October 2025 Parenta Early Years Magazine

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Industry Experts

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Welcome to the October edition of Parenta magazine!

October is a month of colour, change, and new possibilities. From golden leaves and crisp mornings to the excitement of

Halloween, it’s a season that sparks imagination and curiosity in children.

In this issue, we’re focusing on how to support gross and fine motor skills, with Charlotte Ng exploring the benefits of outdoor

play and Gina Bale sharing spooky role-play ideas perfect for this time of year. We also take a closer look at nutrition and

well-being, highlighting the rise of malnutrition in children and practical ways we can support families.

October also brings Breast Cancer Awareness Month and Menopause Awareness Week – two important moments to reflect

on women’s health in our sector. We share ideas on how your setting can get involved, from “Wear It Pink” to everyday

conversations that build understanding and support.

Other highlights include Stacey Kelly’s new series on teaching values to children, the next instalment of Joanna Grace’s

neuro-affirming practice series, part one of Zoë Austin’s thought-provoking article on listening, and Frances Turnbull’s

creative guide to music sessions with pre-schoolers. And with major changes to Ofsted’s inspection framework coming this

November, we’ve included a practical guide to help you prepare.

Save the next webinar date – 14th October! Join early years outdoor education specialist Charlotte Ng and discover how

the great outdoors boosts children’s fine and gross motor skills. From puddle-jumping to treasure hunts, learn simple ways to

turn any space into a hub for movement, exploration, and whole-body learning. Register now to join us!

As always, we invite you to share this issue with colleagues, parents, and friends who can sign up for their own digital copy

at www.parenta.com/magazine.

Best wishes,

Allan

8 Write for us

36 EYFS activities: Halloween

News

4 What do our customers say this month?

6 Monthly News Stories Round-up

10 Childcare news and views

Advice

14 Supporting women’s health and well-being in

early years

20 Supporting parents with family learning & celebrating

the Family Learning Festival

24 Motor skills and learning disabilities

28 Bring some pink to our settings and hearts

32 The rise of malnutrition in UK children

34 Ofsted’s new report cards confirmed

12 Neuro-affirming practice: What do words matter?

16 What does listening look like?: Part 1

22 Gross motor, small effort: Keeping it simple in

outdoor learning

26 10 important values to teach children: Part 1

Laying the foundations for resilience and confidence

30 Setting up for 7-8-9 pre-school time! Part 1

38 Spooky but supportive: How role-play builds

confidence in young learners

2 October 2025 | parenta.com

parenta.com | October 2025 3

Write for us!

We continuously seek new

authors who would like to

provide thought-provoking

articles for our monthly

magazine.

If you have a subject you’re eager to explore

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

chance to win?

Every month, we’ll be awarding Amazon

vouchers to our “Guest Author of the Month.”

You can access all the information here:

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

Congratulations

to our guest author competition winner, Dr Joanna Grace!

Congratulations to Dr Joanna Grace, our guest

author of the month! Her article, “Neuro-Affirming

Practice In Early Years” explores how how neuroaffirming

language fosters compassion and better

outcomes for neurodivergent children.

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 Joanna!

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

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Childcare news

and views

Major dental health initiative to

support hundreds of thousands

of children in deprived areas

More than two million free toothbrushes

and tubes of toothpaste have been

distributed to children aged three to

five in some of the most disadvantaged

communities in England, as part of a

nationwide dental health initiative.

This marks the first stage of a new fiveyear

partnership between the government

and Colgate-Palmolive, aimed at helping

young children build strong toothbrushing

routines and improve long-term oral

health. The programme forms a key

element of the government’s Plan for

Change, designed to give every child the

best start in life.

Up to 600,000 children in early years

settings are expected to benefit from

the scheme, which will encourage the

development of positive daily brushing

habits.

Education Minister and Minister for

Equalities, Olivia Bailey, said:

“Ensuring children get the best start in life

means equipping them with skills and

habits that support their future – and that

includes something as simple but essential

as brushing their teeth each day.”

“Through our Plan for Change, we are

working across government to make

sure tens of thousands more children are

school-ready by the age of five – reaching

the classroom healthy, confident, and

ready to learn.”

“Alongside delivering vital initiatives like

this, we have also expanded access to

high-quality early years care for hundreds

of thousands of families through the rollout

of 30 hours’ government-funded childcare.

And through our Best Start in Life strategy,

we are going further by rebuilding early

years services, recruiting more early years

teachers, and opening Best Start Family

Hubs in every local authority.”

Read the full story, as reported by EY

Alliance here.

Olivia Bailey and Josh

MacAlister appointed as new

education ministers

Olivia Bailey, MP for Reading West and

Mid Berkshire, has been named the new

Minister for Early Education, succeeding

Stephen Morgan.

Bailey brings a wealth of political and

policy experience to the role. She has

previously chaired the Labour Women’s

Network, served as Deputy General

Secretary of the Fabian Society, and

worked as a senior aide to the Prime

Minister. More recently, she was

Parliamentary Private Secretary to Work

and Pensions Secretary Liz Kendall.

Also appointed is Josh MacAlister, MP

for Whitehaven and Workington, who will

take up the role of Children and Families

Minister. A former teacher of citizenship,

MacAlister went on to establish Frontline,

a graduate training programme for social

workers. Since entering Parliament, he has

been active on education issues, including

tabling a bill in October 2024 to ban

smartphones in schools.

Purnima Tanuku CBE, NDNA Executive

Chair, said:

“We welcome Olivia Bailey to her new

role as Early Education Minister and look

forward to working with her during this

critical period of change for nurseries.

Many providers are struggling to meet

the demand of the 30 hours childcare

expansion while also adapting to the new

Ofsted inspection framework.

“We also thank Stephen Morgan, the

first Early Education Minister, for his

commitment to the sector. He engaged

actively with nurseries during a time of

significant change, visiting many of our

members and speaking at our conference.

We wish him every success in his new

role.”

Updates from the DfE

On 16 September, further changes were

announced affecting responsibilities within

the Department for Education (DfE) and the

Department for Work and Pensions (DWP):

Apprenticeships, adult further

education, skills, training and careers,

and Skills England will transfer from

DfE to DWP

Higher education, along with further

education, skills, training and careers

for under-19s, will remain with DfE

Baroness Smith of Malvern, Minister

for Skills, will now hold a joint role

across both departments

Read the story in full, here on the NDNA

website.

New coalition launched to

address crisis in children’s

health services

Education, health, and social care

organisations have joined forces to form a

new coalition in response to the escalating

crisis facing children’s health services.

The Child Health Workforce Alliance

– which brings together the National

Children’s Bureau, NSPCC, Royal College of

Paediatrics and Child Health (RCPCH), and

the Royal College of Speech and Language

Therapists – is urging cross-sector action

to help achieve the Government’s ambition

of raising the healthiest generation of

children ever.

In its newly published policy briefing, the

alliance highlights the severe pressures

affecting the child health workforce,

including staff shortages, burnout, and

significant gaps in training and retention.

The briefing calls for a range of solutions,

from greater investment in workforce

planning and clearer career pathways

to stronger integration across education,

health, and care services.

The alliance has also written to the

health and social care minister, as well

as the education minister, pressing for

meaningful engagement in shaping the

new NHS workforce plan so that children’s

health and well-being are placed at the

forefront.

Amanda Allard, Director of the Council

for Disabled Children, and Phil Anderson,

Strategic Director of External Affairs at the

National Children’s Bureau, said:

“To deliver on the Government’s pledge

to raise the healthiest generation of

children ever, restated in its 10-Year Health

Plan for the NHS, we need long-term

investment in recruiting and developing

specialist professionals, supported by a

comprehensive child health workforce

strategy.”

“The Child Health Workforce Alliance,

uniting over 25 organisations working

in child health, will work closely with

Government to ensure babies, children,

and young people remain central to the

forthcoming 10-Year Workforce Plan.”

The story can be read in full here on

Nursery World’s website.

And more information can be found on the

National Children’s Bureau website here.



Recently, I have been thinking about

people starting new jobs in education

and childcare in September. I remember

how nervous I was during the summer

before I began my first teaching job. I

was to be a teacher in a special school,

I spent the summer trying to learn sign

language, my fiancé and I studying little

line drawings to try and work out the

movement of the hands. I wanted to be

able to do everything, be everything, for

the young people who would be my first

students (and who also, incidentally ended

up being my bridesmaids and page boys).

In reality on the first day of term I locked

myself out of the classroom, had to climb

the playground fence and be re-let into

the school by the secretary. The best laid

plans, eh?

In a bid to help those who might be living

through similarly jittery summers as that

one I endured a few decades ago, I’ve

been compiling a YouTube playlist of

advice for new teachers of children with

profound disabilities.

Watching the films that have come in,

which are all made by people with lots

of experience supporting young people

with disabilities, has been a wonderful

reminder of what is important as we

seek to make connections with people.

Although the films are aimed at those

new to teaching people with profound

disabilities, I’ve found people commenting

that they’ve found them useful, even

though they’re not new to teaching,

even though their students do not have

Dr Joanna Grace

Neuro-affirming

practice: What do

words matter?

disabilities, even though they don’t work in

a school and so on.

When I did my doctorate I argued for

the inclusion of people with profound

disabilities in research. I drew on lots

of other’s researchers insight to make

my argument. Many of those whose

work focuses specifically on people

with profound intellectual and multiple

disabilities argue that rather than less than

human (as profoundly disabled people

have been described by research in the

past) these people reveal humanity and

are the very definition of human. It is as if

they are saying, when you strip away all

the facades: the money, jobs, hairstyles,

fashion, achievements, allegiance to

particular celebrities/pop stars, all

the things that people use to define

themselves…when you take everything

away, what you have left is the essence of

being human. I think this is why the advice

on that playlist has such broad appeal.

Perhaps you have new children starting

in your setting, or new staff beginning.

We want our settings to be places of

connection, places people feel safe,

happy, and most of all, places people feel

a sense of belonging. Beyond what activity

to put out on the tough tray and how to

rota the baby room, it is worth spending

a bit of time thinking about these bigger

goals.

Here is some of the advice from that

playlist, I wonder if/expect it will resonate

with you:

Slow down

We are all busy, lots to do, lots to think

about, lots of what-ifs to ward off. It is

tempting to rush around, imagining that

we could complete all the jobs on our

to-do lists and reach some fantasy patch

of time without jobs to do. But the world

keeps turning, and things keep being

added to the to-do list. So instead of a

sprint finish to the end of it, try taking a

deep breath and slowing down. Take time

to take in a bit more of what is going on

around you. This advice is especially good

if the people you are seeking to connect

with might not be able to go as fast as

you; by slowing down, you can go at their

speed and be with them.

Declutter

Declutter the visual environment,

declutter your communication, declutter

the resources: Declutter! By stripping

things back to their essentials, you

remove distractions and things that can

confuse. You make it easier for brains to

understand. When you are asking me

to look at a book and holding that book

up against a bright display of loads of

pictures with a few A4 sheets of notices

pinned up alongside it, it is harder for me

to look at the book than if you held it up

in front of a plain matt background. If you

ask me to tidy up the toys and include a

detailed description of all the toys and a

few tangent stories about how you have

tidied up toys and maybe some threats as

to what will happen to me if I do not tidy

up toys, it can be hard for me to follow the

thread of your instructions. Where-as if

you simply say my name – wait until I’ve

connected my attention to you – and then

ask me to help tidy up, it is easier for me

to know what you want me to do. Look at

resources too, whether in the setting or at

home. Marie Kondo’s advice says to just

keep those things that serve a purpose or

bring you joy. And children with fewer toys

play with them more than children with

more toys, so it’s not about quantity. Play

is children’s work. Imagine walking into an

office stacked high with jobs to do, it would

be overwhelming – where to start?! But

walk into an office with one task on a desk,

and you get to it right away.

Focus on ‘being with’

‘Being with’ was a theme that came out

of my research with young people with

profound and multiple learning disabilities.

It is the notion of BEING with, rather than

DOING to/for/or even with. To be with

someone, you have to be wholly there,

present in yourself, present in the moment,

and embodied, and you do all of those

things alongside another person. If you are

wholly there, and they are wholly there,

then the sense of togetherness is deep,

and the potential for an experience of

belonging is huge. It is simple advice to

give, but so hard to do.

For more advice and reflection points,

check out the playlist. Whether you

are working with people with complex

disabilities or simply working with people

(of whatever age or ability), I’m sure you

will find food for thought there.

That summer before starting my first

teaching job in a special school, I was

frantic, trying to get everything done. My

head was constantly buzzing with worries

about what I did not know, imagining

things that might not happen. It was not

easy for anyone to connect with me that

summer.

In a different summer, it was a different

story. I was on, not quite a gap year,

but a gap half a year. I had no job, no

responsibilities, no dependents; I was

young and free. I was learning to surf.

Each day, I felt like my body was against

the ocean, and I got out of the sea with

tired limbs. Had I met you that summer,

it would likely have been outside, on

the rough grass of the cliff top, or on a

wooden picnic bench dusty with blown

sand. I would have sat down and looked

at you, listened to you, noticed you, the

newness of you in my day. I would have

been curious. I would have met you. That

summer, it was easy for me to be with

people.

Preparing for work can mean printing out

a million things, making sure to get the

laminating pouches the right way around,

sorting the toys, compiling staff lists, (trying

to revise sign language) and so on. But

preparing for work can also mean taking

time to sit and gaze at the horizon, doing

something that reminds you where your

body is, eating, drinking, or spending time.

As you welcome new people to your

setting, as you reconnect with people

you have known for a while, I hope you

find ways to BE WITH one another so

that together you can create a place of

belonging for everyone.

Click here for

more resources

from Joanna:



Supporting women’s

health and well-being

in early years

physically demanding days can feel even

more difficult due to symptoms like:

Hot flushes

Brain fog or difficulty concentrating

Sleep disturbances

Mood swings or anxiety

Irregular periods

Aching joints

In early years settings, women make

up over 97% of the workforce - a figure

that says so much about the passion,

dedication, and strength of the people at

the heart of our sector. Whether you’re

working directly with children, leading a

team, or training towards a qualification,

the role you play is vital.

But with so much focus on the care and

development of little ones, it’s easy to

overlook the well-being of the people

doing the caring.

This October marks the national

awareness months for both Breast

Cancer and Menopause, and with such a

female-dominated workforce, now is the

perfect time to start (or continue) those allimportant

conversations about women’s

health in your setting.

Breast Cancer Awareness:

It’s time to talk

Breast cancer is the most common cancer

in the UK, with 1 in 7 women expected

to be diagnosed at some point in their

lives. Caught early, it’s far more treatable

- which makes awareness and routine

checks absolutely essential.

We know early years professionals are

often short on time and focused on others’

needs before their own - but when it

comes to your health, it’s crucial to press

pause and check in with yourself.

Symptoms to be aware of

Encourage your team to look out for any of

the following:

A new lump or thickened area in the

breast

Changes in breast shape or size

Discharge from the nipple (that isn’t

breast milk)

Swelling or lumps in the armpit

Skin dimpling or puckering

Rash or crusting around the nipple

Nipple changes, such as inversion

These symptoms don’t always point

to cancer - but they should always be

checked by a GP.

How your setting can

support breast health

Display reminders in staff rooms or

bathrooms about how to do a selfcheck

Host a ‘Wear It Pink’ day to raise

awareness and funds (see our Wear

It Pink Day article on page 28 for

inspiration!)

Encourage flexibility so staff can

attend GP appointments or screening

sessions

Normalise health conversations

in team meetings or well-being

initiatives

For colleagues going through

diagnosis or treatment, a supportive

and understanding environment

makes all the difference. Returnto-work

plans should be led by the

individual, with emotional support

available too

Menopause in the

workplace - opening the

dialogue

The menopause isn’t just a women’s

health topic - it’s a workplace one too. With

around half of the early years workforce

aged 45 or over, chances are you’re

working with someone experiencing

menopause or perimenopause right now.

For those in this stage of life, already

Drop in confidence

Despite being so common, menopause is

still a subject many find hard to talk about

at work. This silence often leads to people

struggling on without support - or even

considering leaving their job altogether.

Why menopause

awareness matters in your

setting

Retention: Staff are more likely to

stay if they feel understood and

supported

Performance: Adjustments can

help team members work more

comfortably and confidently

Team morale: Open conversations

reduce stigma and show staff they’re

valued

What you can do

Use Menopause Awareness Month

as a reason to start the conversation

- through a team newsletter, coffee

morning, or well-being bulletin

Give team leaders training or

guidance so they feel prepared to

support colleagues

Be flexible where possible with

breaks, shift patterns, or workload

Revisit uniform policies - cooler

clothing options and breathable

fabrics really help

Put a clear menopause policy in place

so everyone knows where they stand

Sometimes it’s the smallest changes - like

adding a fan to the staff room or being

understanding about someone needing a

quiet five minutes - that make the biggest

impact.

Building a culture of care

While October brings menopause and

breast cancer into the spotlight, supporting

women’s health shouldn’t just be an

annual conversation - it should be part of

your overall approach to staff well-being.

The emotional, physical, and mental load

of working in the early years is already

significant. Add a health condition or

hormonal change into the mix, and the

need for compassion, understanding, and

flexibility becomes even more important.

You don’t have to be an expert in health

issues to be supportive - you just need to

be willing to listen, learn, and lead with

kindness.

5 practical ways to

prioritise women’s health

in your setting

1. Start the conversation

Create safe, supportive spaces where

staff feel comfortable discussing

health concerns - whether it’s

menopause, breast checks, or

anything else.

2. Update your policies

Review your sickness, flexible working,

and uniform policies. Could they

be more inclusive or supportive? A

menopause policy is a great starting

point.

3. Raise awareness

Share resources during awareness

months, highlight stories or

case studies, and use your staff

noticeboard or digital channels to

keep the message visible.

4. Look after mental well-being

Physical health challenges often come

with emotional ones, too. If your team

has access to mental health support,

make sure everyone knows how to

use it.

5. Lead with empathy

From apprentices to room leaders

to nursery managers - everyone

plays a role in setting the tone. Let’s

all make compassion part of the job

description.

Final thoughts

Early years professionals do an incredible

job - day in, day out. But behind the

role is a person who also needs looking

after. Menopause and breast cancer

are just two examples of the challenges

women face - but by bringing them into

the open, we’re helping build workplaces

where people feel heard, supported, and

empowered to stay.

This October let’s go beyond raising

awareness - and start putting women’s

health firmly on the agenda in every early

years setting.



This month, Zoë Austin continues her

Neurodivergent Notes with a thoughtprovoking

reflection on what listening

really means in early years practice. In

this first part of her two-part article, Zoë

explores why listening matters, shares

insights from her work with a child she

calls “Ben,” and challenges traditional

ideas of “whole-body listening.”

What does listening look like (and why

does it matter)?

Greetings, fellow early

years travellers!

Welcome to my monthly offering of

personal and professional musings on

the theme of how to best support the

neurodivergent children in our care.

This month, I have been pondering

the subject of listening: how we listen

differently, why we listen, and why we

want children to listen to us.

Why do we want children to

listen to us?

As education providers and, more

importantly, corporate parents to the

children we work with, it is important

that we are able to communicate with

them effectively for many reasons. We

need to keep them safe, to teach them

the boundaries of behaviour towards

other humans, to help them understand

the world around them, let them access

learning opportunities, and help them feel

understood, safe, and heard. These are all

valid reasons for wanting children to listen

to us. As educators, we can, however, if

we are being very honest with ourselves,

sometimes want children to listen to

us in order for us to manage them and

Zoë Austin

What does listening look

like?: Part 1

because, somewhere along the line, we

believe that if they don’t listen to us, they

are being rude and disrespectful.

So many neurodivergent children’s

communication and listening styles are

misunderstood within education and

childcare that they can be judged as lazy,

ill-mannered, unfocused, unintelligent,

etc., simply because their listening and

learning behaviours are unusual to the

adult around them. And that is just plain

wrong.

All children deserve to be understood,

cared for and heard to the best of

our abilities; and sometimes that will

require us to reconsider all that we have

previously understood about what it

means to listen and to communicate.

Two of the children I encounter every week

have given me much to consider around

this topic of late:

Ben

I tutor a school-age boy, one-to-one,

supporting him with literacy, numeracy,

and general well-being. For the article,

I’ll call him Ben. Ben is in primary school,

but the things he teaches me are relevant

to working with children of all ages (and

neurotypes!).

Ben does not have any official diagnoses,

but I have seen that he finds it extremely

difficult to focus on one thing at a time,

finds sitting down to written work very

boring, will always prefer to be playing

sports than doing anything else, and

works best if learning is practical or, if of

a formal nature, delivered in concentrated

bursts of 5 to 10 minutes. He also, like me

and other people I know who experience

hyper-attention as part of their ADHD

profile, finds it easier to listen to me or

his teacher when he’s doing something

else at the same time. This can be a really

difficult one for educators to get their heads

around: Some of us, Ben and I included,

need part of our brain to be occupied by

something (which my partner describes

as “something for the brain to chew on“)

such as playing with a fidget device,

manipulating blue tac, doodling, moving

around the room, chewing gum, puzzling

etc., to be able to focus on the information

being delivered to them verbally.

Ben and I read to each other as part of his

sessions with me, and he was best able to

hear and understand what I read to him

this week when he was able to line up

dominoes simultaneously. Now, imagine

the reaction of a neurotypical educator,

steeped in the dogma of standardised

education, to a child caught “fiddling”

with something when said educator is

delivering a very important lesson that they

should be listening to. Take away the fiddly

thing, the child may go effectively deaf

(from a focus point of view): if their brain

can’t hone in on the one fidgety activity

and use up that amount of attention, so

that a more focused beam of it may be

used to absorb the information being

delivered by the Sage on the Stage, that

attention is going to scatter like marbles.

It is often said by members of the

ADHD community that ‘Attention Deficit

(Hyperactivity) Disorder’ is a misnomer:

we don’t have a lack of attention; we have

too much of it. And if we can’t streamline

it by using something like the methods I

have mentioned above, we are not going

to have a fighting chance of taking in any

other information, still listening to them

and absorbing everything they’re saying, it

just won’t happen.

I will always be grateful to Ben for

reminding me that learning and listening

manifest as different behaviours for

everyone, and that’s OK. It is not wrong

to need to fidget to absorb information.

Different strokes for different folks, and

that includes the youngest members

of society. If we nurture our children as

individuals, attending to their individual

learning needs, we can include rather than

vilify them. And remember, that begins

in the early years. Ben has shown me

(and now you, dear reader) that listening

does not have one specific appearance or

behaviour. Speaking of which, let us move

gracefully onto….

The myth of whole-body

listening

I’m not sure how many of you have been

inside a mainstream primary school

(probably most, either as professionals

or as parents/carers). Still, if you look

closely, in most classrooms (including for

the EYFS), you are likely to find a series

of instructional graphics, often at shortperson

eye level, depicting a cross-legged

child with a closed mouth, still hands and

feet, open ears (a bizarre concept, as if the

child can choose to close them. That would

be an awesome superpower…) and eyes

gazing wondrously at the adult in charge.

This behaviour is called ‘Whole-body

listening’ and it works on the concept

that if a child does all these things, they

will be magically able to listen to, focus

upon, absorb and, somehow, memorise

everything the teacher says to them (and

not disturb any other children’s precious

learning to boot). Ha! Have you ever

attempted to stay sitting in that position,

still and quiet, for more than five minutes

at a time? Thought not. I know that

children are more bendy than us, but

let’s be realistic about these nonsense

expectations.

This model of (let’s call a spade a spade)

behaviour management masquerading

as information relay is outdated (hello

Victorians!) and designed to turn children

into compliant little learning machines.

‘You’re not listening to me!’ bewails the

teacher of a dull lesson, at a loss as to

why the children before her have fallen

into chatter and gazing out of the window.

‘You weren’t listening when I told you that

earlier!’ barks the educator who told the

class ten minutes ago how many crayons

to use for the butterflies on their Mother’s

Day Cards, in a monotonous voice… after

already making them sit still for 30 minutes

of maths…

The blame must lie with the child: if they’re

not learning, it’s because they weren’t

choosing to listen. And their legs probably

weren’t crossed either, so how could their

ears possibly be open?!

Wrong. If they aren’t listening, it’s due to a

fault in our communication style, and it’s

our responsibility, I believe, to understand

that children listen and learn differently

and adapt our practice to meet their

needs. This is even more pertinent when

working with neurodivergent children,

whose learning behaviours will most

likely not fit the prescriptions of the rigid

education system/dogma, or, if they can

fit those prescriptions, it’s because they’re

masking their little hearts out and being

emotionally damaged in the process.

Make sure to read the upcoming

November edition of the Parenta

Magazine for part 2 of Zoë’s article!

Click here for

more resources

from Zoë:



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

Supporting parents

with family learning &

Here are some ideas to help you plan your

month.

1. Share information and raise

awareness

⭐ Let families know the festival dates

(4th October – 2nd November)

through newsletters, posters, emails

and conversations

⭐ Share the www.familylearningfestival.

com/things-to-do page which has lots

of ideas of learning activities from BBC

Bitesize to the National Trust as well

as ideas for local events in your area

⭐ Use your social media pages

to highlight festival events and

encourage families to share their

experiences

⭐ A “10 ideas for learning together”

leaflet – for example, cloud-watching,

treasure hunts, or counting games

while shopping

⭐ A list of your favourite online resources

⭐ Simple activity sheets to encourage

drawing, writing or problem-solving

together

⭐ Invite a local care home to create

some shared intergenerational

activities

Such collaborations can enrich your

provision, extend your reach, and

demonstrate to parents/carers that

learning is valued across your community.

6. Celebrate and reflect

celebrating the Family

Learning Festival

Family life today can feel busy and

pressured. Parents often juggle work,

childcare, household responsibilities,

caring for ageing relatives, and sometimes

financial stress. In these situations, it

can be easy for learning to take a back

seat or be ‘left to the professionals’ such

as schools and early years settings.

Yet when families and children share

learning experiences together, the benefits

are powerful and can be felt across all

generations.

This is where family learning comes in to

encourage parents/carers, aunts/uncles

and grandparents to learn alongside

their children and the Family Learning

Festival can help. It’s a national celebration

coordinated each October by the

Campaign for Learning and the National

Centre for Family Learning. This year, it will

run from 4th October to 2nd November,

with events taking place across the UK in

schools, nurseries, libraries, museums and

community centres.

For early years settings, the festival

provides both inspiration and a practical

platform to support parents/carers in

becoming confident co-learners. Read

on for some clear, actionable ways you

can weave into your curriculum, not only

during the festival, but throughout the year.

Why family learning matters

The EYFS highlights that positive

relationships between practitioners

and families are essential for children’s

learning and development. In “Birth to 5

Matters”, it explicitly promotes “learning

through relationships”, including those

with family members, and encourages

practitioners to recognise and build on the

learning that happens in the home, and

to co-create learning experiences with

families.

Research consistently shows that when

parents/carers are engaged in learning

with their children, the impact is wideranging,

such as:

⭐ Improved attainment: Children are

more likely to do well at school when

families show an interest and engage

in learning activities

⭐ Confidence and well-being: Shared

learning encourages a sense of

achievement for both parents and

children. It can boost mental health,

reduce isolation and create a positive

cycle of encouragement

⭐ Stronger relationships: Spending

time together in purposeful activities

strengthens bonds, builds trust and

models resilience

⭐ Intergenerational benefits:

Grandparents and older siblings can

also take part, creating a sense of

family identity and continuity

Family learning helps break the cycle of

low academic achievement in families by

fostering positive attitudes toward learning

across generations.

The benefits to organisations are also

impressive. The Family Learning Festival’s

latest impact study found that 73%

of events engaged disadvantaged or

at-risk families, and 84% highlighted

opportunities for further learning. Nearly

all (96%) organisers said they would take

part again, showing how much value the

festival brings.

Practical ways to support

parents with family learning

Getting involved in the festival is easy,

either as a family or a setting, and the

official website has lots of information and

resources. This year’s theme is Story Power

so it’s time to celebrate how stories help us

learn in all aspects of life.

2. Host a family learning event in your

setting

You don’t need a big budget to run a

successful family learning session. Choose

an activity that is fun, inclusive and linked

to children’s everyday experiences. For

example:

⭐ Storytelling workshops: Encourage

families and children to create their

own picture books based on things

personal to them

⭐ Mini science experiments: Do simple

activities using household items such

as growing cress, exploring floating

and sinking, or creating a ‘volcano’

with vinegar and bicarbonate of soda

⭐ Creative arts and crafts: Families can

work together on collages, seasonal

decorations or recycled art projects

⭐ Cooking together: Try a simple recipe,

such as fruit kebabs or bread rolls

The aim is not perfection, but to keep the

atmosphere relaxed and supportive, with

opportunities for families to chat, share

ideas and celebrate achievements.

3. Provide families with ideas to use

at home

Not all parents/carers can attend events

in person, so offering take-home learning

packs can extend your reach. These could

include:

Encourage parents to share their

experiences. You could even create a

“Family Learning Wall” to showcase

everyone’s creativity.

4. Build parent/carers’ confidence as

educators

Some parents/carers may feel under

confident about their own ability to support

learning, especially if they had negative

experiences at school themselves. To

counter this, think about ways you can:

⭐ Model activities in sessions, showing

how to use open-ended questions,

praise and encouragement

⭐ Offer short workshops or information

sheets for parents, such as using

everyday objects for maths, or how to

build a bedtime reading routine

⭐ Reassure parents that it’s about

enjoying the process together, not

‘getting it right’

By demystifying learning and celebrating

small steps, you can empower families

to see themselves as capable partners in

their child’s education.

5. Collaborate with your community

The Family Learning Festival thrives on

partnerships and there will be a myriad of

partners in each community who can help.

For example:

⭐ Join with your local library to run a

joint story session

⭐ Invite a museum curator to bring

in artefacts for families to explore

together

⭐ Partner with a health visitor or

children’s centre to offer sessions

on healthy eating or oral health

combined with fun activities

Finally, remember to celebrate what

families have achieved. This could be as

simple as:

⭐ Displaying photos on a noticeboard or

in your newsletter

⭐ Hosting a celebration afternoon with

certificates for participation

⭐ Gathering parent feedback and ideas

for next year

Reflection shows that you value

your families’ contributions and also

strengthens your planning for future family

learning opportunities.

Family learning is not about adding

another pressure to parent/carers’ busy

lives. It is about creating joyful, shared

experiences that strengthen relationships

and inspire children to become lifelong

learners whilst hopefully building stronger,

happier families too.

References and resources

⭐ Family Learning Festival, 2025

⭐ Campaign for Learning

⭐ BBC Parents’ Toolkit

⭐ CBeebies crafts



Charlotte Ng

Gross motor, small effort

Keeping it simple in outdoor learning

Being outdoors is the perfect place for

physical and gross motor development

in the early years. With plenty of room to

run, skip, climb and encounter a host of

exciting obstacles to navigate, which may

not ordinarily present themselves in an

indoor environment.

Focusing on the development of gross

motor skills in the outdoors is something

you need to put very little effort into, as

the natural world provides so much in

the way of space, freedom, and endless

possibilities.

Take a simple log, for example. A long,

thick log placed effortlessly in your outdoor

space, or a fallen tree in a natural area

that you choose to visit.

This simple obstacle creates opportunities

for climbing, balancing, rolling over to

find bugs and creatures, leaning sticks

against to build a den, all of which not

only promote physical development and

gross motor skills, but also so much

more, such as teamwork, problemsolving,

understanding the world, self-risk

assessing, the list goes on!

When we are outdoors, we have to

think a lot more strategically about our

surroundings and how we move our

bodies, which makes us become so

much more spatially conscious and bodily

aware. Ducking under branches, stepping

over tree roots, jumping over stumps or

into puddles, or in and around holes or

uneven ground are good examples. We

must always be thinking about where

and how we are going to place our feet or

manoeuvre our form to fit the landscape.

Physical and motor development is so

much more than just building muscle and

strength in our arms and legs. It’s about

learning about our own bodies, how they

move and what our safety limitations and

boundaries are.

Don’t overthink it

Although being outdoors is the perfect

place for children to run free and explore,

you needn’t fear if you are limited on

space at your setting.

Take gardening, for example. Using

equipment such as spades, shovels,

wheelbarrows, to dig and move around

soil also offers great benefits. Digging a

hole with a shovel not only strengthens leg

and arm muscles, but helps to develop

coordination, concentration and focus.

Aside from this, getting your hands dirty

and in contact with the mud and soil also

offers many health benefits and helps to

strengthen the immune system.

Soil is so much more than just dirt. It is

actually a complex ecosystem which

hosts microorganisms, including bacteria,

fungi, and other microbes, that are a

crucial factor in the body’s ability to build

immunity. This is an important part of

a child’s early years development to

keep them strong, healthy, and fight off

illnesses.

Not only this, but getting your hands dirty

in the garden can increase your serotonin

levels – contact with soil and a specific soil

bacterium triggers the release of serotonin

in our brain, according to research.

Serotonin is a happy chemical, a natural

antidepressant that lifts our spirits and

aids in a more rounded, happy, healthy

state of being.

A walk in the park

Once you strip it back to basics, and get

the hang of letting your sessions simply

flow without over planning or overthinking,

it truly is ‘a walk in the park’. And, whist

we’re on the topic, this is another simple

way to get your little learners outside to

explore, build resilience and develop those

motor skills.

Everyone knows how to walk, and as soon

as your children have mastered the art,

it’s one of the easiest ways in the world to

be physically active. You can do it virtually

anywhere without special or expensive

gear – just a comfortable pair of shoes,

and when needed, a puddle suit!

So, let’s ditch those doubts and grand

ideas for the need to have expensive,

fancy play equipment in your outdoor

space, and let the natural world be your

playground. It’s the little things that truly

are the big things, and that’s a big thing!

Click here for

Getting children walking from a young age

is an investment for life, developing road

awareness and creating good habits for

an active life through to adulthood.

An easy way to do this is to see what’s in

your local area and plan an easy route. I

like to make notes of landmarks or points

of interest along the way for children to

spot and find, keeping them engaged on

the way and helping them to remember

the way each time you go. You could pop

this into a spotter sheet, or even make

your own map to look at before you go

and along the way with your chosen

checkpoints highlighted.

more resources

from Charlotte:



October marks the start of the ADHD

Awareness Month and Dyslexia

Awareness Week, a timely opportunity to

reflect on how we support children with

learning disabilities in our early years

settings. While ADHD and dyslexia are

often spoken about in terms of attention,

behaviour, or reading and writing

difficulties, we may overlook how these

conditions can affect the child’s motor

skills development and what we can do as

practitioners to help.

Fine and gross motor skills underpin much

of what children do each day, from holding

a pencil to climbing, running, or using

cutlery. Many children with other learning

disabilities also have difficulties with

their motor skills, and these can present

unique challenges in the early years. By

understanding this, and taking practical

steps to support the children and their

families, we can make sure all children

develop the coordination and confidence

they need to thrive.

Understanding motor skills

Motor skills are typically divided into two

areas:

⚙ Gross motor skills include large

movements such as crawling,

walking, jumping, balancing, and

climbing

⚙ Fine motor skills involve smaller, more

precise movements such as grasping

objects, fastening buttons, or drawing

Both types of motor skills are essential for

independence and learning. For example,

poor fine motor control can make it difficult

to write or use scissors, while weak gross

motor development can affect posture,

stamina, and social participation when

playing. Many children with diagnosed

Motor skills and

learning disabilities:

How we can support children

difficulties may also experience motor

skill challenges. Research suggests that

around 50% of children with ADHD have

motor coordination difficulties, while

children with dyslexia may have slower

or less coordinated fine motor skills,

making tasks like handwriting especially

frustrating.

What does this mean in

practice?

In an early years setting, you may

encounter this as:

1. Overlapping needs

Children with learning disabilities

often have overlapping

developmental needs. For example,

a child with ADHD may struggle with

impulsivity during a physical task,

while also finding it hard to plan and

sequence movements. A child with

dyslexia may have difficulties with

spatial awareness, which affects

ball skills or navigating space in the

classroom.

2. Self-esteem and confidence issues

Repeated difficulties with motor

tasks can lead to frustration,

embarrassment, or avoidance. A child

who struggles to tie shoelaces or join

in a PE game may withdraw socially,

which can compound their feelings of

isolation or exclusion.

3. Classroom demands becoming

overwhelming

Many early years and school

environments place significant

emphasis on tasks like handwriting,

drawing, and self-care routines as

part of the curriculums laid down

by governments. Without additional

support, children with motor

challenges may quickly fall behind

their peers or become overwhelmed.

4. Staff confidence

Staff themselves may not always feel

confident in distinguishing between a

developmental difficulty and a child’s

lack of practice in mastering a certain

skill, which can lead to a reduced

amount of effective intervention.

Practical strategies for

practitioners

Accepting children for who they are,

whether they have a learning disability

or not is part of our everyday, inclusive

practice. We have learned to tailor

our curricula and lessons to ease the

challenges for children with disabilities

whilst creating inclusive and meaningful

learning experiences. Doing the same

when it comes to helping with motor

development means progress can be

made with a few thoughtful adaptations or

additions.

1. Build in movement opportunities

every day

Children with ADHD often benefit from

activities that combine movement

and focus. Short, structured bursts of

gross motor activity, such as obstacle

courses, dancing, or yoga stretches,

can improve coordination while also

supporting concentration.

For children with dyslexia, regular

physical play can support spatial

awareness and strengthen the

connection between body and brain.

2. Strengthen fine motor control

through play

Fine motor skills develop best through

hands-on, playful activities, such as:

⚙ Threading beads or pasta onto

string

⚙ Using tweezers to pick up small

objects

⚙ Playdough modelling or clay

shaping

⚙ Painting with brushes of different

sizes

⚙ Water play with sponges,

pipettes, or small containers

Rather than focusing on “correct”

pencil grip too early, provide a wide

range of pre-writing experiences that

build dexterity and strength such as

mark-making with chalks, paints, in

sand or using natural materials. You

may need to differentiate in some

activities such as offering different

sizes of beads and equipment which

may make things easier for children

at first.

3. Break down tasks into

manageable steps

This is something that should

come naturally to all early years

practitioners. If children struggle with

sequencing or following instructions,

make sure you break things down

into small and more manageable

steps. For example, if learning to tie

shoelaces, use instructions such as:

⚙ Pick up the shoelace

⚙ Make a loop

⚙ Wrap the other lace around

⚙ Pull through the hole

Visual timetables, step-by-step cards,

or simple diagrams can be powerful

aids too.

4. Create an inclusive environment

Think about how your environment

supports or hinders children with

motor challenges and what you can

do as a setting to support them. For

example:

⚙ Provide adapted tools such as

chunky pencils, pencil grips,

scissors with spring-assist, or

Velcro fastenings. Even a simple

hair band can be used to help

a child hold a pen/pencil more

easily when they start – see here

⚙ Allow extra time for tasks that

require coordination

⚙ Avoid comparing children’s work

but celebrate effort and progress

instead

⚙ Pair children with peers for

collaborative play to build

confidence and inclusion

5. Work in partnership with parents

and professionals

Parents/carers are often the first to

notice motor skill challenges at home

so communication here is vital. Share

strategies you use so families can

reinforce them at home, through

newsletters, workshops or information

sheets; for example, recommending

short play-based activities like

building with Lego, baking together,

or gardening.

If you recognise that a child has

an issue that would benefit from

professional intervention, encourage

parents to seek professional support,

such as an occupational therapist

(OT), and signpost them to resources

in your area.

6. Support self-esteem

Perhaps the most important area

to focus on is building confidence.

Children need to know that they are

doing well, even if the outcome has

not yet been fully achieved, otherwise

they may feel inadequate and give

up. Praise effort rather than outcome,

highlight children’s strengths in other

areas, and ensure they are given

repeated opportunities to succeed.

Use the growth mindset idea that

things may not have been achieved

“yet” but that they can be learned and

practice and patience will help.

Resources and more

information

⚙ NHS guidance on ADHD

⚙ British Dyslexia Association

⚙ Dyspraxia UK - Specialist occupational

therapy

⚙ The OT Toolbox - Occupational

Therapy Activities and Resources

⚙ Developmental Coordination Disorder,

Motor Performance, and Daily

Participation in Children with Attention

Deficit and Hyperactivity Disorder -

PubMed

⚙ Motor skills and capacities in

developmental dyslexia: A systematic

review and meta-analysis -

ScienceDirect



Stacey Kelly

10 important values to

teach children: Part 1

Laying the foundations for resilience

and confidence

Our beliefs, words and actions play a

powerful role in shaping how children see

themselves and the wider world. From the

way we respond to their mistakes, to the

encouragement we give when they try

something new, every interaction helps to

form the values they carry into adulthood.

By teaching key lessons early on, we

can help children to develop resilience,

self-belief and the confidence to face life’s

challenges. In this first part, Stacey Kelly

shares five important values that provide

a strong foundation for children to grow,

learn and flourish.

Things don’t have to be

perfect to be brilliant

In the words of Winston Churchill,

“Perfectionism is the enemy of progress”.

So many of us hold ourselves back and

wait to be ‘ready’ when, in reality, we

would make far more progress by just

diving in and giving things a go. Mistakes

are a platform for growth. We either win or

learn in life, and teaching children to see

the beauty and lessons in mistakes will

support them to develop at a far greater

pace. The most successful people in the

world have failed a thousand times, and

it’s their comfort level with failure that

allows them to have the resilience and

persistence to keep moving forward and to

push themselves beyond their limits.

It’s good to talk about your feelings

‘A problem shared is a problem halved’

is an old cliché, but one that is built on

truth. As adults, there are so many times

throughout life when we worry about

things and let them build up in our own

minds. However, by simply speaking to

our loved ones, we can diffuse problems

– almost like a pressure cooker being

released. Our friends and family can not

only offer us a different perspective or give

advice, but can also just help us to feel

loved and supported in times when things

just feel overwhelming and hard.

By providing children with a safe, nonjudgemental

space to share their thoughts

and feelings, they will grow up feeling

supported and knowing that they are

never alone. Children’s problems will

often seem menial through the lens of

an adult, but it’s important to remember

that problems are relative to age. As

inconsequential as a child’s problems may

seem, these little issues are a big deal to

them, and our reaction needs to reflect

this. By acknowledging and validating

their struggles, children will learn that it is

safe to share their thoughts and feelings

and will be more likely to seek help and

support when they need it.

It’s okay to ask for help

Sometimes in life, we feel like we need to

work things out by ourselves. However,

by simply reaching out for help at times

when we are struggling, we can not only

lighten the load but also learn from those

around us. Every day is a learning day, no

matter how old you are, and children need

to know that it’s okay to not have all the

answers. We all have different strengths,

and sometimes we just need a boost

from those around us and a little nudge

in the right direction. If children grow up

in an environment where it is safe to ask

for help, they are more likely to step out of

their comfort zone because they know they

have a safety net.

We all shine in our own way

Everyone has their own strengths and

weaknesses, and children need to develop

self-awareness so they can play to their

strengths and acknowledge their areas for

improvement. The most successful people

in the world recognise their shortcomings

and capitalise on their strengths

Supporting children to know where they

excel and to be comfortable with the parts

of themselves that need developing will

give them confidence and a blueprint for

success.

Discipline is the highest

form of self-love

Discipline is keeping promises to yourself,

persisting in times when things get tough

and showing up consistently even when

you want to quit. Consistency, persistence,

and resilience are all a recipe for success

and encouraging children to stick to

routines and to continue to put in effort

even when times get tough, will help to

create habits that will drive them forward

in life. Life is never without challenges, but

the ability to keep trying when things don’t

go our way, will eventually lead to a win.

Stacey Kelly has created a range of

storybooks to teach important life lessons/

values and to nurture emotional wellbeing.

Visit here to find out more here.

Click here for

more resources

from Stacey:



Bring some pink to

our settings and hearts

Getting started checklist

Task

Register

What to do

Visit the Breast Cancer Now site and sign up - it’s quick and free.

October is Breast Cancer Awareness

Month - a vital time each year for our

communities to come together, make a

difference, and support those affected by

breast cancer. At the heart of this cause is

“Wear It Pink”, Breast Cancer Now’s main

fundraising and awareness campaign,

which, over the past two decades, has

raised more than £43 million for lifechanging

research and support.

What is Wear It Pink?

Choose your day

Plan creative ideas

Notify & promote

Capture and share

Fund and submit

Make it part of your usual schedule - a Friday? A parent coffee morning? Choose a

day and time that works best for your setting.

Bake sale, dressing-up, quiz, art – the list is endless - and you can use all the

downloadable fun materials.

Share the date with parents, staff, and local businesses - they may support with

prizes or supplies.

Take photos (with permission) to celebrate the day and inspire others.

Use your JustGiving page or other methods to donate. If you’d like a certificate, ask

Breast Cancer Now - they’re happy to help!

Wear It Pink is one of the UK’s biggest and

most loved fundraising events. Launched

back in 2002, it invites individuals, schools,

workplaces, families, and communities

to wear pink and support breast cancer

research and care.

Ideas that spark joy - and

awareness

Here are playful, inclusive ideas to try

within your setting:

Mini bake sale: Pink-themed yummy

treats - cupcakes, biscuits, berry

smoothies – the children will love all

of these, and you’ll raise funds!

Pink dress-up day: Children (and

staff!) wear pink accessories - hats,

socks, ribbons - and pose for fun

photos (with parental permission)

Games & quizzes: Host “Guess how

many pink socks” or “Pink treasure

hunt” using the many downloadable

resources from Breast Cancer Now

Pink-themed craft activities:

Engage children in making pink

collages, bracelets, or canvas prints

- joyful, inclusive, and conversationsparking

Awareness corner: Set up a small

display or story time area – for

reading about kindness, caring,

and supporting others - adapted

sensitively for young children

can have big meaning. And for staff, it’s an

opportunity to embody community values

and raise awareness.

What you’re supporting

Each year, participants - young and old

- get creative with pink-themed events,

including bake sales, dress-up days,

quizzes, wild swims, bake-offs, and

knitting sessions, as well as colourful bra

displays, all in the name of raising crucial

funds and awareness.

Why it matters to us in

early years education

Breast cancer affects over 55,000 people

in the UK annually, with around 11,500

women and 90 men tragically dying each

year. Those aren’t just statistics - they

are parents, grandparents, colleagues,

friends… people who matter to us all.

By raising awareness within our early

years settings, we not only support lifesaving

research but also:

Encourage early detection and

healthier living choices

Show solidarity to families and

settings affected directly by the

disease

Demonstrate that every little bit of

support - big or small - makes a real

difference

How to get involved - it’s

simpler than you think!

Breast Cancer Now has made joining

easy, with a simple 3-step process:

1. Sign up here - you’ll receive a free

fundraising pack complete with ideas,

posters, balloons, stickers, and more.

2. Set up your JustGiving page to make

donating seamless and social.

3. Plan your event for the month -

whether in your early years setting or

at home - with support materials and

ideas available to help every step of

the way.

Although the official Wear It Pink Day is

Friday 24th October, you can participate

on a day that works best for you - just let

the organisers know and they’ll help you

get set up.

It’s not just fun - it’s

purposeful

Beyond the pink costumes and

doughnuts, participating in Wear It Pink

nurtures empathy, unity, and purpose.

It reinforces to children that even small

actions - like wearing a little bit of pink -

Funds raised go towards:

World-class research to prevent,

detect early, and treat breast cancer

Lifeline support for families and

individuals navigating diagnosis,

treatment, and life post-treatment

Helping achieve the bold vision

of Breast Cancer Now: “By 2050,

everyone diagnosed with breast

cancer will live, and live well”

By embracing Wear It Pink, we can uplift

families, teach compassion, and support

this vital research - all in a joyful, inclusive

way. Let’s make October a month of pink

magic and meaningful impact – one pink

ribbon at a time.



Frances Turnbull

Setting up for 7-8-9

pre-school time! Part 1

2. Recognise the benefits of turn-taking

and managing impatience.

3. Prepare parents for a change in

behaviour when they become

involved.

4. Use children’s development traits

effectively, including their ability to be

easily diverted, praising the attention

they pay, and planning sharing time

carefully.

5. Balance movement and rest

considerately, alternating activity with

focused time – studies show that

activity before focused time increases

the level of information retained.

? Be thoroughly familiar with the

children

? Use home media to enhance the

learning of songs and rhymes

? Be sensitive to children’s needs

? Create opportunities for children to

develop their interests, potentially

bringing materials back to the group

Songs that can work towards these have

an increasing level of complexity. The best

way to teach them is to be thoroughly

familiar with both the song and the game

– a great opportunity to have a laugh with

the staff!

dance involves changing position with the

outside partner moving left, which can be

learnt progressively.

Pumpkin, pumpkin

Setting up for a successful music session

for pre-schoolers helps to prepare for a

fantastic time. Pre-schoolers are quick

and clued up, rarely miss a trick, and get

straight into things that are left alone.

Our musical aim with pre-schoolers

is to help children contribute to the

development of each activity. This helps

them to take ownership of their own

learning, making it a personal and

important experience that they continue

to remember and develop on their own.

In addition to their contribution, we also

aim to help them learn to appreciate the

aesthetic value of music. Through all of

this, we aim to help them reach their full

potential both inside and outside of the

session.

Each music session can be a full learning

experience by segmenting multiple

activities. By allowing each mini-activity to

last no longer than 5 minutes, you have

45 solid minutes of fun and by following

children’s interests, this could even be

lengthened to an hour of focused and

engaging fun! Different components

involve:

? Pretend play by acting out characters,

emotions, reactions and activities

? Singing and vocal exploration by

imitating animals, machines and

more

? Movement by learning direction,

exercising muscles and uncovering

hidden talents

? Explore instruments by playing them

in different ways, imaginatively AND

respectfully

? Creating by singing new songs, new

topics, new ways

? Active and passive music listening by

responding to musical cues as well

as listening out for specific instrument

sounds

? Sharing time by taking turns,

responding to others with personal

thoughts and feelings

? Family activities by creating

opportunities for parents to get

involved with singing and playing

together (first thing in the morning can

work surprisingly well!)

Children this age have already developed

a basic understanding of how the world

works, and have very different needs from

younger children. As an educator, it is

important to:

1. Balance acknowledgement of actions

with moving on to the next activity.

6. Work with the child’s interests,

allowing the session to adapt flexibly

with the child.

This means that the kind of educator

who will be successful at children’s music

delivery will:

? Focus on each child

? Create an emotionally safe

environment

? Allow their demeanour to show

student value

? Give clear and simple directions

Once a man

Once a man fell into a well

Splish, splash, splosh, it sounded

If he hadn’t fallen in

He would not have drowned

This song develops clapping skills,

movement skills, automation, awareness

of space… all while standing in a circle

facing each other. Forming two circles,

children start by facing each other. Clap

knees, clap hands, clap against each

other twice – for each of the first three

lines. On the last line, depending on the

group, either the inner circle moves left or

the outer circle moves left. Alternatively,

the pair can change position. The original

Pumpkin, pumpkin

Round and fat

Turns into a jack o’ lantern

Just like that

This is a very seasonally-appropriate

song, coming up to Halloween! Singing

the first line together while standing in a

circle, demonstrate “round and fat” with

your arms outstretched. On the third line,

everyone turns around slowly, until the last

line, when you pull a scary face!

This song is an excellent example of

singing a (anharmonic) pentatonic scale.

This means that the notes are far apart

enough to be sung clearly, and songs like

this are often easy to learn and easy to

sing!

Click here for

more resources

from Frances:



The rise of

malnutrition in

UK children

Signs of malnutrition to look

out for

In early years children, malnutrition may

show up in different ways, and early

years practitioners need to be aware of

these if we are to help find a solution. For

example, children who are malnourished

may present with:

» Tiredness, lack of energy, or difficulty

concentrating

When most of us hear the word

“malnutrition”, our first thought might be

of famine-stricken countries far away. But

here in the UK, malnutrition in children is

quietly on the rise and it doesn’t always

look the way we expect. Of course,

children suffering in a famine will look a

certain way, but a child can be overweight

yet still malnourished if their diet lacks the

nutrients needed for healthy growth and

development.

This autumn, from the 17th – 21st

November, Malnutrition Awareness Week

returns, led by BAPEN (British Association

for Parenteral and Enteral Nutrition) and

the Malnutrition Task Force. It’s a chance

for everyone to reflect on the part we can

play in tackling this hidden, but growing

problem, here at home.

What is malnutrition?

Malnutrition simply means ‘poor’ or

‘sub-standard nutrition’. It occurs when

children either do not get enough of the

nutrients they need, or when their diets

are unbalanced. In the UK, this usually

appears in two main ways:

» Undernutrition – where children are

not getting enough calories, protein,

vitamins or minerals. This can slow

growth, weaken the immune system,

and affect energy levels

» Hidden hunger – where children

may eat plenty, but the foods are high

in sugar, fat and salt rather than the

much-needed nutrients. They may

appear well-fed or even overweight,

but lack essential nutrients such as

iron, calcium, or vitamin D, leading to

overall poor health

The result? Children may be physically

present in our settings, but struggling

with fatigue, poor concentration, or health

issues that impact their learning and wellbeing.

The facts

Malnutrition is not new, but in recent years

several factors have made the situation

worse.

» Food insecurity is growing: The

Food Foundation’s 2023 report

found that 1 in 5 UK households with

children experienced food insecurity in

the previous year – meaning families

had limited access to affordable,

nutritious food

» The cost-of-living crisis: Rising food

prices are pushing families towards

cheaper, calorie-dense foods that fill

stomachs but provide little nutritional

value

» Obesity masking malnutrition:

NHS data shows that almost 10%

of children aged 4–5 in England

are living with obesity, with rates

even higher by the end of primary

school. Many of these children are

simultaneously nutrient-deficient

» Lack of access and skills: Some

families live in ‘food deserts’

where fresh produce is scarce or

unaffordable. Others may lack time,

equipment, or cooking skills to

prepare healthy meals from scratch

These pressures mean more children

are arriving at early years settings either

undernourished or on diets that don’t meet

their developmental or nutritional needs.

» Frequent colds and infections due to a

weakened immune system

» Slow growth, delayed milestones, or

being under/overweight for their age

» Pale skin, dental problems, or thinning

hair

» Behavioural changes, such as

irritability, low mood, or hyperactivity

linked to blood sugar spikes

No single sign is proof, and body weight

alone may be misleading, but patterns

over time can be more telling. Practitioners

are often well-placed to spot changes

in children’s appearance, behaviour,

and energy levels that might be missed

elsewhere. When we adults get ‘hangry’,

we can become less focused and

more dysregulated and it is the same

for children, especially if it is a regular

occurrence.

What can we do?

It is not our responsibility to solve food

poverty. However, safeguarding children

is, so looking out for anything that could

put children at risk of harm, is important.

And settings can contribute to a solution

in small, practical ways that can make a

significant difference to individuals.

1. Review your food and snack

provision

» Ensure snacks include fresh

fruit, vegetables, or wholegrain

options rather than processed

biscuits and crisps

» Keep sugar and salt to a

minimum, following the EYFS

welfare requirements and the

School Food Standards

» Consider allergies and intolerances

but aim to provide a variety of foods

so children are exposed to a wide

range of nutrients

2. Build food education into daily

routines

» Run fun, hands-on activities

about healthy eating such as food

tasting, simple cooking sessions, or

growing herbs and vegetables

» Use mealtimes as opportunities to

model healthy eating habits and

language. For example, talking

about “energy foods” or “strong

bones foods” can help children

make connections between the

good food they eat and how they

feel

» Encourage conversations about

where food comes from, linking to

EYFS learning goals

3. Use Malnutrition Awareness Week

as a springboard

Malnutrition Awareness Week is a great

time to help raise awareness of this

problem with the families in your setting.

» Share practical, low-cost healthy

recipes in newsletters or parent/

carer workshops

» Highlight government support

such as the Healthy Start voucher

scheme, which provides free fruit,

vegetables, and milk to low-income

families

» Signpost to local food banks,

community kitchens, or

organisations like First Steps

Nutrition Trust, which provide

evidence-based advice

» Put up posters and leaflets in

your setting to raise awareness

» Host a “Healthy Lunchbox”

challenge where families bring in

creative, balanced meals but be

mindful not to embarrass

» Share staff training or a CPD

session focusing on spotting

the signs of malnutrition and

supporting families

4. Create a supportive, nonjudgemental

culture

No one likes to admit that they are

struggling to feed their family, so it is

important not to isolate/embarrass

families but build good relationships

based on trust.

» Approach conversations with

empathy rather than blame.

Many parents are already

doing their best under difficult

circumstances

» Frame discussions positively:

“We’ve noticed your child is

very tired, sometimes this can

be linked to diet. Can we share

some ideas with you?”

» Celebrate small successes with

families, such as a child trying a

new vegetable

Building awareness is not about shaming

families. It’s about creating environments

where healthy choices are supported,

encouraged, and made accessible.

Malnutrition is not just a distant issue; it

is happening here, in our communities.

By offering nutritious food in settings,

modelling healthy habits, and signposting

families to support, we can work together

to give every child the healthy start they

deserve.

References and more

information

» #UKMAW2025 - Save the Date |

Malnutrition Task Force

» Food insecurity tracker update:

Families continue to face high levels of

food insecurity | Food Foundation

» TFF - Cost of living briefing.pdf

» National Child Measurement

Programme, England, 2023/24 School

Year - NHS England Digital

» www.gov.uk/government/

publications/school-food-standardsresources-for-schools/school-foodstandards-practical-guide

» NHS (Healthy Start)

» First Steps Nutrition Trust

Source: Malnutrition Task Force



Ofsted’s new report

This November, the much-anticipated

changes to the Ofsted reporting system

in England come into force. It’s the most

significant change in decades. From

10 November 2025, the single-word

overall judgments (e.g. Outstanding) will

disappear. In its place will come new

‘report cards’, which aim to give parents

and carers a much fuller and more visual

picture of how education providers are

performing.

This is more than just a change in

terminology. The reforms are designed to

shift the focus from the previous ‘highstakes’

one-word grading to a system

which includes more constructive feedback

and transparency, highlighting both the

strengths and areas for improvement in a

wider set of categories for each setting.

While many educators will welcome this

more nuanced approach, it will also bring

new challenges, particularly for early years

settings, where inspections are set to

become more frequent.

This article explores the key changes, the

potential impact on early years providers,

and practical steps to help you prepare.

What is changing?

The new approach applies to early years

settings, state-funded schools, and further

education and skills providers from 10

November 2025.

The main changes for early years are:

1. New ‘report card’ format with 5

grades and more categories

cards confirmed

Instead of a single overall grade, providers

will receive a report card covering six core

evaluation areas, including a new area

focused specifically on inclusion.

Inspection areas are now:

✏ Inclusion (including how settings

support children with SEND,

Inspection report: Example

Exceptional

Strong Standard

Expected standard

Needs Attention

Urgent Improvement

disadvantaged children and those

known to social care)

✏ Curriculum and teaching

✏ Achievement

✏ Behaviour, attitudes and establishing

routines

✏ Children’s welfare and well-being

✏ Leadership and governance

This is a notable shift and recognises that

a strong education goes beyond academic

outcomes, placing a clear responsibility on

providers to prioritise equity, inclusion and

well-being.

Each evaluation area will now be graded

on a new five-point, colour-coded scale:

✏ Exceptional

✏ Strong Standard

✏ Expected Standard

✏ Needs Attention

✏ Urgent Improvement

This replaces the previous four-point

scale of Outstanding, Good, Requires

Improvement, and Inadequate. The

intention is to give more nuance and less

stigma, allowing providers to show where

they are excelling while also identifying

areas to develop. The broader categories

also allow for more areas to contribute to

the whole assessment.

When viewing the online report card,

readers will be able to click on each

area for more information and clearer

explanations of what inspectors observed

during the inspection.

The new Early Years Inspection Toolkit

gives more details on the individual

grading criteria that will now be used by

inspectors for each of the assessment

areas.

2. Other assessments

Safeguarding will now be a standalone

assessment and will only be graded as

either met or not met.

In addition, early years reports will give

information on whether the setting met the

criteria for:

✏ Compulsory Childcare Register

✏ Voluntary Childcare Register

There will also be information on “What

it is like to be a child at this setting”

and a “Next steps” guidance for setting

managers on areas to improve.

You can watch a useful video walkthrough

showing an example of the early years

report card here.

3. More frequent early years

inspections

One or the biggest changes is that early

years settings will now be inspected on a

four year cycle instead of every six years.

The aim is to identify issues earlier and

ensure children receive consistently highquality

early education from the outset

and children don’t ‘fall through the net’

between inspections.

This confirms the best practice attitude that

settings must sustain quality continuously,

rather than preparing intensively only

when they are due an inspection.

4. A focus on staff well-being

Ofsted has also promised changes to

its approach following concerns about

workload and inspection stress for staff

and especially setting managers and

owners. This includes:

✏ Extra inspectors on some inspections

✏ Limits on the number of hours

inspectors can spend on site

✏ Clearer guidance on what inspectors

will and will not expect

✏ A more collaborative tone

These steps are intended to reduce

stress and make inspections feel more

supportive, though many leaders may

understandably remain cautious and it will

remain to be seen whether the aims are

met in practice.

What this means for early

years settings

At Parenta, we stress the importance of

providing high-quality education and

early years experiences always, so that

they become embedded in your everyday

practice and part of what you do on a

daily basis. When you do this, preparing

for an Ofsted visit should be about

showcasing your day-to-day work and

collating the required evidence from files

and procedures that you do automatically,

rather than a frantic rushing round at the

last minute.

That said, these reforms bring both

opportunities and challenges for early

years practitioners and setting managers

in that they are new and still to be tested

and evaluated in practice.

Some of the positives include:

✏ A more balanced picture: Your

strengths will be highlighted even if

other areas need development

✏ Better parental understanding:

Families can see what you are doing

well and where you are working to

improve

✏ More focus on inclusion: This

could drive better outcomes for

disadvantaged and SEND children

The challenges:

✏ More inspection pressure: With six

evaluation areas, there is more to

evidence and keep consistent over

time

✏ Increased inspection frequency:

Every four years may feel daunting,

especially for small settings

✏ Documentation and data: You will

need clear evidence of impact across

all areas, not just early learning

outcomes

✏ Staff anxiety: The new system may

feel unfamiliar and lead to uncertainty

at first

Preparing for the new

system

The good news is that there is time to

prepare before the changes take effect

and there will be no inspections before

10th November 2025. Reading the

information in the toolkit and operating

guides will help.

Here are practical steps to get your setting

ready.

1. Audit your current practice using the

new toolkit and assessment criteria.

2. Strengthen inclusion, by reviewing and

updating all your SEND and inclusion

policies.

3. Build your evidence base by referring

to the toolkit. Inspections will be

looking for clear, verifiable evidence

of your strengths and progress. This

does not mean endless paperwork,

but it does mean ensuring your

day-to-day paperwork covers all the

requirements.

4. Communicate with parents and

carers, informing them of the new

system and explaining it.

5. Ensure you have systems in place to

support staff well-being.

Ofsted’s new report cards mark a major

cultural shift. But with forethought and

preparation, an inspection should give

your setting a chance to receive feedback,

identify improvements but also to be

recognised for the excellent work you are

no doubt doing too.

More information

✏ Ofsted changes to report card

confirmed

✏ Toolkit and operating guide




October brings with it pumpkins,

costumes, and a sprinkle of magic in the

air. For children, Halloween can be one

of the most exciting times of the year, as

it invites them to dress up, explore their

imaginations, and dive into a world of

make-believe. But for some, especially

those who are shy, new to English, or with

special educational needs and disabilities

(SEND), the season can feel overwhelming

or even a little frightening.

This is where role-play steps in - not just as

a fun seasonal activity, but as a powerful

tool to support children’s confidence,

communication, and emotional well-being.

When children play at being a ghost or

stir up a “bravery potion,” they aren’t just

having fun. They’re rehearsing courage,

practising language, and building

connections with the world around them.

The power of pretend

Role-play is one of the richest ways for

children to learn and grow. Through

pretend play, they can explore new ideas,

try on different roles, and experience

emotions in a safe, supported way.

Halloween themes bring an added layer

of excitement: putting on a hat to become

a wizard or tiptoeing like a cat makes the

learning feel exciting and magical.

Studies and practice consistently show that

role-play supports learning in all areas

in the early years and beyond. Boosting

communication and language, as children

experiment with new words, phrases,

and storytelling. It strengthens personal,

social, and emotional development by

encouraging children to share ideas, solve

Gina Bale

Spooky but supportive

How role-play builds confidence

in young learners

problems together, and practise empathy.

And it deepens their understanding of the

world by allowing them to explore real and

imaginary scenarios side by side.

Most importantly, role-play builds

confidence. Pretending to be someone

or something else gives children a safe

distance from their own worries, letting

them express feelings they might not

otherwise share. A shy child who hesitates

to speak might happily announce, “I’m

a ghost! Boo!” because the words are

wrapped in play.

Spooky themes, safe

spaces

Children are naturally drawn to the ‘slightly

scary.’ The thrill of a dark corner or a

monster can be irresistible. But for some,

including adults, these same elements can

trigger anxiety. The key is to create safe,

supportive spaces where spooky is playful,

not overwhelming.

Simple props and costumes go a long

way. A strip of fabric becomes a witch’s

cloak, a paper bag a pumpkin mask, and

a soft scarf, a ghost’s veil. Let children

choose their level of involvement. For those

reluctant to join in, gentle encouragement

and the option to observe first can help

them build trust and confidence at their

own pace.

When creating your ‘spooky’ environment,

consider using soft lighting (rather than

pitch-black rooms), gentle sound effects

(like a whoosh instead of a loud bang),

and textures children can touch safely

(fluffy cobwebs, silky ribbons). These

adjustments ensure role-play is inclusive

for all, including children with sensory

sensitivities.

And don’t forget the story twist! A ‘scary’

monster that turns out to be kind, or a

ghost who just wants to make friends,

helps children learn that fear can be

transformed into fun. It also reassures

them that in this pretend world, everything

is safe.

Role-play for SEND and

EAL confidence

For children with SEND or those learning

English as an additional language (EAL),

role-play opens multiple doorways into

communication and connection because

it combines movement, gesture, sounds,

and words, so every child can join in at

their own comfort level.

A child who doesn’t yet have the words

can flap their arms like a bat or stomp like

a monster. Those movements are powerful

ways of expressing themselves and

being part of the group. Over time, many

children will begin to add sounds and

words as they feel more secure.

Role-play also provides natural

opportunities for modelling language. For

example, you might say, “I’m a ghost, I’m

floating!” - giving children a clear phrase

to copy or adapt. This approach lowers

the pressure of direct questioning and

encourages playful repetition.

For group role-play, collaboration is key.

Working together to ‘mix a magic potion’

or ‘hunt for monsters’ helps children

practise teamwork, negotiation, and

turn-taking. These shared adventures are

especially supportive for children who

might otherwise feel isolated.

Above all, role-play builds self-esteem.

When a child discovers they can lead

the group in a ‘monster walk’ or cast a

spell with their friends, they begin to see

themselves as capable, confident, and

connected.

Spooky potion play

Potion-making is a magical way to bring

Halloween role-play to life. It taps into

children’s love of mixing, pretending, and

being just a little bit mischievous! Best of

all, it can be as simple or elaborate as you

like. Here are some easy ideas to try:

? Potion play: Stirring up spells

Give children a big bowl, cauldron,

or even an empty box to act as

the ‘pot’. Encourage them to add

imaginary ingredients: ‘a dragon’s

tooth’, ‘three giggles’, or ‘a scoop of

bravery’. Children can mime pouring,

sprinkling, scooping, and stirring

? SEND/EAL support: Adults can

model clear language - “I am

adding a spoonful of dragon’s

breath!” - while children choose

to join in with words, gestures, or

sound effects

? Extension: Turn the potion into a

story. What happens when they

drink it? Do they grow wings?

Turn invisible? Feel extra brave?

? Monster moves in the potion

Once the potion is ready, it could

give children new ways of moving:

stomping like a monster, flapping like

a bat, or wiggling like a worm. Each

child can invent a move for the group

to try

? Language link: Name the

moves together - “Monster

stomp!”, “Bat flap!”, or “Mummy

walk!”, to reinforce vocabulary by

verbalising your actions

? Potion sounds and spells

Encourage children to add sounds

to the mix: “gloop, bubble, splosh,

whoosh, fizz.” After the potion is

stirred, they can chant a magic

spell together (real words or playful

sounds). This develops rhythm,

listening, and confidence in joining

group activities

? SEND/EAL support: Repetition

and rhythm make it easier for all

children to join in

? Potion emotions

Create potions for feelings: A happy

potion, a bravery brew, or a calmdown

concoction. Children can choose

what to put in, to make the potion

work from ‘a big hug’, ‘a rainbow’, or

‘a smile’.

? Well-being link: This is a lovely

way for children to express and

regulate emotions through play

Potion play naturally combines movement,

sound, and storytelling, allowing every

child to find their way into the activity.

Whether they are leading a monster

stomp, adding a spooky sound, or simply

watching the bubbles go “pop,” each child

can feel part of the magic.

Don’t forget…

Halloween role-play is so much more than

dressing up or saying “BOO!” It is a chance

for children to practise bravery, explore

big feelings, and build the communication

skills they need for life. For SEND and EAL

learners, it offers multiple entry points to

join in, connect with peers, and shine in

their own unique way.

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

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Certificate of Completion Included

Multi-Licence Discounts Available

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October 2025 Parenta Early Years Magazine

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