August 2025 Parenta Early Years Magazine

32

12

Hello

Welcome to our family

Welcome to the August edition of Parenta magazine!

The summer holidays are upon us at last, and before we know it, a new academic year will be just around the corner. This

month, we focus on British values and their importance in teaching them in early years learning, right from the start. We take

a deep dive into how we can embed this crucial aspect of education in our settings, and importantly, how best we can work

with parents to support the core values.

Also in this issue, we bring you a fantastic line-up of articles from immunisation and dummy weaning to the Government’s

new early years strategy, and the Education Endowment Foundation’s early years evaluation programme. Dr Joanna Grace

concludes her fantastic Sensory series, Dr Sarah Moseley talks us through the new early writing national framework, Frances

Turnbull helps us to capture our toddlers’ imagination through the power of music and singing, and Gina Bale takes us on a

summer safari expedition!

Save the date – 15th September! Join us for an unmissable webinar where leading safeguarding experts Yvonne

Sinclair and Shelley Armstrong break down the upcoming EYFS safeguarding reforms – and what they really mean for your

setting. 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

16 24

Regulars

8 Write for us

36 EYFS activities: British Values

News

4 What do our customers say this month?

10 Childcare news and views

Industry Experts

28

12 Supporting through sound

14 What you need to know about early writing & the new

national framework: A guide to share with parents

32 Setting up for toddler tricks: part 2

38 Hold on to your hats! Summer safari expedition

Advice

38

6 The hidden hours that are draining your nursery’s

profits

16 Embedding British values in the early years

20 “Giving every child the best start in life” A summary of

the UK Government’s early years strategy & what It

means for early years settings

22 Reasonable adjustments in the early years:

Meeting your duties under the Equality Act

24 Helping children wean off dummies: A guide for early

years settings and parents

26 Evidence-based insights: Supporting young learners

through proven practice

28 Love languages in the early years & how they develop

into adulthood

30 Working with parents to support shared values in the

early years

34 Immunisation in the early years

2 August 2025 | parenta.com

parenta.com | August 2025 3

Emma M 24/07/2025

“My tutor was the

absolute backbone

throughout my NVQ

studies! She kept me going

when I very nearly gave

up! Thank you so much!”

Ewa P 10/07/2025

"Thank you so much to all the

tutors from Parenta and all

the knowledge that they

passed. Without their support

and help I wouldn't have

passed my EPA exam and

gotten my Level 3

qualification."

What did our

customers say

in July?

Caitlin G 06/07/2025

“I had a wonderful tutor

who supported me

throughout my time. She

was always so

supportive kind and calm

and always helped to

put my mind at ease...”

Tot Town Nursery 24/07/2025

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team always sort our

problems quickly!”

Olivia T 09/07/2025

“My tutor really helped with

getting me on track for my level 3.

I was struggling with a few of my

tasks and she really helped me to

understand what I needed to do.

She helped to increase my

confidence and I wouldn’t have

got a distinction without her as

my tutor!”

Aliya Y 02/07/2025

“Parenta helped me to

achieve what I had set out

to do, although I doubted

myself several times but my

tutor, was always there to

support me, every step of

the way...

Debbie H 14/07/2025

"Amazing webinars,

so interesting and

always so

informative.

Tamsin Grimmer is

inspirational."

Libbi C 28/07/2025

“The support I’ve received from the

company throughout my Level 3 course, as

well as in my Maths & English, has been

great. I’m especially grateful to my tutor,

who has been my biggest supporter from

the very start. She’s always believed in me,

even when I doubted myself, & her

encouragement has made a real difference

in my confidence and progress. I truly

couldn’t have done it without her guidance

& belief in my abilities.”

Lucy B 09/07/2025

“The tutors are very professional and

knowledgeable, and gave me the

flexibility to fit in my training around my

other job - motherhood! Queries were

answered promptly and there was great

support both during the training period

and when preparing for the exams. I

would definitely advocate using Parenta

if you are considering doing an online

training course.”

Dr Allan Presland

The hidden hours

that are draining your

nursery’s profits

for childcare providers, tackling the real

challenges nursery owners face every day.

It includes:

☑ An Interactive Cost Calculator – no

maths degree required

☑ Proven enrolment and funding

scripts

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year!) to prove it works

And that’s just the start.

Let’s be honest: Staying stuck in the current

system is far more dangerous than trying

something new.

Ask yourself:

What if your nursery’s big financial

breakthrough isn’t about getting more

funding - just making the most of what

you already do?

For years, nursery owners across the UK

have battled a broken funding model,

government rule changes, and rising

costs. You’re not alone if you’ve found

yourself saying:

“We’re full on paper… but broke in the

bank.”

“I’m working 60 hours a week and still

can’t pay myself properly.”

“We’re always surviving - but never

thriving.”

It’s exhausting. It’s disheartening. And

worst of all? It’s not your fault.

The broken system that’s

keeping you stuck

Imagine trying to run a marathon on a

treadmill. That’s what the government’s

approach to childcare funding feels like.

You’re constantly in motion, yet getting

nowhere fast.

Big nursery chains are thriving - not

because they work harder - but because

they’ve figured out the system. They’ve

built strategies and frameworks that

smaller settings have simply never had

access to… until now.

When Dr Allan Presland - founder of

Parenta and author of the Amazon bestsellers

Improving the Business of Childcare

and Childcare SuperHero - created the

Childcare Business Blueprint, he wasn’t

launching “just a course”. He was issuing

a rallying cry to the sector.

Amanda’s story: From

surviving to thriving

Take the fictional character Amanda, a

passionate nursery owner who loved her

staff, cared deeply for the children, and still

found herself falling short financially.

“I’d done everything right - but it still wasn’t

enough.”

After reading “Improving the Business

of Childcare”, Amanda finally found her

path, shifting from a state of survival to

confident, strategic leadership. Her only

regret? Not discovering the Childcare

Business Blueprint Course sooner!

She learned to:

☑ Master her costs without

spreadsheets

☑ Build a waiting list, not just fill places

☑ Communicate confidently with parents

about fees

☑ Stop giving away hours she couldn’t

afford to

In short: She became a Childcare

SuperHero - and so can you.

The Childcare Business

Blueprint: A new way

forward

Unlike generic business training, the

Childcare Business Blueprint is the only

accredited course specifically designed

Are you losing money on every

funded place?

Are you terrified to raise fees because

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Are you wasting hours chasing late

payments?

Are you working harder each year -

with less to show for it?

If you answered “yes” to any of these,

here’s the truth:

It’s costing you far more to do nothing.

The bridge to a better

business

Dr Presland didn’t create the Blueprint as

a quick fix - it’s a real reset for nursery

owners who’ve had enough of just getting

by. And it works, because it’s built around

three simple but powerful shifts:

1. Survive – Understand where the

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2. Thrive – Create confidence, systems,

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3. Flourish – Build long-term stability

with less stress

Why this is different (and

better)

You’ve likely tried courses before that didn’t

deliver. This one’s different.

Because it doesn’t just teach you - it

transforms you.

Plus, the first 100 nurseries to register

get access to exclusive bonuses,

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☑ A cost audit with an early years

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☑ Mini-course: Billing to maximise cash

flow

☑ Website and marketing audits to drive

enquiries

☑ Six months’ free access to Parenta’s

Abacus software

☑ Mini-course: Smart Marketing for

Nurseries

☑ A secret bonus chapter from the

bestselling Childcare SuperHero

Still unsure? Here’s the

guarantee

Take the full Blueprint challenge for

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If it doesn’t improve your profits,

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Who is this for?

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☑ Practitioners who want to lead their

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☑ Daycare teams under pressure

☑ Anyone ready to run smarter - not

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Step into your superhero role

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There’s never been a more important time

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You are the future of early years education.

And the sector needs confident, equipped

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So, if you’re tired of doing everything

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If you’re ready to lead with clarity and

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If you want to finally take control of

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Visit www.childcaresuperhero.co.uk/childcarebusiness-blueprint-waitlist

Spaces are limited.

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That’s

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Write for us!

We continuously seek new

authors who would like to

provide thought-provoking

articles for our monthly

magazine.

If you have a subject you’re eager to explore

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

chance to win?

Every month, we’ll be awarding Amazon

vouchers to our “Guest Author of the Month.”

You can access all the information here:

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

Congratulations

to our guest author competition winner, Dr Sarah Moseley!

Congratulations to Dr Sarah Moseley, our guest

author of the month! Her article, “Early Years

Maths: Storytelling & Sensory Play” explores how

Mathematics in the EYFS is about so much more

than recognising numbers or counting to ten.

Book a call with our expert team today!

Not ready for a call yet?

Fill out this form, and we'll be in touch!

Well done Sarah!

4.8

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

"Thank you so much to all the tutors from

Parenta and all the knowledge that they

passed. Without their support and help I

wouldn't have passed my EPA exam and

gotten my Level 3 qualification."

“My tutor was the absolute backbone

throughout my NVQ studies! She kept me

going when I very nearly gave up!

Thank you so much!”

“My tutor really helped with getting me on

track for my level 3. She really helped me

to understand what I needed to do. She

helped to increase my confidence and I

wouldn’t have got a distinction without her

as my tutor!”

Ewa P

Emma M

Olivia T


Childcare news

and views

Early Years Social Enterprises

Launch Collective to Expand

Equitable Childcare Across the

UK

A new collective of early years social

enterprises has been launched in the

UK to expand and promote the social

enterprise model across the childcare

sector. The Early Years Social Enterprise

Collective (EYSEC) was officially introduced

at a roundtable event in the House of

Commons, attended by Early Years

Minister Stephen Morgan, alongside sector

leaders, practitioners, and academics.

The initiative aims to highlight how social

enterprises can deliver high-quality

early years education, especially for

disadvantaged children, and influence

government policy at a time of major

funded childcare expansion in England.

The EYSEC was formed by the most

established early years social enterprises

across the UK and Ireland. It also released

a report titled Social Enterprise and the

Future of Early Years Provision in the UK,

authored by Jodie Reed and supported by

not-for-profit investor Elevate Great. The

report identifies this period as a prime

opportunity to scale the model, suggesting

that many smaller, values-driven providers

could adopt the social enterprise approach

if supported with a clear transition

pathway.

Dr June O’Sullivan of the London Early

Years Foundation (LEYF) introduced

the collective, emphasising that social

enterprises are not defined by their

profits but by how they reinvest them into

communities and staff to generate public

value. She stressed the need for intentional

pedagogical approaches in disadvantaged

areas, not just low-cost provision.

Minister Morgan welcomed the group and

referenced the Best Start in Life strategy,

highlighting the government’s current

80% funding of the early years market as

a chance to shape its future - particularly

through exploring social investment.

The EYSEC report outlines key actions to

grow the model:

1. Evidence the impact of early years

social enterprises

2. Improve financing and growth support

3. Promote social enterprise-friendly

commissioning

4. Remove barriers for private and

voluntary sector transitions

Read the story in full, here on the Nursery

World website.

Government Data on Funded

Childcare Reveals Worrying

Decline in Access for

Disadvantaged Families

The Department for Education has

released its latest annual statistics on

funded early education and childcare

in England, showing both progress and

emerging concerns within the sector.

For the first time, the report includes data

on the new entitlements for children aged

9 months to 2 years from eligible working

families - part of the government’s phased

expansion of funded childcare. The figures

also cover:

• Universal entitlement for all 3- and

4-year-olds

• Working parent entitlement for eligible

children aged 9 months to 4 years

• FRAS entitlement for disadvantaged

2-year-olds (previously known as the

disadvantaged entitlement)

Tim McLachlan, Chief Executive of the

National Day Nurseries Association

(NDNA), praised the sector’s efforts,

saying:

“The increase in funded places shows how

hard providers are working to support

families, all while maintaining high quality

– with 98% of settings rated good or

outstanding by Ofsted.”

He added, however:

“We are deeply concerned by the

declining uptake of funded places among

disadvantaged children and those eligible

for the universal offer. These are the

children who benefit most from highquality

early education.”

Key Findings from the 2025 Data:

• 1.7 million children were registered for

funded places - an increase of over

400,000 (33%) from 2024, largely due

to new entitlements for 9-month to

2-year-olds

• 55,000 providers are now delivering

funded places - a 12% increase,

marking the first growth in five years

• This includes a 43% rise

in childminders delivering

entitlements and a 26% increase

in providers offering the working

parent entitlement

• 93% of 3- and 4-year-olds accessed

the universal entitlement, a slight drop

(0.5 percentage points) to the lowest

level on record

• 1.2 million 3- and 4-year-olds

accessed the universal offer - down

1.2% from 2024

• 91% of eligible 3- and 4-yearolds

accessed the working parent

entitlement - up 5 percentage points

to the highest level yet

• 457,000 children aged 9 months to 2

years were registered under the new

working parent entitlement, with 72%

of eligible children taking up a place

• FRAS entitlement take-up for

disadvantaged 2-year-olds fell

sharply:

• Only 95,000 children were

registered, down 18% (20,800)

from 2024

• Just 65% of eligible children

accessed this offer - a 10-point

drop, also the lowest recorded

Education Secretary Bridget Phillipson

welcomed the progress, saying the

expanded offer is “delivering for more

families” and helping parents save

thousands of pounds per year. She

acknowledged more must be done to

ensure the system works for every family

and pointed to the Best Start in Life strategy

and rollout of 1,000 Family Hubs to improve

access to support nationwide.

Read the full report here: Funded Early

Education and Childcare: 2025 Statistics

Read the story in full, here, on the NDNA

website.

Poor Early Nutrition Risks

a Generation of “Shorter,

Unhealthier Lives”, Warns New

Parliamentary Report

A new report from a parliamentary crossparty

group has raised alarm bells about

the long-term impact of poor nutrition

in the early years, warning that without

urgent action, children in the UK face

“shorter, unhealthier lives.”

Titled A Fit and Healthy Childhood: Early

Years Nutrition – Setting the Standards for

Change, the report is the latest from the

All-Party Parliamentary Group on A Fit and

Healthy Childhood. Drawing on evidence

from over 350 early years settings, it calls

for sweeping changes to nutrition policy to

tackle growing inequalities and prevent a

looming public health crisis.

Key Findings:

• Obesity in preschoolers is rising,

particularly among children from the

most deprived areas, where rates are

more than twice as high as those in

the least deprived communities

• The consumption of ultra-processed

foods (UPFs) significantly increases

between 18 months and 3.5 years,

while intake of nutrient-dense foods

falls

• Around 60,000 school days are lost

each year due to dental extractions

- many of which could be prevented

through better nutrition

The report outlines several key

recommendations for the government,

including:

• Creating a national nutrition strategy

with guidance from preconception

through to postnatal stages, delivered

via professional training

• Providing better training and

resources for early years practitioners

to support implementation of the EYFS

nutrition guidance

• Introducing mandatory standards for

the nutritional content, labelling and

marketing of commercial baby and

toddler foods

• Extending free school meals to eligible

children in early years settings

Neil Leitch, CEO of the Early Years Alliance,

commented:

“More children are arriving at nursery

hungry. If the government truly believes in

giving every child the best start in life, then

nutritious food must be part of the early

education offer - especially for those most

in need.”

Leitch called for additional early years

funding, specifically for meals and snacks,

particularly for children who would

otherwise be eligible for free school meals

in later years.

“Ensuring no child is expected to learn

while hungry is the very least we should

be doing,” he added.

Read the full report here.

Read the article on the Early Years Alliance

website here.



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 box load

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.

In my previous article (which you can view

online) I talked about how to improve our

sonic offering, in this article I’m going to

look at ways you can support people who

struggle with the sonic world. I am autistic

and experience sensory differences,

predominantly for me to sight and touch,

but even as someone who is generally

alright with the auditory world around me,

I remember the heart stopping moment

someone at a big education conference

put sound cancelling headphones on me

and told them to mute background noise.

It was the auditory equivalent of getting

into a hot bath at the end of a long and

stressful day, i.e. it was just so relaxing

compared to the experience before of

Dr Joanna Grace

Supporting

through sound

trying to shout our conversation over the

din. Having access to head phones or inear

noise cancellers can be super helpful,

but it’s not always something that you as

a setting can provide – you can support

the wearing of them if parents send them

in, but what can you do in your setting to

adapt the auditory landscape to suit the

needs of the people occupying it?

Here are four ideas:

1) Go outside, or bring the sound of

outside inside!

In all of these articles (this is number 10 –

do check back online through the others)

we have been talking about sensory

differences. You know that everyone

senses the world differently and that for

neurodivergent children, that difference

might be more marked. You know it is

important to consider everyone as an

individual. So what I am going to say next

is a little bit unusual in this conversation:

we have some remarkable similarities

in terms of our sensory abilities and

preferences.

These similarities are to be found in our

common history as a species, rather than

in our particular neurodivergences. As

a species we evolved to live outside, we

have – in evolutionary terms – only been

living in these concrete boxes for the blink

of an eye. What this means for sound

stimulation is that we all find natural

sounds easier on the ear than man made

sounds. Going outside instantly makes

the shouts of children easier to bear, they

don’t bounce off the walls and come back

to you, they float away to the clouds, and

the auditory backdrop of birds singing

and leaves rustling sends a subconscious

message to us telling us we are at home.

By either going outside, or by bringing

natural sounds inside to create an auditory

backdrop, you can tap into their innately

calming nature.

2) Create calm

Another thing we all have in common,

aside from our evolution as a species,

is that we began our lives in a womb.

Hearing becomes active before birth.

Whilst we were safe inside our mother’s

bodies, we heard the white noise of the

fluids in the womb swooshing around us

and a heartbeat. These first sounds are

the easiest for the brain to understand,

it has literally been practicing hearing

them since before you were born, they’re

practically effortless. How many people

say their babies fall asleep in the car

(white noise engine sound) or whilst

they’re vacuuming (again white noise) or

blow drying their hair? (You’ve got the gist

now!)

You can get apps that will play white

noise, YouTube has playlists of white

noise sounds and providing a white noise

backdrop is a great way of creating a

calming atmosphere. It has the bonus

effect of absorbing little noises that would

otherwise startle. Particular branches of

music are written to a heartbeat rhythm,

for example hip hop and reggae are

often sung/rapped to a heartbeat rhythm,

having tracks (radio edits!) on in the

background can again contribute to a

calming auditory environment.

3) Take away the noise

Have you ever walked into a children’s

party in a village hall and wondered if you

can survive the sheer volume of the next

hour! The sound absorption properties

of spaces vary. You can have the same

number of people talking, the same

number of drums being banged, toys

being dropped, in two different spaces

and they will sound very different to one

another. In one space, the sound will be

loud, too much, oppressive, and in the

other space, the sound will be there but

won’t be so overwhelming. What is the

difference? It is how many hard surfaces

there are, the sound bounces off them and

comes back to you again. It isn’t exactly an

echo but it is like that.

In spaces with soft surfaces the sound

is absorbed, it is a more measured

experience of sound. You might need to

have a room without carpet in order to

be able to wipe away spilled paint easily,

you might need Formica worktops rather

than wood ones for the easy of cleaning,

you might have roller blinds instead of

curtains. Consider the space you work

in, how reflective of sound is it? Is it the

equivalent of a cathedral crypt in terms

of it’s echo factor, or are you closer to

an anechoic chamber? Increasing soft

furnishings in your setting can soften the

sound environment. If you cannot have

carpet on the floor, can you hang a blanket

from the ceiling? Can you bring in padded

display boards to divide up the space and

interrupt the sound? What about a large

cuddly toy mascot?

4) Explore and explain sounds

We are all agitated by things we do not

understand. Sensing is a learned skill-

partly it is having working sense organs

and partly it is the brain processing the

information delivered by those sense

organs. Whether your sense organs

work and how they work is a matter of

birth. How your brain understands and

processes the information from them is

learned. Children in the early years and

children with learning disabilities are

often still learning to process sensory

information. Having the opportunity to

explore sound is vital to development. We

are great at providing visual opportunities:

coloured pens, paint and so on, these are

often available to children everyday.

How good are we at providing parallel

sound opportunities? As children explore,

explain the sounds they hear to them and

talk about the sounds you hear. Comment

on a sound being loud, or sharp, that it

must have been something metal that

was dropped, or question is it is an animal

communicating something. By providing

commentary on the auditory environment,

you help children to understand it,

and understanding makes things less

alarming. Be curious yourself. Remember

we do not all sense in the same way,

so notice how the people you support

respond to the sensations they encounter

and wonder at what it is like to be them.

I hope you’ve enjoyed this romp through

the senses with me. This is the tenth and

final article. Do go back and check out

the rest. And have fun on your sensory

adventures together!

Click here for

more resources

from Joanna:



Dr Sarah Moseley

What you need to know

about early writing & the

new national framework

A guide to share with parents

This echoes the message at the heart of

“Play Matters”, the brilliant new resource

by Ruth Swailes and Dr Aaron Bradbury,

which brings together research and

practice to show why play is not a break

from learning; it is learning. It’s full of

practical insight for parents and educators

alike, with free resources and grounded

advice to support joyful, child-led learning

from the very beginning.

What does the new

framework say?

The DfE’s Writing Framework outlines what

effective writing looks like from Reception

to Year 6. It champions:

✏ Strong foundations in spelling and

handwriting

✏ Sentence structure taught through talk

and reading

✏ Motivation and confidence, not just

accuracy

✏ Scaffolded support to help all children

succeed

It recognises that writing is cognitively

demanding and must be taught in

small steps, with purpose and patience,

especially in the early years. It also

gives schools permission to adapt how

writing is taught so that every child can

make progress, including those with

additional needs. We need to embed

inclusive strategies that prioritise meaning,

motivation, and access at the heart for all

learners from the start.

As children develop as writers, it’s vital we

build not just accuracy but confidence and

purpose, supporting all learners to find

their voice on the page.

The role of assistive

technology

For some children, especially those

with physical, motor, or communication

differences, traditional writing methods

may not be the best place to start, and

that’s OK.

Technology can help children express

themselves in different ways:

✏ Symbol-supported software (e.g.

Clicker)

✏ Alternative keyboards, voice-typing, or

onscreen tools

✏ Eye-gaze, switch-access, or letter tiles

for those not ready to write by hand

These tools aren’t “cheating”, they’re

providing access. They let children get their

thoughts out, tell their stories, and feel

successful. And often, confidence through

tech can lead to motivation to try more

conventional writing over time.

UDL in action: Everyday tips

for parents

Universal Design for Learning (UDL) is a

framework that encourages flexibility in

how children learn and show what they

know. At home, it might look like:

✏ Letting your child draw, build, or

record a story instead of writing it

✏ Using visual supports like sentence

starters or picture cues

✏ Giving them access to writing tools

that match their needs, pencil grips,

lined paper, tablets, or keyboards

✏ Reducing pressure and celebrating

ideas, not just spelling

And perhaps most importantly, build

writing around things they love. Whether

it’s dinosaurs, baking, or Minecraft,

motivation fuels progress.

Final thought

We often talk about learning to write.

But really, it’s about writing to learn, to

connect, express, imagine, and belong.

Whether the children are just starting to

explore mark-making, or finding their

own way into writing with support, what

matters most is that they’re seen, included,

and celebrated as a communicator.

Let’s make writing work for every child,

from the very start.

Find out more in my latest blog here.

As early years educators, we know

that many parents think of “writing” as

something that starts when their child

picks up a pencil and begins forming

letters. But in truth, writing starts long

before that moment, in the stories they tell,

the marks they make, and the way they

begin to connect their ideas to the world

around them.

With the Department for Education’s newly

released Writing Framework, there’s a

renewed national spotlight on how we

support children to become confident,

fluent writers from the earliest years.

And for families navigating SEND or

developmental differences, this comes with

a big question: how do we make writing

truly accessible from the start?

It starts with readiness –

not just the pencil grip

Writing isn’t just about forming letters.

It depends on a whole network of early

skills: core strength, posture, fine motor

control, focus, memory, language,

and motivation. If any of these are still

developing (and they often are!), writing

can feel like a mountain to climb.

That’s why we talk about pre-writing. This

includes:

✏ Climbing, crawling, and floor play to

build upper body strength

✏ Threading, playdough, and tweezers

to develop fine motor control

✏ Drawing big circles on easels or walls

to support shoulder stability

✏ Singing and storytelling to build

language and sequencing

These are not extras. They’re essential

building blocks. And every time your child

engages in these activities, they’re laying

the foundations for writing success, even if

they haven’t picked up a pencil yet.

Let’s consider a learner such as 4-year-old

Alfie, who is more interested in mud pies

than mark making. However, when given

tools like sticks, toy cars, or chalk outdoors,

he happily makes trails, patterns, and

“maps” in the sand. He’s sequencing,

storytelling, building muscle memory, and

laying the groundwork for writing through

meaningful, playful experiences.

Click here for

more resources

from Sarah:



Since 2014, early years settings have been

required to promote the fundamental

British values (FBVs) as part of the Early

Years Foundation Stage (EYFS) framework

and the Prevent duty. But for some, these

additional requirements can sometimes

feel abstract and an additional burden to

pass on to children who are just learning

to talk and walk.

So, what do they really mean in the context

of a toddler group or nursery class? And

how can we embed them meaningfully

into our daily practice without making it

feel tokenistic or a tick-box exercise?

The truth is, British values are not

something that should be taught as a

standalone topic, like 2-D shapes or

mini-beasts, but rather something that

should be lived through your ethos and

embedded in every interaction, activity,

and routine in your setting. That way,

British values become something that are

fundamental to your setting rather than a

badge you wear when Ofsted turn up!

What are the fundamental

British values?

The Department for Education (2015)

outlines four key British values that all

schools and early years providers must

promote. These include:

1. Democracy

2. The rule of law

3. Individual liberty

4. Mutual respect and tolerance of those

with different faiths and beliefs

Embedding

British values in

the early years

These values are not uniquely “British”

– they exist in and are shared by

many democratic societies – but they

are considered fundamental to the

development of fair, inclusive, and

respectful communities that the UK

government has outlined and defined as

goals for British society.

British values in early years

In early years settings, these values

are not taught through formal lessons

or lectures. Instead, they are modelled

through relationships, demonstrated in

routines, and experienced in the setting

and environment the children inhabit.

Here’s what each value looks like in an

early childhood setting:

1. Democracy – letting every voice

be heard

Democracy means that everyone has a

voice, and even very young children can

begin to understand this principle when

you:

? Let them make choices, such as

choosing which story to read or which

activity to join

? Encourage turn-taking in circle time or

games

? Use voting to help decide group

decisions (e.g. snack choices)

? Involve children in planning parts of

their day, giving them a say in their

learning

It’s about helping children feel their opinion

matters as much as anyone else’s, and

that everyone’s voice counts.

2. The rule of law – understanding

rules and boundaries

Even toddlers can begin to understand that

rules exist to keep everyone safe and help

us get along. You can support this by:

? Explaining the reason behind rules

(e.g. “We walk indoors to keep

everyone safe”)

? Using visual prompts like golden rules

posters or social stories to explain

expectations

? Applying rules fairly and consistently,

so children learn cause and effect and

that rules apply to everyone

? Involving children in co-creating

group rules to give them a sense of

ownership

By helping children understand

boundaries, you can teach them that laws

are there to protect, not control them.

3. Individual liberty – encouraging

freedom within safe limits

Children develop confidence and selfesteem

when they feel free to express

themselves in a safe and supportive

space. You can promote this by:

? Supporting independent thinking and

child-led play

? Respecting children’s preferences and

dislikes

? Creating opportunities for problemsolving

and allowing children to

explore and experiment with their

own ideas

? Celebrating individual achievements,

however small

One thing to understand is that having

liberty doesn’t mean unlimited freedom.

It means nurturing autonomy within a

clear framework of rules, safe boundaries,

adequate challenge and care.

4. Mutual respect and tolerance –

living in a diverse world

Early childhood is the ideal time to nurture

empathy and appreciation for difference.

When children learn to accept each other

as children, it helps to create a more

tolerant and supportive world when they

grow up to be adults. You can do this by:

? Providing a rich range of books,

images and resources, telling stories

which represent all cultures, different

abilities and the diversity of family

structures

? Encouraging kindness and empathy

as daily values

? Celebrating cultural festivals in

meaningful, respectful ways (not just

by using tokenistic costumes or food

but exploring the meanings behind

human choices)

? Using gentle, open conversations

when children can express curiosity

or confusion about differences and

accepting diversity as part of life

rather than judging one thing better

than another

Tolerance grows out of respect and starts

to develop when children are exposed to

differences in ways that normalise them.

Embedding the values

British values should never be reduced

to a poster on the wall or a topic you

discuss once a year. Instead, they should

be reflected in everything you do and the

entire ethos of your setting. This means

looking at:

? Staff modelling: Practitioners show

democracy by listening to each

other and valuing opinions that are

different. All practitioners should

model respect in their attitudes, tone

of voice and body language

? Everyday routines: From resolving

disputes to making group decisions,

values should be practised in real

life situations that the children will

observe and copy

? Policies and ethos: Settings that

value inclusion, parental voice,

and child-led learning are already

embedding these principles, so make

sure that your policies reflect diversity

and inclusion as well as the British

values mentioned above

As Dr. Julian Grenier explains in “Working

with the Revised Early Years Foundation

Stage: Principles into Practice” (2021),

“values are best communicated through

consistent, authentic practice, not slogans.”

It’s about creating a culture where these

values are simply “how we do things

around here.”

British values are not just another

obligation to fulfil and we should see them

for what they are – a framework for raising

kind, thoughtful, resilient children. When

you embed these values into everything

you do, from mealtimes to messy play,

you are helping to shape a generation

who know their worth, respect others, and

believe in fairness. And that’s something to

be proud of.

References and more

information

? Department for Education (2015).

Promoting fundamental British values

as part of SMSC in schools

? Ofsted (2023). Education inspection

framework – Early Years guidance

? Julian Grenier (2021). Working with the

Revised EYFS: Principles into Practice

? Prevent Duty Guidance (2023 Update):

gov.uk

? How Can Early Years Settings Promote

British Values? - Early Years Careers

? Inclusive practice and equalities –

Birth To 5 Matters



Get in touch with our team of recruitment

experts today!

4.8

“We have been very happy. Consistent

visits and reviews. Always very quick to

answer emails. Courteous via email, video

links and when visiting the setting. Tutor

was also a good support throughout.”

"Parenta is really supportive of their

students, Our tutor is always on the ball

with the students she has, she is responsive

to any feedback and always contactable.

She goes above and beyond for us as a

setting and our learners."

“The service has been great! From the

beginning and setting everything up to

the continued support and help from the

tutor. The tutor has been there for my

apprentice from the very start and is

always happy to help...”

4.8

“Giving every child

the best start in life”

⭐ A digital hub (linked to the NHS app)

offering trusted advice, guidance, and

easy links to local services

⭐ Locally tailored Best Start Plans, cocreated

by councils and communities

to meet real needs

Health services will also be improved with:

funding, with more focus on inclusion,

staffing sustainability, and local demand.

3. Raise the quality and status of the

early years workforce

Improving outcomes for children relies

on well-trained, valued early years

professionals. The Government plans to:

What it means for you: You’ll be part

of a broader mission to give every family

the support they need - before problems

escalate.

Final thoughts for early years

practitioners

A summary of the UK Government’s

early years strategy & what it means for

early years settings

⭐ Better maternity care and health

visiting

⭐ Increased access to childhood

vaccinations

⭐ A renewed focus on reducing tooth

decay

What it means for you: Expect stronger

links between your setting and health

services, along with easier ways to

signpost families to trusted local support.

2. Make early education and childcare

more affordable and inclusive

The Government is committing over £9

billion a year by 2028–29 to strengthen

early education and childcare. This

includes:

⭐ Create a new professional register

to elevate the status of early years

educators

⭐ Offer more training routes and

financial incentives for early years

teachers, especially in disadvantaged

areas

⭐ Fund Stronger Practice Hubs and

nursery-school partnerships to share

expertise and improve transitions to

Reception

⭐ Make inclusive practice standard by

embedding SEND support into all

early years training

⭐ Prioritise Reception year teaching

quality, particularly early language

development, through regional

improvement support

This plan recognises something you

already know: the early years are

everything. Your role as an educator,

caregiver and advocate is vital - not just

for the children in your care, but for their

families and the wider community.

This new direction puts you at the centre of

national reform. Expect more collaboration

across health, education and community

sectors. Expect a push to recognise,

support, and develop the workforce. And,

most importantly, expect families to receive

clearer, simpler, and more consistent

support.

Key takeaways for early years

professionals

What it means for early years

The Government’s new strategy, “Giving

Every Child the Best Start in Life”, sets out a

bold plan to transform early years support

across England. The goal? To ensure that

every child, regardless of background, can

thrive in their earliest years and arrive at

school ready to learn.

Why early years matter more

than ever

The strategy begins with a strong

message: a child’s success in life starts

with their earliest experiences. Strong early

development - talking, playing, managing

emotions, and building relationships -

lays the foundation for success at school

and beyond. Yet too many children are

falling behind, often due to poverty,

discrimination, poor access to support,

and underfunded services.

The Government’s mission is clear: by

2028, they want a record number of

children to be “school ready” by the time

they reach Reception.

The challenge: A system that

needs repair

Despite parents doing their best, many

face real struggles - housing instability,

mental health challenges, low income,

and a confusing childcare system. Key

services like children’s centres and early

parenting support have been reduced

over the last decade, and many families

report difficulty accessing high-quality,

affordable childcare, especially for children

with SEND (Special Educational Needs and

Disabilities).

The paper highlights that white workingclass

children are especially likely to fall

behind on early learning goals, and child

poverty continues to have a direct impact

on children’s health and development. A

renewed focus on supporting families, not

just children, is therefore critical.

The Government’s plan for

change

The strategy outlines a multi-pronged

approach built around three core aims:

1. Build better family support services

A major part of the plan is launching a

new “Best Start Family Service”. This will

include:

⭐ Best Start Family Hubs in every local

authority - accessible spaces offering

support with parenting, health, early

education, and community services

⭐ 30 hours of funded childcare for

working families of children from 9

months old (saving eligible families an

average of £7,500/year)

⭐ New childcare places, including

6,000 places in school nurseries from

September 2025

⭐ Increased Early Years Pupil Premium

to better support low-income children

⭐ More support for children with SEND,

including funding for early intervention

and inclusive practice

To ensure fairness, the Government will

review how funding is allocated and

give local authorities more power to plan

childcare places and ensure accessibility

for all - including childminders.

What it means for you: Expect changes

to how your setting receives and allocates

What it means for you: Expect more

access to training, clearer progression

routes, and greater focus on inclusion and

early language skills across all settings.

Supporting long-term reform

The early years reform is just one part of

a wider effort to tackle child poverty and

inequality and improve family life. The

Government also plans to:

⭐ Appoint a Best Start in Life Champion

to oversee progress and promote

early years within government

⭐ Review parental leave and pay to

help parents bond and support child

development

⭐ Align this work with the NHS’s 10-Year

Health Plan, focusing on prevention,

digital access, and community care

☑ Family Hubs and digital tools will

improve access to parenting and

health support

☑ 30 funded hours for under 2s will

increase demand and ease financial

pressure on families

☑ More support and inclusion for

children with SEND

☑ Extra investment in early years training

and career development

☑ Stronger partnerships between

nurseries, schools, and health teams

☑ A clearer, more joined-up early years

system built on local needs

As the strategy states, “These are the first

steps to a decade of national renewal.”

Early years practitioners like you will help

lead the way.

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

publications/giving-every-child-the-beststart-in-life



Reasonable

adjustments

in the early

years

duty. This means that you must think in

advance about what adjustments might

be needed, not wait until a child with

a specific need joins your setting. This

proactive approach is supported by the

SEND Code of Practice (2015), which calls

for early years settings to identify children’s

needs early and work collaboratively with

their parents/carers and other specialists

to facilitate them.

Ofsted also expects settings to

demonstrate inclusive practice and meet

the requirements of the Equality Act during

inspections.

Examples of reasonable adjustments in practice

Here are some common examples of reasonable adjustments that settings can make.

Adjustments for children

Need or Disability

Autism

Hearing impairment

Examples of Reasonable Adjustment

Provide a quiet area, use visual timetables, give warnings before transitions

Use visual signals (e.g. hand gestures) or Makaton signing/BSL, speaking

clearly, reduce background noise

Therefore, you should make sure that all

practitioners:

Know the children’s needs and are

informed about their strengths and the

things they need to support them to

thrive

Reflect on what is being done and also

consider whether the routine is fair to

all children

Are flexible and able to adapt

activities and expectations without

compromising inclusion or the learning

Challenge stereotypes to ensure that

books, resources and displays reflect

diverse identities

Meeting your duties

under the Equality Act

As early years practitioners, we are

committed to creating inclusive, welcoming

environments for every child and staff

member. But inclusion isn’t just a guiding

principle – it’s also a legal duty. Under the

Equality Act 2010, all early years providers

have a responsibility to make “reasonable

adjustments” so that disabled children and

staff are not placed at a disadvantage.

Understanding the Equality

Act 2010

The Equality Act 2010 brought together

previous anti-discrimination laws into a

single, comprehensive piece of legislation.

It aims to protect people from unfair

treatment based on a set of nine protected

characteristics. These are:

1. Age

2. Disability

3. Gender reassignment

4. Marriage and civil partnership

5. Pregnancy and maternity

6. Race

7. Religion or belief

8. Sex

9. Sexual orientation

For early years settings, the most relevant

are usually disability, race, religion or

belief, sex, and pregnancy/maternity,

although of course, all should be

respected equally and you may need to

consider other characteristics in the course

of your practice.

When it comes to disability, the Act is clear:

you must not treat a disabled person

less favourably than someone without

a disability, and you must take steps

to remove any barriers they face. This

is where the duty to make “reasonable

adjustments” comes in.

What are reasonable

adjustments?

A reasonable adjustment is any change

made to remove or reduce a disadvantage

caused by someone’s disability. These can

relate to:

The physical environment (e.g. ramps,

accessible toilets)

Policies or procedures (e.g. being

flexible about attendance or

communication methods)

Providing support or aids if needed

(e.g. visual schedules, sensory toys,

assistive technology)

The aim is to create a level playing field so

that all children (and staff) can access the

same opportunities.

The legal duty for early years

providers

All providers registered under the Childcare

Act 2006 including nurseries, pre-schools,

and childminders have an ‘anticipatory’

What makes an adjustment

“reasonable”?

The word ‘reasonable’ can be the cause

of stress and frustration. The law does not

require settings to do the impossible, only

what is reasonable. But what does that

mean?

According to guidance from the Equality

and Human Rights Commission (EHRC),

several factors are considered, and these

should guide you as a setting in your

decision making. These are:

Effectiveness – will the adjustment

remove or reduce the disadvantage?

For example, will a ramp make it

possible for a wheelchair user to

access the rooms?

Practicality – can it be done easily

within the setting? You are not

expected to build entirely new facilities

to accommodate one child

Resources and cost – is it affordable

and proportionate to the size of the

setting?

Disruption – will it negatively impact

other children?

There is no blanket answer here. What is

deemed reasonable for a large nursery

chain may not be for a small independent

setting. But the key here is to engage

with the discussions, explore the possible

options, and make sure you document

your decisions and reasons. And

remember that reasonable adjustments

apply not just to children but to your staff

as well.

Physical disability

Speech & language delay

Sensory sensitivity

Adjustments for adults

Need or Disability

Dyslexia

Mobility issues

Mental health condition

Working in partnership with

families

Parents/carers and the people themselves

are your biggest allies in making

meaningful adjustments. They know their

child/themselves best and often come with

a wealth of insight about things they’ve

already tried and what works and what

doesn’t. Despite legislation being in place,

the world is still a difficult place to navigate

for people with disabilities or SEN as any

parent/carer of these children will tell you.

You can build strong partnerships by:

Listening to parents without

judgement

Creating a one-page profile or an ‘All

About Me’ booklet to ask appropriate

questions and gather useful

information

Install a portable ramp, rearrange furniture to allow wheelchair access

Use Makaton or picture cards, allow extra time for responses

Offer noise-cancelling headphones, use low-arousal lighting, be aware of

over-stimulating displays and rooms

Examples of Reasonable Adjustment

Provide written instructions in accessible formats, and allow use of assistive

technology

Adjust duties to reduce manual lifting, provide ergonomic chairs

Offer flexible working hours, ensuring access to a quiet space during breaks

Being honest about what you can and

can’t do – and why

Regularly reviewing the support you

offer and inviting feedback

The Equality Act supports this collaborative

approach. You are not expected to fix

everything overnight, but you are expected

to act with fairness, thoughtfulness and

care. It’s a good rule of thumb to put

yourself into the other person’s shoes and

think about what you might reasonably

expect in their situation.

Reasonable adjustments are

everyone’s responsibility

It’s easy to assume that your SENDCo or

senior leaders will handle any adjustments

that are needed, but inclusion is

everyone’s responsibility and practitioners

have a duty of care towards the children in

the setting.

Making reasonable adjustments isn’t just

about compliance with the law; it’s about

having compassion for another human

being and a desire to see them thrive.

Responsive practice recognises the whole

child (or staff member) and meets them

where they are, remembering that inclusion

isn’t a box to tick; it’s a mindset.

References and more

information

Equality Act 2010 – Legislation.gov.uk

Equality and Human Rights

Commission (EHRC) – Reasonable

Adjustments Guidance

Department for Education (2015). SEND

Code of Practice: 0 to 25 Years

Ofsted (2023). Education Inspection

Framework – Early Years Providers

Council for Disabled Children: Early

Year Toolkit

Childcare works: SEND and Inclusive

Practice Toolkit



Dummies can be a source of comfort

and reassurance for many babies and

toddlers; parents introduce them to

help soothe crying, aid sleep, or ease

discomfort. However, while they can serve

a helpful short-term purpose, prolonged

use of dummies may impact a child’s

speech development, dental health, and

social interaction.

For early years educators and

practitioners, supporting children through

the weaning process, while working

closely with families, can be a delicate

but important part of promoting healthy

development. In this article, we will explore

practical strategies to support children

in letting go of their dummies and offer

tips that settings can share with parents

to ensure a consistent and supportive

approach.

Why weaning off matters

Helping children

wean off dummies

A guide for early years settings

and parents

The NHS recommends beginning to

phase out dummy use after six months

and ideally stopping by the age of one,

although of course, we know many babies

use dummies for much longer than

that. The longer a child uses a dummy,

particularly throughout the day, the greater

the risk of:

? Delayed speech and language

development: Dummies in the

mouth can reduce opportunities for

babbling and talking, especially if

used during waking hours

? Dental issues: Long-term use may

lead to misaligned teeth or changes in

the shape of the mouth

? Dependency and emotional

regulation: Over-reliance on a

dummy can hinder a child’s ability to

self-soothe and manage emotions

independently

Recognising these risks early helps

professionals and families work together

to implement a gentle, child-centred plan

for weaning.

The role of early years

practitioners

As early years practitioners, we play a vital

role in supporting the weaning journey

by creating a consistent, empathetic, and

encouraging environment. Here are some

practical steps you can take:

1. Create a dummy policy

Develop a clear dummy policy that

outlines when, where, and how dummies

may be used within the setting. This may

sound harsh, but parents will thank you for

it! Communicate this policy with parents

at induction and during regular parent

meetings. For example:

? Dummies may be used only at sleep

time

? Children are encouraged to hand in

their dummies upon arrival

? Practitioners will support children to

use other comfort strategies

2. Offer alternative comforters

Help children find other sources of comfort

such as soft toys, blankets, or sensory

items. Encourage the use of these during

transition times or when children are

upset.

3. Use distraction techniques

When a child reaches for their dummy

out of habit, offer engaging distractions

- like music, a story, or a sensory activity.

Keeping their hands and minds busy can

reduce the desire for the dummy.

4. Focus on communication

Encourage children to express themselves

verbally. Model rich language, ask openended

questions, and create opportunities

for turn-taking in conversations. Praise

attempts at speech and celebrate their

growing independence.

5. Introduce dummy-free zones

Gradually introduce areas of the setting

where dummies are not permitted, such

as the creative area or book corner.

Reinforce this positively: “We don’t need

dummies in the story corner - we need our

talking voices!”

6. Use visual timetables or stories

Some children respond well to visuals.

Create a social story about a character

who gives up their dummy or use a visual

countdown to a ‘dummy farewell’ day.

Working in partnership with

parents

Supporting a child to give up their dummy

is much more effective when early years

settings and families work together. Here’s

how we can support parents through the

process:

1. Start the conversation early

Bring up the topic during key person

meetings, especially when the child

is approaching 12–18 months. Use

developmental guidance to explain the

potential effects of prolonged dummy use

on speech and dental health.

2. Offer reassurance

Some parents may feel guilty or uncertain

about removing the dummy. Reassure

them that this is a common stage and that

their child can cope with the right support.

3. Provide practical tips

Offer parents clear, practical strategies

they can use at home. These include:

? Choose the right time: Avoid weaning

off the dummy during big life changes

(moving house, starting nursery, new

sibling, etc.)

? Gradual reduction: Start by limiting

use to sleep times only, then remove it

during naps, and finally at night

? Create a goodbye ritual: Help the child

give up their dummy with a sense

of celebration - perhaps a “dummy

fairy” visit, a special certificate, or

exchanging the dummy for a new toy

? Be consistent: Avoid giving the dummy

back once it’s gone unless absolutely

necessary, as this can confuse the

child and make it harder the next time

? Use praise and positive reinforcement:

Celebrate each milestone and use

sticker charts or special activities as

rewards

4. Share success stories

Parents love hearing what’s worked for

others. Sharing anonymous stories or

testimonials can inspire confidence and

show that success is achievable.

Dealing with setbacks

Setbacks are normal, particularly if a child

is ill, tired, or experiencing emotional

upheaval. Remind families that a

temporary return to dummy use doesn’t

mean failure. Encourage them to revisit

their plan and try again when things settle.

In the setting, handle relapses with

compassion and consistency.

Acknowledge the child’s feelings - “I know

you’re missing your dummy” - and redirect

them to other comforting routines or

resources.

Celebrating milestones

Giving up a dummy is a big step in

a child’s development and deserves

recognition. Some settings mark this

milestone by:

? Giving the child a certificate

? Having a mini celebration or special

story time

? Sending home a note praising the

child’s progress

These moments reinforce positive

behaviour and help the child feel proud of

their achievement.

Final thoughts

Supporting children to wean off dummies

requires sensitivity, patience, and

teamwork between settings and families.

There is no one-size-fits-all approach, but

with consistency and care, children can

transition away from dummy use in a way

that protects their emotional well-being

and supports their communication skills.

Early years practitioners are ideally placed

to guide both children and parents through

this journey, creating an environment

where language thrives, confidence grows,

and every milestone is celebrated.

Quick tips for parents:

? Start small - reduce use gradually

? Offer alternatives for comfort

? Create a “dummy fairy” goodbye ritual

? Celebrate success with praise and

rewards

? Stay calm and consistent, even if it

takes time

.

For Practitioners:

? Model and promote clear

communication

? Work closely with families to ensure a

consistent approach

? Be patient and empathetic during the

transition

? Reinforce the benefits of dummy-free

play and talk time

Together, we can help children build the

confidence and skills they need for this

important step in their early development.

Resources

? When should babies lose the dummy

and how do I wean baby off it? - BBC

? Get rid of that dummy! - NHS



Evidence-based

What really makes a difference in the early

years? That’s the question the Education

Endowment Foundation (EEF) set out to

explore in a series of recent evaluations,

and the results are both insightful and

inspiring for anyone working in early years

education.

From boosting vocabulary to building early

maths skills, the EEF’s research examined

seven different programmes across more

than 500 early years settings, including

nurseries, school-based provision, and

childminders. The goal? To understand

what approaches are truly effective when

it comes to supporting young children’s

learning and development.

With the Government’s Best Start in Life

strategy putting renewed focus on the

importance of high-quality early education,

these findings couldn’t be more timely.

insights

Supporting young learners

through proven practice

Playing with words: The

power of ‘Concept cat’

One of the stand out programmes was

Concept Cat - an imaginative approach

that helps three- and four-year-olds

develop abstract vocabulary such as

before, most, and large.

Rather than relying on rote learning,

Concept Cat uses stories, role-play,

and simple repetition to help children

understand new words in context.

Trained remotely, staff from 89 settings

implemented the programme over 30

weeks, with striking results: children made,

on average, two months’ extra progress

in vocabulary development compared

to those not using the programme. For

children receiving the Early Years Pupil

Premium, that jumped to three months

- although the sample size means this

particular result should be interpreted with

caution.

Giving childminders a

voice: Communication

friendly home-based

settings

Professional development opportunities

tailored for childminders are often thin

on the ground - but the EEF is helping to

change that. In its first childminder-specific

evaluation, Elklan’s Communication

Friendly Home-Based Settings programme

offered training to 40 childminders working

with children aged 0–5.

Participants came away with improved

confidence, knowledge, and practical

strategies to support speech, language

and communication. The feedback?

Overwhelmingly positive. This pilot project

marks a big step forward in recognising

and supporting the vital role childminders

play in early education.

Storytelling sparks

language development

Two more exciting programmes focused

on harnessing the power of stories to

boost communication:

✏ Talk with tales with children

(TWiTCH) encouraged practitioners

to use familiar fairytales to promote

discussion and language skills. Nearly

all participating settings implemented

the programme successfully, with

staff reporting improved confidence

in supporting children’s speech and

language

✏ Tales toolkit was another hit. This

creative approach enables children

to invent and tell their own stories

using prompts for characters, setting,

and plot. Practitioners said it was

easy to use and reported visible

improvements in collaborative play,

especially for children with SEND or

English as an additional language.

However, staffing issues in some

settings did affect how consistently

the programme could be delivered

Exploring early maths:

Three approaches put to

the test

Alongside communication and language,

three maths-focused programmes were

also evaluated:

✏ Maths through picture books (MTPB)

used books and the ShREC strategy

(Show, Hear, Repeat, Explain) were

used in small groups to help children

in Reception who needed extra

support. Practitioners praised the

approach, and engagement levels

were high

✏ Counting collections took a wholeclass

approach to developing number

sense in four- and five-year-olds

through a four-part routine. Children

involved made one month of extra

progress - though the programme

didn’t lead to additional gains for

children eligible for free school meals

✏ The ONE blended maths with playbased

activities to support executive

function skills in three- and four-yearolds.

While results showed no overall

difference in progress, EYPP children

made up to two months’ extra

progress, and staff reported growing

in confidence and knowledge

What’s next? Scaling up

what works

These recent evaluations mark an

exciting new chapter in evidencebased

early years education. Far from

being the final word, they represent a

springboard for future development. The

Education Endowment Foundation (EEF)

is now carefully considering which of the

evaluated programmes have the potential

for wider adoption across nurseries

and early years settings in England. By

scaling up the most impactful initiatives,

the EEF aims to strengthen the sector’s

overall understanding of what truly

improves outcomes for young children.

This next phase will focus on supporting

practitioners with proven, practical tools

that can be embedded into everyday

practice, helping to close the gap in early

learning and ensure every child has the

best possible start.

Did you know?

Five of the evaluated programmes –

Concept Cat, TWiTCH, Tales Toolkit,

The ONE, and Communication Friendly

Home-Based Settings – received joint

funding from the Department for Education

(DfE) through the Stronger Practice Hubs

initiative. This partnership between the

EEF and the DfE demonstrates a shared

commitment to improving early years

education by investing in projects that

are grounded in research and real-world

impact. These hubs play a vital role in

supporting local early years providers with

access to evidence-informed approaches,

resources, and training.

Why not explore the full

evaluations and learn

more about how these

programmes could benefit

your setting? Click here for

more information.



Love languages in the

early years & how they

develop into adulthood

When we speak about love in early

years practice, we’re talking about

something deeper than cuddles or kind

words. We’re referring to the powerful

emotional signals that help children feel

safe, seen, understood and valued. For

babies and young children, love is not

just a feeling – it’s an essential ingredient

for development. Understanding how

children express and receive love can

help us build truly responsive, nurturing

environments that meet their emotional

needs.

One framework that can support this is

the idea of ‘The Five Love Languages’ – a

hypothetical model often used with adults,

but with increasing relevance in early

childhood education.

What are the love

languages?

The concept of the Five Love Languages

was developed by Dr. Gary Chapman

in the 1990s, originally to help couples

understand how they express and receive

love. His theory proposes that people tend

to prefer one or two dominant ‘languages’

when it comes to feeling loved. These are

broken down into:

1. Words of affirmation

2. Physical touch

3. Receiving gifts

4. Spending quality time

5. Acts of service

While the theory was originally applied

to adult relationships, it has since been

adapted for children, recognising that

even from an early age, individuals

have emotional preferences and needs.

Chapman later co-wrote “The Five Love

Languages of Children” with psychologist,

Dr. Ross Campbell (2012), expanding the

concept to early developmental contexts.

Why does this matter in

early years?

Feeling loved is not just a nice extra;

it’s a psychological need. According to

attachment theory, children thrive when

they feel emotionally secure and valued

by the adults around them. When we, as

practitioners, tune into a child’s unique

way of receiving love and comfort, we are

more likely to:

? Build strong, trusting relationships

? Support healthy attachment

? Help children regulate their emotions

? Encourage confident social

development

By recognising different love languages,

we can become more attuned to what

makes a child feel truly connected.

However, it’s also important to note that

the love languages framework is not

empirically validated in the same way that

attachment theory or other developmental

models are. Therefore, love languages

should be used as a reflective tool, rather

than a diagnostic framework.

The love languages in

practice

Here’s how each love language might

show up in young children, and how you

might respond sensitively as practitioners.

1. Words of affirmation: “Tell me you

love me”

If children favour this type of

communication, then words are their

way of receiving and giving love. For

example, some children light up when

they’re praised or spoken to kindly. They

need verbal reassurance to feel seen and

valued.

You might notice:

? The child asks, “Did you see me do

it?” or “Do you like my picture?”

? They repeat kind words they’ve heard

(“You’re my best friend”)

Ways to respond:

? Use specific praise: “I love how

carefully you painted that,” not just

“Well done”

? Narrate your admiration: “You were

so kind to your friend today”

? Write little notes for older children

who can read, or use stickers with

messages

2. Physical touch: “Hold me, hug me,

and be near me”

Touch is one of the first senses to develop,

and for many children, it remains a

primary love language throughout life,

although it can become corrupted if

children experience negative touch.

You might notice:

? The child seeks lots of cuddles or

climbs into your lap

? They enjoy holding hands, back rubs,

or gentle play like clapping games

Ways to respond:

? Offer hugs and hand-holding when

appropriate

? Use touch in playful ways – high fives,

tickling games, or yoga stretches

? Provide sensory comfort items like

soft/weighted blankets or soft toys

For these children, safe touch = emotional

safety.

3. Receiving gifts: “You thought of

me!”

This language is not about materialism

and collecting things, but about the

thoughtfulness behind the gesture. Even

small tokens mean a lot.

You might notice:

? The child gives you gifts – drawings,

leaves, toys

? They light up when they receive

stickers or small surprises

Ways to respond:

? Keep a treasure box for found objects

or artwork

? Occasionally gift children small

handmade items (e.g. a friendship

bracelet)

? Use reward tokens or stickers to show

you’ve been thinking of them

The message they receive is: “I matter to

you.”

4. Quality time: “Be fully present with

me”

Some children crave your undivided

attention more than anything else and

these are the children for whom spending

quality time means you love them.

You might notice:

? They constantly seek to involve you in

their play

? They become upset when you turn

your attention to others

Ways to respond:

? Schedule short bursts of 1:1 time, even

5 minutes makes a difference

? Avoid distractions and give your full

attention to the child

? Use eye contact and active listening

to show presence

What matters to them is you being fully

with them.

5. Acts of service: “Help me, support

me, care for me”

These children feel most loved when

others go out of their way to assist them –

particularly in their moments of need.

You might notice:

? They ask for help even with things

they could do themselves

? They notice and comment when you

do something thoughtful

Ways to respond:

? Offer support before they ask,

especially when they are frustrated

or tired

? Fix broken toys or help zip up their

coat in a cheerful, willing and

proactive way

? Say “I’m happy to help you” to model

that care is joyful, not a burden

These small acts of kindness can send a

strong message of security to the child

who prefers this type of interaction.

Developments over time,

from early years to

adulthood

While young children may not have a fixed

love language, most show preferences

that evolve over time. As their verbal and

emotional skills develop, they may begin

to express their needs more clearly and

you may find that their original dominant

language shifts depending on their

experiences and relationships.

Some studies suggest that love languages

may be partly shaped by attachment style,

family culture, and early experiences. For

example, a child raised in a physically

affectionate environment may come to see

touch as central to connection, whereas

a child who suffers from physical abuse,

may shy away from this type of affection.

Importantly, recognising and meeting

children’s emotional needs early can

support:

? Stronger interpersonal skills

? Greater emotional regulation

? Higher self-worth and resilience

? Better long-term mental health

outcomes

By tuning into love languages now, you are

not just supporting children in the moment

– you are shaping the kind of relationships

they’ll build in the future. When children

feel loved, they feel safe. And when they

feel safe, they can grow.

References and more

information

? Chapman, G., & Campbell, R. (2012).

“The 5 Love Languages of Children”

Northfield Publishing

? Bowlby, J. (1969). “Attachment and

Loss” Basic Books

? Ainsworth, M. D. S. (1978). “Patterns of

Attachment”

? Love languages in the Early Years

Foundation Stage

? Personal, Social and Emotional

Development - Early Years Web



Working with parents

to support shared

values in the early years

In early childhood, the values that we

encourage are not just taught – they are

lived. From the way we comfort a crying

child to how we talk about sharing and

kindness, our everyday interactions shape

the moral and emotional landscape of a

child’s world.

In early years settings, practitioners are

required to promote the Fundamental

British Values (FBVs), but this shouldn’t

be seen as a policy box to tick. Instead,

it’s about building a culture of mutual

respect, empathy and fairness, one that

children can absorb, model and grow

within. But we don’t do this work alone.

Parents and carers are our partners in

building this strong foundation and we

need to acknowledge this and build on

it. When early years settings and families

work together to support shared values,

the result is a consistent, emotionally-safe

environment in which children can thrive.

Why shared values matter

Children are like emotional sponges.

They absorb not only what we say, but

they observe how we act, how we treat

others, and how we respond to their

needs. When those around them, both at

home and in our settings, model similar

values, children develop a clear internal

framework for how to behave, relate, and

make sense of the world.

It’s important to understand that shared

values doesn’t necessarily mean identical

beliefs. It means a common commitment

to nurturing things like kindness,

cooperation, fairness and respect which

are the very essence of the EYFS ethos and

British values. Aligning to these values

also supports strong attachments, better

emotional regulation, and a sense of

belonging. It can help reduce confusion or

anxiety that can arise if the messages at

home and at the setting feel conflicting.

Communicating core

values to families

The key here is to make the values you

operate by visible, understandable, and

part of everyone’s daily life. Many families

will not be familiar with terms from the

British values like “individual liberty” or

“rule of law”, so it’s important to translate

these into more parent-friendly language.

Instead of referring to British values in

abstract terms, or using the words in a

jargonistic way, think about alternatives

you might talk about instead, such as:

Encouraging children to make choices

and express themselves

Teaching fairness and taking turns

Celebrating differences and learning

about other people’s lives and beliefs

Helping children understand right

from wrong

You might also share specific examples of

how these values appear in your setting.

For example:

“We help children learn about

fairness by playing games that

involve turn-taking”

“We teach respect by listening

carefully to each other and talking

about our feelings

Displaying your setting’s core values in

the entrance or on your website, and

including them in welcome packs or

newsletters, can help make these ideas

fundamental to your ethos and wider

culture.

Engaging parents in

conversations about

values

Parents and carers bring their own

values, cultures and priorities – and these

are incredibly important and should be

respected as part of the British values you

are encouraging. By proactively opening

up conversations and listening actively,

you can create a respectful space where

all values can be explored and shared.

This can be as simple as asking questions

during key person meetings or settling-in

sessions, such as:

“What’s really important to you when

it comes to your child’s relationships

or behaviour?”

“Are there any values or traditions

from home that you’d like us to reflect

here?”

Do not assume that all families will

have the same or even similar values

as your setting and there will always be

differences in the importance different

people put on different values.

Creating a shared values charter,

co-designed with parents, can be a

powerful visual tool for celebrating your

community’s diversity while finding

common ground. Even informal chats

at drop-off or collection time can be

opportunities to gently explore shared

values – especially when discussing

behaviour, celebrations or emotional

development.

Practical ways to involve

families

Supporting values at home doesn’t need

to be complicated. You could for example:

Recommend books that support

empathy, fairness, and respect (e.g.

“Ruby’s Worry” by Tom Percival, and

“All Are Welcome” by Alexandra

Penfold)

Send home kindness jars, helping

hand charts, or “family values” ideas

for conversations at dinner time

Invite families to share traditions,

recipes, or songs from their culture

in meaningful, child-friendly ways –

try to understand the beliefs behind

the food and songs so there is more

understanding created

Create a “My Family, My Values”

display with pictures and parent/

carer quotes about what they care

about most

Host short parent/carer workshop

sessions on topics like raising

respectful children, or helping

children handle big emotions

Include information about values in

your newsletters and parent/carer

information

Consider having a “Value of the

month/week” to learn about and

encourage

What to do if values seem

to clash

Occasionally, your setting may encounter

situations where a family’s cultural or

religious values appear to conflict with

aspects of the curriculum or with the

British values you are promoting. This

could be things such as gender roles,

participation in festivals, or discussions

around diversity or life expectations.

It’s important to be non-judgemental and

handle these moments with sensitivity and

professionalism. The aim is not to impose

a particular set of beliefs, but to

safeguard children’s rights to be

included, respected, and treated equally.

If situations like this crop up, use them

as opportunities for dialogue, rather

than getting into a debate and ‘right and

wrong’. Share your rationale (for example,

that you aim to prepare children for life in

a diverse, modern British society, or that

you’re teaching kindness and fairness, not

promoting a specific lifestyle). If needed,

refer to your Equality and Diversity Policy

and the EYFS requirements, and always

seek support from your Local Authority

or SEND team if the issue involves

safeguarding matters.

Building shared values with families isn’t

about creating uniformity – it’s about

creating a united approach. When early

years practitioners and parents/carers

come together around the issues that

really matter – kindness, respect, fairness,

safety, love – children feel the strength of

that partnership, and working hand-inhand

with families gives them the best

possible start.

References and more

information

Department for Education (2015).

Promoting Fundamental British Values

as part of SMSC in schools

Working in partnership with parents

and carers – gov.uk

6 Top Strategies for Effective Parent

Partnerships in Early Years

Parents and partners – Birth to Five

Matters



Frances Turnbull

Setting up for

toddler tricks: part 2

Toddlers are so much fun! Everything is

still so new and exciting, and they easily

get drawn into magical lands within the

imagination. This is a wonderful time

to introduce new songs and games,

developing their growing skillset. Here

are a few ideas for setting up a winning

toddler musical session.

Getting parents involved is a goldmine.

Many parents want to know what children

have been learning, and will want to

support their learning by repeating

activities at home – like songs and

games! This is the ideal time to encourage

scaffolding – creating opportunities for

their little ones to solve problems. Affirming

loving interactions can be difficult for

parents who just like to “get things done”,

so suggesting appropriate times takes

pressure off parents and gives children

time to learn.

Musical notes home once a week can be a

way to share this time. Reminding parents

of the emotional and social development

that is happening is a useful way for

parents to get to know their children,

helping them to build strong relationships

for life - funny anecdotes work especially

well!

Amazing things happen when adults are

encouraged to “watch, wait and wonder”.

It takes the pressure off any expectations,

end results, and the success/failure

mindset. When observing becomes the

point of the exercise, it allows parents the

luxury of not doing it themselves to get

it done quicker, and not turning activities

into meaningless competition. Without

pressure, children feel supported, parents

feels inspired, and together, parents and

children form a closer bond.

Supporting toddlers on a practical level

in settings means thinking about their

musical environment. This includes

basics like clean floors, high or concealed

storage, electrical and furniture safety,

regularly cleaned instruments/toys, and

appropriate instrument/toy containers.

Instruments that children this age enjoy

playing include all the 1-2-3 Baby and Me

instruments as well as: rhythm sticks/

claves; egg shakers; hula hoops (as

place/distance markers); transparent

play scarves; sticks with one jingle; sound

blocks (wooden blocks with varying

hollows to be lightly tapped for a crisp

sound), and drums (appropriate size

drums make it easier and more enjoyable

for little hands).

These songs and games are examples of

activities that support the developing skills

of toddlers:

Lucy Locket

Lucy Locket lost her pocket

Kitty Fisher found it

Not a penny was there in it

Only ribbon round it

This lovely little song is often used as a

variant of duck-duck-goose. With the use

of only 3 notes, it helps new singing voices

to get used to singing notes accurately – it

will only ever be a higher note, middle

note or lower note. As usual, children sit in

a circle and sing while ‘Lucy Locket’ walks

around the circle and drops her “pocket”

behind ‘Kitty Fisher’s’ back. When the

second child discovers the ‘pocket’, they

chase after ‘Lucy’ to try to catch her before

Lucy gets back to Kitty’s space.

The rhythm/beat of the song can be used

for skipping, so a variant of this game for

older children could be that children skip

instead of run, making it a little trickier, and

developing the skill of delayed gratification.

My paddle

My paddle’s keen and bright

Flashing like silver

Follow the wild goose flight

Dip, dip and swing

This traditional Canadian song was written

in the style of the indigenous people,

inspired by their hunting lifestyle. It has

a lovely minor tonality to it and is mainly

used with older children to develop

musical skills – like singing in a round,

or repeating the last line as a drone, or

combining with another similar song in a

mash-up.

This can be used with younger children to

emphasise the paddle motion of canoeing

on the beat. A lovely canoe game would

be to have children sit in a line as if in a

canoe. Canoe-paddle left twice on the

first line (bold words), then right on the

second line, and so on. On the last line,

“dip, dip and swing”, the child at the front

of the ‘canoe’ joins the line at the back

and children shuffle forward. This game is

wonderfully self-corrective, giving children

immediate feedback many ways, from

turn-taking and co-operation to paying

attention and matching the external beat.

Oats and beans and

barley grow

Oats and beans and barley grow


Not you nor I nor anyone knows how


First the farmer sows the seed

Stands up tall and takes his ease

Stamps his foot and claps his hands

And turns around to view the land

Looking for a partner

Looking for a partner

Open the ring and take one in

And I will gladly dance with them

Dancing with a partner


Tra-la-la-la-la-la-la


This lovely farming (or gardening!) song

is a wonderful circle song. Like all good

songs, it tells a story, while also having

a part that is easy to repeat. From the

days where young people met each other

at village dances under their parents’

watchful eye, this was one of the ways

that they could dance together without

getting in trouble!

Children walk around holding hands in a

circle in the first verse. In the second verse,

children stop and “sow the seed, stand up

tall and take their ease, stamp their foot,

clap their hand”, and then turn around

on the spot. One child in the middle – the

farmer – walks the opposite direction to

the group, to “look for a partner”, until they

find someone, and then “open the ring

and take one in”, and then dance together

while the rest of the group stand and

watch, stamping one foot as they sing.

This continues until all the ‘farmers’ in the

middle have partners!

Toddlers are so inspiring! Capturing their

imagination can get quite addictive, so

don’t be surprised if you end up inventing

more songs, games and stories than you

ever expected!

Click here for

more resources

from Frances:



Immunisation in

As early years professionals, we care

deeply about giving children the strongest

possible start in life - and that includes

their health. Vaccinations have played a

huge part in reducing serious childhood

diseases like measles, mumps, rubella,

meningitis, and whooping cough. But

recent drops in vaccine uptake across the

UK are putting that progress at risk - and

that’s where we come in.

From explaining the facts to offering gentle

encouragement, early years settings

have a unique opportunity to support

families in making informed choices about

immunisation. In this article, we explore

why vaccines matter, what’s causing

concern, and how you can help build trust

and understanding with parents in your

setting.

Vaccines like the 6-in-1 and MMR

(measles, mumps and rubella) protect

children against illnesses that can have

life-long consequences. Thanks to

these jabs, many serious diseases have

become rare in the UK. But right now,

fewer children are being vaccinated than

needed, and that’s a growing concern.

the early years

The MMR controversy: A

lingering legacy

Back in 1998, a now-discredited study

falsely linked the MMR vaccine to autism.

Though this research was fully retracted

and debunked, the damage lingers.

Vaccine confidence took a hit, and it hasn’t

fully recovered. As of 2024, only around

84–85% of children in the UK receive both

MMR doses, far below the 95% needed to

protect the wider community.

This has real consequences. In January

2024, a national incident was declared

after a measles outbreak in Merseyside,

with young children hospitalised and

even one death reported. Uptake is

even lower in some parts of London -

just 73% in some areas. With travel and

misinformation both on the rise, vaccinepreventable

illnesses are making an

unwelcome return.

Why immunisation is especially

important in the early years

Nurseries, preschools and childminders

are full of little explorers - touching,

sharing and learning together. It’s a joyful

part of development, but it also means

germs spread fast. Immunisation isn’t just

about protecting one child; it helps keep

entire settings safe.

1. It protects children when they’re

most vulnerable

Young children are more likely to get

seriously ill from diseases like measles

or whooping cough. Some illnesses can

even affect brain development, hearing or

eyesight.

2. It builds ‘community immunity’

If 95% of children are vaccinated, it’s much

harder for disease to spread, especially to

babies, those with medical conditions, or

children who can’t yet be immunised.

3. It helps families and settings stay

open and thriving

Serious illness can disrupt early learning

and impact a child’s emotional and social

development. And for settings, outbreaks

may mean closures, staff shortages or

concern from families.

What can practitioners do?

As trusted professionals, you’re in a

brilliant position to support parents,

especially those who are uncertain or

haven’t had time to catch up. Here’s how

you can help:

1. Make space for kind, open

conversations

Be understanding - some parents still

worry about outdated myths or side

effects. Offer a listening ear and reassure

them with up-to-date facts from trusted

sources like the NHS and UK Health

Security Agency.

2. Provide simple, accessible

information

Use visuals, posters or leaflets to explain

the UK vaccination schedule. Mention that

catch-up vaccines are free and available

even if doses were missed.

TIP FOR PARENTS: Unsure about your

child’s vaccine history? Your GP or health

visitor can help you check and arrange any

missing jabs.

3. Personalise the message

Talk about how vaccines protect their

child, keeping them in nursery, safe from

illness and free to learn, play and grow.

You might even share stories of children

affected by illness to help illustrate the

difference.

4. Include it in parent communications

At enrolment or parent evenings, include

a reminder about the importance of upto-date

vaccines. A short slide or handout

can prompt helpful questions.

5. Spot and support cultural or

practical barriers

Families from different backgrounds

may have religious, dietary or logistical

concerns. Let them know:

? Gelatine-free MMR vaccines are

available

? Information is available in multiple

languages

? Local clinics often offer weekend or

drop-in appointments

? Some health visitors offer home visits

for immunisations

TIP FOR PARENTS: If English isn’t your first

language, ask your nursery for translated

materials or help connecting with a local

health advocate.

Tips for promoting positive

vaccine conversations in

settings

? Keep records up to date: Ask about

immunisation status at registration

and encourage families to keep the

setting informed of any updates

? Use visual cues: Display posters about

staying healthy and being ‘germ

smart.’

? Celebrate good health: Recognise

families who catch up on missed jabs

with a small thank you or sticker

? Stay informed: Be ready to answer

questions with accurate, current

information. If you are unsure, please

signpost to NHS.uk or speak to your

local health visitor team

? Build partnerships: Work with local

GPs or clinics to ensure families know

how to access vaccines easily

Final thoughts: Supporting

families, protecting children

You play a vital role in shaping a healthy,

thriving generation. By encouraging open

dialogue, tackling myths with compassion,

and pointing families towards practical

support, you help protect children not just

in your setting but across your community.

Let’s work together to make sure every

child has the healthy start they deserve.

Quick checklist for practitioners

☑ Encourage parents to check vaccine

records

☑ Reassure and listen without

judgement

☑ Use simple language and visual aids

☑ Know where to signpost for help

(NHS, local GP, health visitor)

☑ Promote a positive, united approach

to child health

Because when children are protected,

everyone benefits.




Summer offers so many opportunities to

unlock imagination, creativity, and curiosity

in the great outdoors. Slap on the SPF, hold

onto your hats, open those doors and let

the learning spill outside!

There is something truly magical about

watching little ones explore the world

around them with their eyes wide, hands

reaching, and questions tumbling out

faster than we can answer them!

But here’s the secret: you don’t need a

big field or a fancy nature reserve to go

on an adventure. A patch of grass, a

garden bed, or even a playground can

become the starting point for a summer

safari expedition. All it takes is a dash of

imagination, a sprinkle of curiosity, and a

little encouragement (for grown-ups, too)

to see the extraordinary in the everyday.

Nature is patiently waiting to be noticed

by you and your little ones. And when we

nurture a love of the natural world, we’re

planting the seeds for future generations

to respect and protect it.

The power of stepping outside

Humans are natural explorers. The

moment we step outdoors, our senses

come alive.

Take off your shoes and feel the tickle of

grass between your toes. Listen to the

birds above. Soak in the warmth of the

sun on your face. Just don’t forget the SPF!

(And yes, that goes for the adults as well!)

Once you and your little ones are

sunscreen-ready, you are good to go.

The outdoor world is a dynamic, sensoryrich

environment that nurtures creativity,

encourages movement, and invites

discovery at every turn.

Gina Bale

Hold on to your hats!

Summer safari expedition

Importantly, being outside also supports

emotional regulation and mental wellbeing.

For our littlest learners, especially

those with SEND, the freedom to move,

observe, and interact in an open space

can feel less overwhelming and more

welcoming than a structured indoor

setting.

The safari begins

No safari is complete without a few trusty

tools, and luckily, our explorers don’t need

much. A simple magnifying glass can

become a child’s magic key to hidden

worlds. Watch their faces light up as they

discover that a blade of grass isn’t just

green. It’s a jungle teeming with life!

You can add to the excitement with:

✨ Homemade cardboard binoculars

✨ A camera (Polaroids are great for

immediate excitement!)

✨ Bug viewers or old jam jars with holes

in the lid

(Please don’t forget to gently return

any tiny creatures to where you found

them)

Zoom in

Close-up observation transforms how

children see the world. A towering

tree might become a sleeping dragon,

with bark as its cracked, bumpy skin.

A wriggling worm? A tunnel-digging

superhero on a secret underground

mission!

This kind of imaginative play develops:

✨ Language skills – as children describe,

question, and explain

✨ Creative thinking – through storytelling

and role play

✨ Problem-solving – as they figure out

how to spot that busy, buzzing bee

By encouraging children to slow down

and look, we are nurturing their natural

scientific thinking and helping to build the

foundations of lifelong curiosity.

Our safari fun five

Let’s turn your outdoor space into a world

of exploration! Here are five simple but

magical missions you can give your little

adventurers: Adapt as appropriate.

1. Texture Trek

“Find something bumpy, something

smooth, something soft, and something

rough.”

Perfect for sensory learning and

descriptive language.

2. Ant’s-eye view

“What would the world look like if you were

the size of an ant?”

Encourage children to lie on the ground,

explore from a low angle, and imagine life

in miniature.

3. Follow that footprint!

“Can you spot different animal footprints or

track marks in the mud, sand, or grass?”

Look for bird prints, paw marks, or even

mystery shapes. What animal might have

passed by? Where was it going?

4. What is that sound?

“Close your eyes and listen. What creatures

or noises can you hear?”

A lovely, calming way to bring in

mindfulness and storytelling.

5. Safari story time

“Create a story about something you saw

today. What’s its name? Where does it live?

What’s its secret power?”

Let the children take the lead. Their

curiosity will guide you on the most

unexpected safari!

Learning with purpose

All this outdoor adventure ties beautifully

into the EYFS framework. Summer safari

expeditions naturally support:

✨ Communication and language:

Describing discoveries, asking

questions, and storytelling

✨ Understanding the world: Noticing

nature, identifying creatures,

exploring cause and effect

✨ Physical development: Running,

climbing, balancing, and coordination

✨ Expressive arts and design:

Drawing, painting, modelling, and

imaginative play

And don’t forget personal, social, and

emotional development – taking turns,

working together, sharing ideas, and

celebrating each other’s finds. Whether

they’re tracking lions or examining a fallen

feather, children are learning with their

whole selves - body, heart, and mind.

Back indoors: Extending the

adventure

Just because the safari is over for the day

doesn’t mean the learning has to stop! Try

these fun extensions:

✨ Display their photos or drawings in an

explorer’s corner

✨ Use natural materials they’ve

collected to build small world scenes

✨ Create a collaborative wall display of

“What we discovered on safari”

✨ Make a storybook together with

photos and the children’s own words

These reflective moments help everyone

process and share what they have seen,

deepening learning and keeping the sense

of wonder alive.

Just look closely

When we give children the time and space

to notice the tiny things, we’re giving them

a gift: a love of learning, rooted in joy,

connection, and curiosity.

Encourage them to see that a stick isn’t

just a stick. It might be a wizard’s wand, a

jungle bridge, or a secret pirate clue.

So go on - slap on that SPF, grab your

safari hat, and head outdoors. The ants

are marching, the lions are prowling, and

your little ones are ready to lead the way.

Let the summer safari begin!

Click here for

more resources

from Gina:



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2025

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August 2025 Parenta Early Years Magazine

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