January 2026 Parenta Early Years Magazine

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Hello

Welcome to our family

Welcome to the January edition of Parenta magazine - Happy New Year!

January always brings a moment to pause. After the pace and intensity of the festive season, it offers a chance to take stock,

reset routines and refocus on what really matters in early years practice – children’s well-being, strong relationships and

thoughtful, reflective care.

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Throughout the magazine, our guest authors offer practical insight and reassurance rooted firmly in day-to-day practice. Dr

Joanna Grace opens a powerful new series on autistic experience, seen through children’s eyes, Zoë Austin shares a deeply

honest reflection on the labelling of so-called “naughty” boys, challenging us to rethink behaviour, bias and the lifelong

impact of early misunderstanding.

You’ll also find thoughtful guidance on creating environments where children and adults can thrive. Gemma Kirby explores

how early years settings can gently restore calm and regulation after the festive whirlwind, while Michelle Windridge

examines the vital role routines play in supporting emotional security. For those working with our youngest children, Kayla

Halls draws on research and practice to explore what ‘good’ really looks like in the baby room, and Gina Bale and Frances

Turnbull give us some music and movement magic!

With more children being identified as neurodivergent, early years practitioners need clarity and confidence more than ever.

Yet myths and misconceptions still get in the way.

Join us on 14th January for a powerful webinar with Dr Joanna Grace and Zoë Austin, cutting through the noise to focus on

what really matters for neurodivergent children in your setting.

You’ll gain:

✏ Clear, myth-busting guidance grounded

in real practice

✏ Practical ideas you can use straight away

✏ Greater confidence in supporting

every child

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

Regulars

8 Write for us

18 Well-being Corner

36 EYFS activities: Fresh Beginnings for Little Learners

News

4 What do our customers say this month?

6 News stories round-up: December

10 Childcare news and views

Advice

9 Stop the staffing crisis

14 Reflective practice: Turning observations into action

19 Why are the best nursery managers leaving early years?

20 Tips for resetting your nursery culture for the year ahead

26 Building focus and confidence through play

32 Seeing the whole child: Early identification and support

for neurodiverse learners

Industry Experts

12 Seeing autism through children’s eyes

16 Neurodivergent notes: SEND me your “naughty” boys

22 After the festive whirlwind: Creating calm, regulated

spaces for children and the adults who care for them

24 Working from the top of their heart: What ‘good’ looks

like in the baby room

28 The power of routines: How predictability supports

children’s emotional security

30 Early years music and AI: Using new tools creatively

38 Winter play: Developing fundamental movement skills

in the early years

2 January 2026 | parenta.com

parenta.com | January 2026 3

Children” explores how practitioners can use simple but

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/

GUEST AUTHOR

OF THE MONTH

Congratulations to Dr. Sarah Moseley, our guest author

of the month! Her article, “Literacy Support For EAL

effective strategies that support communication and

language.

Well done Sarah!

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

from our guest authors on:

Dr. Sarah Moseley

A massive thank you to all of our guest authors for

www.parenta.com/parentablog/guest-authors

Childcare news

and views

Record £9.5 Billion

Investment in Early Years to

Expand Affordable Childcare

Families across England are set to benefit

from more affordable, high-quality

childcare next year as the government

confirms a record £9.5 billion investment

in early years services. This represents an

increase of more than £1 billion compared

to the current year, supporting nurseries

and childminders to deliver the places that

families need.

Since September 2025, over half a million

families have already benefitted from the

rollout of 30 hours of funded childcare,

which helps working parents with the cost

of living by saving up to £7,500 per child

each year.

Average funding rates will rise by 4.3% for

children under two years old and by nearly

5% for three- and four-year-olds, increases

that are well above inflation. These higher

rates are designed to help early years

providers expand and offer more places

for working families across the country.

The government has also taken steps

to ensure more of the funding reaches

frontline providers. Local councils will be

restricted from retaining more than 3% of

early years funding for central services,

meaning a greater proportion goes directly

to nurseries and childminders.

In addition, recent reforms include lifting

the cap on childcare benefits and removing

the two-child limit for parents on Universal

Credit. This change means eligible families

will receive an extra £736.06 in childcare

support for each child beyond two.

There will also be increased support for

families through expanded school-based

nurseries and new free breakfast clubs

that could save parents up to £450 a year,

while providing additional care options.

Secretary of State for Education Bridget

Phillipson said:

“High-quality childcare is the first building

block of national renewal, and central

to how we get tens of thousands more

children school-ready by age five. It

shapes children’s futures, it strengthens

working families, and it supports

communities across our country. That’s

why we are delivering a record £9.5 billion

investment in early years, with nurseries

and childminders receiving higher hourly

funding rates. This is more money going

straight to the frontline, helping providers

grow, improve and offer every child the

best possible start.”

“This is how we build a brighter future

for our country by investing in children,

backing families and restoring opportunity

from day one. Local authorities will see

funding increases averaging 4.95% for

three- and four-year-olds, 4.4% for twoyear-olds,

and 4.3% for babies aged nine

months to two years.”

To support disadvantaged children, the

Early Years Pupil Premium (EYPP) will also

rise by 15% to £1.15 per hour in 2026-27,

which could amount to up to £655 in

additional funding per eligible child each

year.

This funding boost forms part of the

government’s Best Start in Life strategy,

which aims to place high-quality early

education at the heart of efforts to ensure

that 75% of children reach a good level of

development by the age of five by 2028.

Tim McLachlan, Chief Executive of the

National Day Nurseries Association

(NDNA), welcomed the announcement:

“We are pleased that the government

has listened to the early years sector

and will pay above inflation increases to

hourly funding rates, which should help

providers to pay the statutory wage uplift

for the majority of practitioners. With

the mandatory pass-through rate set

at 97% for next year, nurseries that are

struggling with rising costs should notice

the difference.

“Staffing costs make up the bulk of

nurseries’ outgoings. With the government

purchasing 80% of early years places, it’s

vital they get the funding rates right so

that nurseries can deliver these places,

remain sustainable and invest in their staff

to deliver high-quality provision for our

children.”

“We also welcome the additional money

to bolster the Early Years Pupil Premium

to support disadvantaged children,

something NDNA has been campaigning

for for many years. Investing more in a

child’s earliest years gives them the best

life chances and saves money in their later

education.”

Sarah Ronan, Executive Director of the Early

Education and Childcare Coalition, added:

“We are pleased that the government has

listened to our members about the cost

pressures the sector has faced in the last

year. The further uplift in the Early Years

Pupil Premium is also very welcome. This

additional funding for disadvantaged

children will be vital in ensuring that every

child gets the best start in life, no matter

their background.”

“Combined, these measures represent a

positive step in the right direction. Every

pound that the Treasury has invested

today will produce benefits that we will

reap for years to come through improved

child outcomes and increased parental

employment.”

“We look forward to next year’s funding

consultation as an opportunity to build

on today’s announcement and secure

the long-term reforms that will ensure the

ambition of the Best Start in Life Strategy is

fulfilled.”

The press release can be read in full, here

on the Government’s website: Record £9.5

billion early years investment - GOV.UK

New DfE Survey Shows

Decrease in Early Years

Settings

The overall number of early years settings

in England fell by 1% between 2024 and

2025, according to the latest government

Childcare and Early Years Provider Survey.

This change was driven by a 5% drop in

the number of childminders, while the

number of group and school–based

providers remained stable. (Early Years

Alliance)

The survey estimates that there are

currently around 53,600 early years

settings in total, including 21,400 groupbased

providers, 9,900 school-based

providers and 22,300 childminders.

Despite the overall fall in the number of

providers, the data shows that the number

of registered early years places has

increased by 1% over the same period.

This rise was mainly due to a 3% increase

in registered places with group-based

providers.

Neil Leitch, Chief Executive of the Early

Years Alliance, said:

“While it’s positive to see a small increase

in early years places over the past year,

we remain concerned by the ongoing

decline in the number of providers, largely

driven by a continued fall in the number of

childminders.”

“We’re clear that a successful early years

system is one where parents and carers

are able to find and choose care and

education that meets their children’s

individual needs – and that fewer settings

operating, even if they are each offering

more places, restricts this choice.”

“If the government truly wants every

child to get the best start in life, it needs

to create an environment that allows all

models of early education to thrive. This

means delivering the investment needed

to ensure that all providers, whether

nursery, pre-school, childminder or schoolbased

setting, can remain sustainable

both today and in the long term.”

The figures also show that between

November 2024 and November 2025, the

number of Ofsted-registered childminders

fell by approximately 1,000, with numbers

moving from around 26,000 to 25,000.

The story can be read in full, here on the

Early Years Alliance website.



Dr Joanna Grace

Seeing autism through

children’s eyes

A guide for early years practitioners

This first article by Dr Joanna Grace

introduces a new twelve-article series

exploring autistic experience through the

eyes of children. Using her sons’ books,

“My Mummy is Autistic”, and “My Daddy

is not Autistic”, she explains why early

identification, positive representation and

a deeper understanding of neurotypes

matter so much in early years settings.

The article also explores a key concept

in supporting autistic people effectively:

understanding autism as a way of being,

not a set of behaviours.

A very proud Mummy moment

In 2020, I became the UK’s most

obnoxiously proud Mummy when my son

became the UK’s youngest published

author with his book: “My Mummy is

Autistic”. He wrote it as he turned five,

illustrating it with the vibrant felt-tip pen

drawings that only children are capable of.

Along with everything else that happened

that year, I had a baby… that baby has

just turned five and his book: “My Daddy is

not Autistic” is due out in March 2026. It is

not mandatory for my sons to write books

by their fifth birthdays, but circumstances

conspired, and we find ourselves in this

situation!

What children notice that

adults often miss

When “My Mummy is Autistic” was

accepted for publication, one of the

comments the editors at Routledge made

was that it was unique: a child explaining

the autistic experience of an adult. In

general, when we encounter explanations

of autistic experience, it is adults

explaining children. In a way, it gives the

impression that being autistic is something

children do and adults grow out of. My

sons’ narratives challenge that.

Why early understanding

matters - for a lifetime

We are aware that the earlier we identify a

child’s neurotype, the better the outcomes

are for them. This is because we all need

to be understood for who we are and

how we are in order to thrive. We often

think about this in terms of difficulties that

children might be encountering, e.g.,

“She’s struggling with that; do you think

she might be autistic?” “His behaviour

is really difficult. Do you think it could be

ADHD?” But it is worth recognising that the

benefits of knowing your neurotype last a

lifetime and are not reserved for times of

struggle. Knowing and understanding your

neurotype can help you thrive at any age.

The power of early years

settings to shape a life

The difference you can make in

the Early Years by being aware of

neurodiversity and positively representing

neurodivergence within your settings (in

stories, by having openly neurodivergent

staff, in conversations with families,

through providing information and

resources for people to find out more)

can make a positive difference across a

person’s lifespan. This is the introductory

article in a series of 12. I hope their content

will help you create that positive difference,

and sharing them can be the first step.

What children can teach us

about autistic experience

Viewed through the eyes of a child, many

things that the adult world struggles to

grasp about autistic experience appear

simple, explainable in felt-tip pen and

wobbly handwriting. In this coming series

of articles, I am going to borrow pages

from my childrens’ books and look at what

they tell us about the autistic experience.

Click here for

more resources

from Joanna:



Reflective practice

Turning observations into action

In early years settings, observation is

something you do all day long – who is

struggling to settle, who is fascinated by

the blocks, who always hangs back at

tidy-up time? Reflective practice is what

turns those everyday observations into

purposeful action for children.

The EYFS statutory framework is clear that

assessment must be based on ongoing

observation, kept proportionate and

used to understand each child’s level

of development, plan next steps and

share information with parents. When

we combine those observations with a

reflective mindset, they become a powerful

tool for improving outcomes.

What do we mean by

reflective practice?

Reflective practice is simply the habit of

pausing to think about what happened,

why it happened and what you might do

next time. It is not about criticising yourself

or others. It is about being curious, noticing

patterns and using what you learn to

improve your practice overall. And it is

important to do even when things go well,

not just when things don’t go to plan.

This might mean asking:

✏ What did I notice about this child

today?

✏ What did I do in response?

✏ What difference did it make?

✏ What might I try next time to improve?

“Birth to 5 Matters” describes a simple

cycle they term, OAP - Observe, Analyse,

Plan - to help practitioners think about

children’s development and how best to

support them. You may already be doing

this informally. The next step is to make

it more intentional and share this across

your team.

What regulators look for

Reflective practice is also something Ofsted

pays close attention to. Inspectors want to

see that staff understand each child, use

observations purposefully and can explain

the reasons behind their decisions.

Under the Education Inspection

Framework, Ofsted looks for practitioners

who:

✏ Use ongoing observations to

understand what children know and

need next

✏ Adapt teaching in the moment rather

than relying on excessive paperwork

✏ Can explain why they planned certain

activities or approaches for individual

children

✏ Identify concerns early and work with

parents and the SENCo when needed

It is not about producing pages of

notes. Inspectors want to see how your

reflections shape practice. Being able to

say “I noticed this, so we did that, and here

is the difference it made” is key.

Regulators in Scotland and Wales take a

similar approach. The Care Inspectorate

expects staff to evaluate children’s

experiences and use this to plan

improvements, while the Care Inspectorate

Wales looks for reflective practice that

supports children’s individual needs.

Across the UK, the message is the same.

Observations are great, but they matter

most when they lead to meaningful action.

Reflective practice works for the regulatory

bodies too. The principles outlined above

remain consistent, but you should always

check the latest guidance to ensure you

stay in alignment with current inspection

criteria.

From noticing to knowing -

a simple cycle

A useful way to frame reflective practice in

early years is as a repeating cycle:

1. Observe

Observation can be:

✏ Formal - planned observations,

assessments, photographs, language

samples

✏ Informal - moments you spot during

play, care routines or outdoor activities

Remember to always have the children at

the heart of your practice to ensure that

planning doesn’t just include what adults

think is fun or interesting, rather than what

children actually need.

2. Analyse

This is the reflective part. You might:

✏ Look for patterns in what you have

recorded

✏ Compare your notes with

developmental expectations and the

child’s previous progress

✏ Discuss what you have seen in

supervision or team meetings

Research on reflective practice suggests

that talking through observations with

others can deepen professional learning

and help practitioners challenge long-held

assumptions.

3. Plan adjustments

Next, you decide what to do as a result of

what you have observed. This could be:

✏ A small change in your approach with

a particular child

✏ An adjustment to the environment or

routine

✏ An additional or more focused activity

or small group

✏ A conversation with parents or carers

The EYFS emphasises that assessment

should be part of an ongoing conversation

between practitioners, families and, where

appropriate, external agencies.

4. Act and review

You implement your plan and then come

back to review the changes you made:

✏ Did the change have the impact you

hoped for?

✏ What did you notice about the child’s

response?

✏ What will you keep, adapt or stop?

Over time, this builds a culture of

continuous improvement rather than oneoff

fixes.

Using reflections to shape

everyday practice

Reflective practice is not just for formal

meetings or paperwork. It should be

apparent in your everyday decisions. This

could mean:

✏ Adapting the environment – if children

are often restless during long carpet

times, you could shorten group times

and adding more movement breaks

✏ Improving teaching strategies - if you

notice a child struggles to persist with

challenging tasks, you could reflect on

whether you or other staff members

model persistence and trying again

✏ Adding focused interventions – if

you notice that children with English

as an additional language (EAL) are

struggling with basic vocabulary, you

could instigate a smaller group to

teach and practice basic vocabulary

✏ Referring to other professionals for

additional help – if you notice a child is

consistently struggling with language,

you could speak to the parents and

recommend a referral to a Speech

and Language Therapist (SALT)

Progress checks and EYFSP

The EYFS requires a progress check at age

two and a profile assessment at the end

of the reception year (EYFSP), both based

on observation. Reflective practice helps to

ensure these are:

✏ Honest and balanced - noting

strengths as well as concerns

✏ Clear for parents and carers to

understand

✏ Useful for planning next steps and

transitions

Building a reflective culture

in your setting

Reflective practice is easier when it is

a shared expectation rather than just

the habit of one or two individuals. Use

regular supervision sessions to talk about

observations, practice and professional

development. You could introduce

peer observations where colleagues

watch each other for short periods and

then discuss what they noticed about

interactions, language and children’s

responses. Encouraging staff to jot down

quick notes after a session is useful too.

And you could choose one focus area

per half-term, such as ‘outdoor play’ or

‘supporting self-regulation’ and use staff

meetings to reflect on what is working and

what may need improving, resulting in

better outcomes for children and staff.

Resources and references

✏ Leading Reflective Practice

✏ Birthto5matters.org.uk

✏ Help for Early Years Providers

✏ Effective observation, assessment

and planning – West Sussex County

Council



Zoë Austin

Neurodivergent notes

SEND me your “naughty” boys

Some of the things I did to help Ricky were:

Sat next to him (with the rest of the class)

in the dining hall whilst he ate as much

of his lunch as he could manage (which

also showed me that he found certain

foods difficult for sensory reasons); gave

him two squeezy fidget toys (none of the

other children minded this, by the way - it’s

only ever adults who have a problem with

certain children being treated “favourably”

in this way. It’s not favouritism: it’s

accommodation) which he could use

when stressed; gave him access to and

taught him how to use ear defenders

when needed; gave him snacks when he

needed them (he could not always tolerate

food during break times and burned a

lot of energy from anxiety and endless

movement so needed boosts throughout

the day).

And, most importantly, I gave him lots and

lots of praise and encouragement, went

out of my way to play and bond with him

(hoping against hope that he would find

me trustworthy), and, when he eventually

approached me one day for a cuddle, I

gave the best one I had.

By the end of Reception, he was eating by

himself and felt safe in school. Well done,

Ricky! I will not lie: working with him was

a challenge for me: BUT THAT WAS NOT

HIS FAULT! It was the fault of the education

system in which he and I were forced to

function. I had a whole class of children

to work with, many others of whom also

had high levels of support needs. I am a

neurodivergent educator who experiences

my own over-stimulation and overwhelm.

My TA and I did everything in our power

to help and support all the children in my

class, but we were in the state education

machine in which differences are not

accommodated and it is those who are

different who suffer. Ricky needed 1:1

support. His needs had not been identified

in nursery (because, remember, he was

just “naughty” and from a “bad” family,

not in need of support. Yeah, right!) so

no EHCP assessment had even been

requested. (I was allowed to begin this by

the end of his year with me, when what

I had been telling the Head and SENCO

about his struggles was finally confirmed

by a visit from the Local Authority SEND

Specialist teacher, who was believed,

where I had not been.

The next year, Ricky entered Year 1 (despite

begging to stay in my class - because he

felt safe there). He had “proper school”

expectations of sit-down behaviour and

written work slapped upon him from that

September and, three months later, he

left the school. The work I had done with

him was seen as “too soft” and he was

expected to “get on with it” like all the

other children. His mental health declined

and his mother felt she had no option but

to take him elsewhere.

I am not telling this story to blow my own

educational trumpet, but to raise the point

that boys in particular can be labelled

“naughty”/”bad” very early in life, and

that label - and resulting impact on their

self image and worth - lasts a lifetime.

These are the boys who may turn into

men who end up offending, because they

were misunderstood their whole lives,

when knowledge and support of their

neurological/neurodivergent needs and

methods of self-regulation were never

present for them. Ricky is not the only

boy I have taught who has suffered this

stigmatisation. Next month I will be writing

about the school-to-prison pipeline for

ADHD boys in our country and what we

can do in early years to nip matters in the

bud for these very vulnerable children who

are trying to survive in what is, for them, a

very frightening world.

A few summers ago, I was preparing to

begin a new job as Reception teacher

in a small village school. I was in my

classroom, busily preparing, which

included changing the backing paper

on display boards (a difficult job for one

person). For this, I had the assistance of

some very kind Teaching Assistants (where

would we be without them?!) who were

giving up their holiday time to help me.

As we worked, conversation turned to

whether or not I had met my new class,

then onto the subject of one particular boy

I would be teaching. “Oh,” remarked one

of the TAs, “Wendy (all names have been

changed - and I’m using this one for the

leader of the pre-school attached to our

primary school, attended by the majority

of my new class the previous year) said

to wish you good luck with him!” From the

tone of her voice, I could tell this wasn’t an

endorsement of the child’s skills and

abilities, giving wishes for my success in

developing the mind of a much-beloved

child.

Au contrair, this was a warning!

I can’t remember what the rest of the

conversation entailed verbatim (and it

was one to which I listened rather than

contributed), but it was along the lines

of the little boy in question being “hard

work” and “bad”... and that this was not

surprising given his “awful” mother (who

was universally judged and derided by all

school staff, probably because she had

lots of tattoos and wore red lipstick. I never

had a problem with her. It took her a while

to trust me, but once she saw I had her

son’s best interests at heart, this changed).

I will call this boy Ricky. He was 4 years

old and had already been branded with

a ‘reputation’ by the school which was

meant to care for and support him.

When Ricky joined my class, he was thin,

dressed in clothes which left him cold in

the autumn weather, and very pale. He

flinched if I moved towards him quickly,

and couldn’t look me in the eye. Now, you

may read this and decide that he was

being physically abused, or neglected. I

do not believe that was the case. As time

went on, it became increasingly clear

that he was suffering from neurological

overstimulation/overwhelm at school. He

found it very hard to be still, would often

scream loudly for no reason. He could not

stand to eat in the lunch hall because it

was too loud. There were other struggles

he encountered which I cannot remember

now, I am afraid (sorry Ricky!), but

needless to say he was having a very hard

time of it. I am unsure to this day what lay

behind his neuro-distinctiveness: all I could

do whilst he was with me was love him

and do the best I could by him.

Click here for

more resources

from Zoë:



Tips for resetting your

nursery culture for the

January marks a midway point in the

academic year, combined with the

start of the calendar year, and offers a

natural moment to pause, take stock and

realign your nursery culture after all the

excitement of the festive season. The

autumn term is usually about settling in,

family meetings, baseline assessments

and getting to know everyone. By January,

routines are more established, but energy

can dip and small issues can begin to

creep in if you are not attentive.

Resetting your culture does not mean

starting again from scratch. It means

taking a clear look at what is working,

identifying where things have drifted

and using simple goals to guide your

team through the next part of the year. A

strong, reflective culture supports children,

families and staff and helps everyone stay

connected to the purpose of the setting.

Why culture matters

Culture is the sum of the shared values,

attitudes and behaviours that shape daily

life in your nursery. It influences everything

from how staff speak to children to how

they support one another. Research

into organisational culture in education

highlights that teams with clear, shared

expectations are more consistent, more

resilient and better at supporting children’s

development. In early years settings,

culture is especially important because

children learn through relationships. When

staff are aligned, confident and all working

from the same principles, the environment

feels predictable and safe for children.

Here are some tips to help you as we

head into a new year.

year ahead

Step 1: Reflect together on the year

so far

A culture reset starts with an honest look

at what the past term has taught you. This

can be done during an inset day, a staff

meeting or individual discussions. Use

open questions that focus on learning

rather than blame.

Helpful prompts include:

⭐ What has gone well and why?

⭐ What challenges have we faced?

⭐ What routines support us and which

ones drain time or energy?

⭐ What have we noticed about

children’s well-being, behaviour or

learning?

⭐ How strong is our communication

with families?

⭐ Where have we drifted away from our

original intentions?

Encourage everyone to have a voice.

Sometimes the newest members of staff

notice things more clearly because they

have not yet absorbed old habits. To

structure the conversation, some settings

use a simple “keep, tweak, change” grid.

Others use the Education Endowment

Foundation’s evidence-informed reflection

tools to support discussions about

practice.

Step 2: Revisit your setting’s values

and vision

Reconnecting with your values helps bring

some clarity back to your work, especially

at busy times. You might revisit your

setting’s vision statement or ask the team

to identify the core principles that guide

you.

For example:

⭐ Warm, respectful relationships

⭐ Children as active learners

⭐ Inclusion and equity

⭐ Curiosity and creativity

⭐ Consistency and clear expectation

Once you have agreed on a few key

values, highlight how they show up in daily

practice. For example, if you value childled

play, is your environment currently

supporting it? If you value kindness, how

are staff modelling it with each other as

well as with children?

Step 3: Set team goals for the term

ahead

Mid-year goals should be realistic, specific

and meaningful to what you are trying to

achieve. They work best when co-created

with the team rather than being handed

down from on high. You might set goals in

three areas.

1. Pedagogy

These focus on teaching and learning.

Examples include:

⭐ Improving interactions during play

⭐ Deepening language support for

children with EAL

⭐ Strengthening provision for selfregulation

and independence

⭐ Refreshing outdoor learning

opportunities

Choose one or two priority areas and

link them to CPD, coaching or peer

observations.

2. Team well-being

A positive culture depends on staff feeling

supported. Goals could include:

⭐ Regular check-ins at the start or end

of shifts

⭐ A buddy system for new team

members

⭐ Protecting time for planning and

supervision

⭐ Celebrating achievements more visibly

Well-being goals do not need to be

complicated. Small actions can make a big

difference.

3. Operations and routines

Sometimes simple practical tweaks

improve the whole atmosphere. For

example:

⭐ Revisiting transition routines between

indoors and outdoors

⭐ Streamlining nappy changing

protocols

⭐ Reducing unnecessary paperwork

⭐ Improving communication

⭐ Ensuring all statutory

requirements are being fulfilled

including health and safety and

safeguarding

When operational tasks run smoothly, staff

can focus more fully on children’s learning.

Step 4: Support staff through

reflective supervision

Supervision is a key requirement of the

EYFS and is central to maintaining a

healthy culture. Use it purposefully during

a mid-year reset to ensure that staff are

on-track to meet any performance-related

or personal goals. Each member of staff

should have time to reflect on:

⭐ Their strengths

⭐ Any challenges or training needs

⭐ The children they are concerned about

⭐ Their personal goals for the next three

months

Link individual goals with whole-team

goals. This helps staff feel part of

something shared, which strengthens

commitment and consistency.

Step 5: Refresh routines that have

become stale

Over time, some routines can become

automatic and feel as if they have lost

their purpose. A mid-year reset gives you

the chance to bring them back to life with

improvements.

Look at:

⭐ Welcome and goodbye times

⭐ Group-time structure

⭐ Snack routines

⭐ Behaviour expectations

⭐ Transitions between activities

Ask the team what is working, what is

slowing children down and what could

be simplified. For example, a five- to

ten-minute group session that leaves

children happy and regulated is far more

effective than a long session that leads to

restlessness.

Step 6: Strengthen relationships

with families

The new year offers a natural moment to

reconnect with parents and carers. You

can:

⭐ Share updated goals for the term

⭐ Invite parents to contribute ideas or

observations

⭐ Offer a short survey about

communication or partnership

⭐ Refresh noticeboards or online

platforms to reflect current learning

and the changing year

When families feel included, the culture of

the setting becomes warmer and more

collaborative.

Step 7: Keep the reset alive

through the term

A culture reset is not a one-off event. To

make it last, build in simple habits:

⭐ Weekly mini reflections in staff

briefings

⭐ A visible goal board in the staff room

⭐ Sharing small wins and examples of

improvement

⭐ Revisiting goals at half-term to check

progress

A nursery’s culture is not set in stone and

can shift, strengthen and adapt as the

year unfolds. Resetting it halfway through

gives teams a sense of renewed purpose

and helps children thrive in a stable, joyful

environment.

References and resources

Education Endowment Foundation Toolkits



As the twinkling lights fade and the last

crumbs of mince pie disappear, January

often feels like a collective exhale, a

moment to pause after the sensory and

emotional whirlwind of the festive season.

For many children, and indeed for the

adults who care for them, the return to

their nursery, pre-school or childminder

brings both comfort and challenge. The

structure of familiar routines can be

reassuring, yet after weeks of disrupted

schedules, late nights, rich foods, and

fluctuating emotional energy, both bodies

and minds can need a gentle reset.

In early years settings, this period offers a

valuable opportunity to reflect, recalibrate,

and re-establish calm through connection,

regulation, and mindful intention.

Gemma Kirby

After the festive

whirlwind

Creating calm, regulated spaces for children

and the adults who care for them

The importance of

a sensory and

emotional reset

Children experience the festive season

through all their senses - lights, sounds,

smells, textures, and heightened

emotions. Even joyful experiences can be

overstimulating. The aftermath can look

like restlessness, emotional outbursts, or

tiredness. For neurodivergent children,

the sensory load may be particularly

overwhelming, and January transitions

can amplify this.

Recognising this isn’t about labelling

behaviour as “challenging” or “difficult”,

but instead it’s about seeing it as

communication. A child who struggles to

settle back into group activities or who

appears unusually quiet may be signalling

that their nervous system is still in recovery

mode.

As educators, our role is to create

environments that support this recovery

through spaces that soothe the senses,

routines that rebuild predictability, and

relationships that prioritise safety and

belonging.

Re-establishing calm and

predictable routines

Routines are the scaffolding that hold

children’s emotional worlds steady. After

a period of change, it’s tempting to jump

straight back into the “normal rhythm” of

the setting, but easing in gently can make

all the difference.

Start small. Focus on reintroducing key

routines that anchor the day such as

morning hellos, snack time rituals and

tidy-up songs. Keep them consistent and

predictable.

Use visual supports. Visual timetables,

cue cards and objects of reference

help children anticipate what’s coming

next, reducing anxiety and promoting

independence.

Revisit boundaries with kindness.

Some children may test limits or forget

expectations. Approach reminders as

re-learning opportunities rather than

discipline. “Let’s remember together how

we keep each other safe inside” is more

effective than “We don’t do that.”

Build in pauses. Overcrowded timetables

leave no space for emotional regulation.

Schedule calm moments such as

breathing games, story corners, or quiet

music transitions to help everyone recentre.

These small, consistent steps send an

important message: You are safe here.

You can relax. We are back together.

Designing sensory-friendly

spaces

The physical environment plays a powerful

role in shaping how children and adults

feel. After the sensory overload of the

festive period, environments can support

regulation through simplicity and balance.

Declutter and soften. Remove excess

decorations, bright displays, or noisy toys.

Consider the use of neutral tones and

natural textures that calm the visual field.

Create cosy retreats. Dens, reading nooks,

or “calm corners” give children safe spaces

to step away and self-regulate. Stock them

with soft lighting, tactile materials, and

comfort items like cushions or sensory

objects.

Be mindful of sound. Reduce

background noise where possible, switch

off humming lights, close doors gently, and

use calm background music sparingly.

Use nature as a regulator. Outdoor play,

natural light, and gentle movement in fresh

air are powerful antidotes to post-festive

sensory fatigue.

The goal isn’t perfection - it’s

attunement. The most effective

environments are responsive and

adaptable, reflecting the needs of the

children who use them each day.

Supporting staff selfregulation

Calm cannot be taught; it must be

modelled. Children’s nervous systems

attune to the adults around them; our

tone, body language, and energy either

amplify chaos or invite calm. This is

especially true for children who are

sensitive to emotional cues, including

many neurodivergent children.

As educators, we often prioritise children’s

needs above our own, but co-regulation

starts with self-regulation. A dysregulated

adult cannot soothe a dysregulated child.

Some simple reflective practices can help

staff maintain emotional balance:

Pause before responding. When a

child’s behaviour triggers frustration, take

a slow breath. Give your body time to

settle before you speak.

Ground yourself physically. Feel your

feet on the floor, relax your shoulders, and

slow your breathing.

Share regulation strategies as a team.

Regular check-ins or even a few minutes

of collective breathing or stretching in the

staff room at lunchtimes can create shared

calm.

Reflect, don’t react. Use end-of-day

reflections to process what felt difficult or

successful. This helps prevent emotional

carryover from one day to the next.

Boundaries are care. Saying no, taking

breaks, and prioritising rest are not

signs of weakness; they are professional

necessities.

When staff well-being is nurtured, children

feel it. Calm adults create calm spaces.

Mindful transitions and

emotional literacy

Transitions between activities, rooms, or

even moods are moments of vulnerability.

After a stimulating festive period, children

may need extra support navigating

change.

Build mindful transitions into the rhythm of

the day:

? Use songs, rhymes, or sensory cues

(like a chime or gentle bell) to signal

movement

? Narrate what’s happening: “We’re

tidying up now. Then we’ll wash our

hands and go outside”

? Allow time. Rushing transitions

creates stress for both children and

adults

? Offer choices when possible: “Would

you like to line up with your friend, or

hold my hand?”

These micro-moments of connection and

predictability strengthen trust, which is the

foundation of emotional safety.

Reflective habits for

sustainable calm

January invites not just organisational

resets, but emotional ones. As

practitioners, it’s worth asking: “What

does calm mean to me?” and “How do I

contribute to a calm environment?”

Reflection doesn’t need to be lengthy

or formal. It can be as simple as

journaling one positive interaction a day,

or discussing with a colleague: What

worked well today? When did we feel

most connected with the children? Over

time, these habits foster a culture of

mindful practice, one where emotional

regulation is valued as highly as academic

preparation.

Rebuilding connection and

Safety

Above all, post-festive calm isn’t about

enforcing quiet or suppressing energy

but rather rebuilding safety. Children

thrive when they feel seen, heard, and

understood. When adults slow down, listen

deeply, and model emotional steadiness,

children’s nervous systems begin to settle.

As the new year unfolds, perhaps the best

gift we can give is not new resources or

fresh plans, but presence. Calm, attuned

presence that reminds every child: You are

safe, you are loved, and you belong.

Click here for

more resources

from Gemma:



Kayla Halls

Working from the top of

their heart

What ‘good’ looks like in the baby room

Consistent staffing is just one piece of

the puzzle. The baby room team also

needs to offer a consistent pedagogical

approach. When baby room educators

are working towards the same vision, they

approach provision together in a way that

champions the needs of each baby and

family. An educator described this, saying,

“[You need] a consistent approach and

pedagogy for those children and making

sure that you’ve got a team that is on

board with that. Share your vision, making

sure that you’re all in the same mindset.’’

Strong understanding of

child development

Despite this, only 35% of baby room

educators and nursery managers in

our sample of 273 had access to babyspecific

professional learning over the

last year. This isn’t for lack of desire

but rather lack of opportunity. As one

educator shared, “The last [professional

learning session] I did was about 5 or

6 years ago, specific to babies… since

then, there’s been safeguarding training

for babies, but nothing other than that.”

Baby room educators need regular access

to professional learning that delves into

the nuances of working with children

under the age of two years old, especially

considering the expansion of provision

where more babies are entering the

sector.

Our research identified several kinds

of CPD that work well for baby room

educators:

❤ On-the-job mentoring. Having a

senior member of staff observe

practice and offer reflection points has

an immediate impact on knowledge,

pedagogy, and professional

confidence

❤ Baby room networks. Engaging in

reflective communities of practice with

fellow baby room educators offers a

space to share learning and connect

with local professionals

❤ Online CPD. Watching webinars or

completing online courses can help

educators stay up to date on the latest

baby room practice. Online learning

is also flexible, making it easier to slot

into busy schedules

needs, or the full-on nature of the day. So,

when baby room educators find joy in their

work, it supports rich connections with the

babies and families.

The educators’ expression of joy in

their work resonated with the idea of

‘professional love’ as introduced by Jools

Page. Professional love refers to how

educators have professional love and care

for the children they work with in the early

years sector. In our research, baby room

educators described how professional

love weaves its way through their practice:

“My idea of working from the heart, not

just working… They know who loves them

because when I fed one of the babies, they

put their head on my shoulder. It means

“Thank you.” [They didn’t] say anything, but

I understand.”

Professional love in the baby room is about

closeness, attunement, and affectionate

care. It helps educators develop a deep

understanding of the babies they work

with, enabling them to respond to their

individual needs. Moreover, when babies

are known and loved, feeding into secure

attachments, they feel safe to explore,

develop, and learn in the baby room.

As one educator put it, baby room

educators are “working from the top

of their heart” to offer a consistent

approach to staffing and pedagogy whilst

exercising a strong understanding of child

development and professional love to

deliver the best quality provision to babies

and their families.

With the expansion of government-funded

childcare to babies from 9 months old

complete, it can be easy to focus on the

number of babies entering nurseries and

lose sight of the experience. However,

high-quality interactions and experiences

are the beating heart of baby room

provision. In our recent study, funded by

the Nuffield Foundation, we consulted

with baby room educators and nursery

managers to discuss what constitutes

good baby room provision. This article

examines what baby room educators

bring to their role in delivering quality in

the baby room. We will explore:

❤ Consistent relationships and

pedagogy

❤ Strong understanding of child

development

❤ Joy and professional love

Consistent relationships

and pedagogy

For babies, secure attachments provide

emotional safety that empowers

them to explore their world. As one

educator shared, “To develop those

secure attachments, babies need that

consistency, and they need staff who

understand their individual routines.” Yet,

in large, busy baby rooms, educators can

be pulled in many directions across the

course of the day to support with routines

and meet evolving needs. In addition, in

the wider context of the nursery, educators

may need to step out of the baby room to

support staffing in other rooms or complete

administrative tasks.

This can make it challenging to maintain

consistent staffing in baby rooms that lead

to secure attachments, which are essential

to quality.

Having a strong understanding of child

development, often established through

qualifications and Continuing Professional

Development (CPD), is foundational for

delivering high-quality provision in the

baby room. Knowing how babies develop

and learn helps educators act intentionally

to nurture babies’ development throughout

all parts of the day, whether in small

group activities or during routines. As

noted by one educator, “I think sometimes,

particularly in a baby room, people don’t

think they need a ‘why’ or the ‘why’

might be, ‘well, we’re having a mealtime

because they need feeding’. But like you

say, [it’s] knowing that quality interactions

at mealtime can have such a big impact

on a child’s learning, development and

relationships.”

Joy and professional love

Consistent relationships and a solid

foundation of child development must be

combined with joy and professional love.

Our participants felt that joy drives the

deeply relational work of the baby room.

An educator shared that, “There’s so much

joy to be had… The joy, I think, is what

feeds the fun and that release of tension. I

think that’s the reason why a lot of people

continue to work with babies despite the

challenges.”

There are stressors and challenges to

working in the baby room - whether it’s

the deeply nuanced work of connecting

with families, juggling babies’ competing

Click here for

more resources

from Kayla:



Have you ever watched young mammal

cubs playing? They move, explore, chase,

test and repeat actions over and over.

They don’t sit down to formal lessons;

they play. It’s how they naturally learn

everything they need to become adults of

their species.

The same is true of children. If you spend

any time with children, you will know that

they rarely sit still for long. To an untrained

eye, they may appear to be “just playing”,

yet we now have a strong body of

evidence showing that high-quality play is

one of the most powerful ways to develop

children’s focus, confidence and readiness

for later learning. And play should be

recognised for the informal learning

masterclass that it is.

Why focus and confidence

matter

Being able to concentrate, manage

attention and keep going with a task are

part of what psychologists call executive

function and self-regulation. These skills

affect our working memory, self-control

and flexible thinking, and they are strongly

linked to later academic and life outcomes.

The Department for Education’s “Best

Start in Life” research review highlights

that the ability to self-regulate and focus

helps children get more from teaching

and learning activities, and it is associated

with better achievement from early

childhood into adulthood. Confidence is

just as important. Children who feel safe,

capable and valued are more likely to take

risks in their learning, try new things and

persevere when things get tricky.

Play is a natural way to build both focus

and confidence because it is:

Building focus

and confidence

through play

✨ Fun and enjoyable

✨ Child led, so children tend to stay with

the activity for longer

✨ Social, with opportunities to practise

other skills

✨ Flexible, allowing adults to scaffold,

augment and enhance the learning

experience

What research says about

play-based learning

A growing body of research supports playbased

pedagogy:

✨ A global review of learning through

play found over 300 examples of a

positive relationship between play

and children’s holistic skills, including

cognitive, social, emotional, physical

and creative development

✨ The Education Endowment Foundation

notes that play-based approaches

can improve early language, literacy

and numeracy outcomes, and can

be particularly helpful for children

with social, emotional or educational

difficulties

✨ Recent summaries of play-based

learning in early childhood highlight

that it builds self-regulation and

executive function, for example

through games that require turntaking,

waiting and following rules

✨ UNICEF describes play as a powerful

driver of cognitive, social and

emotional skills, and notes that play

with caring adults can protect mental

health and reduce anxiety and

behaviour difficulties

For practitioners, this research supports

what many already know from experience:

when play is thoughtfully planned, and

supported by skilled adults, children’s

ability to focus increases, and their

confidence can grow dramatically.

How play increases focus

Focus is not something we can demand

from very young children, although many

mistakenly try. Instead, focus is something

that develops over time through repeated,

supported experiences, and play supports

this development in several ways:

1. Deep engagement in a chosen

activity

When children choose what to do, they are

more likely to become deeply absorbed

rather than in activities chosen by adults.

A child building a tower, lining up cars or

pouring water from jug to jug is practising

sustained attention. To support this,

practitioners can:

✨ Give long periods for uninterrupted

play

✨ Resist the urge to move children on

too quickly

✨ Notice and comment on their

concentration, for example “You are

really sticking with that puzzle”

2. Practising executive function

through games

Simple games can strengthen children’s

attention, working memory and selfcontrol.

These include:

✨ ‘Stop and go’ or action songs that

require children to start and stop on

a signal

✨ Matching and sorting games where

children need to remember simple

rules

✨ Turn-taking board games where

children wait their turn and plan their

next move

The Harvard Center on the Developing

Child compared executive function to

an air traffic control system in the brain,

helping children to focus, filter distractions

and switch tasks, and playful games are a

natural workout for this system.

3. Repetition and mastery

Young children love to repeat the same

actions when playing and this requires

concentration and coordination. By

repeating, children strengthen neural

pathways, develop mastery and learn to

focus their attention on a single task.

How play builds confidence

Confidence grows when children feel safe,

valued and can successfully achieve ageappropriate

tasks and goals. Play supports

this emotional foundation because

children can learn to try, fail and ultimately

succeed in a non-threatening, playful way.

You can assist this by:

1. Role play and imaginative play

Role play allows children to try out new

identities in a safe space. Research

shows that role play supports empathy,

communication and confidence as children

explore different roles, for example as a

doctor, shopkeeper or firefighter. This can

be supported by:

✨ Providing open-ended props (scarves,

skirts, wings) rather than rigid

costumes

✨ Following children’s ideas rather than

leading every scenario

✨ Using role play to rehearse reallife

situations, such as going to the

dentist, crossing the road or starting

school

2. Open-ended resources

Loose parts (blocks, fabric, natural

materials, boxes, tubes) invite creativity

and imagination. There is no right or

wrong way to use them, which reduces

the fear of failure. Children can experiment

freely, take risks and adapt their own

ideas. As they build and problem solve,

they experience themselves as capable

learners, building confidence.

3. Celebrating effort, not just

outcomes

How adults respond during play has a big

impact on children’s confidence. Instead

of praising only the finished model or the

child who ‘wins’, practitioners can:

✨ Notice effort: “You kept trying different

ways until it worked”

✨ Acknowledge feelings: “You felt

frustrated when it fell down, but you

tried again”

✨ Encourage peer appreciation: “What

do you like about your friend’s idea?”

This type of feedback supports a growth

mindset and helps children see themselves

as learners who can improve and that

builds confidence in the whole learning

process.

When practitioners value play as serious

learning, plan environments that invite

deep engagement, and interact in ways

that build both skills and self-belief,

children are more likely to develop the

focus and confidence they need, not only

for school, but for life.

References and further

reading

✨ Department for Education/Ofsted –

Best Start in Life early years research

review series

✨ Education Endowment Foundation

– Early Years Toolkit: Play-based

learning

✨ Harvard Center on the Developing

Child – Guides on executive function

and self-regulation

✨ UNICEF – Parenting resources on

learning through play and mental

health

✨ Zosh, J. et al. – Learning through play

and the development of holistic skills

✨ The benefits of play in early years



In an ever-changing world, routines offer

a powerful anchor for children: a reliable

rhythm that fosters emotional security,

builds trust, and supports learning. For

all children, but especially for those who

are neurodivergent, predictability can

make the difference between feeling

overwhelmed and feeling grounded.

In this article, we explore how routines

nurture children’s wellbeing, why they

are especially important in early years

settings, and how consistent structure

supports neurodiverse children as well as

their peers.

Why routines matter: The

foundations of emotional

security

Children thrive when they know what to

expect. Predictable routines give them a

sense of control, which reduces anxiety

and nurtures trust. Routines help children

feel grounded and protected in their

Michelle Windridge

The power of routines

How predictability supports children’s

emotional security

environment. When they know what is

coming next, they gain a sense of control

and reassurance, which builds their

confidence and supports their emotional

well-being.

This sense of emotional steadiness goes

beyond simple comfort; it plays a key role

in how children manage their feelings.

When they can predict transitions and

understand the flow of their day, they

are better able to focus, learn, and stay

physically relaxed and ready to engage.

In early years settings, routines are

sometimes mistaken for timetables. In

reality, they are something much more

dynamic. A timetable focuses on fixed

times, but a routine reflects the natural

rhythm of the day, a gentle flow of

familiar activities that children come to

recognise and trust. This rhythm provides

a dependable framework: stable enough

to give children a sense of safety and

continuity, yet flexible enough to respond

to their needs, interests, and emotional

states. Striking this balance is crucial, as it

supports children’s emotional well-being,

nurtures social development, and creates

an environment where they feel secure,

understood, and ready to learn.

The practical benefits of

routine in early years

1. Emotional regulation

A consistent routine helps children learn to

self-regulate. In a setting where transitions

are predictable, for example, from

playtime to snack, or from outdoor play

to circle time, children feel mentally and

emotionally prepared.

2. Sense of security & trust

Knowing what comes next builds trust in

both the environment and the caregivers.

Over time, this repeated predictability

helps children internalise a sense of safety.

3. Independence and responsibility

Routines support children in developing

essential life skills. Through repeated daily

experiences, they learn self-care tasks

such as washing their hands, managing

their belongings, and following step-bystep

sequences. These familiar patterns

build independence, strengthen selfdiscipline,

and boost their confidence.

4. Cognitive development

A well-organised day supports children in

grasping concepts like sequencing, cause

and effect, and the basics of time. By

following consistent routines, they begin to

form mental frameworks of what comes

first, next, and last. This repeated exposure

is essential for cognitive development,

as children gradually internalise these

patterns and use them to make sense of

their world.

5. Physical well-being

Routines also regulate bodily rhythms.

Regular mealtimes, nap times, and

wind-down periods help children’s bodies

develop healthy habits.

Routines and neurodiverse

children: A vital connection

While routines are beneficial for all

children, they can be particularly

powerful for neurodiverse children, such

as those with autism, ADHD, or other

neurodevelopmental differences. Here’s

why:

⏰ Enhanced predictability helps

reduce anxiety

Many neurodivergent children

experience heightened anxiety

around transitions or unexpected

changes. For them, knowing exactly

what comes next can significantly

reduce stress. Consistent routines

become not just helpful, but essential

for day-to-day emotional regulation.

⏰ Visual supports are especially

useful

Resources like visual timetables are

more than convenient: they can be

transformative. The visual resources

support because they empower

children to see and engage with their

day.

⏰ Balance of structure and flexibility

For neurodiverse children, a routine

that’s too rigid can feel constraining,

while one that’s too loose can be

chaotic. The most effective routines

are those that offer consistency

and flexibility: the rhythm of the day

remains, but there is room to honour

individual needs, interests, and

pacing.

⏰ Building trust through repetition

Repeating the same patterns helps

establish reliability. Neurodiverse

children often benefit from repetition;

the more familiar a routine, the more

likely they are to feel safe and to trust

both peers and caregivers. Over time,

routines help build a strong emotional

foundation from which they can

engage and grow.

Implementing routines well:

Tips for parents and early

years settings

Below are practical strategies for

establishing routines that promote

emotional security, benefiting all children

while providing particular support for

neurodiverse learners.

⏰ Start with the big picture:

Identify the key daily anchors;

arrival, mealtimes, transitions, rest

times and build a scaffold around

those moments. Use a consistent

framework, but don’t force rigid timing

⏰ Use visual schedules: Add picturebased

timetables, now-next cards,

or rhythm cues (like a song or minute

timer) to help children see what

comes next

⏰ Model transitions: Before shifting

from one activity to another, give clear

cues and reminders: “In five minutes,

we’ll tidy up, then wash our hands for

snack.” This builds mental maps and

reduces emotional friction

⏰ Celebrate independence:

Encourage children to take part in

the routine, helping to hang up their

coat, moving a picture on the visual

timetable, completing self-care tasks

and praising their efforts to build

confidence

⏰ Reflect and Adapt: Routines should

evolve. What works at one time of

year or for one group of children may

need tweaking as children change

⏰ Support parents & carers: For

routines to be effective, consistency

across home and setting is powerful.

Share strategies, visual tools, and

observations with parents to create a

unified approach

The bigger picture:

Emotional growth through

predictability

Ultimately, routines do more than

organise the day; they build the emotional

architecture of a child’s world. Predictability

fosters trust, reduces anxiety, and gives

children space to grow. When children

feel secure in their daily rhythm, they are

better able to engage in exploration, play,

learning, and connection.

Final thoughts

Routines are a guiding force in young

children’s lives. By offering structure,

predictability, and a dependable

rhythm, they support emotional security,

self-regulation, and confidence. For

neurodiverse children in particular, routines

backed by visual supports and gentle

flexibility can be transformative, providing

a secure platform from which they can

navigate transitions and feel in control. As

educators, parents, and carers, our role is

to weave routines thoughtfully, reflecting

the needs of every child and nurturing their

emotional growth.

Click here for

more resources

from Michelle:



Artificial Intelligence or AI is arguably one

of the biggest changes to industry, with

the potential to impact all of education

including early years, even music. Studies

show that 90% of early years educators

have heard of AI, 50% use it, 17% are

prepared to pay for it, and 95% of early

years educators believe it would be helpful

in the classroom. But can it be used for

creativity, like music?

The future of AI

With the rise of AI, many industry

leaders have recognised that accounts

and law have more potential at being

computerised and automated, well

before replacing person-centred jobs

like teaching, nursing and therapy. While

many will wish to go back to simpler times

before AI, it looks like it is here to stay,

much like computers.

Frances Turnbull

Early years music and AI

Using new tools creatively

So while teachers won’t be replaced,

they may instead find that AI becomes a

powerful ally in supporting their research,

prep, and paperwork. Imagine designing

the perfect, age-appropriate early years

music session, with all the research and

perfectly-chosen examples ready for you,

with just one perfectly worded question!

Research

A few companies are working on AI for

nursery (kindergarten), like PopBots.

They aim to improve the quality of early

childhood education and have published

studies claiming that where teachers have

used AI, the quality of teaching improved

dramatically.

Looking at a number of mainly western

studies, one paper found that early years

teaching quality improved specifically

when using AI to teach foreign languages,

as did participation skills and knowledge

inquiry. Interestingly, researchers also

found that AI helped children to learn

creativity, emotional control, collaborative

inquiry, literacy skills, and computational

thinking.

This could be because AI is designed to

personalise everything, even learning,

and can instantly evaluate each child’s

learning needs and cognitive state ageappropriately.

Limitations

As a tool, AI is great. However, as a

creative producer, AI is still lacking. Some

apps claim to be able to “write” new

songs, but much like the “uncanny valley”

of AI art, books and film, there is often

something that feels not quite right. But in

respect to teaching foundational concepts

of music, AI could become the teacher’s

most effective and accessible resource. So

in honour of AI, I have put together a few a

space-themed songs to use this month!

Aiken drum

There was a man lived in the moon

Lived in the moon, lived in the moon

There was a man lived in the moon

And his name was Aiken Drum

And he played upon a ladle

A ladle, a ladle

And he played upon a ladle

And his name was Aiken Drum

And his coat was made of … (Samsung

phones, Samsung phones, Samsung

phones

And his coat was made of Samsung

phones and his name was Aiken Drum)

And his shoes were made of … (hotdog

buns, hotdog buns, hotdog buns

And his shoes were made of hotdog buns

and his name was Aiken Drum)

And his hat was made of … (silver coins,

silver coins, silver coins

And his hat was made of silver coins and

his name was Aiken Drum)

This lovely little song about the “man in

the moon” uses the word “drum” which

is a perfect segue to using the musical

instrument. One idea is to have half the

group of children sitting in a circle (like

the planet earth) playing drums, while the

other half move around the Earth together

in a huddle, like the moon going around

the Earth. This not only begins to teach

them about teamwork, but also musical

beat, planetary motion and co-operation.

The verses could use creative ideas

depending on the nursery theme – food,

tech, toys, even Chinese New Year!

Rocket ship

Rocket ship, rocket ship

Will you take me on a trip

I won’t cry and I won’t shout

If your engine knocks me out!

This version is a take on the classic

Kodály song, Apple Tree. In pre-school,

as children begin to learn about sharing

and turn taking, they sit in a circle and

pass an object around, in this case, a

‘rocket’. Before children recognise the beat

they feel/hear, they step, clap and pass

toys randomly – it becomes a musical

game when they recognise and respond

to the beat. This is done by the teacher

demonstrating how quickly to pass

the rocket – either by stepping in time,

clapping or identifying the syllable to pass

on:

Rocket ship, Rocket ship, will you take me

on a trip …

Twinkle, twinkle

Twinkle, twinkle, little star,

How I wonder what you are.

Up above the world so high,

Like a diamond in the sky.



When the blazing sun is gone,

When he nothing shines upon,

Then you show your little light,

Twinkle, twinkle, all the night.



Then the traveller in the dark,

Thanks you for your tiny spark,

He could not see which way to go,

If you did not twinkle so.



In the dark blue sky you keep,

And often through my curtains peep,

For you never shut your eye,

‘Til the sun is in the sky.



As your bright and tiny spark,

Lights the traveller in the dark.

Though I know not what you are,

Twinkle, twinkle, little star.



We finish this space age/computer age/

AI inspired article with all of the verses of

“Twinkle, twinkle”. They are rarely sung,

rarely remembered, yet lovely reminders of

the beauty of the skies.

To dismiss AI completely is as shortsighted

as dismissing the use of

computers today. However, the strategic

use of AI along with individual creativity

may just create the support that will be,

dare I say it, music to your ears!

References

An Exploratory Study on the Use of

AI Software Tools by Early Childhood

Educators, 2025

Artificial intelligence in early childhood

education: A scoping review, 2022

PopBots: Designing an Artificial Intelligence

Curriculum for Early Childhood Education

Click here for

more resources

from Frances:



Seeing the whole child

Early identification and support for

neurodiverse learners

Every child brings a unique blend of

strengths, preferences, sensitivities and

ways of learning to our settings. Some

children thrive in busy spaces, others

need more time to warm up. Some

communicate confidently with words,

while others prefer gestures, movement or

play. Understanding neurodiversity means

recognising that this natural variation is

not a problem to fix, but a normal and

expected part of human life.

A neuroaffirming approach can help. This

means focusing on understanding each

child’s developmental profile rather than

comparing them to a narrow idea of what

is ‘typical’. Instead of viewing autism,

ADHD, and other sensory differences as

deficits and problems to be ‘fixed’, we

now see them as part of a child’s positive

identity. Our role is not to make a child

appear more ‘normal’, but to design

environments, interactions and systems

that allow every child to feel safe, valued

and able to learn, without discrimination.

A strengths-based view of neurodiversity

Seeing the whole child (not just a label)

begins with shifting our mindset from

“what is wrong?” to “what does this

particular child need to thrive?” Many

neurodiverse children show strengths in

many areas such as:

? Creative and divergent thinking

? Strong memory for interests and

routines

? High levels of focus during preferred

activities

? Honesty, fairness and direct

communication

? Curiosity

? Deep engagement in sensory play

When practitioners highlight these

strengths, children start to develop a

positive sense of themselves as someone

who can contribute and make a difference.

Families also feel more supported,

especially if they have previously

encountered language about their children

that is deficit focused. A strengths-based

approach also helps practitioners plan

better provision. Understanding that a

child with sensory sensitivities may excel

in pattern-based play, for example, can

guide their choices regarding resources,

groupings and activities.

Assisting early

identification

Despite having many strengths,

neurodiverse children also face many

barriers to learning. Research shows that

early identification and targeted support

can reduce these, especially for those with

communication, sensory or regulatory

differences. The 2023 SEND and Alternative

Provision Improvement Plan emphasises

that early recognition, partnership with

families and consistent support across

settings are essential for good outcomes.

The plan also highlights the importance

of reducing delays in assessment and

ensuring settings are skilled in early

identification. This means looking out for:

? Differences in communication (delay,

persistent echolalia, gesture-led

communication, reduced eye contact)

? Limited joint attention or difficulty

engaging in back-and-forth

interactions

? Sensory seeking or sensory avoidance

behaviours

? Heightened anxiety during transitions

or changes in routine

? Strong preferences for specific

activities, objects or repetitive actions

? Differences in motor coordination or

planning

? Challenges with shared play or

unpredictable group situations

These observations should always

be framed with curiosity rather than

judgement. Instead of “He won’t join in

with group time”, think “I wonder if group

time may feel overwhelming - what

support might help?” Instead of “She

refuses certain textures”, consider “She

may be protecting herself from sensory

overload.” Families are key partners in

this process because they know their

child best, and conversations that focus

on strengths and shared observations

build trust. Many families feel relief when

practitioners listen to them and offer

practical ideas rather than judgements.

Shifting the system, not the

child

A neuroaffirming approach asks us to

modify systems rather than expecting

children to fit into protocols which are too

narrowly focused (changing the proverbial

‘round hole’ rather than making the

‘square peg’ the problem).

This can involve:

? Reviewing group times to ensure they

are genuinely accessible

? Reflecting on behaviour policies

to avoid punitive responses to

neurodivergent behaviour

? Training staff in sensory processing,

autism acceptance and co-regulation

? Reviewing the learning environment

with a focus on low arousal spaces

? Ensuring children’s voices and

preferences shape the curriculum

Seeing the whole child means recognising

that behaviour is communication, that

development is not linear, and that

diversity is something to be celebrated.

Creating neuroaffirming

environments

Adapting our environments and

expectations is one of the most powerful

ways to support neurodiverse learners.

Small changes can make a big difference.

Here are some ways you can support all

children in your setting:

1. Reduce sensory load

? Offer soft lighting or natural light

where possible

? Avoid unnecessary background noise

or competing sounds

? Provide cosy spaces for retreat

? Use calm visual displays rather than

overly busy walls

2. Make routines predictable

? Use simple visual timetables, object

cues or ‘first-then’ boards

? Keep transitions gentle and give

adequate warnings before change

? Maintain consistent adults where

possible, especially for more

vulnerable children

3. Offer flexible play spaces

? Ensure children can choose to work

alone or with others

? Provide open-ended resources that

allow exploration without pressure

? Include opportunities for full sensory

play

4. Support communication in all forms

? Follow the child’s lead, narrate play

and wait for cues

? Use Makaton, gestures, photos or

symbols to support understanding

? Celebrate all attempts at

communication, not just spoken words

5. Build emotional safety

? Respond calmly and predictably

to distress, acknowledging and

validating the child’s emotions

? Label emotions without judgement, for

example “It looks like this is frustrating

you”

? Acknowledge sensory and emotional

needs, such as “You can take a break

in the cosy space”

Working in partnership with

families and specialists

Families of neurodivergent children often

feel overwhelmed when navigating

assessments and referrals in a system

that is set up to look for ‘problems.’ As an

early years setting, there is a lot that you

can do to smooth the process and support

parents and carers. For example, you can:

? Share observations in a clear and

compassionate way

? Offer simple strategies to try at home

? Signpost support from local health

visitors, SEND teams or speech and

language therapists

? Support families with paperwork,

referrals or early help assessments

? Provide regular updates

? Celebrate progress together

Not all families want or need a formal

diagnosis at this stage but this should not

detract from the support given to the child.

The goal is always to support the child’s

experience, not to push them through a

process that they, or their family are not

ready for.

For children who would benefit from

specialist involvement however, early years

settings can support this by providing

rich evidence from observations, learning

journeys and examples of adaptations

already in place. This collaborative

approach helps specialists give earlier and

more tailored advice.

By identifying needs early, adapting

environments and working in partnership

with families, we create spaces where

neurodiverse children can learn with

confidence and joy. At its heart, this

approach sends a powerful message: you

belong here, exactly as you are.

References and resources

? 2023 SEND and Alternative Provision

Improvement Plan

? Neuroaffirming practice in early years

? A guide to neurodiversity in the early

years

? Supporting neurodiversity in early

years settings



Two-year-olds are often one of the most

challenging age groups to work with,

even for experienced practitioners. They

sit in that tricky “in-between” stage,

where bursts of independence and big

emotions come together. While this phase

will pass, there are many ways we can

support children and make the twos more

enjoyable for everyone.

Creating calm in a noisy

environment

Childcare environments can easily become

loud and chaotic for toddlers, which makes

it hard for them to think, follow instructions

or hold a simple conversation. Sometimes,

creating calm and reducing noise is

exactly what is needed. As adults, we

also struggle to focus when surrounded

by constant distractions. Think about how

Priya Kanabar

Putting the fun back

into “the twos”

difficult it is to shop in a crowded, noisy

shopping centre. A simple change of

environment can make all the difference.

For example, going outdoors for fresh

air and movement helps children reset.

Walking can be especially effective as it

tires children out, and with the addition

of road safety activities, it supports

concentration and teaches responsibility.

They are starting to learn how to keep

themselves safe and take care of others.

Using music with purpose

Music is another valuable tool, but

it should be intentional rather than

background noise. When music is linked

to an activity or theme, children learn in

context and at a deeper level. Extensions

are important too, as they provide the right

level of challenge, help prevent boredom

and reduce the chances of children

drifting into behaviours that are difficult to

manage.

Introducing mindfulness

Mindfulness is a lovely practice to

introduce in early years settings, and it’s

well-documented that it supports children

to care for themselves and regulate their

emotions. Yoga, deep breathing, or simply

lying quietly with soft music can help

children develop the ability to find calm

from within.

Communicating with

confidence

Let’s not forget good communication!

Getting down to a child’s level, speaking

clearly and reducing external noise

help ensure they feel seen and heard.

Remember, many two-year-olds remain

absorbed in their chosen activity, even

when called repeatedly. Fewer distractions

will give us a better chance of gaining their

full attention.

Managing frustration

safely

Frustration is a major emotion during this

stage and supporting children to manage

it appropriately is key. Encouraging them

to express their feelings safely, rather

than directing them at peers or resources,

sets important foundations. Punchbags,

playdough, sensory materials and

activities such as hammering or bowling

can help release tension; stomping along

to favourite songs can be surprisingly

effective too!

Avoiding over-direction and

offering choices

Having too many rules or constantly

stopping children from doing things can

quickly lead to frustration. Try offering

choices which help them feel in control

and more willing to cooperate, for

example, choosing a snack or deciding

on the destination for a walk. When we

respect their need for independence,

they are often more open to following

boundaries.

The power of playfulness

Being silly is one of the joys of working with

young children. A little humour can lift a

child’s confidence when they feel stuck or

worried that they “cannot do” something. It

also helps reduce our own stress. Making

up silly songs, turning mishaps into jokes

or using playful animation during routines

can transform a stressful moment into

a positive one. Tasks that appear small

to us, like putting on a top, can feel

huge to a two-year-old: slowing down,

imagining things from their perspective

and offering consistent encouragement

makes all the difference. Remember,

children thrive when they are praised for

their achievements and are often thrilled

to teach others once they have mastered

something. Displaying their work often

boosts their self-esteem even further!

Working in partnership

with parents

Working closely with parents cannot be

underestimated; it gives us, as early years

educators, an essential understanding

of the roots of a child’s behaviour. A child

who appears unsettled may have slept

poorly, might be unwell or could be coping

with changes at home. Gaining insight into

a child’s home life allows us to support

them more effectively during the day, and

reaching out is especially important when

families are in a hurry at drop-off.

Supporting smooth

transitions

Arrival time provides an opportunity to

use what we know about each child to

reassure them and turn any worries into

something positive. Some children settle

beautifully when they start, then find

separation harder a year later. This is why

knowing each child deeply and having

strategies tailored to them is so important.

An inclusive approach is key, because

every child has different comforts, triggers

and needs.

Modelling calm and

building resilience

When we practise patience and remain

calm, children are more likely to reflect

this back to us, creating a ripple effect

across the setting. When a child says, “You

do it”, gentle reassurance helps them try

for themselves before asking for help.

It’s worth remembering that some days,

even simple tasks feel overwhelming for

a two-year-old, and they may need extra

support. Being their secure base, while

embracing all their emotions, lies at the

heart of early years practice.

Planning for individual

learning styles

Understanding how each child learns also

plays an important role in planning. For

example, some children respond best to

music and movement, while others prefer

puzzles or quiet activities.

When we recognise and respond to

these differences, children feel valued

and respected, and in turn, this reduces

unwanted behaviours and creates a

happier, more nurturing environment.

Finally, embrace the joy of “the twos”!

Two-year-olds may be full of big feelings

and boundless energy, but with the right

strategies, plenty of patience and a good

dose of fun, this stage can become one

of the most rewarding parts of early years

care.

Click here for

more resources

from Priya:



January, our EYFS activities focus on gentle transitions, fresh starts and calm winter exploration as

This

settle back into familiar routines. Through sensory play, nature-based kindness activities and

children

listening experiences, each activity supports language development, emotional regulation and

mindful

- particularly for EAL learners. By offering hands-on, meaningful opportunities to talk, observe

confidence

to “switch on their ears.”

walking

Model noticing winter sounds: “Listen… what

2.

you hear?”

can

Show picture cards to help children identify

3.

EYFS activities:

Fresh Beginnings for

Little Learners

New Year Kindness Bird Feeders

nature-based activity encourages children to begin the New Year with kindness by helping winter birds

This

food. Making simple bird feeders supports fine motor skills, language development and understanding of

find

world, while the hands-on sensory experience is especially engaging for EAL and SEND learners and helps

the

reconnect with nature after the holidays.

children

You will need:

Cardboard tubes or pinecones

String

Peanut butter or sunflower butter (allergy-safe options available)

Bird seed

Bowls, spoons

Method:

Optional: winter bird picture cards

1. Spread peanut butter onto the cardboard tube or pinecone

using a spoon or fingers.

and connect, these activities help children feel secure, and ready to learn during the winter months.

2. Roll the sticky surface in bird seed until fully covered.

3. Thread string through the tube or around the pinecone to create

New Year Colour & Calm Sensory Play (Inspired by Elmer Sensory Play)

4. Choose a spot outdoors to hang the feeders together.

a hanger.

5. Observe visiting birds and encourage children to talk about

what they see.

This colourful sensory activity invites children to explore textures and patterns as they return to nursery after the

New Year. Inspired by the idea of playful, colourful discovery, this tray encourages creativity, descriptive

You will need:

rebuilding routine and confidence.

New Year Winter Listening Walk

language and early mark-making. The visual contrast and tactile elements make the experience especially

engaging for EAL and SEND learners, offering a soothing, hands-on way to practise communication while

This outdoor listening activity helps children re-establish calm and reconnect with nature after the

festive season. By tuning into winter sounds, children develop attention, early communication and

A tray or shallow container

Dyed rice or coloured pasta (New Year colours: silver,

emotional regulation, with a simple, repetitive structure that is especially supportive for EAL and

blue, white, gold)

SEND learners.

You will need:

Small pots, scoops or spoons

Loose parts: pom-poms, buttons, felt squares, ribbon

pieces

Optional: laminated shape cards or number cards

Method:

Outdoor space (garden, playground, forest

area)

Picture cards of winter sounds (birds, wind,

footsteps, leaves)

1. Prepare the tray with coloured rice or pasta as the

base.

Clipboards or simple tick sheets (optional)

2. Add loose parts such as pom-poms, felt pieces and

Warm clothing

3. Demonstrate scooping, pouring and spreading

Method:

ribbons for sorting and pattern-making.

materials to create simple designs.

4. Model descriptive vocabulary such as bright, smooth,

1. Gather children outside and encourage slow

soft, shiny, and cold colours.

5. Invite children to create their own New Year patterns

or pictures and talk about what they made.

sounds in the environment.

4. Invite them to describe the sounds using


simple words or gestures.

Winter brings a new kind of magic to

children’s play as the world outside

changes texture and colour. Frost sparkles,

the air tingles, and every step makes a

different sound. For young children, these

changes are an irresistible invitation

to move, explore, and imagine. For

practitioners, this season offers endless

opportunities to develop children’s

fundamental movement skills through

joyful, creative, and sensory play.

Why movement

matters

Fundamental movement skills (FMS) are

the foundation for all physical development

and physical literacy. These core skills

help children move confidently, build

coordination and strength, and develop

focus and self-regulation. When children

Gina Bale

Winter play

Developing fundamental movement

skills in the early years

move, they’re not only strengthening

their bodies but also supporting brain

development, language, and emotional

well-being.

Movement is essential for children’s

overall growth. It’s how they learn about

their bodies, make sense of space, and

begin to feel confident in what they can

do. Active play also helps children form

connections with others - sharing laughter,

taking turns, and building a sense of

belonging and friendship.

Winter play naturally encourages these

skills. Children adapt their movements to

new conditions - from careful steps on

slippery surfaces, arms stretched out wide

for balance, to joyful rolls in the snow,

making angels. Every movement and

wobble becomes an opportunity to learn

and grow.

Exploring the great

outdoors

Cold weather doesn’t mean play

should stop. With warm coats, gloves,

and scarves, outdoor play becomes a

wonderful sensory adventure. The crisp

air, the crunch of frost, the wind, the rain,

and puddles all invite movement and

meaningful exploration.

When it’s cold and chilly, children love

learning about polar bears. Together

you can stretch tall, crawl on all fours, or

balance carefully across “icebergs” made

from hoops or stepping stones. These

playful movements strengthen muscles,

develop coordination, and spark curiosity

about the world.

Polar bears have enormous paws -

around 30 centimetres wide - to help

them walk on snow and ice. Children can

compare their own feet and hands, then

experiment with slow, careful steps or big,

powerful stomps and leaps across the ‘ice’

and into the ‘sea’. Did you know polar bear

footprints leave scent tracks across the

snow? Imagine the sensory fun you can

have together as you explore those big,

smelly polar bear feet!

Add to the excitement with bubbles or

‘snowballs’ to throw, catch, and collect as

you explore the North Pole together. And

remember... no penguins at the North

Pole! Children will love discovering that

penguins live at the South Pole. What

might happen if the penguins accidentally

wandered too far north? It’s a perfect

opportunity for creative storytelling and

geographical discovery.

Outdoor winter play offers wonderful

sensory experiences for little ones - from

the feel of cold air on cheeks, to the sound

of boots crunching through leaves and

frost, or squelching in the mud. These

small, shared moments nurture curiosity

and joy, giving children the freedom to

move, imagine, and connect with nature

and the world around them.

Bringing the frost

indoors

When the weather is too wild, the magic

can continue inside. Create winter-themed

spaces and activities that invite movement,

imagination, and sensory exploration.

Winter play can be adapted for every child,

including those with SEND and EAL. Multisensory

experiences support all children

in processing information through touch,

sound, and movement.

❄ Indoor ice skating: Slide on paper

plates or fabric squares to explore

balance and coordination

❄ Snow dens: Build cosy spaces from

white sheets and cushions for small

world play or quiet storytelling

❄ Animal movements: Move like polar

bear cubs - stretching, crawling,

rolling, and ‘swimming’ across the

floor - or waddle and do the penguin

dance (decide where you are first!)

❄ Dress the polar bear: Encourage your

little ones to check the weather and

then dress the bear appropriately

❄ Sensory North and South Pole trays:

Use crushed ice, cloud dough, or

cotton wool for tactile play. Hide

small Arctic or Antarctic animals

to encourage fine motor skills and

curiosity

❄ North and South Pole sensory bags:

Fill with ice, rocks, polar bears, seals,

and fish for the North, and penguins

for the South

You can also explore winter sounds -

gentle whooshes, rain sticks, rhythmic

drumming, or the crack of lightning and

thunder - as you encourage children to

move to different rhythms. How do the

sounds make them feel? Each activity

builds strength, balance, coordination,

and confidence while helping children to

regulate their energy and emotions.

Supporting well-being

for all

Winter play isn’t only beneficial for

children; it also supports the well-being

of practitioners. The winter months can

be long and demanding, and early years

teams often feel stretched as they balance

planning, paperwork, and daily routines.

Yet taking even a few minutes each day for

movement and playful exploration has a

powerful impact on everyone’s mood.

When adults join in the fun - laughing,

moving, and connecting through shared

play - spirits lift all around. These moments

of lightness and creativity remind us of the

simple joy that movement brings. They

help reset energy levels, ease stress, and

build connections across the group.

From taking slow, deep polar bear breaths

before diving under the sea to having a

penguin boogie, these simple activities

help children and adults alike regulate

emotions and connect with their bodies,

creating a positive, nurturing atmosphere.

A season for growth

Winter play is about more than keeping

active. It’s about discovery, imagination,

and connection. Whether children are

padding like polar bears looking for seals

to munch on, or searching for and saving

those misplaced penguins, they are

developing the skills and confidence they

need to thrive.

When practitioners embrace the season’s

possibilities, every chilly day becomes an

opportunity for learning through play. By

making space - even on the busiest days -

for simple moments of playful movement,

we help children feel confident, capable,

and joyful in their own bodies.

With imagination at the heart of every

adventure, winter play helps children

move, think, and feel their way through the

season - full steam ahead on their journey

of discovery.

Scan below for Gina’s FREE

Dress the Polar Bear activity!

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

January 2026 Parenta Early Years Magazine

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