September 2025 Parenta Early Years Magazine

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Hello

Welcome to our family

Regulars

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Industry Experts

38

Welcome to the September edition of Parenta magazine!

The new academic year is here, and this month, our focus is firmly on safeguarding - a vital theme as the new statutory

requirements take effect. Safeguarding is more than compliance; it’s about creating a culture of care and protection that

allows every child to flourish.

In this issue, Dr Allan Presland explores how hidden hours can drain nursery profits while Dr Joanna Grace reflects on the

power of words in shaping safe, neuro-affirming environments. We’re also excited to welcome Zoe Austin, who begins her

new monthly column, Neurodivergent Notes, offering her lived experience and insights into creating inclusive early years

settings. Charlotte Ng shares outdoor learning ideas to make autumn magical and safe, and Frances Turnbull brings music,

laughter and learning together. We take a deep dive into recent essential updates: from policy and ratio changes to Yvonne

Sinclair’s detailed breakdown of the 2025 safeguarding reforms. Alongside these, we highlight practical strategies for

supporting foster children, addressing childhood trauma, and helping SEND and EAL learners find their voices, thanks to Gina

Bale’s inspiring article.

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!

You’ll also find practical safeguarding activities, from role-play games to safety scavenger hunts, to help incorporate

safeguarding into everyday practice.

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

8 Write for us

36 EYFS activities: Safeguarding

News

4 What do our customers say this month?

10 Childcare news and views

Advice

16 Recycle Week 2025

20 The first 1,000 days: Why every moment matters

in early years

24 Staying compliant with safeguarding policies

26 Staffing ratios: September 2025 changes

28 Understanding and supporting foster children in early

years settings

32 Dealing with childhood trauma in the early years

6 The hidden hours that are draining your

nursery’s profits

12 Neuro-affirming practice: What do words matter?

14 Neurodivergent notes

22 Outdoor learning ideas for Autumn

30 7-8-9 Pre-school time!

34 EYFS safeguarding update September 2025

38 Unlocking every child’s voice: How active role-play

supports communication and connection for

SEND & EAL learners

2 September 2025 | parenta.com

parenta.com | September 2025 3

Dr Allan Presland

The hidden hours

that are draining your

nursery’s profits

challenges nursery owners face every day.

It includes:

☑ An interactive cost calculator – no

maths degree required

☑ Proven enrolment and funding

scripts

☑ Templates for onboarding, billing,

and policies

☑ Step-by-step tools to implement real

changes - fast

☑ A 365-day guarantee (yes, a full 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

best-sellers, “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

for childcare providers, tackling the real

Are you losing money on every

funded place?

Are you terrified to raise fees because

of parent backlash?

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

money leaks are happening

2. Thrive – create confidence, systems,

and sustainable pricing

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,

including:

☑ A cost audit with an early years

finance expert

☑ 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

365 days. Use the tools. Implement the

strategies.

If it doesn’t improve your profits,

confidence, or business model - we’ll

refund every penny.

Who is this for?

☑ Nursery owners, managers, and

deputies

☑ Practitioners who want to lead their

own setting

☑ Daycare teams under pressure

☑ Anyone ready to run smarter - not

harder

Step into your superhero

role today

There’s never been a more important time

to get this right.

You are the future of early years education.

And the sector needs confident, equipped

leaders - now more than ever.

So, if you’re tired of doing everything

right and still falling short…

If you’re ready to lead with clarity and

confidence…

If you want to finally take control of

your business and your future…

To read, click here to join

the waiting list today!

Spaces are limited.

Bonuses are even more

limited. But your

potential?

That’s

limitless.



Write for us!

We continuously seek new

authors who would like to

provide thought-provoking

articles for our monthly

magazine.

If you have a subject you’re eager to explore

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

chance to win?

Every month, we’ll be awarding Amazon

vouchers to our “Guest Author of the Month.”

You can access all the information here:

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

Congratulations

to our guest author competition winner, Gina Bale!

Congratulations to Gina Bale, our guest author of

the month! Her article, “Summer Safari Outdoor

Activities” highlights how parents and caregivers

can turn outdoor spaces into imaginative “safaris”

that inspire children’s curiosity, creativity, and love

of nature.

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 Gina!

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

“I personally found the service incredible. I

would not have been successful without

the support of my tutor. She gave me the

information in a way I could process and

remember what I needed...”

“Our tutor has supported and guided each

and every member of staff who has taken

an apprenticeship with Parenta. We could

not be happier than we are with her hard

work and commitment to our learners...“

“My tutor was very supportive of our learner.

She offered valuable guidance and advice

where needed, as well as sharing her own

knowledge. She ensured our learner

succeeded in her qualification and was fully

prepared for the next step in her career...“

Fay M

Lisa H

Jade B


Childcare news

and views

National living wage: Updated

estimate for 2026

The Low Pay Commission (LPC) has

published its latest estimates for the

National Living Wage (NLW) from April

2026.

What’s changing?

The Government has asked the LPC to

ensure that the NLW remains at least

two-thirds of the UK’s median earnings,

in line with its wider goal of raising

living standards. This calculation is not

automatic, though; the LPC must also

weigh the cost of living, inflation, labour

market conditions, and the impact on

businesses.

The new estimates

Central estimate for April 2026: £12.71

per hour (a 4.1% increase)

Projected range: £12.55 – £12.86 per

hour

These figures are slightly higher than the

LPC’s previous forecast of £12.65 (range:

£12.50 – £12.80). The rise reflects strongerthan-expected

wage growth this year,

which is also predicted to continue into

2025.

If wage growth continues to outperform

forecasts, the final recommended rate may

climb even higher before the LPC delivers

its advice to the Government in October

2025.

Minimum wage rates (as of 1st April

2025)

Category New Rate Increase (£) Increase (%)

National Living Wage

(21+)

What’s next?

The LPC will continue to monitor wage

growth and wider economic conditions

before making its final recommendations

later this year. These recommendations

will determine the official NLW and NMW

rates that come into effect in April 2026.

The government press release can be read

here.

Comment:

Purnima Tanuku CBE, Executive Chair

of National Day Nurseries Association

(NDNA), said: “Improving pay for the

lowest paid has to be welcome but any

plans to increase the National Living Wage

must be met with the same rise in funding

for early years places. Employers in our

sector have faced years of underfunding

and ever increasing costs, which has

made it harder and harder to properly

recognise and reward the knowledge,

commitment and expertise of the early

years workforce.

£12.21 £0.77 6.70%

18–20 Year Old Rate £10.00 £1.40 16.30%

16–17 Year Old Rate £7.55 £1.15 18.00%

Apprentice Rate £7.55 £1.15 18.00%

Accommodation Offset £10.66 £0.67 6.70%

delivers. Over the last eight years statutory

minimum wages have risen at twice the

rate of hourly funding rates for three- and

four-year-old places. Just last year funding

rates were increased by between 3.3 to

4.1 percent while the National Living Wage

increased by 6.7 percent and other bands

were raised by more than 15 percent. This

is not sustainable, the numbers do not add

up.

“The Government has a vision for giving

every child the best start in life. If this is to

be realised we have to see pay improve,

not just for the lowest paid, but at every

level in our sector. Evidence shows that the

qualifications and continuing development

of staff are crucial to improving children’s

outcomes in early years. For employers

to be able to recruit and keep the staff

they need we have to address inequality

between funding and the actual cost

of delivery, so we can truly invest in our

amazing workforce.”

New animated film series on

early years development

and emotional growth of babies and

young children.

Building on The Royal Foundation’s

Shaping Us Framework, the films explore

the science behind those everyday

moments of connection - like talking,

playing, and responding to emotions - that

can have a lifelong positive impact on a

child’s well-being and development.

Created to support early years

practitioners, educators, and family

workers, the films provide a tool for having

meaningful and consistent conversations

with parents and carers about social and

emotional development.

The project brought together illustrators,

animators, and two leading experts in

child development - Professor Peter Fonagy

and Professor Sam Wass - alongside

an advisory group of early childhood

professionals from across the UK.

To ensure they reach as many families as

possible, the films have been translated

into Welsh and British Sign Language. Each

film uses a unique animation style to bring

complex concepts to life in an engaging

and easy-to-understand way.

The series explores six key areas of social

and emotional development:

How we grow an emotionally healthy

brain

Noticing and navigating feelings

Managing big feelings together

Back-and-forth interactions

Supporting early learning

Creating space for connection

The animated film series, along with

guidance on how best to use them, is

now available to the public and can be

accessed here. These resources are

designed to spark conversations, deepen

understanding, and ultimately help give

every child the best possible start in life.

Read the full story on the EY Alliance

website here.

Report warns funding is

essential to support the early

years workforce

A new interim report led by Professor

Dame Cathy Nutbrown has found that

while good policies are important for

supporting the early years workforce,

they are not enough without careful

implementation, long-term commitment,

and – crucially - sufficient funding.

About the report

The research, funded by the Nuffield

Foundation and published by Early

Education, looks at workforce policies

across England, Ireland, Scotland, and

Wales. It also examines the impact of the

Covid-19 pandemic on the sector, covering

the period from before the outbreak

through to June 2021.

While the report highlights examples of

well-designed policies, it also points out

that many lack the funding and followthrough

needed to succeed - leading to

a “patchwork of initiatives” across the

nations.

The report outlines a series of common

issues faced by the workforce across the

UK, including:

Concerns about qualification

requirements and access to quality

training

The need for more graduates and

teachers to take on leadership roles

Limited career progression

opportunities

Low pay and low professional status,

linked to wider funding challenges

Fragmentation between schools and

other early years settings

A lack of diversity in the workforce,

including very low numbers of

men and limited data on ethnic

representation

Weak workforce representation and

limited practitioner voice

Widespread concerns about

recruitment and retention

Professor Dame Cathy Nutbrown

commented:

“A picture is emerging of a workforce

united in its commitment to providing

quality experiences of education and

care for young children but fractured and

burdened by some policies which have

allowed division by siloed systems and a

patchwork of initiatives which need greater

cohesion.”

The final report, due later this year, will

explore how successful policies from one

nation might be adapted and applied

across others, helping to create a more

cohesive and sustainable approach to

supporting the early years workforce.

The report can be found here.

The story, reported by Nursery World can

be found here.

The most recent increase to minimum

wage rates came into effect earlier this

year. Current rates are:

“From September the Government will be

buying 80 percent of the childcare and

early education hours an average nursery

A new series of animated films has been

launched by The Royal Foundation Centre

for Early Childhood, focusing on the social



Dr Joanna Grace

Neuro-affirming

practice: What do

words matter?

There is a huge difference between

saying “He is vicious, he keeps pinching

someone” and saying “We are trying

to understand why he needs to pinch

people”; between “He doesn’t listen to

us when we tell him to keep his clothes

on” and “He is bothered by his clothes

and keeps taking them off”; between

“He is such a fussy eater” and “He really

struggles with the sensory aspects of

food”; and between “He’s very defiant,

never sits down when he is told” and

“He’s finding it difficult to join us for story

time”. Whilst the distinction is subtle - the

same information is conveyed in each

version - in a caring setting everyone will

understand that what is said stems from

a concern for the child’s best interest. But

what these sentences do is contribute to

the stories told about the child, and these

can be amazingly powerful.

Researchers have found that the

narratives that grow up around children,

especially those identified as having

Special Educational Needs and Disabilities

(which would include neurodivergent

children), have enormous consequences

for how they are understood and how

they understand themselves. For some

conditions, the narratives become a more

disabling factor than the condition itself.

It is worth letting that sink in for a bit,

because it is one of those things that

can seem fussy. Especially when you are

dealing with a streaking child, someone

throwing their food, or the consequences

of a particularly nasty pinch - what does it

matter how you phrase the sentence you

say next?

But it makes a huge difference.

So it is worth spending a bit of time out

of the situation thinking about how you

might say things and perhaps agreeing

as a team how you will talk about things.

When you are aiming to be a setting that

supports autistic and neurodivergent

children and is neuroaffirming, phrasing

things from the point of view of the child

rather than from a judgemental position is

what you are looking to do.

Instead of: “They are naughty, they are

defiant, they will not do as they are

told, they do not listen, they are nasty,

vicious”, etc., you are saying: “They are

struggling…” and then thinking about

what it is they are struggling with.

Are they struggling to process what you

are saying? Does the information need

conveying in a different format - perhaps

a sign, a symbol, a picture? Are they

struggling with the environment around

them in some way? Autistic children take

in more sensory information than nonautistic

children, so they might experience

the environment as louder, brighter, more

cluttered, more overwhelming. Is it with

the social landscape? Autistic people

understand social information in different

ways. In early years settings, everyone is

learning how to understand each other,

and if you are different in some way it

can be harder for you to learn - not just

because you do not understand other

people, but because other people do not

understand you. It might be that when you

intervene in a situation, the intervention is

not directed towards the neurodivergent

child, but towards their peers to foster the

understanding they need to be included.

When you start a conversation about a

challenge you are facing with a recognition

that the difficulty stems from someone

struggling (not someone being naughty or

wrong in some way), that invites curiosity

and compassion.

When you start with a judgement - even

if delivered in a really friendly phrase like

“She’s a little minx” or “He’s always up to

mischief” - that invites those around to

make a choice between permitting the

behaviour or ruling against it.

Over time, children meet millions of

these experiences. The words we speak

in the early years last through time.

We have these conversations with their

parents, with other members of staff,

and with the other children. We are the

beginnings of the stories told about

them - the foundations of a lifetime’s

narrative. Imagine what you can do if your

words create an atmosphere of curiosity

and compassion around a child, rather

than judgement. Imagine how your life

would be different if, every time you had

struggled, the world around you met you

with curiosity and compassion. Your words

have so much power, and a little bit of

thought, a little bit of care, in the ones

you choose, can create a net of curiosity

and compassion that will support those

children likely to struggle the most.

Recently, I have had the summer holiday

pleasure of delivering training in nursery

settings around the UK. This has led me

to reflect on the impact of neuroaffirming

practice in the early years. I am aware

that when I am in a setting talking about

autism, often people’s questions are about

immediate aspects of practice: how do we

stop this little one pinching, how do we get

this little one to keep their clothes on, how

do we support this little one to eat, how do

we get this little one to sit down for story

time, and so on. These are all important

and practical questions. The people asking

them know the impact that enabling

someone to access the story time, or be

kind towards their peers, will have.

With an understanding of how an autistic

person might be experiencing the world,

we can figure out that pinching might be

a way of creating a calmer social space

(people go away if you pinch them), or

it might be an investigation into how

people react - not malicious, just seeking

understanding. Clothes might stay on if

they did not have irritating labels in them,

or if a base layer that gently squeezes

the body is introduced. Eating might be

easier at a calmer time of the day, and

it is okay to ensure that one type of food

does not touch another if this is a point

of contention. Sitting down for story time

is easier when you know exactly where

you are to sit; a designated spot can be

a way of enabling this. Adults can also

understand that people can listen to a

story whilst walking back and forth at the

back of a group (indeed, some people

listen better like this).

The people asking those questions care

about the children in the setting and want

to understand the role their neurotype

plays in their behaviours. I am aware,

as I answer their questions, that there

is another aspect of their practice that

probably feels quite small in comparison

to the immediacy of someone refusing

their snack or taking off their clothes, but

is likely to have a much bigger long-term

impact - and that is how they talk about

the children and the challenges they face.

Click here for

more resources

from Joanna:



It’s hello from me, and an invitation to you.

(N.B. I may use vocabulary within this

article with which you’re unfamiliar. Please

see the end for a short glossary of terms.)

Greetings, fellow early years traveller,

and welcome to the first of my new

monthly columns wherein I will be sharing

my experiences, insights and advice

as a neurodivergent educator who is

passionate about improving the lives of

neurodivergent children.

To begin with, I thought an introduction

would be in order. I am an autistic woman

with ADHD (properly diagnosed and

everything!), and I’ve been working in

the education sector for nearly 25 years

(I gasped as I wrote that). I qualified as

a music therapist in 2008, then began

providing therapeutic music lessons to

service users of various mental health and

learning disability charities. It was here

that I learnt that my real calling lay in

Zoë Austin

Neurodivergent notes

teaching and in creating a practice built

around the needs of my students.

I carried this ethos into my work as

a music tutor for many years before

seeking a new challenge and training at

the wonderful Pen Green to become a

teacher. My early years-based training

included a placement at Pen Green

nursery, where I knew I’d found my place

amongst colleagues who always put the

child at the heart of their work. I’m now

part of the Pen Green Schema Group,

meeting twice a year to share case studies

and collaborate on presentations and

publications.

My next step was to become a Reception

class teacher in mainstream schools.

During this time, I discovered I am

neurodivergent and sought a diagnosis.

Understanding my own neurotype helped

me better understand my neurodivergent

pupils, giving me empathetic insight into

behaviours I had once, through ignorance,

misjudged as “bad behaviour.”

I saw first-hand how the mainstream

education system often fails to understand

or support neurodivergent needs -

sometimes even acting in ways that ignore

EHCP stipulations or are discriminatory.

Experiencing this both as a teacher and

witnessing it as an advocate for children

led me to become a 1:1 SEND tutor,

dedicated to providing every child with

an education tailored to their unique

strengths, needs, and aspirations.

(Please note, I have also witnessed

kindness and good practice towards

neurodivergent children within state

primary schools, but this is still delivered

through the lens of the education system,

which holds certain beliefs and values

which are often contrary to the needs and

workings of a neurodivergent mind.)

Dedicated to improving conditions

in education provisions for our

neurodivergent children, I now also

write, speak, train and consult whenever

and wherever I can to spread this clear

message: our neurodivergent children

deserve better.

“But Zoë,” I hear you cry, “We are early

years settings! Most of us aren’t part

of mainstream state schools.” And of

course, you have a point. Early years

settings are, by and large, far superior

to mainstream state schools in terms of

considering and catering to the individual

needs of the children in our care. That

said, neurodivergent children grow into

neurodivergent adults who, sadly, all

too often, face mental health difficulties

resulting from the misunderstandings

and lack of support they have received

throughout their lives. As my wonderful

teacher training mentor and now good

friend, Dr Christine Parker, always says,

“Early Years is called the foundation stage

for a reason!” Dedication to understanding

all the neurodivergent children we

encounter and, more importantly, to

ensuring that they are as included, safe,

and happy as their neurotypical peers

should be, in my humble (yet informed)

opinion, a priority for us all. The early years

sector can become a bastion of excellent

inclusive practice to our primary and

secondary school colleagues. And, more

importantly, we can begin to instil in all our

children that they are welcome, safe, and

loved just as they are.

But how do we do this? What do we

need to do differently? Well, I don’t have

all the answers, but I hope that, as a

neurodivergent educator of neurodivergent

children, I will, over time, be able to

provide something of use to you all.

Each month, I will focus on a different

area for your consideration: carrying

out a sensory audit of your provision;

understanding stimming, for example. I

will offer my view on each of these, and

will end with something to, hopefully, help

- either a few of “Zoë’s Top Tips”, or a ‘For

Your Consideration’ (to prompt thought

and discussion around that month’s topic).

To improve our practice, we must be brave,

reflective folk, who are willing to remain

teachable for life and to admit when we

are wrong. I will share scenarios in which

my own practice and beliefs have been

challenged, to the benefit of the children

with whom I was working. I will ask you

to take time to question some of your

practices and beliefs, as a way of gently

helping you to better understand and

support your wonderful neurodivergent

children.

If this all sounds like preaching to the

choir (perhaps because you, too, are a

neurodivergent practitioner) then I hope

you will find, at least, some solidarity and

understanding amongst my musings.

If you have read this far, then thank you:

it shows you care about the children of

whom I write. And that leads now me to

take you by the hand and ask that you,

with courage, consider the following:

For your consideration

You do not have to share your answers to

these questions with anyone, but I invite

you to give them deep consideration.

1. What is your immediate, unconscious

reaction when you hear the word

‘autism’?

2. Do you think you are currently doing

the very best you can to understand

and support the neurodivergent

children with whom you?

3. How do you feel when you witness a

meltdown or stimming?

Thank you so much for joining me this

month. I can’t wait to write to you again.

Safe travels,

Zoë

Glossary

Neurodivergent

An umbrella term describing children and

adults with neurotypes other than what

I call the “standard issue” neurotypical

brain. Neurodivergent neurotypes include

autism, ADHD, Down’s Syndrome,

misophonia, post-traumatic stress

disorder, epilepsy and many others.

Neurotype

Your type of nervous system. Your own

neurology. I have an AuDHD neurotype,

which means my brain functions/is ‘wired’

a certain way. Yours may be different.

I will be discussing autistic and ADHD

neurotypes in depth at another time.

ADHD

Attention Deficit Hyperactivity Disorder. It

is now widely accepted that this is a bit of

misnomer because we don’t experience a

lack of attention: we experience a glut of

attention, that is pulled in all directions, all

at once.

Stimming

Stimming refers to self-stimulatory

behaviors like hand-flapping, rocking, or

repeating sounds. These behaviors can

help regulate sensory input, emotions, and

focus for neurodivergent people.

Click here for

more resources

from Zoë:



Recycle Week 2025

A chance to make a big difference

in little lives

As early years professionals, we know

that small actions can have a big impact,

especially when it comes to shaping

children’s habits for life. That’s why Recycle

Week 2025, taking place from 22nd to

28th September, is the perfect opportunity

to build eco-conscious learning into your

setting’s everyday routine.

Led by WRAP’s Recycle Now campaign,

Recycle Week is all about encouraging

households to “recycle more of the right

things, more often.” Despite nearly 90%

of UK households claiming they recycle

regularly, almost 8 in 10 still put recyclable

items into general waste bins. That’s

where early years settings can play a

powerful role - not just in teaching children

about recycling, but in guiding parents and

carers too.

In 2024, Recycle Week focused on rescuing

commonly overlooked items like yoghurt

pots, aerosol cans, spray bottles, toilet roll

tubes, and deodorant bottles - helping

reduce “missed capture” rates from 70% to

64%. The theme this year continues with

“Rescue Me – Recycle” - a child-friendly

campaign that’s fun, practical, and packed

with resources that your setting can use

for free.

Linking recycling to early

years learning

Recycling isn’t just good for the planet - it

also connects beautifully with the EYFS

framework:

Personal, social & emotional

Development: Children learn

responsibility and empathy for the world

around them.

Understanding the world: Exploring

what happens to rubbish helps children

make sense of their environment.

Communication and language:

Conversations about where waste goes

and how we sort materials help develop

vocabulary and confidence.

When children see recycling in action at

nursery or pre-school, they’re more likely

to repeat these habits at home - and

influence their grown-ups along the way.

5 fun and meaningful

recycling activities for little

learners

Here are some engaging, age-appropriate

ways to bring recycling to life in your

setting:

1. Rescue crew role play

Introduce children to WRAP’s friendly

characters - like Yogi the yoghurt pot and

Dee Dee the deodorant. Create a game

where they “rescue” these items from a

pretend rubbish bin and sort them into the

right recycling containers. Add storytelling

elements by asking, “What does Yogi

dream of becoming next?”

2. Recycling station sorting table

Set up real bins in your room, labelled

with visuals and colours. Provide clean

items (with adult help) for sorting. Talk

about the importance of rinsing and what

happens if we don’t recycle properly. It’s a

great way to practice fine motor skills and

responsibility.

3. Junk art with a twist

Collect clean lids, pots, and cardboard to

use in creative art projects. Explain how

making something new from something

old helps the planet. Children love using

their imagination - and you’ll reduce waste

at the same time.

4. The great recycling hunt

Inspired by WRAP’s “Big Recycling Hunt,”

hide clean sample items around the room

or outside area. Children hunt for them,

then decide which bin each item belongs

in. Turn it into a competition and celebrate

their efforts!

5. Songs, stories and puppets

Make up a recycling song or jingle using

the five key items. Use puppet versions of

the “rescue” characters and act out what

happens when they’re recycled versus

thrown away. This supports emotional

development and memory retention.

Practical tips for educators:

Embedding recycling into

everyday practice

Bringing recycling into your early years

setting doesn’t have to be complicated.

Here are some easy wins to get you

started:

Use free resources from WRAP

Download the “Rescue Me – Recycle”

toolkit. It includes posters, stickers,

and social media templates - perfect

for making your displays and parent

communication more engaging.

Make it visual

Use pictures, icons, and bright colours to

help children (and parents) know where

things go. Label your bins clearly and

reinforce the message with wall displays.

Be a role model

Let children see you recycling throughout

the day. Narrate your actions: “I’m rinsing

this yoghurt pot before it goes in the plastic

bin.” Children mimic what they see.

Celebrate recycling success

Why not introduce a “Recycling Champion

of the Week” award? Celebrate families

who bring in tricky-to-recycle items or

children who remember where things go.

Link with local recycling schemes

Check with your local authority what can

and can’t be recycled, and share this

information with parents. WRAP’s Recycling

Locator tool is a great place to start.

Helping parents feel

confident about recycling

Many parents want to recycle more - but

they’re often unsure what goes where.

Early years settings can make it easier by

offering friendly, non-judgmental support:

Create quick-read parent guides

Send home a one-pager listing five

commonly missed items to recycle -

yoghurt pots, aerosols, deodorant bottles,

toilet rolls, and spray bottles. Encourage

rinsing and checking local rules.

Host a recycling drop-In

Set up a display table during drop-off or

pick-up with your Rescue Crew characters,

sample bins, and some surprising

recyclable items. Let parents ask questions

and join in!

Start a family challenge

Challenge families to “rescue one more

item” each week. Provide a simple tracking

chart for children to tick off and celebrate

the effort in your next newsletter or wall

display.

Share the theme all year round

Recycling isn’t just for September! Reuse

WRAP’s seasonal assets throughout

the year - especially around Christmas,

Easter, or summer holidays when waste

increases.

Looking Ahead to Recycle

Week 2025

Make the most of Recycle Week 2025 by

planning a themed week in your setting:

Monday: Introduce the Rescue Crew with

storytelling and sorting activities.

Wednesday: Invite parents to a recycling

workshop or display.

Friday: Hold a junk-art exhibition to

showcase the children’s recycled creations.

All week: Run your “rescue mission”

challenge where children help save one

item a day from the wrong bin.

WRAP’s downloadable toolkit makes

it easy to personalise posters, create

certificates, and share updates on your

social channels.

Why it matters

Recycling supports so many of the values

we hold dear in early years education:

? It builds knowledge and confidence

? It supports creativity, communication,

and independence

? It brings families and educators

together around a common goal

? It encourages a sense of belonging

and responsibility to the world around

us

Plus, it’s a clear demonstration to Ofsted

of how your setting engages with

sustainability, parent partnership, and

purposeful play.

A royal seal of approval

Even HRH Prince William has thrown his

support behind tackling plastic waste

in the UK. Calling plastic “the enemy,”

he’s backed innovations like Notpla, a

seaweed-based packaging company

aiming to replace single-use plastics. He’s

also championed recycling through the

Earthshot Prize, which funds solutions for

building a waste-free world - and he’s

even worn a tie made from recycled plastic

bottles at climate events! His efforts show

just how important this mission is, not just

for now, but for future generations.

Useful links:

? WRAP Recycle Week campaign

? Recycle Now resources

? Free downloadable toolkit



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

The first 1,000 days

Why every moment matters

in early years

The first 1,000 days of a child’s life - from

conception to their second birthday -

are a time of rapid brain development,

emotional bonding, and physical growth

that lays the foundation for lifelong health,

well-being, and learning.

As early years professionals, we’re in a

unique position to positively influence

this crucial period - not just through the

care we give, but through the support,

information, and encouragement we offer

to families.

Whether you’re caring for babies, toddlers,

or supporting new parents in your setting,

understanding the importance of the

first 1,000 days can help you shape

experiences that truly change lives.

So, what happens in the first

1,000 Days?

The science is clear: during this period, a

baby’s brain forms more than a million

new neural connections every second!

These connections are influenced by

nutrition, relationships, environment, and

sensory experiences.

⭐ By age 2, a child’s brain reaches 80%

of its adult size

⭐ Emotional attachments form that

help shape social responses, stress

regulation, and future resilience

⭐ Speech, mobility, and cognitive skills

begin to take root

This window offers a powerful opportunity

– but also a risk. If children experience

poor nutrition, toxic stress, lack of

stimulation, or inconsistent care during

this time, it can affect their long-term

outcomes. Thankfully, high-quality early

years provision can act as a buffer and a

boost.

Why it matters for early

years professionals

The work that early years professionals do

in this period is more than care - it’s brain

building, habit forming, and emotional

scaffolding. Whether you’re feeding,

comforting, playing, or sharing insights

with parents, everything you do adds to a

child’s foundation.

Supporting the first 1,000 days in your

setting means:

⭐ Building secure, nurturing

relationships with babies and toddlers

⭐ Offering age-appropriate stimulation

to develop senses, language, and

movement

⭐ Working closely with parents to offer

consistency and reassurance

⭐ Advocating for the child’s holistic

development - not just ticking off

milestones

Practical ways to support

the first 1,000 days in your

setting

1. Prioritise attachment and

connection

Consistent, responsive caregiving is

essential for building trust and emotional

security.

⭐ Assign key people to babies and

toddlers wherever possible to provide

predictability

⭐ Use soothing tones, eye contact, and

gentle touch to help babies feel safe

⭐ Learn each child’s cues - how

they express hunger, tiredness, or

overstimulation - and respond quickly

Tip: Create “All About Me” sheets with

parents to better understand each baby’s

rhythms, likes, and calming methods.

2. Focus on nutrition and routine

Healthy nutrition fuels both physical and

brain development. While parents provide

the bulk of food during the first 1,000 days,

you can play a supporting role.

⭐ Support safe weaning and model

positive eating behaviours at

mealtimes

⭐ Be aware of allergy risks, iron-rich

foods, and hydration needs

⭐ Establish consistent sleep, feeding,

and activity routines in line with home

routines

Tip: Encourage open dialogue with

parents about feeding choices - whether

breast, bottle, or solids - with no

judgement.

3. Stimulate the senses, gently

From tummy time to treasure baskets,

babies and toddlers learn through

movement and sensory input. However,

remember that overstimulation can be

overwhelming.

⭐ Offer open-ended, natural materials

to explore safely

⭐ Create calm, cosy spaces as well as

active areas

⭐ Let children take the lead - follow their

gaze, cooing, or curiosity

Tip: Use a running commentary approach:

“You’re holding the soft scarf… that

feels tickly, doesn’t it?” This boosts brain

connections and early language.

4. Promote early language from birth

Even before babies speak, they’re laying

the groundwork for communication.

⭐ Speak to babies often - during nappy

changes, bottle feeds, or playtime

⭐ Use repetition, simple words, and real

expressions

⭐ Sing songs, read picture books, and

play sound games every day

Tip: Mirror babies’ babbles and respond

as if you’re having a real chat. It teaches

turn-taking and language rhythm.

5. Watch for developmental delays or

concerns

The earlier any developmental concerns

are noticed, the more support children can

receive.

⭐ Track developmental progress

with sensitivity - not every child hits

milestones at the same time

⭐ Discuss any concerns calmly and

supportively with parents

⭐ Refer to your setting’s SENCO or health

visitor network if needed

Tip: Keep notes and observations over

time - parents may not see day-to-day

changes, so your insight is invaluable.

Supporting parents during

this time

Parents are the most important people

in a child’s first 1,000 days. But many

feel overwhelmed, anxious, or unsure -

especially if it’s their first child.

As a trusted early years practitioner,

you can provide calm, non-judgemental

support:

Build relationships

Take time to greet parents warmly and ask

how things are going at home. A quick

chat at drop-off can build lasting trust.

Share knowledge gently

Offer leaflets, visual charts, or WhatsApp

messages with simple insights about

sleep, feeding, development, or play.

Encourage play at home

Suggest easy activities parents can do at

home - like singing a song at bathtime or

describing what they see on a walk.

Signpost to services

If families need extra help - be it

breastfeeding support, speech and

language referrals, or mental health

resources - be ready to guide them to the

right place.

Tip: Remember that encouragement goes

a long way. Hearing “you’re doing a great

job” can mean everything to a tired parent.

A wider impact: From

nurseries to national change

Investing in the first 1,000 days doesn’t

just benefit individual children - it impacts

society as a whole.

According to UNICEF and the NHS, children

who receive nurturing care in this window

are more likely to:

⭐ Achieve well in school

⭐ Maintain better physical and mental

health

⭐ Form healthy relationships

⭐ Become resilient adults

In the early years sector, we often talk

about giving children “the best start in life.”

Supporting the first 1,000 days is one of the

most powerful ways to make that happen.

Final thoughts

The first 1,000 days are often called “a

golden window” - a time when everything

we do matters a little more. In early years,

we have a privileged role: to care for

babies and toddlers with love, to empower

parents with kindness, and to lay down

the building blocks for a brighter, healthier

future.

So, whether you’re rocking a baby to sleep,

celebrating a first word, or comforting a

new parent who’s had a sleepless night -

know this: your work matters, every single

day. Let’s make the most of the first 1,000.

Further reading and

resources

⭐ NHS Start for Life – First 1,000 Days

⭐ Unicef: Early Moments Matter

⭐ The 1001 Days Movement



Charlotte Ng

Outdoor learning

ideas for Autumn

Ground art: A colour activity

With all the beautiful colours and changing

leaves, this is the perfect time to get

creative and make some ground art. You

could create colourful mandalas, shapes

or patterns using a range of natural

materials. This mindful activity is a lovely

way to connect with nature. You could

also collect a range of shades and make

a colour chart for your classroom wall to

track the changes throughout the month.

Leaf pressing

With autumn upon us and magic in the air,

there’s no better time to get outside and

explore. From the leaves changing colour

to the abundance of interesting things to

collect and find, the smell of damp earth,

pumpkin spice and all things nice, there’s

adventure to be had around every corner.

Autumn has always been my favourite

season, especially when it comes to

scavenger hunts and all things muddy

kitchen and potion mixing. There are

natural treasures everywhere you look,

from shiny brown conkers and acorns to

seeds, berries and an array of fascinating

fungi.

Here are a few suggestions for you to try

this autumn with minimal resources:

Seed activities

Seed scavenger hunt

Autumn is the perfect time for collecting

seeds. This is when they begin to fall from

the trees, and there are many learning

opportunities to be had from these natural

resources. Take your learners on a walk

in your local area and see what you can

find, from acorns to conkers, sycamore

helicopters and more.

You could use a seed spotter sheet to

help your little ones find these treasures,

place them in a basket and bring them

back to your setting for activities indoors

or outdoors. You may also wish to provide

spotter sheets for parents to take home.

and encourage them to go for a walk on

the way home or at the weekend. Families

could bring in what they have found for

you to use as well.

Seed sorting

Once you have a large collection of seeds,

the next step could be a sorting activity.

Place some picture labels on trays or

baskets, along with some tongs or large

tweezers, and ask the children to sort the

seeds into the correct category. This is a

great way to consolidate learning, develop

cognitive ability and problem-solving skills,

as well as fine motor and pre-writing

development.

Autumn mud kitchen potions

Following on from your seed sorting,

you could place these natural treasures

into your mud kitchen for the children to

explore and make potions – autumn is the

season of magic, after all. You could create

recipe cards for the children to count out

ingredients and help them develop their

mathematics skills.

Grow your own tree

Save a few seeds to begin a tree-growing

project. Acorns and conkers work well for

this. Place seeds into damp paper towels,

then into a zip-lock bag. Keep them in

a cold place such as a fridge, checking

periodically. After about four weeks, you

should see a small root. You can plant

it directly into soil or observe the roots

growing by using an upturned plastic

bottle placed into a jar of water, with the

root dangling inside. After a few months,

you should have a full root system and

shoots. You can then plant your new trees

with the class.

Seed harvesting

If you have been growing anything in

your nursery garden, such as sunflowers,

peas, beans or pumpkins, set some seeds

aside for spring planting. For sunflowers,

remove the head and rub it to expose

the seeds. Children can use tweezers to

remove them, then place them in labelled

envelopes for the next growing season.

Any spare seeds can be used to make bird

feeders!

Leaf pressing is a great way to preserve

the colour in autumn leaves for decorating

your classroom. Place leaves between

paper towels and press them under

something heavy for around a week. Once

fully dry, they will last much longer and can

be displayed.

Get out, get creative and enjoy the magic

and wonder of autumn!

Click here for

more resources

from Charlotte:



Safeguarding is not just a legal

requirement; it is a moral duty to ensure

that every child is safe, supported, and

able to thrive. Yet, with changes coming

into effect in September 2025, settings

that do not review and update their

safeguarding policies now risk being

left behind – and potentially failing

compliance. Safeguarding is everyone’s

responsibility, and your policies must

reflect the latest statutory guidance. Here’s

what you need to know and do to stay

ahead.

The EYFS and why it matters

Safeguarding requirements for early years

providers are set out in two key pieces of

guidance:

? The Statutory Framework for the

Early Years Foundation Stage (EYFS) –

applies to all early years providers in

England and is legally enforceable

? Keeping Children Safe in Education

(KCSIE) – applies to schools and

colleges, including maintained

nursery schools, but is also a useful

reference for all providers when

reviewing safeguarding policies and

training

Both these documents are updated

regularly. The new 2025 EYFS introduces

several important safeguarding changes

that settings must implement by 1

September 2025. We covered these in our

July magazine. Here’s a recap.

Safer recruitment

Staying compliant

with safeguarding

Every setting must have clear procedures

to ensure all staff are suitable to work with

children and your safeguarding policy

policies

must specifically outline how references

are taken up for all roles. These checks

should be robust, documented, and

completed before the individual starts

work.

Persistent absence protocols

Settings must have a process to identify,

follow up and record their actions on

persistent absences. This includes

maintaining at least two emergency

contacts for every child and acting

promptly if a child is absent without

explanation.

Safeguarding training

Your policy must outline how safeguarding

training is delivered and how staff are

supported to apply it in practice. The

EYFS expects all staff to understand their

safeguarding responsibilities and be

confident in recognising and reporting

concerns.

Safer eating practices

There is an increased emphasis on

supervision and safety during mealtimes.

This includes preventing choking risks,

managing allergies effectively, and

ensuring staff are aware of children’s

dietary needs.

Privacy during nappy changing

and toileting

Your policy should explain how privacy

and dignity are maintained during

personal care routines, such as nappy

changes and toileting in line with

safeguarding principles.

Whistleblowing procedures

Settings must now provide clear routes for

staff to raise concerns about colleagues’

behaviour or safeguarding practice. You

should have a whistleblowing policy which

should reassure staff that concerns will be

taken seriously and that they are protected

from negative consequences.

Paediatric First Aid (PFA) for

trainees

From September, students and trainees

will only count in staff-to-child ratios if they

hold a valid PFA certificate.

KCSIE 2025 – implications for early

years

While KCSIE primarily applies to schools

and colleges, maintained nursery schools

must comply fully, and it is useful for

other settings to align with its standards.

The 2025 edition (effective 1 September)

introduces the following updates relevant

to early years:

? Online safety risks broadened:

Providers should now explicitly

consider risks from misinformation,

disinformation, and conspiracy

theories, alongside the existing focus

on cyberbullying, grooming, and

harmful content

? Safer recruitment in alternative

provision: If you place children with

external providers (e.g. for specialist

activities such as Forest School), you

must obtain written confirmation that

they have carried out all required

safeguarding checks on their staff

? Technology planning: Maintained

nursery schools are encouraged to

use the DfE’s “Plan technology for

your school” self-assessment tool to

strengthen online safety infrastructure

Other key statutory guidance to be

aware of

A truly robust safeguarding policy will also

reflect the requirements and principles in

other national documents, including:

? Working Together to Safeguard

Children

? Ofsted Education Inspection

Framework (England)

? The Prevent Duty Guidance (England

and Wales)

? Working Together to Improve School

Attendance (England)

? UK GDPR and the Data Protection Act

2018

Including these in your policy review

ensures you are not only compliant with

the EYFS and KCSIE, but also aligned

with the wider statutory safeguarding

environment.

The role of the DSL

Every setting must have a named

Designated Safeguarding Lead (DSL) who

has undergone specific training. Their role

includes:

? Leading on policy updates and

ensuring compliance

? Acting as the first point of contact for

safeguarding concerns

? Liaising with the local authority and

other safeguarding partners

? Ensuring all staff receive appropriate

safeguarding training and refreshers

DSLs should now be scheduling policy

reviews, arranging training sessions, and

ensuring that safeguarding is discussed

regularly at staff meetings.

Reviewing your safeguarding

policy – step by step

It is best practice to review and update

your safeguarding policy annually. This can

be daunting, but breaking things down

into small steps can help.

1. Check policies against statutory

requirements

Compare your current policies with the

updated EYFS 2025, KCSIE 2025, and

the other guidance above. Identify

gaps, then address and update your

policies accordingly.

2. Update procedures/protocols

Make sure you also update any

recruitment, absence management,

online safety, Prevent, and personal

care procedures/protocols to reflect

the latest expectations.

3. Involve the whole team

Safeguarding is not just the

responsibility of the DSL. All staff,

from practitioners to admin teams

and lunchtime supervisors, need to

understand the policies and what to

do.

4. Refresh training

Organise staff training sessions before

or at the beginning of September so

that everyone is confident about the

changes and how to implement them.

Keep records of attendance and key

learning points, and offer catch-up

training with any absentees.

5. Communicate with families

Share a summary of your

safeguarding expectations with

parents/carers. This can help explain

why certain procedures, such as

absence follow-ups, are being

strengthened. You could also create a

safeguarding newsletter to pass on to

parents/carers at regular intervals.

Common pitfalls that risk noncompliance

Even experienced settings can sometimes

stumble on safeguarding compliance.

The most common issues flagged in

inspections include:

? Out-of-date policies: Policies that

have not been updated to reflect

new legislation or changes in staff

responsibilities

? Gaps in staff training: Staff not

knowing the current DSL or how to

escalate concerns

? Incomplete recruitment checks:

Starting staff before all references and

DBS checks are complete

? Weak absence follow-up: No formal

process for tracking and responding to

persistent absences

? Inconsistent practice: Procedures are

written in a policy but not actually

followed in day-to-day work

Safeguarding is not optional. It is

fundamental to all early years practice.

Being proactive now will avoid problems

and demonstrate that safeguarding is

embedded in your culture and daily work,

ensuring that no child ‘slips through the

cracks’.

References and more information

? The Statutory Framework for the Early

Years Foundation Stage (EYFS)

? Keeping Children Safe in Education

(KCSIE)

? Working Together to Safeguard

Children

? Education Inspection Framework

? The Prevent Duty Guidance

? Working Together to Improve School

Attendance

? UK GDPR and the Data Protection Act

2018 (post Brexit)

? Plan technology for your school



Staffing ratios

September 2025 changes

As we move into September 2025,

significant changes in early years staffing

will take effect. There are no changes

to the ratios themselves, but there are

changes to who can count in staff-to-child

ratios. These updates are designed to

support settings in recruiting, retaining,

and developing staff, particularly those

with valuable experience but without a

formal Level 3 qualification.

What does the EYFS say

about ratios?

In section 3.44, the EYFS states:

“In settings on the early years register,

the manager of the setting must hold an

approved qualification at level 3 or above

and at least half of all other staff must hold

at least an approved level 2 qualification.”

Managers appointed on or after 4/1/24

must have a suitable Level 2 qualification

in maths, or attain one within two years

of starting their position. This also applies

if staff move to a new position. Managers

also need at least two years’ experience

working in an early years setting, or at

least two years’ other suitable experience.

Staff:child ratios

Exact staff:child ratios can be complex

depending on the qualifications of

your staff. Ratios are set out in the Early

Years Foundation Stage (EYFS) statutory

framework and apply across your setting

as a whole, not just within individual

rooms, so you can use staff flexibly,

provided the overall ratio is met at all

times.

Under 2s - ratio: 1:3

One member of staff per 3 children. This

lower ratio is essential because infants

require more individualised attention,

personal care and developmental support.

In addition:

? At least one member of staff must

hold an approved Level 3 qualification

or be approved as Level 3 under the

new EBR system, AND be suitably

experienced in working with children

under two

? At least half of all other staff must hold

an approved Level 2 qualification

? At least half of all staff must have

specific training in the care of babies

? Where you have an under two-yearold

room, the room manager must

have suitable experience of working

with under twos

So, for example, if you have 15 babies,

you need 5 members of staff. Of those, 1

would need to be Level 3 or above, and

2 would need to be Level 2 or above. The

remaining 2 can be unqualified.

2-year-olds - ratio: 1:5

At least 1 member of staff per 5 children.

Other things to consider:

? At least one member of staff must

hold an approved Level 3 qualification

or be approved as Level 3 under the

new EBR system

? At least half of other staff must hold

an approved Level 2 qualification

If you have twenty 2-year-olds, you would

need 4 members of staff. One of those

would need to be Level 3 or above, and

two others would need to be Level 2 and

the fourth member could be unqualified.

3 years and over – ratio: 1:8

or 1:13

The ratios here depend on the

qualifications of staff working directly with

the children:

? 1:13 – If a Level 6 qualified practitioner

is working directly with the children

(e.g. Qualified Teacher Status (QTS),

Early Years Teacher Status (EYTS), or

Early Years Professional Status (EYPS))

? 1:8 – If there is no Level 6 qualified

practitioner present

In both cases:

? At least one other member of staff

must hold an approved Level 3

qualification

? At least half of the remaining staff

must hold an approved Level 2

qualification

So, if you have twenty children aged 3+

but no Level 6 practitioner, you need 3

members of staff. One of those would

need to be Level 3 or above, one would

need to be Level 2. The third member

could be unqualified.

If you had a Level 6 practitioner working

directly with the children, you could have 2

members of staff (one Level 6 practitioner

and one other with a Level 3 qualification.)

These ratios are the legal minimum. Many

settings operate with higher numbers of

qualified staff to enhance quality, safety,

and staff well-being.

The above ratios apply to England only. For

other UK countries, the ratios are similar

but there are differences too. See Childcare

and nursery staff to child ratios in the

UK for more details on ratios in Wales,

Scotland and Northern Ireland.

Qualifications and

competency

To count in the ratios, staff must hold a full

and relevant qualification recognised by

the Department for Education (DfE). The

rules also allow certain other individuals

to be counted in specific circumstance,

including:

? Suitable students on long-term

placements

? Volunteers aged 17 or over

? Apprentices aged 16 or over working

in early education

Managers have a duty to ensure that

all staff counted in ratios are both

competent and responsible. For a full list

of approved childcare and early education

qualifications, see the DfE’s Early Years

Qualifications List.

The new Experience-Based

Route (EBR)

From September 2025, the new

Experience-Based Route will allow certain

experienced staff who do not currently

have a Level 3 qualification, to be counted

in Level 3 ratios provided they meet

strict eligibility criteria and successfully

complete the EBR assessment process. It

does not result in them gaining a Level 3

qualification but it will allow them to be

counted in Level 3 ratios.

You can consider an EBR assessment if you

have staff who:

? Hold either a full-and-relevant

Level 2 qualification (or equivalent

from outside England) or a Level 3+

qualification that is relevant but not

“full and relevant” under DfE criteria

? Have at least one year’s experience

working with children aged 0–5 in

an early years or related setting in

England

There are some caveats:

? No more than 50% of staff counted

in Level 3 ratios at one premises can

hold EBR status – the rest must have

full and relevant approved Level 3

qualifications or higher

? EBR status is not transferable – if staff

move to another provider, they must

be reassessed before counting in that

setting’s ratios

? The assessor must hold a full and

relevant qualification at Level 3 or

above and have worked in an early

years setting for at least two years

The EBR system has been underway since

March 2025, however, staff cannot be

counted in Level 3 ratios until September

2025, to allow time for the required hours

of supervised practice. These changes

are designed to help you as a setting

meet your statutory requirements, and

can support you to develop your staff too,

whilst upholding the highest standards of

care.

References and resources

? How staff-to-child ratios work –

Ofsted: early years

? A_guide_to_ratios_in_early_years_

and_childcare_settings.pdf

? UK Nursery Staff Ratio Calculator -

EYFS Compliance Tool

? Early years qualifications list: UK only

- GOV.UK

? Experience-based route for early years

staff - GOV.UK

? The_experience-based_route_for_

early_years.pdf



Understanding and

supporting foster

children in early years

In your setting you will have children from

different ethnicities, religions, and family

situations. The majority will come from the

traditional family background, but there

will be others who come from one parent

families, same sex parents, or those living

with relatives. You may also have some

children who are in care, living with a

foster family. These will be in the minority,

but their presence in your setting can be

far more than a place for them to learn

and play; it can be a safe haven. Yet,

working with foster children also brings

unique challenges that require sensitivity,

training, and an understanding of their

background.

Understanding the background

The term “foster child” can describe

many different situations. Some children

are in short-term care while decisions

about their future are made. Others

may be in long-term foster placements,

sometimes until they reach adulthood.

There are emergency placements, kinship

care arrangements (with relatives), and

therapeutic foster homes for children with

higher needs.

Many have experienced significant

adversity before entering care such as

neglect, abuse, parental substance

misuse, or witnessing domestic violence.

Others may be unaccompanied asylum

seekers or may have moved families

multiple times, losing familiar people and

surroundings each time. These are difficult

for many adults to cope with, let alone

pre-school children who are just learning

what it means to be alive. Such negative

experiences can have a profound impact

on their emotional well-being, ability to

trust, and overall development and early

years practitioners can be the key that

makes a positive difference.

Facing stigma

Sadly, despite greater awareness

today, stigma towards foster children

still exists. Some families may harbour

misconceptions, wrongly assuming that

the child is somehow to blame rather

than understanding their difficult life

experiences. In extreme cases, parents

have told their children not to play with

foster children because they harbour their

own prejudices. This is deeply damaging,

as it reinforces feelings of being “different”

or unwanted to the fostered children.

It is vital to remember and help others

understand that children enter foster

care through no fault of their own. They

are dealing with circumstances beyond

their control, often while navigating grief,

loss, and uncertainty. The last thing these

children need is more prejudice and

challenges. We need to offer acceptance

and inclusion, countering stigma with

kindness and understanding.

Common challenges

While each foster child is unique,

practitioners may encounter certain

common challenges, including:

? Attachment difficulties: Children

may struggle to form close, trusting

relationships with adults and children

due to previous inconsistent or

harmful caregiving

? Emotional regulation: Trauma can

leave children prone to sudden

outbursts, withdrawal, or anxiety,

often as a way to communicate their

distress

? Speech, language, and

communication delays: Neglect

or instability in early life can affect

language development and lead to

language delay

? Learning difficulties: Conditions such

as Foetal Alcohol Spectrum Disorder

(FASD) may be present causing

challenges with memory, attention,

emotional regulation, executive

functioning and impulse control

? Inconsistent attendance: Foster

children often face changes of

placements and may only be in

your setting for a short time. The

foster families may also have

to accommodate family contact

arrangements, or court hearings

which may interrupt their normal

routine

? Triggers – Sights, sounds, people

or situations in a setting may

unexpectedly trigger distress linked to

past experiences which may appear

irrational to others

These situations can be challenging for

early years practitioners, but you can be

sure that they are much more challenging

and debilitating for the child who is

suffering with them.

Practical strategies for support

Foster children need focused support and

understanding to help them transition

from being in unsafe environments, to

learning to trust adults and feel more

secure. This does not happen overnight,

but there are strategies you can adopt to

help, including:

Building trust through consistency

A predictable routine, familiar faces, and

clear boundaries help children feel safe.

For example, greeting the child warmly at

the door can become a reassuring ritual.

Providing a consistent key person is vital.

Adopting a trauma-informed

approach

A trauma-informed approach is crucial

for these children requiring empathy

and patience. Try to understand what

the child has been through, rather than

apportioning blame. For example, a child

who hides under a table during tidyup

time may be experiencing anxiety

triggered by past events, not simply being

defiant. Find out about local training

offered in your area for trauma-informed

practice. Many Local Authorities run

courses that practitioners can attend.

Supporting emotional regulation

Create calm spaces where children can

take a break. Offer sensory tools such

as soft toys, weighted blankets, or fidget

items. Encourage the child to express their

feelings through play, art, and movement,

to help them express their emotions in a

creative way.

Adapting communication

Use clear, simple language supported

by visual aids. Avoid assumptions about

family arrangements; saying, “Draw your

mum and dad” may need rewording to,

“Draw the people who care for you”. Be

aware of sensitivities around Mother’s Day

and Father’s Day too.

Working closely with foster carers

and professionals

Foster carers hold valuable insight into the

child’s needs and triggers. A brief chat at

drop-off/pick-up can provide updates that

help staff respond effectively. Understand

too, the role of the social worker and

other professionals, and always maintain

confidentiality.

Preparing for transitions

Moving to a new class or school can be

particularly stressful for a foster child.

Gradual introductions, such as visiting the

new room together and meeting key staff

in advance of the move, can help ease the

change. Share your successful strategies

with the new team too.

Reducing stigma

To help reduce stigma:

? Model acceptance and empathy in all

interactions

? Encourage children to celebrate

diversity in family structures, through

stories and images

? Use inclusive language (e.g., “the

people you live with”)

? Educate staff and gently address

misconceptions among other parents

? Celebrate the strengths and

individuality of each child, avoiding

labels that define them solely by their

care status

Training and staff well-being

Supporting foster children is emotionally

demanding, so staff need training on

attachment, trauma, and conditions like

FASD to respond effectively. Equally vital

are emotional support and reflective

practices to help staff process challenges,

share strategies, and stay resilient.

Foster children may have faced more

in their early years than many adults

experience in a lifetime. Yet, with

understanding, compassion, and

consistent support, we can make a

profound difference, sending a powerful

message that says: you are safe here, you

belong, and you matter.


? Trauma-informed practice – National

Children’s Bureau

? Caring for a Child as a Foster Carer

| Tips & Guidance | The Fostering

Network



Frances Turnbull

7-8-9

Pre-school time!

This traditional sea shanty is possibly

the most well-known of all sea shanties,

with its easily repeated lines and catchy

rhythm. And even better, it combines the

two skills worked on in the previous two

songs – turning a clapping game into a

circle dance!

Children form two circles , one inside the

other, with the inside circle facing the

outside circle partner and vice versa. Each

pair performs a clapping pattern for the

verse:

Pre-schoolers are at a wonderful time

of life! They are old enough to do a few

things independently, uninhibited enough

to be genuinely excited about everything,

and silly enough to laugh at cheesy jokes!

Between the ages of 3-5, children are

typically developing a larger vocabulary,

and really, this is the best time to introduce

new words. This is why many authorities

recognise this age as the perfect time to

be reading to children throughout the day

or at bedtime. Children this age also enjoy

funny words, although this can sometimes

work against us, as they are also very

interested in the body and bodily functions

– thankfully they can be easily distracted,

too!

Pre-schoolers love dress up and will often

come to nursery and groups, even go

shopping, while dressed up. Fantasy is a

big part of their lives, especially with their

unlimited imagination, and this is also

evident in their playing together, making

up rules, stories and songs.

While 3–5-year-olds have been around

long enough to know what needs to be

done, and even how to do it, they are not

always big or strong enough to do things

safely on their own. Creating opportunities

often, by building extra time into their

routines, can allow children to still feel as

independent as possible – although this

strategy is not always successful when

there are other pressures present.

Children begin to make friends in their

class, modelling their own active or quiet

identity on the important adults in their

lives. Familiarity gives them confidence

to be active, so it is helpful to base new

knowledge on old experience.

Music is one of the most familiar and least

invasive, least demanding ways of inviting

children to learn. It is also surprisingly

successful for recalling and retaining new

information in the long term.

By incorporating the known with the

unknown, familiar songs and new dances,

new songs and familiar games, we create

an atmosphere of freedom where children

are free to develop in their own time,

express themselves safely, and develop

interests and skills that will carry them

through their lives. Here are some songs

that go down particularly well with this

age group.

Circle to the left

Circle to the left, old brass wagon



You’re the one, my darling

Circle to the right, old brass wagon




Everybody down, old brass wagon

Everybody up, old brass wagon

Everybody down, old brass wagon


Everybody in, old brass wagon

Everybody out, old brass wagon

Everybody in, old brass wagon


This is a lovely, straightforward circle

dance, introducing pre-schoolers to the

physical concepts of circles and shapes,

co-operative working together, and

following directions. Historically, songs like

this were used in Victorian cultures where

society tried to control courtships between

people, and this was one way in which

single people could meet others and

secretly make plans to stay in touch!

Children hold hands and walk in a circle

to the left for the first verse, stopping at

“you’re the one my darling”, where they

can give themselves a hug! The second

verse is similar, holding hands and walking

to the right until they stop and hug. The

third verse has the children crouching

down and jumping up until they stop and

hug. The final verse has children holding

hands and walking forwards towards the

middle, and then walking backwards, then

forwards again, before ending with a stop

and hug.

Clementine

In a cavern, in a canyon

Excavating for a mine

Lived a miner, forty-niner

And his daughter, Clementine

Oh my darling, oh my darling

Oh my darling, Clementine

You are lost and gone forever

Dreadful sorry, Clementine

This song works really well with preschoolers

as they are starting to develop

their sense of humour – knock-knock

jokes and cheesy “dad” jokes keep them

in stitches! Children who understand

the language used will understand the

impossible but funny situations that the

song describes, so this song is a great

opportunity to develop language and

comprehension skills, as well as learn

about the past. For example, this first verse

alone describes a cave, that is a valley,

which is being dug out (?!) to mine.

This song could be used as a clapping

game between pairs. It is in ¾ timing,

which is typical of waltz music, which is

perfect for a clap – cross-right – cross-left

pattern, or even more simply to start, clap

– against each other-against each other,

both emphasise the first, strong beat!

(Clap right left)

Drunken sailor

What shall we do with a drunken sailor?



Ear-lie in the mornin’

Way-hey and up she rises



Ear-lie in the the mornin’

Put him in a longboat until he’s sober



Ear-lie in the the mornin’

Clap – right – clap – left – knees – knees –

clap together – clap together

Then during the chorus, ‘way-hey’, children

link arms and go around each other. At the

end of the song, the outside circle moves

to the left, to a new partner.

Two circles, facing each other.

Building on children’s existing skills makes

the learning experience a whole lot of fun

– especially with music!

Click here for

more resources

from Frances:



Dealing with

childhood

trauma in the

early years

Sadly, even in 2025, many children are

still experiencing Adverse Childhood

Experiences (ACEs) and trauma in their

very earliest years. For most of these

children, early adversity shapes how safe

they feel, how their bodies respond to

stress, and how they relate to others for

much of their life and these experiences

can have very long-lasting effects. The

good news is that early years settings can

make a powerful difference with calm,

consistent, and trauma-informed care.

What we mean by trauma

and ACEs

Trauma refers to distressing events or

ongoing experiences that overwhelm a

child’s ability to cope. Adverse Childhood

Experiences (ACEs) commonly include

different forms of abuse or neglect and

household challenges such as parental

mental ill-health, substance misuse or

domestic abuse. UK research finds that

about 47% of people report at least one

ACE, and around 9% report four or more

linking them to poorer health, education

and social outcomes in adulthood. Metaanalysis

across countries suggests roughly

60% of adults report at least one ACE,

reinforcing that childhood adversity is

common and not a niche issue.

Trauma is not only about a single incident.

It can be chronic, complex and cumulative.

Government guidance frames traumainformed

practice as recognising the

neurological, biological, psychological and

social impacts of trauma, and responding

in ways that avoid re-traumatising people.

How trauma shows up in

early years

Trauma can affect a child’s attention,

memory, sleep and emotional regulation.

In young children it may look like

frequent meltdowns, hypervigilance,

withdrawal, developmental regression,

aggressive play, or re-enactment of

frightening experiences in play. Early

years professionals should also stay

alert to general signs of abuse or neglect

and know how to respond if they have

concerns. Safeguarding training should

cover all these, but you can find NSPCC

resources which summarise these

indicators.

A trauma-informed

approach

Trauma-informed practice in the early

years is about more than simply being

aware that some children have had

difficult starts in life. It is a whole-setting

approach that recognises how early

adversity can affect a child’s body, brain,

relationships and behaviour. It then

adapts care and education to meet

those needs in a safe, consistent way.

For early years practitioners, this means

building predictable routines, nurturing

relationships, and working with empathy

so that every child – regardless of what

they have experienced – has the best

chance to feel safe, learn and thrive.

Training and whole-setting

implementation

A trauma-informed setting is a wholeteam

commitment, including office,

lunchtime and site staff. Provide training

on trauma basics, and refreshers at

least annually. Evidence from the Early

Intervention Foundation highlights that

while trauma-informed language is

widespread, the positive impact seen

depends on putting it into practice and

connecting families to proven interventions

when needed. Many local authorities and

virtual schools also have trauma-informed

training to develop shared language, selfaudit

tools and improvement plans which

you can tap into.

Principles of traumainformed

practice

A trauma-informed approach in early

years means that everyone in the setting:

? Realises how common trauma is and

its effects

? Recognises signs and potential

triggers

? Responds by adapting the

environment, routines and

relationships

? Resists re-traumatisation by

prioritising safety, trust and choice

Practical strategies you can

use today

Engaging in training in trauma-informed

practice will allow you to feel more

confident when dealing with children in

this situation, but there are several things

that you can do right away to help support

them too.

1. Build predictable safety

Ensuring children feel safe is the first thing

to address:

? Keep routines consistent

? Use visual timetables and simple,

advance warnings of changes

? Create calm spaces where children

can regulate (e.g. low lighting,

sensory toys)

? Greet each child by name, at eye level,

with a warm tone

2. Co-regulate before you educate

Early years children are all learning to master

their emotions, but children who have

experienced trauma may find it particularly

difficult:

? When a child is distressed, connect first

using a calm voice and steady breathing

? Name feelings without judgement: “It

looks like you are feeling cross. I am

here to help”

? Use rhythmic, regulating activities such

as gentle rocking, tapping games, yogastyle

stretches, drumming or humming

Young children copy our emotional states. By

using co-regulation, you can help them build

a pathway to self-regulation over time.

3. See behaviour as communication

All early years practitioners should

understand this concept and demonstrate

their understanding by:

? Asking “What has happened to this

child?” rather than “What is wrong with

this child?”

? Tracking patterns and triggers so

they can be avoided: E.g. time of day,

transitions, noise levels, separations, or

reactions to particular activities

? Adjusting the environment where

possible before considering

consequences

Approaching a child with understanding

rather than judgement is key to unlocking the

relationship with them that can help the child

through their challenges.

4. Strengthen relationships

As mentioned, nurturing and consistent

relationships are key because they

help the child feel safe where they

may not have felt safe before. Stable,

understanding relationships are the single

most protective factor for children who

have experienced adversity.

? Ensure key-person continuity wherever

possible

? Prioritise sensitive, playful interactions

(shared book time, floor play, turntaking

games)

? Use responses to build trust based on

the PACE model (playful, accepting,

curious, empathic)

5. Plan gentle transitions

Small adjustments to transitions can help

avoid triggering a fight, flight or freeze

response in children with trauma histories,

which is often their ‘go-to’ response to

change.

? Break transitions into small, supported

steps with visual cues

? Offer a “transition buddy” or comfort

object

? Use “first-then” language, e.g. “Coats

on first, then outdoor play”

6. Partner with parents and carers

Engaging with the parents and carers

of children who have experienced

trauma can be challenging, particularly

if safeguarding concerns are present.

However, keeping communication open is

vital. Approach families with empathy and

curiosity rather than blame, recognising

that they may also be coping with their

own difficult experiences.

Some children with trauma histories

may already be in the care system or

living with foster carers. Sharing simple

strategies you use in your setting can help

ensure consistency for the child when

they go home. Where appropriate, offer

signposting to local support services and

always follow your setting’s safeguarding

policy if you have any concerns, involving

your Designated Safeguarding Lead (DSL)

and other relevant local partners in line

with statutory guidance.

When to seek specialist

help

Early years practitioners are not expected

to diagnose or treat trauma. You are

expected to notice, respond supportively

and follow procedures. If a child shows

persistent signs of trauma or signs of

significant functional impact, speak with

your safeguarding lead who can follow up

and refer to local services if needed.


? Adverse childhood experiences and

attachment - NHS

? National household survey of adverse

childhood experiences and their

relationship with resilience to healthharming

behaviours in England | BMC

Medicine | Full Text

? Measuring mortality and the burden

of adult disease associated with

adverse childhood experiences in

England: a national survey - PMC

? Working definition of trauma-informed

practice - GOV.UK

? Post-traumatic stress disorder: what

does NICE guidance mean for primary

care?

? Recognising abuse and neglect in the

early years



It’s September! Which naturally means

new statutory safeguarding requirements

will become effective for all early years

settings in England from 1st September

2025.

As previously advised, these updates

include the revised Early Years Foundation

Stage (EYFS) statutory frameworks .

However, Keeping Children Safe in

Education (KCSIE) 2025 guidance has also

been updated. While KCSIE is statutory

guidance for schools, registered early

years providers in school settings -

including maintained nursery schools -

and early years provision in independent

schools, must follow relevant parts

alongside the EYFS. Together, these set

the standards to strengthen safeguarding

practice, keep you compliant, and address

gaps found in recent reviews.

This article highlights the key changes

early years leaders need to know, practical

steps for implementation, and where you

can find further guidance. It is written

to reflect the July 2025 ‘for information’

version, pending publication of the

final version which comes into force in

September 2025.

Safeguarding training – Annex

C criteria is now mandatory

I would like to remind you that one of the

most significant changes in the EYFS 2025

reforms is the introduction of mandatory

criteria for safeguarding training in Annex

C. There has been confusion around who

must complete this training, with some

settings wrongly believing that it is only the

Designated Safeguarding Lead (DSL) who

must complete the training.

Yvonne Sinclair

EYFS safeguarding

update September 2025

EYFS states: “All staff who are designated

as safeguarding practitioners must

complete training that meets the criteria

set out in Annex C.”

In addition to the basic training, the DSL

requires training which covers:

⚙ How to build a safe organisational

culture

⚙ How to ensure safe recruitment

⚙ How to develop and implement

safeguarding policies and procedures

⚙ If applicable, how to support and

work with other practitioners to

safeguard children

⚙ Local child protection procedures

and how to liaise with local statutory

children’s services agencies and with

the local safeguarding partners to

safeguard children

⚙ How to refer and escalate concerns

⚙ How to manage and monitor

allegations of abuse against other

staff

⚙ How to ensure internet safety

Action for leaders:

Review your current safeguarding training

against Annex C, ensuring the content,

delivery, or trainer credentials meet

requirements. If not, immediately update

your training plan.

Two-year renewal cycle for

safeguarding training

Previously, refresher training frequency

for early years staff was determined

locally. From 2025, DSLs, and early

years practitioners must renew their

safeguarding training every two years.

This change reflects Ofsted’s findings

that knowledge gaps emerge quickly

and that more frequent updates improve

professional curiosity and confidence in

raising concerns.

Action for leaders:

⚙ Create a safeguarding training

schedule and tracker

⚙ Ensure induction training for new staff

also meets Annex C standards

NEW early years safeguarding

practitioner training

If you want to be certain your training

meets the new Annex C criteria and

prepares your team for the 2025 reforms,

register for our Early Years Safeguarding

Practitioner eLearning course. A 90-minute

self-paced training course designed to

meet the updated EYFS requirements -

includes knowledge checks, and certificate

on completion. Click here to find out more

and book your place.

Receive 15% discount by using code:

ParentaEY15

Clarifying DSL responsibilities in

early years

While all staff share safeguarding

responsibilities, the DSL role has been

clarified to reflect early years contexts.

DSLs must:

⚙ Ensure safeguarding policies are

reviewed annually, reflect the required

guidance and how to respond

⚙ Clear points of contact for

safeguarding concerns are

understood

⚙ Hold responsibility for leading

referrals to children’s social care and

for liaising with the LADO

⚙ Maintain oversight of record-keeping,

ensuring timely, factual, and secure

records, transferring securely when a

child leaves

⚙ Ensure chronologies are maintained

for all safeguarding cases

⚙ Follow safer recruitment procedures

⚙ Ensure staff receive a safeguarding

induction covering safeguarding

policies, reporting concerns, the DSL

role, training and whistleblowing

⚙ Ensure staff understand and follow

procedures, including whistleblowing

and managing allegations against

adults

⚙ Support children’s early digital literacy

and awareness of safe technology

use and ensure staff can recognise

and respond to online risks (including

AI-generated content and cyberenabled

abuse)

⚙ Have regard to the duty to act on

unexplained child absences

Action for leaders:

⚙ Review DSL job descriptions and

ensure deputies are trained to the

same standard

⚙ Review and update safeguarding

policies

⚙ Ensure safeguarding training meets

requirements

⚙ Ensure systems are are systems in

place to act promptly on unexplained

absences

Strengthening record-keeping

and information sharing

EYFS now explicitly requires the timely

recording of all safeguarding concerns,

along with the secure transfer of records

when a child moves setting. In addition,

staff should follow the government

guidance on information sharing (see

below)

Action for leaders:

⚙ Review current safeguarding files,

storage systems, chronologies and

transfer protocols

⚙ Provide staff with access to

Information sharing: advice for

practitioners guidance

Whistleblowing and staff

conduct

All settings must now have:

⚙ A whistleblowing procedure that staff

can use if they believe safeguarding

concerns have not been properly

addressed

⚙ Clear staff behaviour codes, covering

social media use, professional

boundaries, and one-to-one working

Action for leaders:

Ensure staff can access policies easily and

know the reporting routes outside the

setting.

Stronger focus on online safety

The updated guidance places greater

emphasis on online safety as part of

safeguarding practice. This reflects rising

concerns over children’s exposure to

harmful content, contact, and conduct

online.

Settings must:

⚙ Include online safety risks in

safeguarding policies

⚙ Support children’s early

understanding of safe and respectful

technology use

⚙ Ensure staff know how to identify and

respond to online risks (including AIgenerated

content and cyber-enabled

abuse)

Action for leaders:

Review your online safety policy alongside

this and ensure all staff receive rolespecific

training.

Final thoughts

The 2025 updates are more than a

compliance exercise; they represent a

cultural push towards more consistent,

evidence-based, and proactive

safeguarding across early years provision.

For leaders, the priority should be to

embed these requirements into daily

practice, ensuring every child benefits

from a safe, supportive, and well-led

environment. Compliance will satisfy

Ofsted; culture will protect children.

Join me and the Parenta Team for our joint

webinar where we will be exploring these

updates plus:

⚙ The introduction of Martyn’s Law: The

Terrorism (Protection of Premises) Act

⚙ The Crime and Policing Act

⚙ Fresh guidance on safer recruitment

Click here for

more resources

from Yvonne:



early years practitioners, we hold a key responsibility in ensuring the safety and well-being of every

As

in our care. Safeguarding is essential in creating a secure environment where children can grow,

child

and thrive, protected from harm and supported in their development. By prioritising safeguarding,

learn,

not only meet our duty of care but also build trust with families and provide children with the strong

we

EYFS activities:

Stranger danger role-play

Teaching children about Stranger Danger supports the safeguarding principle of helping them recognise

unsafe situations and speak up if something feels wrong. This activity encourages critical thinking, selfadvocacy,

and links directly to Personal, Social and Emotional Development in the EYFS. It also reflects the

British value of the Rule of Law, help ing children understand right from wrong.

You will need:

Flashcards of different people (e.g., police officer, teacher,

parent, unknown adult)

Role-play props (e.g., hats, bags, badges)

A safe space for acting out scenarios

Method:

1. Show the children flashcards of familiar and unfamiliar people.

2. Ask: “Is this person safe to talk to or not safe? ” – discuss answers together.

3. Use props and act out common scenarios (e.g., a stranger offering sweets, or someone asking them to keep

a secret).

4. Encourage children to practis e saying “No”, running to safety, and telling a trusted adult.

foundation they need for a healthy and positive future.

5. Finish with a discussion about who their trusted adults are and where to go if they feel unsafe.

This activity gives children the tools and confidence to protect themselves, while reinforcing trust and

communication with caregivers.

Red light, green light game

This fun and energetic activity supports the safeguarding principle of teaching children how to keep themselves

safe in the wider world – especially regarding road safety. It promotes understanding of rules and boundaries,

Home safety scavenger hunt

as well as helping young children develop self-regulation, which is a key element of personal development in

the EYFS.

You will need:

This hands-on activity supports the safeguarding principle of helping children recognise potential

dangers in their environment, particularly at home. It links to the Understanding the World area of

the EYFS, encouraging children to explore and make sense of their surroundings. It also promotes

the British value of Individual Liberty, by teaching children how to make safe choices and seek help

Red, green, and yellow paper circles

Method

:

You will need:

Space to play outdoors or in a large room

when something feels unsafe.

Pencil or crayon

Optional: ’safe’

A clipboard/notebook

1. Cut out large circles from red, green, and yellow paper.

2. Hold up the green circle to signal children to walk/run, the

stickers or stamps

A simple picture checklist of potential hazards

yellow for slow, and the red for stop.

Method:

for ticking off items

(e.g., cleaning products or power socket etc.)

3. Stand at one end of the space while the children start at the

other.

4. Call out colours and show the matching circles – children

must stop, go, or slow down accordingly.

1. Prepare a child-friendly checklist with simple words or pictures of everyday household hazards.

5. Talk about what each light means in real li fe, and how they

2. Walk around the room with the children, using the checklist as a safety scavenger hunt.

help keep people safe when crossing roads.

3. When children spot an item (e.g., a sharp knife or cleaning spray), stop and talk about why it i s

This game reinforces children's ability to listen, follow

dangerous and what they should do if they see it. Use clear, age-appropriate language: “We

never touch sharp things like this – they can hurt us. Only grown-ups can use these safely. ”

instructions, and understand how rules are there to protect them.

Reinforce key safety messages: “Don’t touch, ” “Tell an adult, ” Or “That’s not safe for children. ”

4. Tick off each item as they ’re found. Children can decorate their list or earn a sticker when they

complete it.

36 August 2025 | parenta.com

encourages them to take responsibility for their own safety in everyday settings.

This activity builds children's awareness of danger, supports early risk assessment skills, and

In every early years setting, children

arrive with their own unique story. Some

are eager to chat, play, and explore with

words tumbling out; others need more

time, support, and imagination to find

their voice. For children with additional

needs (SEND) or English as an Additional

Language (EAL), communication can

often feel scary, stressful, confusing, and

daunting. However, active role-play -

especially when infused with movement,

music, and multisensory elements - can

serve as the bridge between silence and

self-expression.

More than play - a path to

belonging

Active creative role-play invites children

into a world of “what if?” where the

boundaries of language, ability, and

experience blur. It is not just about

dressing up or pretending to be someone

else; it is about stepping into a safe,

imaginative space where children can

explore emotions, practise communication,

and build confidence without the pressure

of being ‘right.’

For children with SEND, particularly

those with speech, language, or

communication needs, active role-play

supports expressive and receptive

language development. Language

becomes embodied - galloping like a

horse or marching like a pirate isn’t just

fun; it’s an opportunity to connect words to

movement, meaning, and context.

For EAL learners, who may be navigating

Gina Bale

Unlocking every

child’s voice

How active role-play supports communication

and connection for SEND & EAL learners

an entirely new culture and language,

role-play becomes a gentle gateway into

English. Through repeated story structures,

movement routines, and multisensory

prompts, they begin to recognise, repeat,

and eventually initiate key words and

phrases. Importantly, this occurs in a lowpressure

environment where the focus is

on play rather than performance.

I experienced this first-hand when

I arrived at school with Dutch as an

additional language. I still remember

the awkwardness and stress of not

understanding what was happening

around me. Stress levels increase when

you feel different, left out, and behind.

It was during creative, active play that

I found my way in. Play and creativity

gave me a way to join in before I could

communicate in their language. It wasn’t

the vocabulary sheets that helped me

find my confidence; it was the games, the

stories, and the imaginative spaces where

I was allowed to just be and learn at my

own pace. That lived experience is what

fuels my passion for making sure no child

feels left behind, especially when they are

learning in a new language.

Movement unlocks the mind

Before we speak, we move. Movement

forms the foundation for language

and cognitive development. In early

childhood, gross motor activities help

build neural connections and myelin that

support speech, memory, and emotional

regulation.

For children who struggle to sit still or

concentrate, active role-play provides

a purposeful outlet. It turns language

learning into a full-body experience.

Instead of describing Africa (when going

on a safari together), children can stomp

like elephants, move through tunnels

like meerkats, and make the sounds of

baboons. This immersive, embodied

learning supports understanding, recall,

and joy in equal measure.

Children with sensory processing

differences which often present in SEND

profiles, may also find it easier to engage

in movement-rich activities than in sitdown

group work. Role-play allows them

to experience the world through touch,

sound, rhythm, and space, helping them

feel grounded, safe, and regulated.

Supporting social and emotional growth

communication is about more than just

words; it is about connection. Role-play

allows children to practise empathy,

take turns, read facial expressions, and

interpret body language. These ‘soft’ skills

are the building blocks of successful social

interaction and emotional literacy.

Children who might feel isolated due

to a language barrier or have difficulty

processing social cues, can become active

participants in a shared story. They can

be the captain of the ship, the keeper of

the keys, or the explorer leading the way.

In this space, every child has a role, and

every contribution matters - whether it’s a

gesture, a sound, a word, or an idea.

Active role-play also allows for emotional

rehearsal. A child who struggles with

transitions can practise leaving and

returning in the safety of pretend journeys.

A child who finds it hard to express

frustration might work through those

feelings by “taming a dragon” or “rescuing

a friend.” These stories become mirrors

and windows, helping children understand

both themselves and others.

Practical tips for inclusive roleplay

You don’t need fancy props or themed

corners to harness the power of roleplay.

What matters most is how you invite

children into the story. Here are a few

ideas to create inclusive, communicationrich

role-play moments:

? Use movement as your anchor:

March, stretch, crawl, sway -

movement helps children access

language through rhythm and

repetition

? Build in routine and repetition:

Predictable patterns help EAL and

SEND children feel safe and ready

to engage. A regular “story journey”

structure can build confidence over

time

? Embrace non-verbal communication:

Eye contact, eye focus, pointing, facial

expressions, and body language

are all valid ways of engaging and

communicating

? Offer visual and sensory clues: Use

simple props, pictures, sounds,

smells, and tastes to support

understanding. For example, shake

a rain stick to signal a storm, wave

a scarf like a cloud, offer a honey

scent when you meet an elephant, or

musk for the meerkats. These sensory

anchors help children link abstract

ideas to real-world experiences

? Follow the child’s lead: Children often

bring their own stories, especially if

they feel safe. Let their ideas reshape

the journey and trust where it takes

you

Rooted in the EYFS

Active role-play weaves effortlessly

throughout the EYFS framework.

It supports communication and language

through interactive storytelling and

vocabulary building; Physical Development

through meaningful movement and

activities; PSED by fostering emotional

understanding and social interaction;

and Understanding the World as children

explore real and imagined environments.

For children with SEND and EAL needs, this

approach offers multiple access points

to learning, inviting them in through play

rather than pulling them along through

instruction.

The bigger picture

At its heart, this isn’t just about play - it’s

about their voice. And voice isn’t only

verbal. It’s the ability to be heard, to be

seen, and to be part of a community.

Active role-play helps children find and

use their voice in a way that works best for

them at that moment in time.

In a world where we are often encouraged

to measure progress in checklists and

outcomes, role-play invites us to measure

something deeper: confidence, connection,

and joy. These are the things that build

the foundation for all future learning, and

they matter every bit as much as the first

spoken word.

So, what journey could you take your

children on next week? To the jungle?

To space? Under the sea? Whatever you

choose, remember it’s not about where

you go, it’s about helping every child feel

brave enough to go there with you.

Click here for

more resources

from Gina:



Mandatory

st

from 1

September

2025

Are you

compliant?

Early Years Safeguarding

Practitioner Training

Self-paced, Interactive

Online Course

90 minutes

Required for ALL those working in

Early Years

Meets Section 3 EYFS 2025 and

Annex C Criteria

£25.00 +VAT

15% Discount Code

ParentaEY15

Certificate of Completion Included

Multi-Licence Discounts Available

Contact us

Tel: 01274 752299

Email: admin@safeguardingsupport.com

September 2025 Parenta Early Years Magazine

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