, or singing counting rhymes,
these real-world encounters embed
essential early concepts like comparison,
sequence, shape, and quantity.
The power of story in early
maths
Stories give a framework to learning,
providing rhythm, pattern, context and
meaning. A book like “How many legs?”
invites children to subitise, estimate, and
count, all while laughing and predicting
outcomes. Stories support language,
schema development, and memory
retention.
Pairing stories with sensory props -
fabric animals, voice changers, flashing
lights, or environmental sounds - creates
multi-modal learning. These immersive
experiences are especially powerful for
learners with sensory processing needs or
those developing early communication.
My top tips for supporting early maths in
the classroom and at home:
1. Narrate everyday maths
“You’ve got three spoons! Let’s add
one more.” Narrate routines with
mathematical language.
2. Turn books into experiences
Use books like “One is a snail, ten is
a crab” with textured feet, torches for
spotlights, or sound effects for each
animal.
3. Explore with light and sound
Use fairy lights for counting, LED strips
for sequencing, or soundscapes to
enhance story settings (waves, jungle,
city sounds).
4. Create repetition through pattern
Tap rhythms, echo claps, or lay out
repeating objects (e.g., red-bluered-blue
blocks) to reinforce pattern
recognition.
5. Support subitising
Point to small groups of objects and
label them instantly: “Three!” before
counting. Songs like “Five little ducks”
support this skill.
6. Sensory sorting and comparing
Offer real-world objects to sort by size,
shape, or weight. Pasta, pebbles,
socks, or fruit all work beautifully.
7. Ask open-ended questions
“What’s bigger?”, “What do you think
will happen?”, or “How many do we
need?”.
Cognitive flexibility and set
shifting
Building cognitive flexibility through play
and storytelling
Cognitive flexibility - sometimes called
‘set shifting’ - is one of the cornerstones
of strong mathematical thinking. It’s the
ability to switch between different ideas,
approaches or perspectives when solving
a problem. For young children, this might
mean trying out a new strategy when one
doesn’t work, using a different material to
build a tower, or rethinking what ‘more’
and ‘less’ might look like in a different
context.
In early years settings, we can nurture this
vital skill through play-based learning and
sensory-rich experiences. For example,
when a child is sorting shells in the sand
tray and suddenly decides to group
them by colour instead of size, they’re
demonstrating cognitive flexibility.
Or when a story prompts them to see a
problem from a character’s point of view
and think creatively about how to help - it’s
maths in action, wrapped in empathy and
imagination.
Storytelling, especially when paired
with movement, props and sensory
materials, provides a powerful framework
for this kind of learning. As children
explore different characters, settings
and challenges, they naturally begin to
experiment with ideas and solutions. Over
time, this helps them to become more
confident, adaptive learners - ready to face
new challenges, think critically and find joy
in problem-solving.
By embedding these opportunities
into everyday routines, early years
professionals and families can make a real
difference in supporting the development
of flexible, resilient thinking - and laying
the foundations for lifelong learning in
maths and beyond.
Make maths memorable, meaningful
and multi-sensory. Every day offers rich
opportunities to bring maths to life.
Whether you’re in a classroom or kitchen,
in a sensory room or on a walk, maths
can be seen, felt, heard, and understood
through play, story, light, and sound.
Let’s move beyond worksheets. Let’s build
curiosity, joy, and mathematical confidence
by starting where all powerful learning
begins - with connection
Recommended resources
for practitioners and
families
? Mathsthroughstories.org - practical
book ideas with maths links
? “Anno’s Counting Book” - a beautifully
visual book for patterning and
numeracy
? “365 Penguins” - rich in quantity,
grouping and estimation
? Rhyming multisensory stories -
creative cross-curricular sensory
activities
? Education Endowment Foundation
(EEF) - evidence-based guidance on
early maths pedagogy
Click here for
more resources
from Sarah:
30 July 2025 | parenta.com
parenta.com | July 2025 31

Frances Turnbull
Setting up for
toddler tricks
Last month, we introduced sessions for
toddlers aged 18 months to 3 years, and
this month, we’re looking at setting up
best practice music-learning environments
for these inquisitive little people!
Our mission with this age group is to
create opportunities for little ones to
discover the world and all the different
ways they can do that. This is an age
where they are discovering their own
strengths and abilities, so we can work
with that to create opportunities to develop
their independence while recognising
where they may still be dependent.
This is also the perfect age for them to
explore their emotions, whether through
stories, dramatic games or acting. All
of these experiences give little ones the
opportunity to get to know themselves
better - how they feel, how people react,
and how to recognise emotions in others.
With little ones being a little older, more
confident and independent, singing
sessions can combine a number of
components. Depending on the time
available, they can be delivered one after
the other, or split up throughout the day. A
suggested format could involve a different
song for each skill:
? Singing and chanting: Simple poems
and rhymes are great for keeping a
beat
? Vocal play: Onomatopoeias are great
for vocal play, from animal noises to
“cartoon” words like swoosh, bang,
boom
? Scaffolding: This involves creating
opportunities to build on skills, like
hopping before skipping, dropping
the ball before bouncing
? Explorative time: This includes using
objects in unconventional ways,
like finding different ways to play
instruments (e.g. drums to tap,
scratch, rub etc.)
? Instrument play along: All choosing
instruments to play for the whole song
or swapping at a given point
? Pretend play: acting as the song
character, e.g. be the Grand Old Duke
of York
? Music/movement story time: read
a story and act it out, e.g. “The Very
Hungry Caterpillar”, “We’re Going on
a Bear Hunt”
? Movement activities: Games and
songs with movement words or
instructions
? Listening: Introduce new genres like
classical and world music for listening
Children this age love the time that their
parents give them, so encouraging
parental interaction is a fantastic way to
embed learning. This could involve notes
back to parents about particular songs or
games that children enjoyed - particularly
ones in which they were successful and
joyful! Exploration in and with games,
emotions, instruments and toys should be
encouraged (safely), giving children space
to express themselves.
With the children’s lack of patience, great
enthusiasm and unending curiosity,
educators and adults should be as
prepared as possible, so that we can
be confident in delivering activities.
This confidence and preparation gives
us space to improvise when needed,
using our training and experience in
child development as a foundation for
developing meaningful activities.
Allowing children to develop their own
independence gives adults the opportunity
to step back and observe, allowing
children to work things out for themselves
(safely). Children love to repeat activities,
learning the intricacies of how and why
things work the way they do. Giving them
the space to develop this on their own is
not only empowering - it can also give the
adults a break from constant involvement.
These songs and games are examples of
activities that support the developing skills
of toddlers:
Circle right
Circle right, duo-duo
Circle right, duo-duo
Circle right, duo-duo
Shake them ‘simmons down
This song can be used as a circle dance,
with children holding hands and walking
in a circle - creating the opportunity
to learn to manage a circular space
between everyone. This is a great way
to introduce and develop the concepts
of left and right. While this song focuses
on the right, another similar song, “Old
Brass Wagon”, focuses on moving to the
left (using the words “circle to the left, old
brass wagon”). On the last line of “Circle
Right”, children stop and shake their hands
towards the ground. (“Simmons” is short
for persimmons, a fruit grown in East Asia.
The persimmon tree is shaken to get them
down!)
Hey Jim-a-long
Hey Jim-a-long
Jim-a-long Josie
Hey Jim-a-long
Jim-a-long Joe
Hey walk-a-long
Walk-a-long Josie
Hey walk-a-long
Walk-a-long Joe
Hey hop-a-long
Hop-a-long Josie
Hey hop-a-long
Hop-a-long Joe
This is a lovely game that gives children
opportunities to suggest movements. The
first verse can have the group walking to
the beat. The second verse, “hey walka-long”,
can slow the song right down.
The next verses can develop children’s
hopping, skipping, jogging, jumping,
wiggling, twisting, crawling - in fact, any
physical gross motor movement - in a fun,
safe, and non-threatening environment.
Johnny works with one
hammer
Johnny works with one hammer
One hammer, one hammer
Johnny works with one hammer
Now he works with two
Johnny works with two hammers
Two hammers, two hammers
Johnny works with two hammers
Now he works with three
Johnny works with three hammers
Three hammers, three hammers
Johnny works with three hammers
Now he works with four
Johnny works with four hammers
Four hammers, four hammers
Johnny works with four hammers
Now he works with five
Johnny works with five hammers
Five hammers, five hammers
Johnny works with five hammers
Now his work is done
This great counting song is fantastic for
developing rhythm, using numbers, and
using body parts. The first verse uses one
fist as “one hammer” and bangs the floor
to the beat. The second uses both fists as
“two hammers”. The third verse uses both
fists and a foot. The fourth verse uses both
fists and both feet. The final verse includes
both fists, both feet, and nodding your
head.
It’s great for developing the concept of
pulse (ongoing beat, like the heartbeat),
focus and concentration, number
sequencing, embodiment of increasing
numbers, and automating repetitive action
while singing new verses.
Sessions with toddlers don’t have to be
tricky - they can be fun. They have so
much enthusiasm and excitement for all
the new experiences that you can provide,
especially music!
Click here for
more resources
from Frances:
32 July 2025 | parenta.com
parenta.com | July 2025 33

Why play still matters –
especially now
⭐ Emotional and social skills: Through
play, children learn how to manage
emotions, take turns, empathise
with others and work through tricky
situations
⭐ Creativity and imagination: There’s
no limit to what a cardboard box or
a dressing-up rail can become in a
child’s hands
It’s also a source of joy. And what better
state is there for a child to learn in?
Supporting the school
transition – through play
If you’ve got children in your setting who’ll
be heading to school in September, you
might already be planning those ‘transition
activities’ but try not to feel pressure to
replace play with pencil-and-paper tasks
just yet.
Play is one of the best ways to prepare
them for the next step. Through play,
children can:
⭐ Get used to routines, like tidying up
after themselves or transitioning
between activities
⭐ Build independence, choosing what
to play with and figuring things out on
their own
Develop resilience, through trial
and error or bouncing back when
something doesn’t go to plan
⭐ Explore emotions, pretend play is
especially good for this. It helps
children act out worries and try on
new roles
Play gives children the space to process all
those big changes coming their way – at
their own pace.
Keeping play central in our
practice
Here are a few easy ways we can all keep
play alive and thriving in our settings:
⭐ Get outside: Nature is the best
playground. Whether it’s splashing in
puddles, collecting sticks or making
mud pies, outdoor play offers endless
learning opportunities
⭐ Offer open-ended resources: Think
loose parts – buttons, boxes, scarves,
pegs. These spark creativity and allow
children to lead the play
⭐ Use stories to inspire: A simple book
can open the door to rich imaginary
play. Add props or dress-up items and
let the children take it from there
⭐ Follow their lead: Sometimes the best
thing we can do is step back and
watch. What are they curious about?
What problems are they trying to
solve? Let them be the guide
⭐ Mix ages and stages: Younger
children learn from older peers, and
vice versa. Mixed playgroups can
support a sense of community and
shared learning
As early years practitioners, we know
one simple truth: play isn’t a break from
learning – it is learning. It’s how children
make sense of the world, discover who
they are and learn to connect with others.
So, whether you’re organising something
special for National Playday or simply
following the children’s lead in your daily
practice, you’re doing something powerful
– you’re giving them the very best start in
life.
National Playday is more than just a date
on the calendar. It’s a timely reminder of
just how vital play is in early childhood. It
highlights our role in creating rich, joyful
and playful spaces, especially as children
approach big transitions like the move to
primary school. At a time when pressures
can start to creep in, it’s up to us to protect
what really matters: children’s right to play.
Because even as they get ready for school,
they still need time to dig in the mud,
build dens, make up games and follow
their own curiosity. Play doesn’t stop just
because they’re growing up. In fact, it
becomes even more important.
In early years settings, play is at the heart
of how children learn. Through play, they
explore the world around them, build
relationships, and start to make sense of
how things work. Whether it’s guided play
with an adult or free play led by the child,
both types are important. Together, they
help children grow in confidence, become
more independent, and enjoy learning
along the way.
As we approach this date and get closer
to the end of the academic year, many
of the children in our care are starting to
prepare for that big transition to school.
And with that can come pressure – for us
and for them – to focus more on “school
readiness” or more formal learning. But
let’s remember that play is the foundation
of school readiness. It’s how children build
the skills they need for the next stage.
⭐ Cognitive development: Whether
they’re stacking blocks, solving a
puzzle, or experimenting with water
play, children are constantly thinking,
reasoning and problem-solving
⭐ Physical development: All that
running, climbing, digging and
dancing helps build motor skills,
coordination and strength
⭐ Language and communication:
Play sparks conversation. Children
negotiate roles in a pretend game,
explain what they’re building or ask
questions when something surprises
them
So, let’s pause. Let’s celebrate. Let’s stand
firm in our belief that play is not a luxury
– it’s essential. Whether it’s noisy, messy,
imaginative or calm, let’s honour this
magical phase of childhood and all the
incredible learning that happens when we
just let children play.
Every year, we celebrate National Playday
– a brilliant reminder of just how important
play is in children’s lives. It’s a national
campaign that highlights children’s right
to play and is championed across the
UK by organisations like Play England,
Play Wales, Play Scotland, and PlayBoard
Northern Ireland.
What makes play so
powerful?
We know that play is how children learn
best. But it’s worth revisiting just why it
matters so much:
Click here for
more references
& information.
34 July 2025 | parenta.com
parenta.com | July 2025 35

fun and engaging activities support key skills for school readiness. Feeling Face Mats help build
These
literacy, enabling children to recognise and express their feelings. Rhyming Games develop
emotional
awareness, a foundation for early reading. Picnic Play encourages independence through
phonological
tasks like pouring drinks and carrying lunch. Together, they help prepare children socially,
everyday
EYFS activities:
Rhyming Games - Developing Phonological Awareness for
School Readiness
Recognising and producing rhyming words helps children develop phonological awareness, a vital early
You will need:
literacy skill that supports reading and listening in th e classroom.
Printed pictures of rhyming word pairs (e.g. cat/hat, frog/log,
sun/bun)
Scissors
Card or paper
Optional: puzzle-like edges drawn or cut to help with matching
Method:
1. Begin by laying out a small number of picture pairs on a table, each showing words that rhyme. Start with
two pairs, such as "cat and hat" and "dog and log".
2. Gradually increase the number of rhyming pairs as your child becomes more confident. To support matching,
cut each rhyming pair with puzzle-like edges that fit together.
3. Encourage the children to say each word out loud as they look for its rhyming partner.
4. Have them fit the matching pieces together, talk about the sounds at the end of each word to highlight the
emotionally, and practically for starting school.
rhyming pattern. Praise your child for listening carefully and identifying the rhymes. Use this playful, handson
activity to build listening s kills, sound recognition, and early word patterns - key foundations for future
reading success.
Feeling Face Mats - Supporting Emotional Literacy for School Readiness
Picnic Play - Building Independence for School Readiness
Understanding and expressing emotions is a key part of school readiness. This activity helps children recognise
and name feelings in themselves and others, building their emotional awareness and communication skills.
Practising everyday tasks like pouring drinks, opening containers, and carrying food items helps
You will need:
children build independence and confidence, preparing them for lunchtime routines at school.
You will need:
Paper plates or paper circles
Crayons, felt tips, or coloured pencils
PVA Glue Stick (optional)
Picnic play set or real picnic
items (e.g. plastic cups, lunch
Printed emoticon faces (optional)
Scissors (if cutting paper circles)
boxes, containers, cutlery, tray)
Method:
Blanket or mat for sitting
Snacks or a simple meal
Optional: tray to practise carrying
items (useful for school dinners)
1. Give each child a paper plate or a circular piece of paper.
2. Talk about different emotions, such as happy, sad, angry, and scared.
3. Either print and glue emoticon faces onto the plates or encourage the children to draw their own expressive
Method:
faces.
4. Optionally, use colours to match the emotions (e.g. red for angry, blue for sad, yellow for happy).
1. Set up a simple picnic, either indoors or outside, using real or play items.
5. Start with a few basic emotions and expand the range based on the child ’s age and developmental stage.
6. Use the completed emotion mats in simple games, such as:
2. Encourage your child to help prepare the picnic by:
Pouring drinks
Identifying how they feel today
Matching a story character ’s emotions
Opening containers
Carrying their items to the picnic area
Acting out the feelings shown on each mat
3. If your child will be having school dinners, practise carrying a tray with a few items to develop
balance and coordination. Talk about how they might carry their lunch at school.
36 July 2025 | parenta.com
get used to lunchtime routines and build confidence + self-help skills essent ial for starting school.
4. Praise their efforts to do things independently. Use this fun and practical activity to help your child

Gina Bale
This is especially powerful for children
who are non-verbal or have delayed
communication.
Supporting emotional
regulation through
music and movement
A familiar hello song signals the start
of a safe routine, a gentle lullaby calms
racing minds, and a lively drumbeat
invites shared joy and movement. Music
stimulates multiple areas of the brain.
It helps you reach children when words
cannot.
When paired with movement, music
becomes a powerful tool for co-regulation.
A child overwhelmed by noise might be
soothed by a rhythmic pat on the back
in time with a calming song. Another
might find their voice through a call-andresponse
chant or musical game that
invites expression without pressure.
Tiny tools, big impact
Creating a sensory-rich environment
doesn’t require spending money on fancy
equipment. The magic lies in your intention
and imagination. A scarf to wave, a tunnel
to crawl through or a shaker to hold and
feel vibration - these simple items anchor
children in the moment and offer them
ways to regulate through action and
interaction.
Remember, a sensory-rich setting
doesn’t mean overstimulation or piles of
flashing toys. It means creating a space
that’s responsive, flexible and full of
opportunities for exploration and comfort.
It starts with simple, thoughtful choices:
brains begin to anticipate what’s coming
next. This helps to reduce anxiety and
encourage independence.
For children with additional needs,
including those who are neurodivergent or
have profound and complex needs, music
and movement offer safe, sensory entry
points to explore, engage and express.
A child who finds verbal instruction
overwhelming might understand what to
do through a rhythmic cue. A child who
can’t yet walk will experience movement
through being gently rocked or bounced.
Music and rhythm create predictability,
and predictability builds confidence.
These children may communicate with
you through subtle cues: a smile, a turn of
the head or eye focus. When we tune into
these responses and build our interactions
around them, they know they are being
listened to.
The power of inclusion
mood and encouraging self-expression.
Dancing with your little ones, or even
gentle rhythmic movement, helps release
endorphins, supports emotional regulation
and reconnects your body and mind. It’s
a joyful, mindful escape that promotes
mental clarity, physical vitality and a strong
sense of connection.
Final thought
In our early years, regulation isn’t taught
through words; it is experienced through
the body. It’s built moment by moment,
rhythm by rhythm, heartbeat by heartbeat.
Putting movement and music at the centre
of our practice builds emotional safety,
nurtures self-expression and opens doors
for every child, no matter their ability, to
feel calm, confident and connected. All
children should be part of the rhythm.
What are you waiting for?
All children, especially toddlers and those
with additional needs, experience the
world through their senses and movement.
They use their senses to understand their
surroundings and the world. Touch, sound
and movement help them feel safe. This
sensory connection is vital. It supports
regulation, builds confidence and nurtures
emotional resilience.
So, how do we create spaces and
experiences that help meet all children’s
needs? By placing music and movement at
the heart of our practice.
Movement: regulating
through the body
Movement is more than just physical
activity; it’s a powerful way for young
children to process emotions and
manage energy. When little bodies move,
big feelings are released. For children
still developing emotional vocabulary,
movement helps regulate from the inside
out.
A stomping dinosaur march, a gentle
sway to a lullaby or crawling through a
tunnel can soothe anxiety and build body
awareness. Movement helps children
reset, whether they need to calm down,
wake up or reconnect with others. Think
about what you do as an adult to reset
when things get overwhelming. Movement
offers the same release and regulation.
For children with sensory processing
differences, providing a choice of
movement experiences (soft rocking,
strong jumping, firm pressure) helps meet
their unique needs for regulation.
Music: the language of
comfort and connection
Music wraps around children and adults
like a hug. Its rhythm brings structure, its
melody brings comfort, and its patterns
support memory and understanding.
✨ Soft fabrics to touch and hide under
✨ Music that soothes or energises
✨ Space to move freely or curl up quietly
✨ Repeated routines woven with
sensory cues
When that environment includes interactive
multi-sensory storytelling, the magic
begins as you are creating meaningful
interactions and learning.
Predictability builds
confidence
Predictable routines play a big role. When
transitions are supported by music and
movement, from tidy-up jingles to goodbye
dances, the children feel secure as their
In a truly sensory-led space, no child is
on the outside looking in. Whether it’s a
toddler full of beans or a quiet child with
limited mobility, everyone gets to be part
of the fun and learning.
A sensory story brought to life with
sound, rhythm and gentle movement can
transport children who might otherwise
be unable to participate. A sound, a soft
breeze, a flicker of light and a gentle beat
under their feet are not small experiences.
They’re invitations to be part of something
joyful. When children are included, they
are supported to regulate in ways that feel
right for them.
Added bonus
Music and movement also help to boost
adult well-being by reducing stress, lifting
Click here for
more resources
from Gina:
38 July 2025 | parenta.com
parenta.com | July 2025 39