Nursery Management Today, Janaury-February 2026

2/2026

January/February 2026

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Lessons in outdoor learning

Nursery market insights

Innovations in recruitment

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Inside this issue...

JANUARY/FEBRUARY 2026 •

VOLUME 25 NUMBER 1

Editor’s comment ........................................................................................... 5

News ...................................................................................................................................... 6-7

2/2026

January/February 2026

8

12

26

28

30

Policy .................................................................................................................................... 8-9

Early years minister Olivia Bailey on navigating her first few

months in the role

Property ................................................................................................................... 10-11

Nick Brown, director at Christie & Co, reflects on the

market activity that shaped 2025 and predicts what the

year ahead may hold

Leadership ........................................................................................................ 12-13

In this leadership series we hear from Kim Herbert, chief

executive at Happy Days nursery group

Legal ................................................................................................................................ 15-17

Gemma Nicholas, senior associate RWK Goodman, on ways

to strengthen an Ofsted application – and what to do if

your application is rejected

Insurance ............................................................................................................. 18-19

Morton Michel’s Gary Harrison explores the risks of

unstructured growth and the importance of operational

maturity

Ofsted ........................................................................................................................ 20-21

Consultant Maggie Bolger explains how to apply the new

inspection framework without tying yourself into knots

Recruitment ............................................................................................... 22-25

Nursery groups Atherton House and Kido share

recruitment and retention strategies that work

Market analysis ................................................................................. 26-27

Independent schools are turning their eyes to the nursery

market – Charlotte Goddard finds out why

Wellbeing ........................................................................................................ 28-29

Susannah Birkwood explains the effect of Hopscotch

Children’s Nurseries’ mental health policy for babies

Training ................................................................................................................... 30-31

Kids Planet’s Rhiannon Mountain and Lucy Yarnell on

how the group trains staff to support children with SEND

outdoors

On the road .................................................................................................. 32-35

Mandy Richardson, Naturally Learning’s managing director,

shares reflections and learning from a team visit to Denmark

A breath of

fresh air

Lessons in outdoor learning

Nursery market insights

Innovations in recruitment

nmt-magazine.co.uk

Curriculum ...................................................................................................... 36-37

Oxford University Press’s Louise Pennington explains how

nurseries can inspire a love of maths

Safeguarding ........................................................................................... 38-39

On the Button’s Catherine Lyon sets out how nurseries can

meet new safer recruitment and safeguarding expectations

Marketing ...................................................................................................................... 41

LEYF’s Holly Malthouse and Françoise Facella explain the

charitable social enterprise’s approach to marketing

Networking .............................................................................................................. 43

Mienna Jones on the toxicity of social media groups for

nursery owners – and why we need better support

Opinion ................................................................................................................. 46-47

Zoe Raven, chief executive of Acorn Early Years

Foundation, sets out her vision for embedding ethical

practice in the early years sector

Design ...................................................................................................................... 48-49

Apples and Honey Nightingale’s Judith Ish-Horowicz

explains why it’s important to bring the generations

together when designing public services

Managers’ round-up .............................................................. 50-51

We round up the top news about nursery managers across

the country

Meet the manager .................................................................................. 52

In our series showcasing nursery managers we find out

more about Suki Kaur, nursery manager at Fennies

Beckenham.

Award winners .................................................................................. 54-59

The second of a two-part round-up celebrating the

inspirational winners of the NMT National Nursery Awards

nmt-magazine.co.uk January/February 2026 NURSERY MANAGEMENT TODAY 3

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Chief executive officer

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Chief operating officer

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Editor

Charlotte Goddard

Subeditor

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A penalty for expansion

The roll-out of funded places to

children from the age of nine

months has been more successful

that the government thought it would

be, according to the Institute for Fiscal

Studies (IFS).

The IFS annual report on education

spending in England found take-up

of the new childcare entitlements for

working families with children under

three in 2024 was a quarter higher than

initially expected.

Last year there was a 3% increase in

the number of childcare places offered

by group-based providers, although

there was a 1% decrease in schoolbased

provider places and a 7% fall in

registered childminder places. We can

see from these statistics that without

private, voluntary and independent

sector nurseries the government’s rollout

of funded places would not have

been able to succeed.

Nurseries have been encouraged to

expand to meet this increased demand.

Some have accessed the government’s

childcare expansion capital grant

funding, while others have dipped into

their own resources and launched new

baby rooms or other provision.

However, many nurseries feel they are

now being punished for this expansion.

From April this year, the government

has reverted to calculating business

rates, using floor space instead of

number of children. This means that

spacious nurseries with high-quality

environments pay more, even though

they are bringing in the same amount

of funding as a smaller setting with

the same number of children. Some

settings are reporting increases of

more than 80%. However, valuation

according to registered places was also

unfair for many settings, as it ignored

the difference between capacity and

occupancy, which fluctuates over the

course of a week as well as over the

course of a year.

The sector was particularly irked by

last month’s announcement that pubs

will receive a 15% cut to new business

rates bills from April followed by a

two-year real-terms freeze, as well as a

review into the method used to value

them for business rates. National Day

Nurseries Association chief executive

Tim McLachlan has written to the

Chancellor to demand the immediate

exemption of nurseries from paying

business rates, as is the case for settings

in Scotland and Wales.

Nurseries welcomed last year’s

announcement on increased funding

rates. But without action on business

rates, the government is giving with one

hand, and taking away with the other.

Charlotte Goddard

Editor, Nursery Management Today

charlotte.goddard@nexusgroup.co.uk

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nmtnews

News in brief

POLITICS & POLICY

The government will publish guidance

on screen use for under-fives in April. A

working group, co-chaired by children’s

commissioner Dame Rachel de Souza and

UCL professor of child and adolescent

health Russell Viner, will draw on expert

evidence, including from early years

practitioners, and the views of parents to

develop the guidance.

The government is developing an

early years training package focused

on inclusive practice and supporting

children with SEND. The training, which

will launch next year, is part of a £200

million SEND and inclusion programme

to support staff in schools, nurseries and

colleges. It will provide free accessible

training focused on inclusive practice,

child development, and practical

strategies for supporting children with

SEND, and will be available to all

early years practitioners.

National Day Nurseries Association

has launched a campaign to champion

the vital role that private, voluntary and

independent nurseries play in giving

children the best possible start in life.

The Nursery: Where the Best Start

Happens campaign also touches on

the growing pressures facing the sector,

including funding, workforce and having

the resources to support children with

additional needs.

Early years charity Kindred Squared’s

annual school readiness survey of primary

school staff found that helping pupils

NDNA

who are not toilet-trained is taking up an

average of 1.4 hours of each school day.

The annual survey found that the number

of children who are not ‘school ready’ on

starting Reception has reached 37%, up

from 33% in 2024. Staff reported that 2.4

hours of teaching time is lost each day due

to a lack of basic skills.

The Institute for Fiscal Studies annual

report on education spending in England

found the share of spending targeted

specifically at working families has risen

from 15% in 2014 to 48% in 2024, and

is on track to reach 58% in 2025. By

contrast, total spending on disadvantaged

children halved in the decade to 2024.

Research from real estate advisor Savills

found around seven in ten (71%) of

nurseries across the UK’s 30 largest groups

operate under leasehold arrangements

in England and Wales. The report found

that large groups in London and the

Southeast of England have the most

leasehold settings overall, although the

Midlands and Yorkshire have the highest

proportion of nurseries operating under

leasehold arrangements.

Government figures show that the

number of new entrants to early years

teacher training courses fell from 580 in

2024/25 to 536 in 2025/26. In its Best

Start in Life early years strategy published

earlier this year, the government said

“every early years setting should have at

least one early years teacher”.

Ofsted said it will continue to work

with the Department for Education to

encourage a stronger focus on babies

within the Early Years Foundation Stage

after its annual report flagged some

“deeply distressing incidents”, including

the deaths of babies and very young

children in early years settings.

Research commissioned by the Local

Government Association found early

years providers are seeing an increase in

the volume and complexity of needs in

children under five. The most significant

change described by practitioners was

the growth in the number of children

with communication and interaction

needs, and the complexity of those needs,

with more children presenting with very

Emma Bunton’s sustainable lifestyle brand Kit & Kin

6 NURSERY MANAGEMENT TODAY January/February 2026 nmt-magazine.co.uk

nmtnews

limited or no language and/or social

communication abilities.

NURSERY NEWS

Kids Planet Day Nurseries has

partnered with Spice Girl Emma Bunton’s

sustainable lifestyle brand Kit & Kin.

Every Kids Planet setting provides an

all-inclusive offering where nappies,

baby formula and wipes are included.

Kit & Kin will provide Kids Planet’s 264

nurseries with eco nappies, hypoallergenic

wipes, biodegradable nappy sacks, and

salve.

East Midlands nursery group Cherubs

Nurseries has launched a groupwide

curriculum. ‘I Can’, which will

be used across all 12 settings, brings

together learning, wellbeing and family

engagement. The curriculum focuses on

five key outcomes for every child.

Busy Bees has won a safeguarding

inclusion award in recognition of its

approach to safeguarding children across

the UK. Busy Bees was recognised for its

commitment, innovation and leadership

at this year’s annual Safeguarding and

Child Protection Association Awards.

Grandir UK is empowering staff to

reduce carbon emissions in the workplace

and at home, through a bespoke training

programme. One third of support office

staff have already completed a carbon

literacy training programme, which

aims to help participants deepen their

understanding of the science behind

climate change and empower them to

make meaningful changes both in the

workplace and at home.

PEOPLE NEWS

The co-founders of Tiny Toes Nurseries

in Southampton, Neil and Sasha Lewis,

were awarded the MBE for services to

early education in the New Year Honours

List 2026. Among those awarded the

British Empire Medal for services to

early years education were John Warren,

director at Kingsway Nursery Group

and managing director of John Warren

Consultancy, and Clare McCullagh,

nursery director at Rosedene Nurseries.

Neil and Sasha Lewis

Kirsty Jackson

Kirsty Jackson has joined nursery

group Partou as childcare and operations

director. She previously spent more than

seven years at Kids Planet leading quality

and early years practice across a national

portfolio of more than 250 settings. She

has also worked as group development

manager at Elmscot nursery group, and

area manager at Just Childcare.

SECTOR SUPPORT

Nursery search platform Nuuri

has partnered with property search

portal Jitty.com to enable prospective

homebuyers to look for houses near

nurseries. Jitty.com is incorporating

Nuuri’s technology to allow users to

filter and search for properties based on

“nurseries within a 10 minute walk” and

other criteria. Each property listing will

also include data about nearby nurseries

including opening times, capacity and

average nursery fees in that area.

Eden Training Solutions reported that

nursery staff in Blackpool are the highest

paid in the UK. Its analysis found that

early years educators in Blackpool have

an average salary of £32,691. Liverpool

came second with an average salary of

£30,690, while Birmingham came in third

at £30,499. Blackpool also had the lowest

rental costs of the cities in the top 10,

meaning salaries could go further.■


nmtpolicy

Labour says it’s listening

Charlotte Goddard caught up with early education minister Olivia Bailey to find out how

she has navigated her first five months in the role.

Early education minister Olivia

Bailey has spent the morning

visiting two nurseries, which

specialise in supporting children with

special educational needs and disabilities,

Dingley’s Promise in Reading and Kids in

Basingstoke.

“I am pinching myself every day because

I, one hundred per cent without a doubt,

have got the best job in government,” says

Bailey, who is Member of Parliament for

Reading West and Mid Berkshire. “The

thing that always blows me away is how

amazing the staff are, how much they care

about children, how hard they work, and

the difference they make, especially in the

settings today supporting children with

SEND to reach their potential.”

The government recently announced

that local authorities will receive funding

increases of 4.95% for three- and four-yearolds,

4.4% for two-year-olds, and 4.3%

for children aged nine months to two

years in 2026/7. These increases have been

welcomed by the sector, although there

are concerns that costs, including National

Insurance contributions, business rates and

salaries, also continue to rise.

Bailey says the “record investment” of

£9.5 billion in 2026/7, a billion pounds

more than this year’s funding, shows the

government’s commitment to supporting

early years settings and the staff working

in them. “I am pleased we have been able

to deliver those above-inflation increases

and I am pleased to see those changes

broadly being welcomed by the sector,” she

says. “We have had a wonderful expansion

of childcare and we are so grateful to

everybody that made that happen. We

are determined as a government to keep

listening, and to keep making the tweaks

and changes that we need to ensure we are

giving the support that our wonderful early

years professionals need.”

Early Years Pupil Premium funding,

which aims to improve outcomes for

disadvantaged children, has also increased

by 15% to £1.15 an hour, following a rise

from 68p to £1 per hour in 2025/6. “I

hope this is another sign to people in the

sector that we are really listening and doing

what we can to act on the feedback we get,”

says Bailey. “We all know the difference

that early intervention can make, and if you

can get kids ready for school you can tackle

inequality at the time it matters the most.”

She adds: “Once those inequalities start

to set in at school it becomes a lot harder

to counter them. We have a real laser-like

focus in government on the early years and

making sure as many children as possible ae

getting ready for school.”

Nurseries facing a gap between the

funding they receive from the government

to deliver places and the cost of delivering

those places have expressed concern about

the need for any charges to be voluntary.

Some feel that this policy is creating a twotier

system whereby children whose parents

don’t pay receive a lower-quality experience

to that of their peers.

“We want to ensure all children are

getting the best possible early education,

hitting our targets to get record numbers

of children ready for school by the end

of [this] Parliament,” says Bailey. “We do

expect all settings will follow the Early

Years Foundation Stage to make sure

everyone is getting that excellent highquality

early education and also we are

really clear that costs can’t be a condition

of setting the hours. We continue to talk to

the sector and listen and work closely with

them.”

A consultation on how funding is

distributed is set to be published this


nmtpolicy

summer. The government is also working

on simplifying the funding system for

parents and families, says Bailey, whose

background is in policy, with previous roles

including head of domestic policy for the

Labour Party. She also brings experience

as a mum, which she says is not necessary

for the job but is useful. “I have had that

experience of the amazing difference my

boys’ nursery made to them, the wonderful

memories it gave them but also the support

it gave us as their family,” she says.

“I am passionate about tackling those

early inequalities, bringing back family

services across the country after Sure

Start was wrongly dismantled so we have

good-quality family support services,

good-quality childcare, and we are saving

parents £11,500 a year,” she says. “There are

loads of challenges in the sector, including

the complexity of the funding system, but

for the first time in a long time we have a

proper strategy for a best start in life and

the early years. There is money behind it so

we have both focus and investment.”

“I am so privileged to be able to talk to

and work on behalf of all the wonderful

staff who are delivering such fantastic early

education for our children. When I go into

settings, it is the staff who are going above

and beyond, really supporting children

to achieve their potential, and that is

absolutely wonderful to see.”■

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nmtproperty

Childcare market trends

Nick Brown, director and head of brokerage, childcare and education at Christie & Co, reflects

on the market activity that shaped 2025 and predicts what the year ahead may hold

In January, we published our annual

‘Business Outlook 2026’ report, which

reflects on the themes, challenges and

activity that shaped 2025 and offers an

informed view of what the year ahead may

hold for the children’s day nursery sector.

Despite ongoing pressures across

funding, staffing and cost inflation, the

market demonstrated notable resilience.

From a transactional perspective, 2025 was

a positive and active year, underpinned by

strong demand for high-quality settings

and sustained interest from a broad

spectrum of buyers.

Transactional activity and

consolidation

Consolidation remained a defining feature

of the market last year. Larger operator

groups continued to increase their share

of acquisitions, while activity was evident

right across the spectrum – from premium,

top-end transactions to smaller deals

involving independent providers and firsttime

buyers entering the sector.

Notably, there was a clear increase in

transactions led by independent operators,

alongside new entrants making their

initial acquisitions. This highlights the

ongoing attractiveness of the sector for

both established and aspiring providers,

particularly those seeking long-term

growth and scale.

Leasehold transactions dominated the

marketplace, accounting for 73% of all day

nursery sales during the year. This reflects

two parallel trends: vendors increasingly

opting to retain freehold ownership on

exit, and buyers seeking to preserve capital

to support further acquisitions and future

expansion. Freehold sales accounted for

27% of transactions, down from 39% in

2024.

Standout transactions across the UK

Several notable transactions during 2025

illustrate both the breadth and depth

of buyer demand. In January, the sale

of Parson’s Green Nursery Schools –

two super-prime settings in Southwest

London – underscored a strong appetite

for premium assets in established markets.

The nurseries were acquired by Inspired

Education as part of a strategy to develop

feeder pathways into its wider schools and

education portfolio.

In March, Perfect Start Day Nurseries, an

organically grown collection of eight highquality

leasehold settings across Sussex,

Surrey and Kent, was acquired by Kids

Planet Day Nurseries. This transaction

marked the group’s entry into the South

of England and has since

acted as a catalyst for

further expansion in the

region.

Strong activity was also

evident outside London

and the Southeast.

In Scotland, the sale

of Roseangle House

Nursery in Dundee,

Highland Fling Nursery

in Portobello, and Fly

High Early Learning &

Childcare in Prestwick

highlighted robust

demand across the

Nick Brown

country. Buyers included both established

operators and first-time entrants,

demonstrating confidence in the long-term

fundamentals of the Scottish market.

Wales continued to see steady activity,

particularly around major conurbations

such as Cardiff and Swansea. Buyers in

these regions remain focused on wellmanaged

settings delivering solid profits.

While corporate activity in Wales is not yet

on the scale seen in England and Scotland,

smaller regional groups are actively

consolidating and seeking to build local

market share.

Across the UK, heightened activity

was also apparent in regions that have

previously seen lower levels of transactional

interest, including the Northeast and the

Southwest. In many cases, buyers were

expanding into locations they may not

have considered historically, encouraged

by improving performance metrics and

strengthening local demand.

Investment trends and access to

capital

Private equity investment continues to

represent a relatively small proportion

of overall nursery ownership structures.

However, interest from institutional and


nmtproperty

investment-backed buyers is increasing and

cannot be ignored.

For some providers, external investment

has enabled faster access to capital,

supporting improvements to the quality

of provision, enhanced staff training and

development, and investment in digital

infrastructure. Last summer, this access to

funding proved particularly valuable for

operators that were able to act quickly to

create additional capacity in response to

rising demand driven by extended childcare

entitlements.

Borrowing conditions also showed

signs of stabilisation during 2025. Major

lenders became increasingly competitive,

with more attractive rates and improved

financing propositions. Coupled with

easing inflationary pressures – albeit with

intermittent spikes – this has provided

greater confidence and predictability for

operators planning future investment.

Funding developments across the

nations

In England, September 2025 marked

the full rollout of the extended 30-hour

entitlement for eligible children from

nine months to school age. This policy

change has driven a resurgence in demand

for places for under-two-year-olds. In

response, some providers have reconfigured

existing space, acquired nearby premises, or

invested in new buildings within nursery

grounds to expand capacity.

Revised early years funding rates,

introduced in April last year, combined

with this increased demand, have helped

to bolster revenues for some providers,

improving financial headroom and

supporting reinvestment in facilities, staff

and long-term sustainability.

Scotland

continues to

operate a different

funding model,

with the Scottish

government

allocating funding

to local authorities

at varying

‘sustainable rates’

to reflect local

demographics.

These rates are

reviewed annually

and underpin the

delivery of 1,140

funded hours per year for all three- to fiveyear-olds

and eligible two-year-olds. Since

2018, nurseries have also benefited from

100% Non-Domestic Rates relief, offering

an important source of financial support.

Despite ongoing challenges around staffing

and funding levels, private providers have

demonstrated resilience, adapting session

structures and fee strategies to maintain

operational performance.

What the data tells us

The buoyancy of the market in 2025 is

reflected in buyer behaviour and pricing.

Large operator groups – those operating

21 or more settings – accounted for 62%

of completed transactions. mediumsized

groups (three to 20 settings) made

up 17% of deals, while small operators,

single-setting owners and first-time buyers

represented 21%.

Buyers also tended to acquire

smaller settings overall. The average

nursery purchased by small groups and

independent buyers had 49 registered

places, rising to 58 places for medium-sized

groups and 84 places for large operators.

Competitive bidding remained a

feature of the market throughout the year,

particularly for long-established businesses

with strong and sustainable earnings.

This demand drove a 3.8% increase in the

average sale price of a day nursery during

2025.

Market sentiment

As part of our annual sentiment survey, we

asked childcare and education professionals

across the country for their views on the

year ahead.

When we asked about their sentiment in

2025, 40% said they feel positive, and 29%

feel negative, while 31% remain neutral,

which illustrates the uncertainty in the

sector.

When asked about their sale and

acquisition plans, 75% stated that they

are looking to buy and/or sell this year.

This isn’t a surprising figure as the sector

remains needs-driven, making it attractive

to buyers looking to enter into ownership

or expand. Meanwhile, ongoing challenges

faced by owners are causing some to

reevaluate their portfolios and exit from

the sector if the time is right for them.

Nonetheless, this will no doubt make for a

busy marketplace in 2026.

Outlook for the 2026 market

As we move into 2026, the underlying

fundamentals of the children’s day nursery

sector remain robust. Sustained demand

for high-quality childcare continues

to underpin market confidence, while

consolidation, regional diversification and

evolving funding frameworks are reshaping

the landscape and influencing strategic

decision-making.

For owners and operators, the year ahead

will require thoughtful and proactive

planning. However, the evidence from

2025 suggests that opportunities remain

firmly in place – both for providers seeking

to expand through acquisition and for

those considering an exit at a time of strong

buyer demand and improving valuation

metrics.

Building on the momentum seen

throughout 2025, early indicators point

to an active start to the year. We are seeing

continued interest from buyers looking to

grow their portfolios, alongside vendors

aiming to complete transactions in the

early part of the year or take initial steps

towards a longer-term exit strategy.

Taken together, these point to a busy and

competitive market environment in 2026.

Demand is expected to remain strong

for both freehold and leasehold settings,

attracting a wide range of buyers from

first-time entrants through to established

corporate operators, and across all regions

of the UK. Legislative developments and

potential shifts in policy direction are also

likely to act as catalysts for market activity.

In addition, the year ahead may see the sale

of some of the UK’s larger nursery groups,

further shaping the transactional landscape

and presenting new opportunities within

the sector.■


nmtleadership

A happy family

Charlotte Goddard talks to Happy Days chief executive Kim Herbert about the nursery business’s

transformation from a collection of small Cornish settings to a group covering the South of the UK

The year 2004 saw the launch of

Facebook and the first series of the

X Factor on our TV screens. It was

also the year in which Happy Days chief

executive Kim Herbert joined the nursery

group, then a collection of small settings

in Cornwall, as HR manager.

Since then, Happy Days has grown to

nearly 40 settings across the South from

Cardiff to Kent. It has plans to expand

even further over the coming years, with

investment from Zetland Capital Partners

and a £30 million loan from OakNorth

Bank. Herbert has been there every step

of the way, moving up the ranks from

HR manager to operations manager,

operations director, managing director

and now chief executive.

“My husband and I moved to Cornwall

from Hertfordshire 22 years ago in search

of a slower pace of life,” recalls Herbert.

“I had been working in the hospitality

sector, but I saw a lovely advert for a

group of nurseries that was looking for an

HR manager. So I popped along to meet

the founding directors and instantly took

a shine to the organisation.”

At that time Happy Days comprised of

a number of small community nurseries,

mainly on school sites, business parks

and hospitals. “I think it’s fair to say the

group was behind the curve and required

investment,” says Herbert.

In 2008 the group recruited a managing

director from within the sector. This

appointment was the catalyst for

organisational change, which included

Herbert’s move into operational

management.

“The operational manager has been

one of my most favourite roles by far,” she

says. “At the time we needed to upskill our

managers as so much was done centrally.

I learnt so much from them and have the

utmost respect for them in what I deem as

one of the hardest jobs within the sector.”

In 2011 the group secured investment

from private equity firm Livingbridge,

which enabled it to change its strategy,

consolidating some of its smaller Cornish

settings and opening nurseries in more

affluent areas along the M5 corridor

and the south coast. “We probably

underestimated that operational stretch

initially, and the pull it can have on your

people and resources,” says Herbert, who

stepped up to operational director as the

group grew to 18 settings.

In 2019 the then managing director

decided to retire, and Herbert took over

the leadership of the group. It was not all

plain sailing. “We needed to look at new

investors, we needed a new chairman,

we needed refinancing, and then Covid

hit, which meant we had to reduce and

restructure the team,” she says. “I have

to say, in all my career that was the most

challenging time.”

Herbert recruited heads of operations,

quality and marketing, as well as an

acquisitions director. “I have got a very

different senior leadership team now, and

I’m really privileged with regards to the

people that I work with because I trust

them, and give them the space to be able

to do what they need to do,” explains

Herbert. “In the past I have been a very

detailed, some might say controlling

person, and I think that going through all

of that change, revisiting the way we do

things, has been a huge learning curve for

me and has put the business in a far, far

better place.

In 2022 the company secured

investment from Zetland Capital and

has expanded, both through acquisition

and organically, to reach a portfolio of

39 nurseries, with several more in the

pipeline. Recent acquisitions include

Snowdrop House Montessori Nursery

Group in West Sussex, and Junior

Childcare, a group of four nurseries in

Kent. The group is currently opening a

purpose-built setting Boorley Green in

Kim Herbert

Hampshire, and is investing in expanding

existing nurseries. “By summer 2026, we

will probably have 47 or more settings

with a plan to continue to grow,” Herbert

says.

While acquisitions become part of the

Happy Days family, they maintain their

own brand. “We look at each acquisition

on a case-by-case basis,” explains Herbert.

“In most cases, you absolutely would not

change their brand – they’re part of that

local community. But sometimes, the

team want to make that change.”

Whether Happy Days-branded or not,

all new nurseries are quickly aligned with

the group’s key policies and practices, and

brought onto the Famly digital platform.


New nurseries also adopt Happy Days’

SHINE values, standing for ‘support,

honest, inspire, nurture, empower’.

Maintaining quality and consistency

can be tricky in an expanding group.

Happy Days puts in a lot of work to

ensure quality provision is at the heart

of its offering. A bank of experienced

support managers are ready to step in

to support long periods of absence, or

to be a bridge between one manager

leaving and another being recruited.

Support managers are also available to

‘buddy up’ with new managers, especially

after an acquisition. Happy Days has an

experienced group of operations managers

who work alongside quality managers to

support nursery teams, visit settings and

observe practice.

“We have a high number of central

operational and quality assurance staff

considering the number of nurseries,”

says Herbert. “If we were not growing,

the ratio might be different, but we have

to ensure both our existing and acquired

nurseries maintain high quality.”

Nurseries are constantly monitored

with each department highlighting those

settings which may require additional

support and weekly acquisition meetings

are held to discuss the harmonisation

of nurseries. “As an executive leadership

team and as a board we meet on a

monthly basis to discuss group progress

and priorities,” says Herbert.

Staff training is essential to ensure

compliance and maintaining quality.

In 2026 all the nurseries in the group

will have two in-service training (inset)

days, when nurseries close on a weekday

allowing staff to come together for

training without giving up a weekend.

“Some of our acquisitions already had

inset days, so that’s something that we’ve

rolled out across the group,” says Herbert.

“We haven’t yet had any pushback from

parents on that, so we will see how it

goes.”

Herbert believes one of the necessary

traits of a leader, particularly in the early

years sector, is resilience. “In an everchanging

sector, leaders need to stay on

top of changes in this highly regulated

sector,” she says. “Change is constant, and

you need to find a way to stay abreast of

developments, while keeping the children

and colleagues at the centre of everything

that we do every single day,”

Herbert also has concerns around

school-based nurseries, questioning

whether schools are the best place for

the very youngest children. “I think the

government has good intention, but are

schools set up appropriately?” she asks.

“We also have to ensure that this policy is

not destabilising our existing provision,

exacerbating the workforce challenge and

leaving the sector worse off.”

Another challenge is navigating the

extended government funding, mainly

the lack of consistency across government

departments and local authorities. “This

has been a huge but necessary distraction

for us within Happy Days as we continue

to operate across more areas,” says

Herbert. “While we are delighted that

more children are given the opportunity

of a better start in life, there has to be

a more consistent approach and better

collaboration with the sector.”

Herbert’s journey as head of Happy

Days has been eventful. “I remember

sitting in this room five years ago during

Covid, and thinking how am I going

to pay the staff ?” she says. “I look back

now and it’s like night and day. I’m really

proud of my team, what we have achieved,

and the journey that we’re on. I’m looking

forward to 2026.”■


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nmtlegal

On the register

Gemma Nicholas, senior associate in the childcare and children’s services team at law firm RWK Goodman,

sets out ways to strengthen an Ofsted application – and what to do if your application is rejected

When opening a nursery, one

of the most crucial steps is

registering with Ofsted. This

registration process can be intricate and

challenging, requiring careful attention to

detail.

Strengthening your Ofsted

application

First, it is important to understand the

specific register you need to apply for.

If you’re caring for children from birth

until 31 August after their fifth birthday,

you’ll need to register with the Early

Years Register (EYR). However, if you’re

offering care for children over the age of

five, you may need to apply to Ofsted’s

Childcare Register. A provider looking

after children under and over the age

of five, for example a nursery offering

wraparound care or holiday clubs, would

need to apply to both registers. Getting

this step right is critical, as applying to the

wrong register can delay your application

and cause confusion later in the process.

Assuming you are an early years

provider, you will need to complete the

Early Years Organisation (EYO) form

for the Early Years Register. Take time to

complete the form as even small mistakes

can cause significant delays.

Another key area to focus on is

identifying the roles of the individuals

who will be involved in the management

of your nursery and ensuring their

completion of the EY2 form.

“Ofsted inspectors will

assess the suitability of

your premises, checking

whether your space is

safe and appropriate for

children.”

The Registered Person, typically the

sole proprietor or the organisation (such

as a company, charity, or school) that

owns the setting, is responsible for overall

compliance. If owned by an organisation,

directors, trustees, or committee members

may need to be registered as Registered

Individuals. The Nominated Individual,

usually the senior person overseeing

childcare, liaises with Ofsted and ensures

the nursery meets regulatory standards.

Once you’ve submitted your application

and paid the associated fee, Ofsted will

arrange a registration visit to check that

your nursery meets all its obligations to

ensure a safe environment for the children

in your care. This visit typically takes place

within eight weeks of your application

being accepted, but this time frame can

vary, so preparation is key as you only get

one chance.

During this visit, an inspector will assess

whether your setting is ready to provide

care, reviewing your documentation, staff

qualifications, and policies, so have these

documents ready for the visit. Ofsted will

speak with the Nominated Individual,

checking that he or she fully understands

the legal responsibilities of the role. The

inspectors will probably ask questions

relating to safeguarding, curriculum,

recruitment, health and safety, and food.

For example, they may check that you

understand childcare ratios, how much

space you have for each child and how

you organise your space to meet children’s

learning, development and welfare needs.

Ofsted inspectors will assess the

suitability of your premises, checking

whether your space is safe and appropriate

for children. This includes checks of

heating, ventilation, light and the general

state of repair and cleanliness. They will

also want to see that you’ve conducted

risk assessments for all areas, including

kitchen, lavatory and nappy changing

facilities, as well as toys and furniture.

Gemma Nicholas

Ideally, before applying for registration,

ensure your nursery meets all local legal

requirements. Consult with your local

authority for support, including the

environmental health department for

food safety compliance, the fire safety

officer for fire regulations, the planning

authority for childcare permission, and

the building control department for any

necessary construction approvals.

Inspectors will also check your

recruitment processes, that you have

obtained DBS checks, employment

history, references and checks on

employees’ physical and mental health.

This will include checks that staff hold the

correct qualifications. For instance, you

will need to demonstrate that at least one

person on site has a current paediatric first

aid qualification, and the manager should

hold at least a Level 3 qualification in

childcare.

What to do if your Ofsted

application is rejected

At the end of your Ofsted registration

visit, the inspector will inform you

whether your application is likely to be

approved or refused. If deemed “not

suitable” for registration, you’ll receive


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nmtlegal

“The appeal process can

be complex, and many

providers choose to seek

legal advice to strengthen

their case.”

a ‘Notice of Intention’ to refuse,

detailing the reasons for the refusal and

offering you the chance to object within

14 working days.

If you receive a Notice of Intention to

Refuse, it’s an opportunity to provide

additional information or clarify

misunderstandings. At this point, tell

Ofsted promptly that you wish to object.

Ofsted will then contact you to establish

how you want to make your objection

– in writing, by telephone/video call

or in person. If you want to make your

objection in writing, when you return the

form you should also include your reasons

for objecting, plus any other information

relevant to your objection that you would

like Ofsted to know.

If you want to make your objection

by telephone, video call or in person,

you can have someone else with you

to provide support and offer you

advice. Alternatively, you can appoint a

representative to make the objection on

your behalf. This person can be anyone,

for example a friend, a neighbour, a

relative or a solicitor.

Take time to craft a thorough response,

as rushing can result in missing important

details. You may want to seek professional

advice at this point and make sure you

outline your reasons for objecting,

outlining any evidence that Ofsted

may have missed or evidence that you

have since put in place. A second pair

of eyes can be helpful, particularly in

assessing your evidence against the legal

requirements.

Once you’ve submitted your objection,

Ofsted will review the information

and make a decision. If your objection

is upheld, it doesn’t mean that you

automatically become registered. Instead,

Ofsted will continue to process your

application. However, if the objection

is not upheld, a Notice of Decision will

be issued, and your application will

be formally refused. This decision will

include the specific reasons for the refusal

and details on how you can appeal.

It’s worth noting that up until the point

you receive a Notice of Decision, you can

withdraw your application. You will be

able to reapply in the future, though a

new application fee will be required, and

fees are non-refundable.

The appeal process – challenging

Ofsted’s decision

If you receive a Notice of Decision

refusing your registration, you have

the right to appeal to an independent

body called the First-tier Tribunal (Care

Standards). To appeal, you must complete

an application form, obtainable from the

Tribunal website. This must be sent to the

Tribunal along with a copy of Ofsted’s

decision, within three months of receiving

the Notice of Decision. It’s important to

meet this deadline to retain your right to

challenge the decision.

The Tribunal will either uphold Ofsted’s

decision, confirming that the nursery

should not be registered, or it can overrule

Ofsted’s decision, determining that the

refusal should not apply. In the latter case,

the Tribunal effectively cancels the refusal,

allowing the nursery to proceed with the

registration process.

The appeal process can be complex, and

many providers choose to seek legal advice

to strengthen their case. While this may

involve additional costs, legal support can

help ensure you don’t overlook important

details or opportunities to present your

case effectively and it can be reassuring to

have an expert representing you during

objection meetings.

Strengthening your Ofsted application

requires careful attention to detail –

understanding which register to apply for,

completing forms accurately, and ensuring

that your premises and staff meet Ofsted’s

standards. By addressing these key areas,

you’ll improve your chances of a smooth

registration process.

If your application is rejected, it’s

important to stay calm and methodical

when responding. Whether you withdraw,

object, or appeal, understanding your

rights and the process is crucial. By

following the correct procedures, you can

potentially overturn the refusal and move

forward with your nursery registration.■


nmtinsurance

Responsible growth

Gary Harrison, head of operations at childcare insurance firm Morton Michel, sets out

the risks of unstructured growth and the importance of operational maturity

There is a renewed sense of

confidence returning to the early

years sector. After several years

defined by disruption, uncertainty and

survival, many operators are once again

looking forward rather than simply

holding on. We are seeing new nurseries

opening, existing settings expanding,

and increasing interest from employers

and education groups recognising the

long-term value of high-quality early years

provision.

Growth, it seems, is firmly back on the

agenda.

But with that renewed momentum

comes an important question. Are we

growing in a way that is sustainable,

structured and resilient, or simply

responding to opportunity at pace?

Across the sector, one theme

consistently emerges. Growth itself is no

longer the greatest risk. Unstructured

growth is.

Growth brings complexity, whether

we plan for it or not

Recruitment pressures remain acute,

inspections continue to feel high

stakes, and margins remain tight. These

challenges are familiar. What is changing

is the level of complexity operators are

now managing alongside them.

Scaling beyond a single setting,

introducing new layers of leadership,

operating from different types of

premises, or managing provision across

multiple sites all require a different

way of thinking. The owner-manager

model that works exceptionally well for

a standalone nursery can begin to strain

as organisations grow, not because it is

flawed, but because it was never designed

for scale.

This is evident across a wide range of

providers. Established groups expanding

their footprint, employers introducing

workplace nurseries, and education

providers cautiously extending into early

years. Each brings opportunity, but also

additional responsibility.

A useful starting point for growing

providers is to step back and ask:

• Where are decisions being taken today?

• Who ultimately owns risk across the

organisation?

• Which processes rely on individuals

rather than structure?

These questions often surface issues long

before they become operational problems.

Recruitment and inspections are

often symptoms, not root causes

It is tempting to view recruitment

challenges or inspection outcomes

as isolated issues. In reality, they are

frequently indicators of deeper structural

pressures. High staff turnover can reflect

unclear accountability, inconsistent

processes or stretched leadership capacity.

Inspection findings often highlight

gaps in documentation, oversight or

governance that develop gradually as

organisations grow faster than their

frameworks.

Experienced operators increasingly treat

inspections as an output, not an event.

Consistent outcomes tend to follow

when:

• Responsibilities are clearly defined.

• Oversight is routine rather than reactive.

• Documentation reflects lived practice,

not retrospective effort.

This approach reduces inspection

anxiety and creates confidence across

teams.

The mindset shift, from setting to

organisation

One of the most significant transitions

for growing providers is the shift from

thinking like a setting to operating like an

organisation. This involves:

• Clear ownership of decisions and risk.

• Consistency across sites.

Gary Harrison

• Defined leadership roles and escalation

routes. Confidence in systems, not just

individuals.

As organisations scale, responsibility

becomes more distributed. Decisions

are taken by senior leaders, trustees or

boards rather than a single owner, and

accountability widens accordingly.

This brings new considerations around

governance, assurance and protection for

those in leadership positions.

At this stage, many leaders begin to

recognise the importance of management

liability.

As authority is delegated, so too is

exposure. Ensuring that decision-makers

are appropriately supported and protected

is not about caution. It is about enabling

confident leadership.

Due diligence, no longer a future

consideration

Perhaps the most significant shift

accompanying sector growth is the

increasing role of due diligence. Whether

an organisation is seeking investment,

acquiring additional settings, entering

partnerships or positioning itself for

future opportunity, due diligence

expectations are rising. What was once a


periodic exercise has become an ongoing

discipline.

Those familiar with privately backed

and professionally governed environments

will recognise that scrutiny goes

well beyond financial performance.

Increasingly, it focuses on:

• How decisions are made and recorded,

including clarity on delegated

authorities and board oversight.

• Whether accountability is clearly

defined.

• How risk is identified, reviewed,

mitigated and, where appropriate,

transferred or protected.

• Whether governance structures remain

effective as the organisation grows.

Alongside this, the quality and

consistency (of management information,

from operational performance to risk

reporting), is increasingly seen as a marker

of organisational maturity.

A practical way to prepare is to view due

diligence as a live state, not a one-off event.

Organisations that fare best tend to:

• Maintain up-to-date governance

documentation.

• Regularly review leadership

responsibilities.

• Ensure protection and assurance evolve

alongside scale.

This creates confidence not only for

external parties, but for leadership teams

themselves.

Confidence at scale, governance as

the sector evolves

As early years provision attracts greater

interest from larger partners, employers

and long-term investors, expectations

around governance and assurance are

naturally rising.

Across larger and more complex

organisations, including those that

are privately backed or internationally

connected, growth is rarely pursued

in isolation. It is supported by strong

governance disciplines, structured

oversight and scalable frameworks that

can be consistently applied across new

sites, acquisitions or partnerships.

The early years sector is now operating

within that same environment. For

providers, this presents a genuine

opportunity. The disciplines that support

growth in complex organisations can sit

comfortably alongside the values-led,

relationship-driven nature of early years

provision. When governance keeps pace

with ambition, organisations are better

positioned to grow, partner and invest

with confidence, without losing what

makes them distinctive.

Policy, direction and the wider

landscape

The government’s commitment to review

childcare provision has brought renewed

focus to the role early years plays in the

wider economy, workforce participation

and community resilience. As policy

continues to evolve, expectations around

quality, access and accountability are

likely to rise alongside it. For operators,

this reinforces the importance of

building organisations that are not only

responsive to regulation, but prepared for

longer-term change in funding models,

inspection frameworks and partnership

working.

Those who align operational maturity

with policy awareness are often better

placed to adapt, influence and lead, rather

than simply react.

Responsible growth as a leadership

discipline

The most resilient organisations share

one defining characteristic. They treat

growth as a responsibility, not simply

an opportunity. Responsible growth

involves:

• Investing in leadership capability.

• Anticipating risk rather than reacting

to it.

• Ensuring governance evolves alongside

ambition.

• Recognising that reputation, culture and

trust take time to scale.

For many, this is as much about

protecting long-term income and

reputation as it is about enabling growth.

Leaders who build these disciplines early

often find that growth becomes more

controlled, not more complex.

What will differentiate the next

phase of early years?

As demand increases and the sector

continues to evolve, differentiation will

not be driven solely by size or speed. It

will be shaped by operational maturity,

the quiet confidence that systems, people

and governance are aligned.

This is not about losing independence

or identity. It is about ensuring

organisations are robust enough to

support ambition. Leaders who embrace

that reality early are far better placed to

protect what matters most. Children,

staff, families and the long-term

sustainability of their organisations.

A question for leaders

As confidence returns and opportunities

multiply, perhaps the most important

question is not whether to grow, but:

Are we building organisations that are

structured, protected and governed well

enough to sustain growth?

Those who can confidently answer that

question will not only navigate growth

more successfully, but help shape a sector

that is resilient, trusted and built for the

long term.■


nmtofsted

Keep calm and pass inspection

Early years consultant Maggie Bolger sets out what Ofsted is really asking for,

and how to apply the new framework without tying yourself into knots.

The biggest challenge in early years

inspections right now isn’t quality

– it’s interpretation. Settings are

delivering strong practice every day, but

many leaders are unsure how that practice

is now being interpreted, evidenced

and judged under Ofsted’s updated

framework.

Over the past year, I’ve heard the same

sentiment again and again – “I think

we’re doing the right things… I’m just

not sure how we’re supposed to show it

anymore.”

That uncertainty sits at the heart of

Ofsted’s updated early years inspection

framework. The intent is positive. The

direction makes sense. But the shift away

from folders and self-evaluation forms

(SEF) has left many settings asking a

very practical question: “What does this

new system actually look like, when an

inspector walks through the door?”

Let’s break it down – calmly, clearly,

and without jargon.

From “have you got it?” to “how

does it work here?”

For many years, inspection preparation

followed a familiar rhythm. You gathered

documents. You updated the selfevaluation

form. You made sure the folders

were ready – just in case.

The new framework deliberately steps

away from this model. Inspectors are now

focusing on:

• How the setting typically operates.

• What staff understand and do.

• How leaders maintain oversight and

improve practice.

Evidence is gathered through

observation, professional conversation, and

records that already exist as part of normal

operations – not paperwork created

specifically for inspection. And when

documentation has long been positioned as

your safety net, it’s understandable that the

phrase ‘less paperwork’ can feel unsettling.

Less paperwork – what it means

(and what it doesn’t)

This is where I see the most confusion –

and the most unnecessary anxiety. When

Ofsted says less paperwork, it means:

• Less duplication.

• Fewer documents created purely for

inspection.

• Less time spent maintaining things that

don’t actively support practice.

It does not mean:

• No records.

• No evidence.

• No structure.

Safeguarding records still matter.

Training and suitability records still matter.

Inclusion plans really matter. Leaders still

need oversight.

At some point in every inspection,

inspectors will ask to see evidence – not

because they want folders back, but

because they need to understand how

decisions are made, reviewed and followed

through. The difference now is that records

need to be:

• Useful.

• Accessible.

• Understood by the people who rely on

them.

Not perfect. Just purposeful.

Why this feels harder than it should

What many leaders are experiencing right

now isn’t poor practice. It’s a disconnect.

Settings are trying to:

• Hold onto quality during staff turnover.

• Onboard new team members quickly.

• Keep children settled and safe.

• Interpret a framework that is still bedding

in.

At the same time, inspections are asking

more of shared understanding, not just

leadership knowledge. That gap – between

what leaders know and what the whole

team can explain confidently – is where

inspections start to feel harder than they

need to be.

Maggie Bolger

How grading works – and what we

don’t yet know

Each inspection area is now graded

separately on a five-point scale:

1. Causing concern.

2. Needs attention.

3. Expected standard.

4. Strong standard.

5. Exceptional.

Most settings will sit comfortably in the

middle three.

This is not a framework designed to

penalise settings. But it does rely on leaders

being able to explain, with confidence:

• What they know about their setting.

• How they know it.

• What they do when something needs to

improve.

Clear systems and accessible records

don’t just support inspection – they reduce

anxiety, because leaders are not relying on

memory or one key person being present

on the day.

Funding and the new framework

The Department for Education has now

provided some long-awaited clarity on how

Ofsted’s new inspection framework will

interact with early years funding and local

authority oversight. While this is a helpful


step forward, it’s important to be clear

about what this update does – and does

not – change for providers.

The reality check

Even before the new framework, a

safeguarding failure carried serious

consequences. Local authorities already

had the ability to restrict or withdraw

funding where children’s safety was at risk.

What often caused frustration was the

lack of transparency – the link between

inspection outcomes and funding decisions

wasn’t clearly set out. That link has now

been made explicit.

From January 2026 local authorities

are permitted – though not required – to

refuse or withdraw early years entitlement

funding where:

• Safeguarding is judged ‘not met’.

• Leadership and governance is graded

‘urgent improvement’.

For funded two-year-old places for

families receiving additional support, local

authorities may also act where leadership

and governance is graded ‘needs attention’.

Alongside this, local authorities are

expected to provide information, advice or

training where safeguarding or leadership

concerns are identified. Full statutory

guidance is due in early 2026, but councils

could begin updating provider agreements

from January.

What remains uncertain

Despite this increased clarity, several

practical questions remain unresolved:

• Funding isn’t automatic

A safeguarding judgement of ‘not met’

does not trigger instant defunding.

Councils retain discretion and are

expected to consider context and

evidence.

• No national timeline for recovery

There are no set deadlines for

improvement or reinstatement.

Timescales are likely to vary by local

authority.

•Evidence thresholds are unclear

The framework does not specify how

councils should weigh rapid postinspection

actions or improvement

plans.

• Reinspection isn’t required

Local authorities do not have to wait

for Ofsted to reinspect before making

funding decisions.

• Expect local variation

With discretion sitting locally, consistency

across areas cannot be guaranteed.

What this means in practice

For most providers, the biggest shift is

not inspection day itself, but what can

be demonstrated before and after it.

Under the previous system, many settings

focused improvement activity around

reinspection. Under the new framework,

it is increasingly important to be able to

show, at any point, that:

• Leaders understand where risks sit.

• Action is taken promptly.

• Safeguarding and governance are

actively monitored, not just documented.

Safeguarding

Safeguarding is now judged as its own

evaluation area, and inspectors are very

clear about what they are looking for.

Not perfect wording. Not impressive

policies. But:

• Confident staff.

• Clear reporting routes.

• Records that show action, not just logging.

I regularly see excellent practitioners

freeze when asked safeguarding questions

– not because they don’t know what to

do, but because they’re afraid of saying the

wrong thing.

The solution isn’t more paperwork. It’s

regular, low-pressure rehearsal.

Practical tip

Build safeguarding confidence through:

• Five-minute ‘what would you do if…?’

scenarios.

• Regular reminders of reporting routes.

• Consistent language used across the

whole team.

Safeguarding confidence checklist

Every member of staff should be able

to answer these questions calmly and

consistently:

• What would you do if you had a concern

about a child?

• What would you do if you had a concern

about an adult?

• Who do you report to if your designated

safeguarding lead is unavailable?

• What does safeguarding look like in your

room, day to day?

If staff can answer these without

hesitation, you are in a strong position.

Inclusion, curriculum and routines

Across inclusion, curriculum, achievement,

behaviour and wellbeing, inspectors are

asking staff very ordinary questions:

• What are the children learning at the

moment?

• How do you support children who need

extra help?

• What happens if a child is struggling?

These aren’t trick questions – but they

quickly expose gaps in communication.

When staff struggle to answer, it’s rarely

because they’re doing a poor job. It’s

because no one has joined the dots for

them. This is where micro-training becomes

essential. Short, regular conversations

that build shared understanding and link

directly back to daily practice.

Curriculum and inclusion check

Ask staff these questions once a half term:

• What are children learning right now –

and why?

• What support is in place for children

who need extra help?

• How do you know your approach is

working?

• What happens next if progress stalls?

If answers vary widely, that’s a

communication issue – not a capability

issue.

Systems don’t replace people – they

protect them

I often say: “Good systems aren’t about

control. They’re about kindness.” They:

• Protect staff when people leave.

• Reduce reliance on memory.

• Make expectations clearer.

• Lower anxiety across teams.

Under this framework, systems help

inspections feel like a conversation, not

a test – because everyone knows how

practice hangs together.

Final thought

This framework isn’t asking settings to do

more. It’s asking them to be clearer.

Clearer about what they do.

Clearer about why they do it.

Clearer about how they know it’s

working.

When records, training and practice

are aligned, inspections stop feeling like

a performance – and start feeling like a

reflection of everyday life. And that’s exactly

what this framework was meant to do.■


nmtwellbeing

nmtrecruitment

Find and retain the right staff

At November’s Nursery Management Show in London a panel of experts came together to discuss

recruitment and retention in early years settings. We round up some of their findings

As a sector, recruitment has been

challenging for some time. Research

published by the National Day

Nursery Association (NDNA) in June

last year found that seven in ten (69.8%)

settings don’t have enough staff to operate

at maximum capacity.

There is, however, some light at the end

of the tunnel, with the government’s Best

Start in Life policy including measures to

tackle recruitment in the sector, such as

raising the status of early years educators

through a professional register, and

supporting more early years staff to boost

their qualifications.

First impressions

Nursery groups are also taking proactive

action to improve recruitment and

retention. Atherton House Nursery Group

has taken the innovative step of setting up

its own local jobs board online. It uses the

board to promote its own vacancies but

also accepts posts from a wide range of local

employers, including competitor nurseries.

“Posting jobs on your own Facebook

page is only going to reach parents and

existing staff members,” said Lily Truman,

marketing and recruitment manager at

Atherton House. “You need to get that

wider audience. We set up our own private

jobs group, but you might be able to find

existing groups in your area.”

Kido nursery group goes out to meet

potential candidates “rather than waiting

for them to come to us” said Catherine

Stoneman, Kido’s chief executive. “We are

going out into colleges, job centres, job

“Nursery groups are also

taking proactive action to

improve recruitment and

retention.”

Lily Truman

fairs,” she said. “Anything we can do that

elevates the sector in candidates’ minds is a

good opportunity.”

It’s important that everyone who

interacts with a job seeker is enthusiastic

and knowledgeable about the company

culture. “You can have the most

fantastically well-designed brochure,

detailing the benefits of working for

your company, but what really matters

is interactions with people throughout

the recruitment process,” said Stoneman.

“All of our recruiters have worked in their

nurseries, so candidates are talking to

someone on day one who can tell them

about the reality of the company, the

culture, the ethos.”

Joining incentives

A recent government initiative to

incentivise new starters with a £1,000

bonus didn’t have any impact on

recruitment, according to an evaluation

of the scheme. The panel agreed that such

incentives not only have little positive effect

but can have a negative effect on existing

staff.

“It tends to make the people currently

working with you feel they are not as

valued,” suggested Truman. “Two of our

Catherine Stoneman

George Apel

nurseries were eligible for the government

scheme, but given the incentive was

awarded after only 12 weeks, we were

worried about people coming into the

sector and going out as quickly as they

came in. We found that not a single person

applying for the job knew about the

incentive, even though it was on the job

advert, so it didn’t incentivise them to come

into the sector.”

“If we have this theoretical pot of money

available that we would use for joining

incentives, we would rather turn that into

a retention tool and reward longevity,”


“Retention is something we absolutely

obsess about, and something we believe

should be at the top of all of our agendas.”

said Stoneman. “Rather than doing joining incentives we have

introduced long service benefits, such as increased holiday

and a monetary bonus after five, 10 and 15 years. Rather than

reward people for starting, we would prefer to reward them for

staying.”

A survey of the audience found that a number of settings did

offer their own joining incentives, with one offering £1,000

after new staff members passed their probation period, while

another offered £350 on joining and another £350 on passing

probation.

A warm welcome can be extended on day one even without a

joining bonus. “We send new starters a packet of seeds with the

message ‘grow your career with us’, as part of a welcome pack,”

explained George Apel, director at Atherton House. “People

like receiving things in the post, and it’s a bit unusual.”

Retention

“Retention is something we absolutely obsess about, and

something we believe should be at the top of all of our

agendas,” said Stoneman, who revealed that Kido’s retention

rate is around 86%. “If your retention rate is not a statistic

that you know off the top of your head, I urge you to go away

and have a look into it – post probation, because you may

have some people whose departure is not a bad thing for the

company or the business.”

While dealing with more negative and weaker staff

members, for example through performance management,

can be challenging, it must be done in order to retain stronger

members of the team. “A nursery is a team effort and if you

have a slightly weaker link in one room, the other person in

that room has to make up for that,” said Apel. “Over a long

period of time that person will feel you are letting this other

practitioner get away with not doing as good a job as they are.”

“It is a really brave strategy isolating the toxic personality in

the room, especially when we are struggling to recruit people,

but ultimately it’s the right thing to do, if they are annoying

lots of other people that you are relying on,” commented Marc

Frost, operational lead at early years recruitment company

Tinies UK and panel chair.

Benefits

“One of the really important things we think about in

recruitment is not only are you vetting the candidate, as to

whether you want them to work with you, they are also vetting

you,” said Truman. “They are looking at what you offer in terms

of pay scales but also those additional benefits that have


nmtwellbeing

nmtrecruitment

become so important in the sector.”

“We have taken an extensive look at

our benefits - what can we do culturally

to support people coming to work that

is beyond the pay check,” said Stoneman.

“For example supporting with issues

such as financial literacy, helping people

understand what they can do with their

money to make that pay check go a little

further, helping them to avoid things like

dangerous pay day loans, putting things in

place that enable them to have control over

their finances a lot more. We have also done

a huge amount around staff wellbeing,

looking at how we can support mental

health in the early years sector, how we can

support people when they face challenges.

“It’s important that

we listen and try to

understand why people

are leaving, and what we

can do better in the future

as a company, especially

if people are saying the

same things.”

Those are the things that start to make a

real difference to people.”

Training and career progression

opportunities are key to retaining staff. “A

nursery is traditionally quite a hierarchical

place; you qualify at a certain level then you

might become room leader, then deputy,

then manager,” said Stoneman. “We have

spent a lot of time thinking about how

you can break away from that ladder into

more of a lateral development landscape.

For example, we have champions across

different elements of our curriculum,

such as a STEM champion, we have ESG

champions across our nurseries, we have

a charity champion. It’s a way you can

enhance people’s careers without always

tying it into a pay rise and a step up.”

Keeping the door open

“It’s important that we listen and try to

understand why people are leaving, and

what we can do better in the future as a

company, especially if people are saying the

same things,” said Apel. “The exit interview

is one of the most important parts of

managing the workforce,” agreed Frost.

There are many reasons for high staff

turnover in nurseries, but it’s important to

ensure the door is always open for returning

staff. “If you get people’s offboarding right

you leave the door wide open for them,”

said Stoneman. “I love nothing more than a

boomerang candidate, who has gone away

then come back, because I think it speaks

volumes about your culture.”

Frost suggested conducting “stay”

interviews as well as “exit” interviews. “You

can interview your staff and ask why is it

they are staying, what are we doing right?”

he said. “It just solidifies what you are doing

around retention.”

Atherton House retains CVs of previous

staff and applicants with permission,

through its Caterpillar Careers recruitment

arm, and keeps in touch by sending out

newsletters and other information. “We

probably now have about 3,500 CVs on a

database,” said Apel. “We can get in touch

and say, if you are a nursery practitioner

at the moment and you would like to be a

room leader, we have these vacancies at the

moment.”

Agency staff

Even nurseries with the best recruitment

and retention strategies can find

themselves in occasional need of agency

or bank staff. The panel were asked their

opinion on how best to integrate agency


“There are many reasons for high staff

turnover in nurseries, but it’s important

to ensure the door is always open for

returning staff.”

colleagues into a team.

“There is no way you can have bank staff read your entire

policies as they walk in, but you should have something

in place they can read quickly, summarising the key points

from your policies,” said Frost. “Where I have seen issues and

incidents around safeguarding it is always where there has not

been an induction. The induction is critical.”

“There is a lot you can do to build relationships with your

regular agency staff,” agreed Stoneman. “We give them an

induction and a buddy they are assigned to, they have a

safeguarding lanyard round their neck so they know exactly

who their points of contact are. We have done a lot of work

around recruiting our own bank staff and they would always

be our first port of call.”

Apprenticeships

In a challenging recruitment market, growing your own talent

has always been an attractive proposition. “We always try to

have at least one or two apprentices per setting,” said Apel.

“Retention rates of apprentices have been really good.”

Atherton House apprentices don’t start on 40-hour weeks

like other staff members. “It is such a long working week

when it is the first job for them and they are just coming out

of college, so we put them on shorter hours which can be

reviewed after the probation period or after they have passed

their qualifications,” said Truman.

“We see apprenticeships as the key to solving recruitment

challenges across the sector,” said Stoneman. “We currently

have about 110 apprentices across our network.”

Nurseries are sometimes put off training apprentices by the

thought that they may leave as soon as they have qualified.

Stoneman suggested engaging with apprentices’ career

aspirations from an early stage. “The ‘what’s next’ conversation

is important quite early in their apprenticeship journey,” she

said. “You might say ‘well actually by the time you graduate,

you are going to potentially graduate into a deputy room leader

role’, encouraging them into that mindset of staying here and

seeing that progression in their career and learning.”

At the end of the day, recruitment is about attracting the

right people for the right reasons. “We work in a sector which

has a huge impact and a huge responsibility on getting it right,”

concluded Stoneman.■

Join us at the next Nursery Management Show at Birmingham

NEC on 26 June 2026 for more panel discussions on recruitment,

retention and more - nurserymanagementshow.co.uk


nmtmarket analysis

Independent schools focus

on nurseries

The interest in nurseries in the independent school sector is increasing rapidly.

Charlotte Goddard finds out why

In January, the largest UK-only

independent school group, Inspired

Learning, acquired Exeter Cathedral

School’s nursery and pre-prep provision.

Inspired Learning, which owns 33 schools

and nurseries across the UK, intends to

expand the nursery provision from termtime

only to year-round.

Inspired Learning is not alone – all nine

of the UK’s largest independent for-profit

school groups have school-based nurseries,

and six of them have standalone settings,

according to analysis by education strategy

consultancy Cairneagle. Dukes Education,

for example, has Little Dukes, a group

of eight nurseries in the London and

Brighton areas.

“The interest in nurseries in the

independent school sector is exploding,”

says Adrian Bowcher, bursar and director

of finance and operations at the Dean

Close Foundation, which runs nine

nurseries under the Little Trees Nurseries

brand, and six schools. “The school sector

is massively under pressure, so schools are

rushing to diversify.”

“Independent schools are absolutely

going into the nursery space,” says Arun

Kanwar, managing partner at Cairneagle.

“A lot of our conversations with school

groups are around what their nursery

strategy should be, and the difference

between acting as a feeder nursery for the

school, as opposed to acting as a standalone

profit centre, or being both of those

things.”

Independent schools have long faced a

decline in enrolment share compared to

state schools. “We used to talk about 7%

student enrolment share for independent

schools, and it is now closer to about

6%, which is quite a significant decline

over ten years,” says Kanwar. “Nurseries

can help a group to diversify against that

headwind, which is being accelerated by

VAT charges, as well as create a feeder

for the school.” Forfar Education, for

example, has had significant success with

its nursery strategy. “We are now also

seeing many not-for-profit (charitable)

independent school groups deploy this

strategy, not just the for-profit groups.”

In the past, independent school

nurseries have tended not to take babies,

as legally they are able to take children

from the age of two without having to

register with Ofsted, and have generally

offered term-time only provision.

However, changes are afoot.

“If a school has got a limited nursery

in terms of capacity and provision, it

can be difficult to make a return,” says

Kanwar. “The majority of parents who use

independent schools have a preference for

full day care, all year-round provision.”

For this reason, many schools are

extending their existing provision to run

outside term time and take on younger

children. Teesside High School in County

Durham, for example, is launching a

nursery this spring catering to children

aged from six months to three years.

Riverbank Nursery will operate from

7.30am to 6pm, five days a week for 50

weeks of the year. The school already

caters for children from the age of three

to 18.

“Independent schools are increasingly

looking to extend their nurseries to

younger children, some of them down

to babies, because the younger you get

children, the more chance you’ve got

of embedding them into your school

culture,” says Carolyn Reed, founder of

Reed Brand Communication and nursery

consultant for independent schools .

“They make friends, the parents make

friends. If you start at three, you’ve lost

children with working parents to another

nursery before then.”

The PVI sector, already concerned about

increased competition from state school

nurseries, is keeping a close eye on the

activity of independent schools. “Some

nurseries will even emphasise how much of

a feeder they are to certain private schools

to try to keep parents away from the

nursery at the independent school,” says

Madeline Alcock, manager at Cairneagle.

“Increasingly daycare nurseries

are placing more of an emphasis on

educational provision,” says Jane Taylor,

director of admissions and marketing at

St Andrews school in Berkshire. “Schools

need to be aware of them, and they are

becoming aware of schools moving into

that market.”

Credit: St Andrews


Credit: St Andrews

Feeder model

One consideration that schools have

to balance is the “mix” – given that the

funding and the enrolment gains which

come from it are means tested, ensuring

that there is sufficient flow through into

(fee paying) reception from the nurseries.

St Andrews, a co-educational school

for around 320 children, sees its nursery

predominantly as a pipeline to the school.

“Most children tend to move from the

nursery to the school,” says Taylor.

The school lowered its nursery

admission age to two and half last

September. “We have been exploring

our nursery provision for some time, as

parents’ needs are changing,” explains

Taylor. “We provide nursery provision for

48 weeks a year and we started offering

wraparound care for 48 weeks last year,

as we identified that the majority of our

families have two working parents.”

Taylor has introduced a free toddler

group, Tree Tots, which takes place in

the nursery’s woodland area. “It is very

popular with the local community,” she

says. “A percentage of those who come

will be interested in finding out more

about St Andrews, and a percentage will

not, but it builds a sense of belonging.”

One mother was so impressed by the

way the team interacted with her child at

Tree Tots she now has one child enrolled

in the school and one at nursery.

For schools, once a child has entered

nursery there is an imperative to retain

them throughout their educational

journey. Access to school facilities can be

a key marketing point for the nursery and

also build connections with the school.

“The nursery children have lessons every

week in our sport centre’s 25m heated

swimming pool,” says Taylor. “We have

54 acres of grounds they can explore, we

offer Forest School lessons with qualified

teachers, and we have a new performing

arts centre which opened in June. They also

have access to skilled staff, with lessons in

French, PE, music, dance and STEM.”

Profit centre

Unlike St Andrews, Dean Close

Foundation’s initial strategy for its nursery

group was profitable growth, by moving

into a business area that chimed with its

educational purpose. The nurseries role

as feeders to the schools was a secondary

driver. In the current climate, income

diversification is essential for school

groups, says Bowcher.

“The independent school sector is

conservative and traditional but business

drivers and principles are emerging slowly.

I wanted our nursery company to be a

completely separate business model,”

he says.“We wanted to have a profitable

growth company that would add to the

group as a whole, rather than necessarily

to the schools.”

The group has acquired and launched

a number of settings, both attached to

schools and standalone, and is continuing

to expand. “When we look at a school

merger opportunity we look at whether

they have space for a nursery,” says

Bowcher. “We have also bought nurseries

at market price a couple of times, but

increasingly we can see it is much more

efficient if we find a building and open

from scratch.” The group has identified a

number of locations where it is looking to

open a nursery, generally 30 minutes drive

from an existing nursery or school within

the group.

The nurseries are also seen as feeders to

the schools, although this is a secondary

consideration. Nursery managers’ key

performance indicators (KPIs) include

actions that bring the nursery together

with the closest pre-prep school, such as

organising activities on each other’s sites. “In

reality we realise that the majority of nursery

families cannot or don’t want to the school

fees, although in 2024 18% of the cohort

moved from our nurseries to our schools, so

we were thrilled with that,” says Bowcher.

“Two nurseries are on a school site, and

the other seven are considered standalone,

but all of our nursery children will benefit

from our nearest school facilities, whether

that be theatres and swimming pools

or a sports day or Christmas concert,”

says Charlene Burgess, group operations

manager at the Dean Close. Sixth form

students often spend a day in nursery

during careers week or as part of a

volunteering initiative.

Whether positioned as feeders,

profit centres or both, nurseries are

fast becoming a strategic necessity for

independent schools under mounting

financial and demographic pressure. As

provision stretches to younger ages and

year-round care, the nursery boom signals

a decisive shift towards diversification

and survival for a sector long defined by

tradition.■


nmtwellbeing

Babies at the heart of provision

Hopscotch Children’s Nurseries was one of the first early years providers in the UK to introduce a

dedicated infant mental health policy. Six months after launch, Susannah Birkwood finds out what

has changed for babies, staff and families.

When Hopscotch Children’s

Nurseries launched its infant

mental health policy earlier this

year, the ambition was clear: to place babies’

emotional wellbeing at the centre of daily

practice, not as an add-on, but as a core

part of quality early years provision. Given

that babies from the age of nine months

are now eligible for government funded

places, supporting the emotional wellbeing

of the youngest children is an increasingly

important priority for all settings.

Developed in partnership with

BrightPIP, a Brighton-based parent-infant

mental health charity, the policy reflects

the growing body of evidence showing that

babies’ experiences in their first 1,001 days

shape brain development, stress responses

and long-term relational capacity.

Six months on, Hopscotch’s leadership

team believes the most significant learning

has not been about doing more – but

about seeing familiar moments differently.

Changing the lens

“For me, the biggest shift was realising

how much of our day-to-day care could

be enhanced simply by tuning in more

closely to babies’ cues,” says Philip Ford,

chief executive of Hopscotch, which

has branches across Brighton and the

Southeast. “It’s not about adding new

tasks. It’s about changing the lens through

which we see early interactions.”

That perspective shaped the policy

itself, which is written from the baby’s

point of view. For example, it opens:

“This book is the story of my social and

emotional development in the time

that you’ll be looking after me” and uses

statements such as “I need to be helped

to feel loved, cared for and secure” to

describe what infants require to feel safe

and understood.

“It’s incredibly impactful seeing practice

framed from the baby’s perspective,”

Ford adds. “It reinforces why those small,

everyday moments matter so much.”

From evidence to everyday practice

BrightPIP’s clinical input was central to

shaping the policy. “Its expertise helped

ensure the approach was evidence-based

but also practical for staff working in busy

nursery environments,” Ford explains.

“That balance was critical.”

Rather than rolling the policy out topdown,

Hopscotch involved practitioners

early in the process. Staff specialising

in under-twos from different settings

came together to reflect on

how babies were supported

during settling-in, intimate

care and transitions.

Practitioners who were also

parents were deliberately

included to bring lived

experience into the

conversation.

Jordan Stanley, curriculum

lead at Hopscotch, says

that collaborative approach

helped ensure buy-in.

“So much good practice

was already happening

instinctively,” he says.

“The policy didn’t introduce something

completely new – it gave clarity, purpose

and consistency to what staff were already

doing.”

Embedding infant mental health

across multiple settings

One of the biggest challenges, Stanley

notes, was helping teams recognise that

emotionally attuned care does not sit

outside the daily rhythm of a nursery.

“Baby rooms are busy – bottles,

nappies, meals, learning, all at once,”

he says. “Once we reframed things

like eye contact, song time and gentle

conversation as core tools for emotional

security, something really clicked.” He

explains that these everyday moments

help babies feel seen, understood and

safe, supporting emotional regulation and

secure attachment.

To support consistency across settings,

Hopscotch introduced regular training

refreshers, embedded infant mental health

training into induction sessions for new

staff, and kept the policy visible through

ongoing discussion in staff meetings and

supervisions.

“Sharing practical examples from

different nurseries has been key,” Ford

adds. “It keeps the policy real and

grounded in everyday practice, rather

than abstract.

For nursery managers, the policy

has provided a shared framework that

supports both teams and children.

Gemma Sutton, nursery manager at

Hopscotch’s branch in the East Sussex

town of Seaford, says embedding infant

mental health has helped align practice

across rooms and practitioners. “Staff feel

more confident because they’re working

from a clear framework,” she explains. “It’s

reduced uncertainty and helped teams

feel calmer and more consistent in how

they support babies day to day.”


That consistency, she adds, is

particularly important during busy or

emotionally charged moments. “When

everyone is responding in the same way,

babies experience predictable care – and

that helps them feel secure.”

What practice looks like on the

ground

At Hopscotch Seaford, lead practitioner

Chloe Wilcox describes a noticeable

shift in how teams respond to babies

experiencing big emotions.

“The biggest change has been

consistency in co-regulation,” she says.

“We now instinctively use calm voices,

gentle touch and stay physically close

during moments of distress. We also name

and validate feelings out loud – simple

phrases like ‘You’re feeling sad’ – so babies

begin to connect words with emotions.”

This proactive approach means staff

respond to early cues, rather than waiting

for distress to escalate.

“Recently, a baby became upset during

a routine change between activities,”

Wilcox explains. “The key person sat

close, spoke softly and offered gentle

reassurance. Within minutes, the baby

settled without becoming overwhelmed.

The parent later commented on how

supported they felt seeing that approach

in action.”

Having a shared framework has also

transformed teamwork. “Before, responses

could vary from person to person,” she

adds. “Now everyone is aligned. That

consistency reduces stress and strengthens

teamwork.”

Settling-in

Settling-in has been one of the clearest

areas of impact. With more babies

now starting nursery from around nine

months – often their first separation from

parents – the emotional demands on both

families and practitioners have increased.

“One baby struggled significantly with

drop-offs,” Stanley recalls. “We learnt

what comforted him at home and made

sure the same familiar person greeted him

each morning, offering reassurance before

gently distracting him with play. It was a

simple shift, but it made a huge difference.

He began calming much more quickly

and eventually started waving goodbye to

his dad.”

While settling remains individual,

Stanley says babies are typically now

comfortable enough to explore within

days rather than weeks. “By prioritising

emotional connection from the start, trust

builds much faster.”

Staff are also reporting fewer moments

where distress escalates to the point

that additional support is needed.

“Practitioners feel confident intervening

early using simple co-regulation

strategies,” he adds.

Workforce wellbeing and retention

Although the policy centres on babies,

its impact on staff wellbeing has been

significant – an important consideration

in a sector facing ongoing recruitment

and retention challenges.

“Having clear, practical guidance takes

away uncertainty,” Wilcox explains. “Staff

understand the ‘why’ behind what they’re

doing, which takes the pressure off. It

allows them to slow down and enjoy those

moments of connection, even on busy days.”

Ford has seen the effect at

organisational level. “Candidates

increasingly ask about our approach to

wellbeing and infant mental health,”

he says. “Existing staff tell us they value

working somewhere that takes emotional

care seriously and supports them in

building strong relationships with

children.”

While outcomes are largely anecdotal

at this stage, feedback from practitioners

and families has been consistently

positive. “Staff feel more equipped, and

families frequently comment on how

settled their children are,” Ford adds.

Rethink school readiness

Embedding infant mental health has

also prompted a broader shift in how

Hopscotch defines quality and readiness.

“When we talk about school readiness,

it’s easy to focus on letters and numbers,”

Stanley says. “We still support those skills,

but we now place equal emphasis on

emotional regulation, resilience and the

ability to cope with change.”

Ford agrees. “Those capacities underpin

everything that comes later – in school

and beyond.”

What comes next?

Looking ahead, Hopscotch plans to

extend its infant mental health focus

beyond the nursery setting, exploring

ways to support families even before

babies start. The team is also considering

introducing a parent questionnaire to

gather more structured feedback on

settling-in experiences.

For Ford, the biggest lesson from the

past six months is that meaningful change

happens in manageable steps. “Lasting

change doesn’t come from grand gestures,”

he says. “It comes from small, consistent

shifts that fit the reality of nursery life.” ■


nmttraining

The great outdoors

Kids Planet’s Rhiannon Mountain, head of outdoors, and Lucy Yarnell, head of SEND, talk

about how the nursery group is training staff to ensure children with additional needs are

able to access vital outdoor learning

Kids Planet Day Nurseries recently

launched an early years bootcamp

funded by Liverpool City Council.

Delivered by the Kids Planet Training

Academy, the 10-week course covers

outdoor learning for children with special

educational needs and disabilities, and

is open to practitioners from any local

nursery or childcare setting.

Outdoor Learning for SEND (Level

3 accredited) aims to help practitioners

create inclusive, sensory-rich outdoor

learning experiences that support children

with SEND. Kids Planet has already

delivered Outdoor Learning for SEND

sessions for some of its own staff, but

this now being extended to external

practitioners. Kids Planet plans to roll the

courses out nationally in collaboration

with local authorities.

NMT caught up with Kids Planet’s

Rhiannon Mountain, head of outdoors,

and Lucy Yarnell, head of SEND, to find

out why outdoor learning is particularly

beneficial for children with additional

needs and disabilities.

How do children with SEND benefit

from outdoor learning?

Rhiannon Mountain (RM): The

outdoors and nature are wonderfully

inclusive. Children don’t have to be at a

particular level to benefit from them.

One of the biggest benefits is around

regulation of emotion. We find that when

our children with SEND are outdoors

they are naturally calmer. There is less

distraction in an outdoor environment

and we have seen a real improvement

in them being able to engage and

concentrate for a little bit longer.

When it comes to social interactions,

we find our children who are more

reserved and struggle to engage with

others in an indoor environment come

out of their shell completely when they

are outdoors.

We want children to develop

concentration, and the ability to sit and

listen and to be social. But until they

have developed foundational skills such

as sensory processing, which a lot of

children with additional needs struggle

with, they will find it difficult to engage.

Allowing them to swing, hang upside

down and spin can aid the development

of proprioception, our body’s unconscious

sense of its own position and movement,

which allows you to move, balance, and

judge pressure, for example.

Parents say you can tell the difference

between when a child has spent time

outdoors: they are calmer at home, with

better sleep and improved concentration.

What are the challenges when it

comes to supporting children with

SEND outdoors?

Lucy Yarnell (LY): A lot of time and

effort is put into supporting children with

SEND indoors, but nobody really looks

at supporting them outdoors.

We want all of our nurseries to spend

time outside, so for those nurseries that

may not have appropriate outdoor areas,

we often find local green spaces where

children can have freedom to move and

run. If a nursery doesn’t have its own

transport it works collaboratively with

other local settings and shares a minibus.

RM: Another challenge we face is

parents often worrying that their children

are not safe or able to take part in outdoor

play. It is up to us to educate the team,

so staff are able to explain the benefits to

them.

Our role as dedicated teams for the

outdoors and SEND is to give all our

staff the understanding that they don’t

need us there to have a successful outdoor

play session, they know how to support

children’s individual needs, whatever they

may be.


How is Kids Planet bringing

together outdoor learning and

SEND support?

RM: We have sessions called SOND - a

mixture of “SEND” and “outdoors”.

These sessions are predominantly an

opportunity for nurseries to come and

spend time with myself and Lucy, and

learn about supporting children with

SEND outdoors.

LY: Having been involved in these

sessions staff have gained confidence and

now settings team up and do their own

outdoor sessions. We encourage local

nurseries to find a central location to

use, or meet at one of the nurseries in the

regional group.

We champion and encourage those

nurseries that are running these sessions

within the group. We are changing minds

and hearts over time.

What should an inclusive outdoor

area look like?

RM: Try to avoid sterile, flat, completely

rubber-crumbed areas. If that is what you

have, can you go out and gather materials,

set up a mini allotment, can you plant in

tyres? It is important to have a diverse

environment that is full of different

textures, and different ways to move

around the garden. We are preparing

children to go out into the real world and

that does have different textures and it

does have things you might trip over on.

LY: The first thing everyone thinks

about when looking at accessibility is

flat surfaces. But there is actually a need

for different levels, which allow children

to climb. Each nursery garden is very

different, and it is about understanding

the space and being able to use it to the

full potential.

RM: A lot of people think we need to

wrap children with SEND up in cotton

wool, and there must be no risks at all.

But children with additional needs should

have the same challenges and access to

risk that all our children do. Part of the

role of those who are supporting children

with additional needs is to help them asses

their own risk and challenge themselves,

obviously in a very safe way. If the only way

for a child to get around the environment

is to crawl – well, we need to provide the

appropriate clothing for them to be able to

do that. It is OK for children to struggle

and persist and try new ways of moving.

For those children who need some

quiet space, look at having little nooks

and crannies and dens dotted around for

children that need to take themselves off

for some time alone.

A lot of the resources we provide

for our children with additional needs

support all our children. Hammocks,

for example, are a wonderful resource

and all the children find them calming.

When we started we used to bring a lot

of resources to our outdoor sessions, but

now we see nature as our resource.

What do staff need support with?

LY: A lot of the time practitioners

question when to intervene. We always

say you don’t have to be on top of children

24/7, let them explore and have that

outdoor experience.

RM: When children attend our SOND

sessions they are often on reins or in a

pushchair. We love to see staff taking

them off the reins and let them go – as

scary as that might seem. Initially they are

like helicopter practitioners hovering over

every move the child makes. We ask them

to relax, step back a little way.

We have had parents who have been

really emotional about seeing their

children exploring nature, having never

had the confidence to take them out in a

local park.

What do you have to think about

when delivering training?

LY: Trainers often talk about what you

need to do and how you do it, and miss

out the crucial element - explaining why

it is so important. We talk to the teams

about the impact the outdoors has on

children, and I think it lights a fire inside

them.

RM: A lot of our practitioners are

young and used to things being quick and

snappy so we use short videos to share

information. They are not going to sit

and read a whole document about SEN

and the outdoors, so we will often grab

a phone, do a quick video illustrating an

element of good practice, and let our team

see it, and that has a massive impact.■


nmton the road

Wonderful Copenhagen

Mandy Richardson, managing director of Cornish nursery group Naturally Learning,

reflects on what she learnt from a recent team visit to Denmark

In November, Naturally Learning

undertook its fourth professional

learning visit to Denmark, a country

long admired for its calm, child-centred

approach to early years education. What

began several years ago as a curiosity

about forest kindergartens has evolved

into something far more meaningful: a

deep exploration of culture, pedagogy,

leadership and trust.

This year’s visit was led and organised by

operations director Tom Richardson and me.

Over six days, we visited five settings across

Copenhagen and surrounding areas, some

privately run, others government-led. Each

was different in layout and approach, but

all were connected by the same sentiment:

childhood is not something to hurry.

As with previous years, places were

limited to seven and were highly sought

after. Staff from across the organisation

applied in writing, and the senior

leadership team selected participants

through a blind process. Interested staff

fill in a form with questions including how

the experience would enhance their role.

Six members of the senior team score the

applications without seeing the names - we

are often surprised at who we have picked,

but we never change it!

Importantly, roles were not a deciding

factor. This year’s group included

apprentices, practitioners, managers, a

chef and a member of the maintenance

team.This diversity matters, because what

Denmark offers is not a list of activities

to copy, but a mindset shift that affects

everyone working in early years. We

expected to return with a handful of

ideas. We didn’t expect the experience to

reshape how we think about our roles, our

priorities, and what children truly need

from us.

A different rhythm

Across kindergartens, forest schools,

Steiner settings and childminders, one

phrase came up repeatedly: the rhythm of

the day. The days were tightly organised

yet felt unhurried. Nothing was rushed.

Nothing was loud. Children were not

constantly redirected, and adults didn’t fill

every moment with instruction.

Educators spoke quietly, moved slowly

and trusted the flow of the day. Mornings

began with circle time in every setting, but

these were not loud, rushed gatherings.

Children joined when they were ready.

Adults didn’t call across rooms or raise

their voices. Instead, song, rhyme, bells,

breathing exercises, and calm routines

guided the group. Transitions were marked

by song rather than instruction. Tasks

such as getting dressed, preparing food

or tidying were treated as meaningful

learning, not obstacles to get through.

One practitioner reflected, “It’s not

about getting outside, it’s about the process

that leads to it. Getting boots and coats on

is the learning.”

This rhythm created calm not only for

children, but for staff. There was no sense


“Several team members

returned questioning their

own default reactions.

What happens if we

pause, observe and talk

with children rather than

stopping them?”

of firefighting, no raised voices, and no

visible stress. Adults knew where they

needed to be and what their role was,

allowing children freedom within clear

boundaries.

In one kindergarten, children lay quietly

with their eyes closed and imagined they

were in the forest. There was no planned

‘outcome’, just a sincere commitment to

wellbeing and emotional regulation. It

struck me how powerful it was to start

the day with grounded connection, not

stimulation.

Trusting children – really trusting

them

Perhaps the most striking difference

was the level of trust placed in

children. In public forests, children

climbed steep banks, balanced on

fallen trees, used tools and moved

independently, all under watchful

but distant adult supervision.

There were no fences, no

constant reminders, and very few

visible rules. Boundaries were

explained once and respected. One

Danish educator said: “The forest

won’t change for us”, meaning

this is our environment, we must

respect it and understand it, and it

is our responsibility to look after

ourselves in it.

While this level of risk cannot

be directly replicated in the UK, it

prompted deep reflection. Are we

sometimes too quick to intervene?

Too quick to stop a potential

learning experience before the

learning process has a chance to

take place?

Our first visit was to a forest school/

kindergarten where the pre-school children

were split into two groups. One stayed

at the setting while the other walked

with us to a public forest. The ratios were

noticeably higher than we’re used to in

England, around four educators to 10 to

15 children.

The walk was a lesson in trust and

capability. The children moved calmly in

pairs, held hands, and demonstrated clear

road-safety awareness. At one point, two

children were even sent ahead to check

the road was safe to cross (a cul-de-sac,

and under adult oversight). Throughout

transitions, the adults sang, songs carried

the children from one moment to the next,

without commands or rushing.

In the forest, the educators unpacked

a wagon and simply let the children

play. We watched a game called ‘mole

and mouse’, where children formed

connections through touch and language.

A blindfolded child would guess who

they had ‘caught’ based on feel alone,

while educators modelled descriptive


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vocabulary and adjectives.

Back indoors, we saw a wonderfully

unusual environment, taxidermy and even

fermented animals found in the forest

or garden. It was a reminder that nature

here wasn’t ‘sanitised’; it was real, messy,

fascinating and respected.

Several team members returned

questioning their own default reactions.

What happens if we pause, observe and

talk with children rather than stopping

them? What learning are we interrupting

when we rush to make things ‘safe’?

Love, kindness and community as

curriculum

Across many settings, love and kindness

were not abstract values, they were lived

daily. Children spoke openly about

feelings. Friendship spaces existed for

anyone feeling lonely.

Children also made comfort amulets

from wooden beads and recycled materials.

These hung centrally and could be taken

whenever someone needed reassurance:

separation anxiety, a doctor visit, or simply

a hard day. Children even suggested staff

wear them when they were nervous.

A lovely tradition in one setting was

birthdays, when each child chose a ‘present’

that the group made from scratch. It

demonstrated the value placed on effort,

thoughtfulness and community care.

Wishing wells invited children to make

daily wishes, which gradually shifted from

self-focused to group-focused. Acts of care

were named aloud: “That was love and

kindness.”

This emotional literacy was not tied

to assessment or outcomes. It was simply

considered essential.

Food, too, played a central role in

community. Meals were unhurried, shared by

adults and children together, and prepared

simply using seasonal ingredients. Children

chopped vegetables, served food and cleared

tables. Even during our visit to nursery

management software company Famly’s head

office, we were invited to the shared, daily

communal lunch, a powerful reminder that

care does not stop with children.

Something special

Alongside the professional learning, there

was something else – joy. In the evenings,

we ate incredible food, explored the city,

and bonded as a team. We also shared a

beautiful Steiner tradition together: an

Advent spiral, walking a path of greenery

by candlelight, carrying an unlit candle in

an apple, lighting it from a central flame

as a symbol of bringing light into winter

darkness.

It was learning, culture, challenge, and

connection, all at once. And it reminded

me why we do this work. Because when

early years is done with trust, love, rhythm

and time, it doesn’t just benefit children. It

changes adults too.

What we bring back

The visit reaffirmed something vital: highquality

early years practice does not need to

be busy, loud or over-resourced. Learning

in Denmark was subtle, intentional and

deeply respectful of childhood.

We cannot, and should not, merely copy

Denmark. Their approach is embedded in

culture, policy and societal trust. But we

can learn from it.

We return committed to:

• Slowing down daily rhythms.

• Trusting children more and intervening

less.

• Valuing process over outcome.

• Using song, routine and calm to support

transitions.

• Re-centring love, kindness and

community.

As one team member put it: “It

reminded me how beautiful our job

is – and how lucky we are to work in

childcare.”■


nmtcurriculum

Open the world of numbers

Louise Pennington, head of professional development at Oxford University Press, explains how

nurseries can increase practitioners’ confidence and inspire a love of maths in the early years

Early mathematical development is

a crucial building block for future

learning, but remains one of the

most challenging areas to get right in the

early years. For nursery managers and

practitioners, this is both a responsibility

and an opportunity. By fostering a

positive relationship with maths from the

very start, we can help children develop

confidence and curiosity that lasts a

lifetime.

I have worked closely with early years

practitioners across the sector while

developing Early Number with Numicon,

one of the few maths programmes

involving professional development

designed specifically for early years

settings. A recent evaluation by the

Education Endowment Foundation

found that this programme increased

practitioner confidence in teaching early

maths, a vital step towards improving

outcomes for children.

Why early maths matters

Mathematical understanding in the early

years is more than learning to count, it’s

about developing the foundations for

problem-solving, reasoning and critical

thinking. When children grasp concepts

like pattern, shape, and quantity, they

build cognitive skills that underpin

learning across the curriculum.

Research consistently shows that early

numeracy skills are strong predictors

of later academic achievement.

Economically, investing early pays

dividends too: the Sutton Trust

highlighted that for every £1 spent on

early years education, £7 must be spent

later in adolescence to achieve the same

impact.

Despite this, the most recent Early

Years Foundation Stage (EYFS) profile

data shows only 67.7% of children

achieved a ‘Good Level of Development’,

falling short of the government’s 75%

target. While this figure aggregates

development across seven areas, maths

remains one of the more challenging

domains, with many children emerging

below the expected level in the key maths

learning goals.

Early maths can be challenging both for

children and practitioners. Many adults

carry their own anxieties about maths,

which can unintentionally influence

how they present it to young learners. If

maths feels intimidating or overly formal,

children may disengage before they have

had a chance to explore and enjoy it. This

is why confidence and creativity in the

teaching of early maths concepts is so

important.

Investing in early maths is not just

about meeting EYFS targets, it is about

giving children the tools to thrive in their

early years setting, school and beyond. By

embedding maths into play and everyday

routines, practitioners can help children

see numbers as part of their world, not as

abstract symbols. This approach lays the

groundwork for positive attitudes toward

learning and builds resilience for tackling

more complex concepts later, establishing

solid foundations for success in future

maths learning.

Create a positive maths

environment

A positive environment is one where

maths feels playful, enticing, and

engaging, where children can be

successful and see themselves as

mathematicians. For many children, their

first experiences of maths shape how they

feel about the subject for years to come,

so getting the balance right early is hugely

important. To achieve this:

• Review your environment: Ensure

it gives as much attention to number

and early maths concepts as it does to

language and literacy. Use numbers for

labelling alongside words and pictures.

Make sure part-time attendees have

access to your whole maths offer across

the week/s.

• Make maths visible: Display number

lines, shapes and patterns at child

height. Use real objects alongside

abstract symbols. Blocks, Numicon

pieces, and natural materials help

children connect numbers to the world

around them.

• Embed maths in daily routines:

Snack time is perfect for talking about

quantities (“How many grapes do you

have?”). Encourage children to compare

sizes and use positional vocabulary

(behind, under, next to) when tidying

toys or setting up activities. Draw

attention to patterns in nature and

count steps on the way to the sink or

garden. Maximise on opportunities to

platform the maths all around us.

• Use language to develop thinking:

Routinely ask open-ended questions

such as “What do you notice?” or

“How could we make this tower

taller?” Introduce mathematical

vocabulary gradually and give plenty of

opportunities to experience what the

concept means.

• Celebrate curiosity and persistence:

Value exploration over correctness. If

a child miscounts, praise their effort


and guide gently, modelling accurate

counting.

Creating this kind of environment

does not require expensive resources.

When practitioners model enthusiasm

and curiosity, children learn that maths is

something to enjoy and succeed at.

Supporting diverse learners

Every child deserves access to highquality

maths experiences, but some

need additional support to thrive. Two

key groups to consider here are children

with special educational needs and

disabilities, and those learning English as

an additional language.

For children with SEND

• Adapt resources: Use manipulatives

such as Numicon pieces, textured items

and large wooden numerals to make

concepts concrete.

• Break tasks into small steps: Sequence

and scaffold learning by focusing on one

step within a concept at a time, such as

matching quantities before introducing

numerals. Keep activities short, with

a clear end goal/finish point. Repeat

activities often to ensure the learning is

embedded before moving.

• Utilise sensory cues: Activities like

blowing bubbles or using brightly

coloured objects can help gain

attention and engage. Give a running

commentary alongside mathematical

play to model language and support

understanding.

For children with English as an

additional language

• Pair language with visuals: Show “big”

and “small” with corresponding objects

while saying the words.

• Use home languages: Encourage

families to talk about numbers and

patterns in their own language,

concepts transfer across languages.

• Model and repeat: Demonstrate

activities slowly and repeat key phrases

to build confidence.

Inclusive practice benefits all children.

By planning for diversity, practitioners

create environments where every child

can engage meaningfully with maths and

experience success.

Building practitioner confidence

Practitioner confidence is the cornerstone

of effective maths teaching. When adults

feel unsure about their own maths skills,

it can influence how they present the

subject, sometimes unintentionally

passing on anxiety to children. Confident

practitioners are more likely to inspire

curiously, use rich mathematical language

and encourage exploration. They can

better identify opportunities for maths in

everyday play.

Why confidence matters

• Confident practitioners are more likely

to use rich mathematical language and

encourage exploration.

• They can better identify opportunities

for maths in everyday play.

How to build confidence

• Invest in professional development:

Programmes like Early Number with

Numicon have been shown to increase

practitioner confidence and improve

outcomes.

• Start small: Focus on embedding maths

in familiar routines before introducing

new concepts.

• Reflect and share: Encourage staff to

discuss what worked well and learn

from each other’s experiences.

Confidence grows through practice

and support. By prioritising professional

development and creating a culture of

collaboration, nursery managers and

leaders can empower their teams to make

maths engaging and accessible for every

child.

Practical tips for nursery managers

and leaders

• Champion maths in your curriculum:

make it a visible priority.

• Invest in training and resources that

build practitioner confidence.

• Create a maths-rich environment with

accessible, varied materials.

• Monitor progress and celebrate success

with staff and families.

• Foster collaboration and reflective

practice among your team.

Early maths is not just about numbers,

it’s about opening doors to thinking,

problem-solving, and confidence that

will serve children for life. With the right

support, every child can develop a love

of maths, and every practitioner can feel

empowered to nurture it. By investing

in professional development, creating

inclusive environments, and leading with

enthusiasm, we can turn the government’s

ambition into reality, and give children

the best possible start.■


nmtsafeguarding

Be ready for reform

Catherine Lyon, founding director of safeguarding platform On the Button, sets out

how nurseries can meet new safer recruitment and safeguarding expectations

From the start of this year, Ofsted

will be inspecting all early years

settings against a refreshed set of

safeguarding expectations, with a sharper

focus on safer recruitment, whole-setting

culture, and real-time responsiveness.

This means responding to safeguarding

incidents as they happen, which is

something quite hard to do in a busy

nursery environment, when seemingly

small incidents may not be logged as

practitioners are distracted by other daily

demands.

For many nurseries, this may be a

shift in ethos and practice. However,

changes are an opportunity to improve

safeguarding practice from within.

Perhaps overwhelming at first, taking

things one step at a time now will deepen

a nurturing culture where children’s

safety is always paramount alongside

the wellbeing of the adults around

them. Each step taken can build up the

team’s confidence to do more than meet

requirements.

The main thread running through the

upcoming changes is a stronger emphasis

on how safeguarding is experienced

day to day across the whole setting. The

revised inspection approach is less about

confirming that policies exist on paper

and more about exploring whether

safeguarding is woven into the culture,

backed up by coherent systems, and able

to respond quickly and effectively on the

go.

Inspectors will be looking for clear

evidence that concerns are recorded

promptly, that whistleblowing routes

are accessible and trusted, and that safer

recruitment is more than just a checklist.

Several statutory updates to the EYFS

underpin these changes. Settings must

obtain references before employment

begins, and concerns raised in references

must be followed up on and documented.

Safeguarding policies must now include

clear whistleblowing procedures that

are accessible to all staff, including

volunteers, trainees, and other relevant

personnel. New training annexes at the

end of the EYFS framework outline

how safeguarding and paediatric first aid

training should be delivered and how

staff are supported to apply their learning.

Providers are also expected to follow up

on unexplained or prolonged absences

of children and maintain additional

emergency contact details.

Safeguarding is not a static process but

a continual build-up of information, with

collective responsibility across teams.

Settings that rely heavily on paper-based

records, digital systems that combine lots

of different types of information together,

or complex online systems that have been

designed for schools rather than early

years providers, may find it challenging

to keep up. Without the ability to log

concerns in real-time, spot emerging

patterns, or provide auditable trails of

decision-making, these settings may face

increased pressure during inspections.

That said, most early years settings

already care deeply about getting

safeguarding right. The gaps that exist are

rarely due to a lack of intention, but often

the result of fragmented systems or unclear

processes. For example, practitioners

may pass on information to senior staff

orally, which can result in leaders missing

vital information. If they don’t check the

written accounts until later, they may then

discover these have been poorly written or

are full of personal opinion.

Paper-based reports, submitted on

different bits of paper made by different

people, can be difficult to track, even

if kept together neatly in a secure file.

Nurseries using paper-based systems

may not notice that a child has had lots

of unexplained time off, that this is the

fourth injury in a six-week period or that

a practitioner has added another detail

Catherine Lyon

to make what was a trivial scenario more

serious.

Paper-based systems can also result in

isolated training records – for example,

a copy of a training certificate is put

in an HR file but not recorded in a

central matrix with information about

when the training has to be refreshed,

which may mean the nursery becomes

non-compliant. There can be unclear

expectations around what should be

logged. Without a shared understanding

of what constitutes a low-level concern,

staff may hesitate to raise early worries,

potentially delaying action.

Whistleblowing remains another

sensitive area. Staff need to feel

psychologically safe to speak up about

colleagues or practices that worry

them. If whistleblowing feels risky or

if the route isn’t clear, staff may remain

silent. The new EYFS makes it clear that

whistleblowing is not optional, and that

culture matters.

Complaints from parents also carry

safeguarding implications that are too

often handled in isolation. A complaint

about staff behaviour or unexplained

bruising, for instance, may be logged

separately from the safeguarding system.


The new reforms encourage settings to

bring these pieces together.

Now is the time to move from reactive

to proactive safeguarding. Here are four

practical steps settings can take now:

1 – Centralise your safeguarding and

recruitment records

Scattered spreadsheets and paper files

make it hard to evidence decisions. A

designated digital system that brings

together DBS checks, references, training

records, and safeguarding logs in one

place makes inspection readiness far

simpler. It also helps leaders spot gaps

before they become issues, especially with

staff and children in mind.

2 – Track training and renewals

automatically

Ofsted will expect clear, up-to-date

records of who’s trained, when, and

in what. Using a training matrix with

automated reminders ensures that

nothing slips through the cracks and that

staff stay confident while your nursery or

pre-school remains compliant.

3 – Make low-level concern logging the

norm

It is important to encourage practitioners

to log anything they are concerned

about, including the smallest of

worries. Whether it’s a child who seems

withdrawn or a colleague acting out of

character, early logging helps leaders spot

patterns and act quickly. It also supports

the “it could happen here” mindset that

inspectors seek.

4 – Strengthen whistleblowing and

complaint management

Whistleblowing procedures are no longer

optional, and all practitioners and support

staff need to know how to share their

concerns, understand that they will be

taken seriously, and that the matter will be

dealt with.

It is already necessary to respond

formally to families about written

complaints, but nurseries tend not

to link these complaints to possible

safeguarding concerns, maintaining

separate complaints files and safeguarding

information. Being attuned to the

parent voice, in other words listening,

having professional curiosity and asking

questions to improve understanding,

supports a child’s wellbeing and can help

identify safeguarding concerns that might

otherwise be missed.

These steps aren’t just about ticking

boxes. They’re about building a setting

where safeguarding is second nature,

where the child is always at the centre of

practice, information is organised, and

those who need to know are notified in a

timely and non-stressful manner.

Take the example of a nursery that I will

call Little Mermaids (not its real name).

For years, the leadership team managed

safeguarding through a patchwork

of paper notes, emails and memory.

After switching to a digital early years

safeguarding platform, the difference was

immediate.

“Staff are logging more than ever

before,” says the manager, who is also

the designated safeguarding lead for the

setting. “Instead of having to come out of

the room, and maybe tell me about the

issue, and get a form if they have run out

of forms in the room, the system is there

ready for them to use, they can do it there

and then.”

A practitioner at a large nursery says:

“It makes it easier to record concerns

and keep a chronological account. We

can monitor things more efficiently and

accurately, and it saves a huge amount

of time compared to all the paperwork

we used to do.” The nursery now tracks

training renewals automatically, handles

parent complaints and safeguarding in

one place, and has a clear audit trail for

every decision.

When Ofsted next visits, it won’t just

see compliance, it will see a culture of

care.■



nmt-magazine.co.uk January/February 2026 NURSERY MANAGEMENT 09/01/2026 TODAY 09:3639


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nmtmarketing

More than filling places

Holly Malthouse, communication manager and Françoise Facella, brand strategy and creative manager,

at the London Early Years Foundation, explain the charitable social enterprise’s approach to marketing

In the early years sector, marketing is

often perceived as simply a way to fill

nursery places. But at the London

Early Years Foundation (LEYF), we see

it as something much deeper – it’s about

building trust with families, creating a

genuine sense of community, and sharing

the story of who we are and what we

stand for. As a charitable social enterprise,

every penny we make is reinvested in our

children and teams, ensuring we offer the

very best education and care for children

from birth to five years.

This is what makes our marketing not

only distinctive but also means that it’s

centred around purpose, compassion and

kindness.

The unique challenges and

opportunities in nursery marketing

Marketing in the early years sector needs a

very different approach to other education

and social care settings. Unlike formal

education, which is a requirement from the

age of five, nursery education is a choice,

which means marketing is a constant, yearround

effort. Parents make one of their

biggest decisions when choosing a nursery,

and their trust must be earned long before

they walk through the door.

The ongoing recruitment cycle in early

years also means that marketing plays

an additional role in attracting talented

teachers. We need to show early years

professionals why they should choose us

by helping them see how they could fit

into our team. Each audience requires its

own approach but are united by one core

message: the quality, consistency, and care

that define the LEYF model.

Our unique LEYF pedagogy and

charitable social enterprise business model,

where all profits are reinvested back into

LEYF, differentiates us in a crowded

market, offering a clear and compelling

message for parents, teachers, and partners

alike.

Holly Malthouse

Reaching parents where they are

When it comes to reaching parents, local

engagement is our most powerful tool.

Families want nurseries that feel connected

to their community – places where they

are known and valued. That’s why our

local teams play such an important role in

marketing, with a trained marketing lead

in every nursery, driving nursery-specific

engagement. Whether it’s through open

days and show arounds, public relations,

or partnerships with community groups,

marketing always happens with a local-first

approach.

We’ve also seen how local MPs and

councillors can be strong advocates –

championing the role of nurseries as vital

parts of the social and economic fabric

of their communities. Building and

maintaining these relationships is key to

both our local reputation and our longterm

impact.

Beyond recruitment – retention and

growth

Marketing doesn’t end when a family

joins or when a teacher is hired – that’s

just the beginning. Retaining colleagues

is central to success. Through the London

Institute of Early Years, we’re investing

in professional growth, research and

Françoise Facella

innovation, creating a virtuous cycle of

improvement that supports our brand

from within. For example, we offer a

range of qualifications and short courses

including Level 3 CACHE health and

nutrition in the early years, Level 4

CACHE sustainability in the early years,

and both foundation and bachelor’s early

years degrees – all opportunities to develop

long and fulfilling careers within the sector.

Looking ahead – the next two to

five years

LEYF’s marketing is built around trust,

purpose, and community. For families,

it focuses on communicating quality

and care through strong branding, local

engagement, and authentic storytelling

that reflects the LEYF social pedagogy. For

teachers, it positions LEYF as an employer

of choice by showcasing its inclusive

culture, career development opportunities,

and the London Institute of Early Years.

As we look to the future, the

opportunities for early years marketing

are exciting. Our social enterprise business

model is something we are immensely

proud of and hope, over time, is something

others are inspired to implement too,

helping us work towards our goal of

changing the world, one child at a time.■


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Keep the network social

nmtopinion

Business development consultant Mienna Jones discusses the dangers of social media groups

becoming toxic for nursery owners – and why better support networks are needed

Running a nursery has never been

more complex. Between staffing

pressures, rising costs, regulatory

demands, safeguarding responsibilities

and the emotional weight of caring for

young children and families, nursery

owners are carrying an enormous load. In

theory, social media groups for nursery

owners should provide support, solidarity

and shared learning. In reality, many have

become spaces of stress, judgement and

quiet harm.

What was once a place to ask questions

and feel less alone has, for many

owners, turned into an environment

dominated by criticism, fear-mongering

and competition. Instead of lifting one

another up, some groups now reinforce

insecurity and burnout.

From support to surveillance

One of the most damaging elements of

many online nursery owner groups is the

culture of scrutiny.

Questions asked in good faith are

often met with blunt responses, sarcasm

or statements that imply failure or

incompetence. A simple post such as:

“How are others managing staff sickness

this winter?” can quickly spiral into

replies that suggest poor leadership, weak

policies, or non-compliance. Rather than

feeling reassured, owners are left feeling

exposed.

In a sector already under constant

inspection and regulation, these

spaces can begin to feel like informal

surveillance zones rather than supportive

communities.

Fear-driven conversations

Another recurring issue is the way

fear spreads. Posts about inspections,

complaints, safeguarding concerns or local

authority action often dominate timelines.

While these conversations are important,

the tone can quickly become alarmist.

Worst-case scenarios are shared without

context. Anecdotes are treated as universal

truths. Rumours circulate unchecked. For

newer owners especially, this can create

an overwhelming sense that failure is

inevitable and danger is everywhere.

The result? Heightened anxiety,

decision paralysis, and a constant

feeling of being ‘one mistake away’ from

everything falling apart.

Comparison culture and quiet

competition

Social media also amplifies comparison.

Owners see others posting about perfect

Ofsted outcomes, beautifully curated

environments, or seamless staffing models –

often without the reality behind the scenes.

This fuels an unspoken competition

that has no place in a sector built on care,

collaboration and community. Instead of

asking for help, many owners stay silent,

worried they’ll be judged for not ‘keeping up’.

The irony is that most are struggling

in similar ways – but no one feels safe

enough to say it out loud.

The emotional toll on leadership

Nursery ownership is deeply personal.

Settings are often built from passion,

values and lived experience. When

criticism comes, it doesn’t just land

professionally – it lands emotionally.

Repeated exposure to negativity in

online spaces can erode confidence,

increase isolation and contribute to

burnout. Some owners quietly leave

groups altogether, cutting themselves off

from potentially valuable connections

simply to protect their mental health.

When leaders are unsupported, the effect

ripples outward – affecting teams, families

and ultimately the children in their care.

What supportive networking

should look like

This doesn’t mean nursery owners

Mienna Jones

should avoid networking or peer support

altogether. Quite the opposite. The

sector needs better, healthier forms of

connection. Supportive networking

should be rooted in:

• Psychological safety – where questions

can be asked without fear of ridicule.

• Experience-sharing, not oneupmanship

– recognising there are

many ‘right’ ways to lead.

• Constructive challenge – offering

guidance without shaming.

• Values-led discussion – focusing on

children, staff wellbeing and sustainable

leadership.

• Boundaries – clear moderation that

discourages hostility and misinformation.

Smaller, curated groups, peer mentoring

circles, facilitated forums or in-person

networks often provide far richer support

than large, unmoderated social media

spaces.

Reclaiming connection in the sector

If the early years sector is to remain

sustainable, we must prioritise the

wellbeing of those leading it. That starts

with how we speak to one another – and

where we choose to connect.

Healthy networking doesn’t drain

energy; it restores it. And in a sector built

on care, that should never be optional.■


nmtsponsored content

When leadership runs

on empty

Lorraine Kara reflects on burnout, how to recognise it early, and how inclusive, equitable

leadership can support recovery, wellbeing and sustainable practice for teams.

Burnout is not a personal failing,

and it is not simply “being busy”. It

can develop when prolonged stress

becomes normal, recovery is repeatedly

delayed, and the demands of leadership

outpace the support available. When

pressure is constant and time is limited,

burnout can quietly take root.

ABurnout is not a personal failing,

and it is not simply “being busy”. It can

develop when prolonged stress becomes

normal, recovery is repeatedly delayed,

and the demands of leadership outpace

the support available. When pressure is

constant and time is limited, burnout can

quietly take root.

As a Black nursery manager, I also

learned that burnout is shaped by

equity. Alongside the universal weight

of leadership, underrepresented leaders

may carry additional strain: heightened

visibility, pressure to “prove yourself ”,

and the emotional labour of navigating

stereotypes or isolation. These realities can

make rest feel risky and asking for help

feel complicated.

What burnout can look like

Burnout often shows up across the body,

emotions and work.

Physically, I experienced constant fatigue,

disrupted sleep, frequent illness, headaches

and muscle tension. Emotionally, I noticed

mood swings, detachment and emotional

outbursts that did not feel like me. I also

leaned on quick fixes, like sugary snacks, to

push through energy dips.

At work, my concentration dipped,

tasks took longer and I became more

irritable. Burnout can also appear as

cynicism, reduced enthusiasm and a sense

of inadequacy, even when you are still

meeting expectations. Leaders often mask

these signs, which is why burnout can

progress before it is named.

Practical steps to reduce burnout

risk

Reducing burnout is not only about

individual resilience; it is about

boundaries, systems and fairness.

For leaders

• Set boundaries that protect recovery.

Agree realistic working hours, reduce

out-of-hours messaging where possible,

and protect time for focused work to

avoid constant catch-up.

• Prioritise basic self-care. Breaks,

movement, hydration and nourishing

food support emotional regulation and

clearer decision-making.

• Delegate and distribute responsibility.

Delegation builds team capability

and reduces the pressure of leadership

becoming a single point of strain.

• Build a support network. Peer support,

mentoring and reflective supervision

reduce isolation and offer space to

process challenges.

For teams and organisations

• Normalise open communication. Make

workload and wellbeing check-ins

routine, not only discussed at crisis

point.

• Keep workloads achievable and fair.

Review rotas, expectations and noncontact

time. If everything is urgent,

nothing is sustainable.

• Provide access to support. Signpost

counselling, employee assistance

programmes and wellbeing resources,

and make it clear that using them is safe

and supported.

• Recognise effort meaningfully. Specific,

consistent recognition strengthens

morale more than occasional grand

gestures.

Burnout and equity: what Black

leaders may carry

Burnout can be intensified by the extra

emotional labour of navigating stereotypes,

being “the only one” in leadership spaces,

or feeling that mistakes are less forgiven.

This can lead to overworking, self-silencing

and reluctance to seek help.

This is where equity in practice matters.

Diversity, equity, inclusion and belonging

policies must translate into action:

mentoring for underrepresented leaders,

access to culturally informed wellbeing

support, transparent progression pathways,

and leadership cultures where learning is

valued over perfection. Equity also means

creating environments where Black leaders

can ask for help without fear of judgement,

and where wellbeing is protected by systems

rather than individual endurance. ■

Attend Lorraine’s workshop

Lorraine Kara will lead the workshop

“Inclusive leadership in practice: Building

belonging in early years” at The Voice of

Early Childhood Conference on 7th March

2026. Scan the QR code to sign up! And

don’t forget your exclusive 20% discount

code at checkout – NMT20.


THE VOICE OF

EARLY CHILDHOOD

CONFERENCE

7TH MARCH 2026

20% discount

code:

NMT20

Brainstorms: The neuroscience of

learning, tantrums and modern

childhood

Professor Sam Wass

From funding to flourishing:

Unlocking the power of EYPP

Andrina Flinders, Nichola Quenby

The powerful role of books

in children’s lives

in Olivia Corbin Phillip

East Midlands Conference Centre

Beeston Ln, Nottingham NG7 2RJ

It starts with us:

Looking inwards as educational leaders

Joanne Lo

In (Re)search of children’s mental

health: What can we do?

Matt Bawler

Understanding neurodiversity

in practice

Cheryl Warren

Room at the table:

Creating time and space for food in EY

practice

Dr Kay Aaronricks

Inclusive leadership in practice:

Building belonging in early years

in Lorraine Kara

Getting it right from the start:

Working with babies and toddlers

Wendy Ratcliff, Jayne Coward

Sing a song of pre phonics

Stephanie Hammond

Creating a bespoke curriculum

in Mandy Richardson

A personal pedagogy

for empowerment

Jan Dubiel

It takes a village

Laura Henry-Allain MBE

What type of leader are you?

Exploring leadership styles

Jenny Weidner

Building strong early years brands

for the 21st century & beyond

Harry Mills

The curious mind:

Children as co-researchers

Dr Sue Allingham

Don’t miss out on your tickets >

www.thevoiceofearlychildhood.com

Winning with Gen Z:

The future of the early years workforce

Lucy Lewin

Becoming a behaviour detective

Tamsin Grimmer

nmtwellbeing

nmtopinion

An early years care manifesto

Zoe Raven, chief executive of Acorn Early Years Foundation, sets out her vision for embedding

ethical practice in the early years sector

Nearly 10 years ago, I embarked

on the path of doctoral research

and eventually achieved my PhD

in 2023. I realised that very few people

would probably read my thesis. I was

keen, however, to share the findings of my

research more widely.

A Care Manifesto for the Early Years

has now been published, by Bristol

Policy Press, and I hope that it will find

a receptive readership within the sector,

particularly with those interested in the

ethic of care and how it can be embedded

in early years policy and practice.

My original research question was to

find out what difference it makes if early

years providers are run in a for-profit or

not-for-profit business model. As the

founder and chief executive of a charitable

social enterprise I obviously hoped that

my findings would confirm my instinct

that for ethical, high-quality provision,

profits need to be reinvested rather than

extracted by financial stakeholders.

However, spoiler alert, the answer turned

out to be much more nuanced and

contingent on a wider range of factors.

Ethics of care

The first two years of my doctoral studies

were spent investigating what had already

been studied. I soon decided that the

ethics of care provided a useful framework

to evaluate to what extent early years

provision was operating in an ethical

way. My simple definition of ethical is

“My original research

question was to find out

what difference it makes

if early years providers are

run in a for-profit or notfor-profit

business model.”

provision that is of high quality, but is also

inclusive, affordable and non-exploitative.

There’s a wealth of literature on

ethical practice in the care sector and

in education, but very little that focuses

specifically on ethical practice in the

early years. I realised that I would need

to explore the full range of factors, from

government policy and funding, through

to sector influences and organisational

policies and practices, and down to the

micro level of individual practice.

I then embarked on the fun part of

my research – the interviews. Having

worked in the sector for so long, I had

built up a network of contacts from

across the country and in a wide range

of organisations. I was very fortunate

that so many of them were receptive to

my blatant asking-a-favour to let me

interview them, and that others came

forward after a conference presentation in

which I asked for volunteers.

I interviewed sector leaders, chief

executives, owner-managers, managers,

deputies, room leaders, practitioners,

consultants and parents and thoroughly

enjoyed visiting some inspirational

nurseries where I was made to feel very

welcome. Many recounted experiences

from settings prior to their current

provision, so the range of nurseries that

formed the context for interview data was

much wider than the 12 organisations

that were the core of my research material.

I recruited interviewees in my own

organisation and also drew on my diaries

to recall details of my own experiences

over many years.

Halfway through this part of my

research, Covid happened, and the

pandemic triggered many reflections from

interviewees about how the early years

sector was undervalued and how they

felt taken for granted by the government

of the time. I loved hearing about their

wealth of experience, their reflections, and

Zoe Raven

discovering the very different routes that

brought people into early years and kept

them there, despite the challenges.

Inspirational practice

So what did I discover? I found a

lot of similarity in the views about

what constitutes ethical practice, and

inclusivity and high-quality care were

foremost. Nurseries situated in areas

where high fees are unaffordable, and

where there is a greater dependence on

government funding rates, often struggle

to pay competitive salaries and to invest

in high-quality resources, but I found that

the most inspiring practitioners were just

as likely to work in areas of deprivation as

in the nurseries with the biggest budgets.

Whether a setting was for-profit

or not-for-profit didn’t necessarily

determine the quality of the workforce,

although inclusive practice was more

evident in settings with a social purpose.

My own view has always been that all

children should receive the same quality

of provision within a setting, and

that ‘optional extras’ are the antithesis

of inclusive practice. Several of my

interviewees expressed similar concerns

about the way in which parents were often


“Sustainability also emerged

as an important theme, which

is probably unsurprising,

given its basis in caring for

the environment.”

seen as customers rather than partners in

their children’s care and education, and

that profit was sometimes prioritised over

children’s needs.

At the level of government policy, I

found that there are often unintended

consequences to well-intentioned but

badly thought-through policy decisions.

I was heartened to hear several stories

of rebellion on the part of early years

professionals who defied or challenged

policies, both national and organisational,

that seemed to them to be unethical or

uncaring.

At an organisational level there

were some horror stories of appalling

practice and of exploitation of early years

professionals – not safeguarding issues,

just unthinkingly uncaring practice.

Fortunately there were more examples

of deeply reflective, genuinely caring

practice and some inspiring accounts

of the ways in which such excellence

can be successfully embedded in an

organisation’s culture and way of working.

Practical care

I was fascinated by the detailed accounts

of care practices that are often taken

for granted or done without conscious

thought, but which can have a significant

impact on the wellbeing of children,

depending on how they’re carried out.

There was a reassuring consensus about

how nappy changing, for example, should

be done – “not like a conveyor belt” was a

phrase I heard several times.

The awareness of skilled practitioners

about the impact of their actions (such

as the feel of cold or gloved hands on

skin) led to many discussions about how

training new staff in the ‘right’ way of

doing things could best be done, and

how poor practice could lead to ‘ethical

slippage’ and a deterioration of genuine

care in a setting. Finding evidence for

the importance of tacit and embodied

knowledge and skills became one of my

favourite areas for exploration.

There are challenges around

issues of ‘marketisation’, and also of

‘schoolification’ which values education

over care. There are understandable

concerns over the term ‘childcare’ which

is associated with unskilled babysitting,

but I argue that we’re in danger of

throwing out the baby with the bathwater,

and losing sight of the importance of

respectful loving professional care.

Stereotypes and sustainability

The plight of the undervalued early years

workforce should be of wider concern

than it seems to be, and in tracing the

reasons for the lack of understanding

about the importance of early years care

and education, gender stereotyping is

obviously relevant. The ethics of care is

unashamedly feminist in nature, and has

a fascinating connection with maternal

care (in the book I even end up discussing

breastfeeding as the ultimate in embodied

care).

Sustainability also emerged as an

important theme, which is probably

unsurprising, given its basis in caring for

the environment. What I didn’t expect

was the emergence of sensemaking – the

process by which people give meaning

to their collective experiences – and

sensegiving – the process where leaders

actively try to influence how others

interpret, understand and construct about

organisational situations – as valuable

tools for ethical leadership.

My conclusion in the book is that the

ethic of care can be an effective way of

implementing ethical practice in early

years settings – treating care as a moral

value as well as a practice. I conclude with

a ‘manifesto’ of what I think needs to be

done to address some of the concerns I

know are shared with others in the sector.

Bristol Policy Press has kindly agreed to

give a 50% discount to readers of NMT

if you order directly from its website, by

using the code DSC50 (valid until 30

June) and you can use the QR code below

to order a copy.■


nmtintergenerational

Design for all ages

Judith Ish-Horowicz, co-founder of intergenerational nursery Apples and Honey Nightingale and

training organisation AHN, explains why it’s important to bring the generations together when

designing public services

Walk through almost any town

or city in Britain and a familiar

pattern quickly emerges.

Children belong in schools and early

years settings. Working-age adults move

between workplaces and homes. Older

people are increasingly directed towards

age-specific housing, care settings or

community provision.

This separation is so embedded that it

rarely attracts attention. It feels orderly,

efficient and even protective. Over time, it

has come to be seen as a sign of progress.

But it is worth asking a more difficult

question. What have we lost by designing

places that keep generations apart?

As pressure mounts across health, care,

education and local government, the

consequences of age-segregated places are

becoming harder to ignore. Loneliness

is rising across all ages. Informal support

networks are weakening. Demand for

formal services continues to grow. These

challenges are often treated as separate

policy problems. In reality, they share a

common root.

We have built separate places for each

generation – and in doing so, we have

quietly eroded the everyday connections

that once held communities together.

How separation became the norm

Age-segregated places did not emerge

because planners or policymakers set

out to fragment communities. They

developed gradually through a series of

rational decisions.

Nurseries and schools were designed to

care for and educate children efficiently

and safely. Care homes and later-life

housing were developed to provide

appropriate support for older people.

Workplaces clustered adults of similar

age and stage for economic productivity.

Each decision made sense within its own

context.

Over time, however, these decisions

hardened into assumptions. That children

should learn only with children. That

older people are best supported among

their peers. That intergenerational contact

is optional rather than essential.

As services became more specialised,

shared spaces diminished. Community

centres closed or were repurposed. High

streets shifted away from social use.

Housing developments increasingly

targeted specific demographics. Even

public buildings became single-purpose

environments.

The result is a landscape in which

people of different ages may live within

metres of one another, yet rarely share

time, activity or purpose.

The social cost of age-segregated

places

The most visible consequence of this

separation is loneliness. While loneliness

is often associated with older age, it is

increasingly experienced by children,

young people and working-age adults.

What links these experiences is not age,

but the absence of everyday, meaningful

connection.

When people’s lives are organised

around age-specific places, social contact

becomes scheduled rather than incidental.

Informal interactions – the brief

conversations, shared routines and mutual

awareness that create a sense of belonging

– become harder to sustain.

For children, this means growing up

with limited exposure to older adults

beyond family members. For older people,

it can mean a shrinking social world

following retirement, bereavement or

declining health. For working-age adults,

it often results in highly transactional

social lives, bounded by work and family

responsibilities.

The cumulative effect is a thinning of

Judith Ish-Horowicz

social ties across communities and greater

reliance on professionals to provide

support that was once shared informally.

Loneliness, in this context, is not an

individual failing. It is a design outcome.

The hidden cost to public services

When informal support networks are

weak, people turn to formal services

earlier and more often. Nurseries and

schools are asked to address social and

emotional needs that extend well beyond

the classroom. GPs become points of

social contact. Care services step in where

family or community support is absent.

When we separate people by age,

we often end up paying twice – once

to maintain the systems that keep

people apart, and again to address the

consequences of that separation.

Co-location is often discussed in narrow

terms – as efficiency measures, property

decisions or cost-saving opportunities.

But shared spaces are not simply about

using buildings more effectively. They are

about reshaping how people encounter

one another in everyday life.

When early years settings, schools, care

environments and community services

share space, new forms of interaction

become possible. Children encounter


older adults as part of daily routines.

Older people remain visible and engaged

within community life. Professionals

work across age groups rather than within

silos.

Crucially, these interactions don’t need

to be forced or performative. Their value

lies in regularity and familiarity, not

novelty. Over time, shared spaces support

informal learning, mutual recognition

and a sense of shared responsibility.

This can be seen in the redesign of

the activities hub at Nightingale House,

where space has been intentionally created

to support everyday interaction between

residents and children from Apples and

Honey Nightingale nursery. Furniture is

arranged to accommodate mixed groups

of children, residents, mobility aids and

helpers, while wide patio doors open

onto a shared seating area overlooking

the nursery playground. With the nursery

classroom directly opposite and an

internal route available in poor weather,

shared use of the space becomes part of

daily routine rather than a special event.

Why co-location is not enough on

its own

Simply placing services, such as a nursery

and a care home, in the same building

is not a guarantee of connection. Colocation

without intention can reinforce

separation, with different groups using the

same space at different times or remaining

socially distant.

For shared spaces to fulfil their

potential, they must be designed and

supported with intergenerational

interaction in mind. This requires

trained practitioners, clear purpose

and organisational commitment.

It also requires policy alignment

across education, care, planning and

commissioning.

Where co-location is treated as an

end in itself, opportunities are missed.

Where it is understood as a platform for

intergenerational practice, its impact is far

greater.

Implications for policy and placemaking

We need to pay closer attention to how

places are designed. This has implications

for local government, housing policy

and public service planning. Housing

developments that target single

demographics may solve short-term needs

while undermining long-term cohesion,

for example.

By contrast, place-based approaches

that prioritise shared spaces and

intergenerational interaction can

strengthen communities and reduce

reliance on reactive services. This requires

joined-up thinking across departments

and a willingness to value social outcomes

alongside financial ones.

It also requires a shift in mindset.

Connection should not be treated as an

optional extra, delivered through timelimited

initiatives. It should be designed

into the fabric of everyday life.

This shift is beginning to shape new

developments. At Standish Village,

Millennium Care is currently planning a

co-located nursery within its care setting,

recognising the role shared spaces can play

in strengthening community connection

from the outset rather than retrofitting it

later.

Rethinking what progress looks like

An ageing society cannot be sustained

on services alone. It requires connection,

contribution and shared experience across

generations. Co-location and shared

spaces offer a practical way to rebuild

these foundations, but only if they are

understood as social infrastructure rather

than property solutions.

As new year policy agendas take shape,

there is an opportunity to rethink some of

the assumptions that have guided placemaking

and service design. The question is

not whether intergenerational connection

is desirable, but whether we can afford to

continue designing places that prevent it.

We built separate places for each

generation – and called it progress. The

challenge now is to decide whether that

model still serves us, or whether it’s time

to design communities that bring us back

together.■

Judith Ish-Horowicz is co-founder and

director of intergenerational nursery Apples

and Honey Nightingale intergenerational

nursery and co-founder of training

organisation AHN. She works as a

consultant in intergenerational practice

both nationally and internationally.



nmt-magazine.co.uk January/February 2026 NURSERY MANAGEMENT 09/01/2026 TODAY 09:3749


nmtoperations

Nursery managers round-up

Whether it’s braving the wind and rain to complete a sponsored walk, or ensuring local

children receive gifts at Christmas, managers across the UK are going that extra mile.

We round up some of the things you’ve been getting up to

Manager’s medal

Emma Green, nursery manager at The Little Lane Nursery in

Stamford, Lincolnshire, was awarded the British Empire Medal

in the King’s New Year’s Honours List for her services to early

years education.

Green previously worked at the neonatal unit at Peterborough

City Hospital, the same unit that cared for her daughter Ava 10

years ago, and her son Theo, born prematurely at 27 weeks in

May 2022. Her personal connection to neonatal care has inspired

ongoing fundraising efforts, many of which have involved

families and staff at the nursery.

Green has overseen Little Lane becoming a Prem Aware

accredited setting, strengthening the nursery’s ability to support

children born prematurely and the families around them.

“Working in early years is a thankless job – to feel there was

recognition is amazing,” said Green, who was nominated by a

colleague. “I hope this recognition will help others in the sector

see the difference it makes.”

Star quality

Zoe Staines, headteacher at Bowerdean Nursery School in High

Wycombe, Buckinghamshire, was recognised as one of the ‘12

stars of Eden’ for her extraordinary dedication. The 12 Stars of

Eden is a community initiative celebrating ‘everyday heroes’.

“I was hugely surprised and honoured to be recognised as one

of the 12 Stars of Eden,” said Staines, who began volunteering

at Bowerdean 18 years ago after her child started at the nursery,

and went on to retrain as a teacher. “I feel incredibly fortunate

to work alongside such a talented nursery team. Our role in the

community extends far beyond education – from supporting

families with housing and providing washing services, to offering

an open-door policy that gives everyone a safe space to share

concerns and seek advice.”

She added: “I truly love my job, and it is a privilege to have

even the smallest impact during the most important years of a

child’s development. Everyone is capable of amazing things when

they have someone who believes in them and can scaffold their

learning. This belief sits at the heart of the Bowerdean ethos –

and I am lucky enough to have benefited from it myself.

“Bowerdean remains my second home and a truly special place.

It has had a profound impact on my life and that of my whole

family. I feel incredibly lucky and immensely proud to continue

being part of the nursery and the community it serves.”

Walking the walk

Team members at Partou Eldwick Street Day Nursery and Preschool

in Burnley braved atrocious conditions to complete a

challenging sponsored walk around the town, which raised an

impressive sum for disadvantaged children around the world.

“We set off late at night in a wild storm to complete 8.5 miles

through the streets of Burnley,” explained Danielle James, Partou


Eldwick Street nursery manager. “I set up a JustGiving page

explaining what we were doing and shared the QR code and link

with my team, as well as on our nursery Facebook page. Between

us we raised an amazing £350 for UNICEF.”

She added: “We are proud to raise money to support

UNICEF’s vital work for children. UNICEF ensures more of the

world’s children are vaccinated, educated and protected than any

other organisation.”

Katherine Woodland, senior nursery manager at Tops

Bearwood, said: “It was a wonderful evening that really

showcased what our Tops Bearwood community is all about.

Seeing the children’s faces light up as the decorations came on,

and watching them share those moments with their families,

with Steve Fletcher and Jimmy Glass here to help us celebrate,

made it a truly memorable start to Christmas.”

Nice as pie

Children – and even a few parents – at First Friends Nursery

in Denmead, Hampshire, took delight in choosing which staff

members would receive a whipped cream pie to the face as part

of a money raising initiative for Children in Need. The setting

raised an impressive £400, following a week of community

outreach and a fundraising evening which saw an excellent

turnout. Highlights included a bake sale offering an array

of homemade treats, a lucky dip full of surprises, and a raffle

boasting prizes such as vouchers from local businesses, and giant

teddy bears.

Children at the nursery prepared and delivered acts of

goodwill to local businesses, schools, charities, organisations and

care homes.. The nursery received a number of heartfelt messages

of thanks from those they visited, demonstrating the positive

effect of simple, thoughtful acts of kindness. Staff described

the challenge as an invaluable opportunity for children to learn

about compassion, community spirit and the importance of

giving back.

Football legends

Former footballers Steve Fletcher and Jimmy Glass lit up the

start of the festive season by performing the official countdown

to a lights switch-on at Tops Day Nurseries Bearwood in

Bournemouth.

The evening featured a festive playdough station, a Christmas

light trail, soft play and a special visit from Father Christmas.

Families had the chance to explore the nursery’s indoor and

outdoor spaces.

Joy of giving

Sixty children across Teesside received a Christmas gift thanks to

the efforts of families, staff and children at Rosedene Nurseries.

The nursery group supported the Teesside at Christmas appeal,

which provides donations to people in need across the region.

Rosedene’s newest setting in Redcar took the lead within the

group, acting as the central drop-off point and coordinating

the collection from Rosedene’s other nurseries located across

Stokesley, Northallerton, Middlesbrough and Stockton. Pearl the

dog helped out on the day.

Alice Haslam, managing director of Rosedene, said: “Rosedene

Redcar only opened a few months ago, but already the families

here have shown just how generous and community-minded they

are. Coming together to deliver gifts for 60 children who might

not otherwise receive anything this Christmas is a powerful

reminder of what can be achieved when people care.”■


nmtleadership

Meet the manager

In our series showcasing the sector’s nursery managers, we find out about

Suki Kaur, nursery manager at Fennies Beckenham

What was your route to becoming

a manager?

While studying for my degree in classical

music, I did some work in a nursery

managed by my sister. Although my initial

career goal was to become a secondary

school music teacher, I quickly developed

a strong passion for early years education.

After completing my degree, I achieved

Early Years Professional Status and

began my full-time career in the sector.

I progressed rapidly from early years

practitioner to deputy manager, and

subsequently to nursery manager.

What’s the best thing about

working at Fennies?

The greatest strength of Fennies lies in its

people. Every individual, from children,

parents, team members and the wider

community is valued and respected. We

foster a collaborative culture that builds

on the strengths of each member, working

together to ensure our children are

supported and able to thrive in a happy,

positive environment.

What is the best training you’ve

been on?

Our conferences have been a valuable

source of professional development. In

addition to providing a clear strategic

focus for the organisation, they have

enabled myself and other management

teams to collaborate and share best

practice. I strongly believe that high

standards and quality are best achieved

when leaders are committed to driving

initiatives forward to support children in

achieving outstanding outcomes.

What’s the most challenging part

of being a nursery manager?

I believe the most challenging aspect

of the role is balancing a wide range of

responsibilities while consistently keeping

children’s outcomes at the heart of

every decision. The role requires careful

oversight of quality, compliance, staffing

and operational demands, all while

maintaining a strong focus on delivering

outstanding care and education.

However, having a strong support

network is essential in managing these

challenges effectively. The opportunity

to soundboard ideas and draw on the

experience of peers and senior leaders

helps to provide clarity and reassurance.

This collaborative approach not only

eases the pressures of the role, but also

transforms challenges into positive

opportunities for growth and strong

leadership practice whilst continuing to

improve and develop.

Which three people would you

invite to a dinner party?

Podcaster and author Jay Shetty – I find

strength in motivational speeches and

coaching, so I think it would be super

uplifting to have Jay around the table.

Whitney Houston – Just imagine a

vocal masterclass with Whitney and

duetting with her!

My nan – I’d give anything to have just

another moment with her. For her to see

the challenges that I have overcome, to see

my children and feel the warmth of her

love.

What do you do to look

after yourself when things get

stressful?

It is easy to feel overwhelmed by the

path ahead, the actions still waiting

within plans, and the projects yet to be

completed. In these moments, I take

comfort in reflecting on the successes.

I’ve shown so much growth and had so

many achievements that have carried me

to this point, however small they may be.

Even when the journey ahead can seem

overwhelming, there’s always a reason for

our path.

Suki Kaur

What is the one thing you would

change about the early years

sector?

Recognising that early years is an integral

part of the education system. This

ensures that children’s development and

learning from birth to five are prioritised

as essential, not optional. It also requires

greater recognition of the dedication and

the care that practitioners pour into their

work every day.

What three things would you take

to a desert island?

A grand piano: My favourite instrument.

This would provide a new opportunity

every day to learn something new, to

be creative and connect to the universe

through music.

A journal: To record my thoughts and

experiences, reflect and be expressive

without judgement.

A photo of my children: A constant

reminder of why I do what I do, my

strength and my greatest achievement.

What advice would you give your

younger self?

To never lose your sense of self and

everything that makes you special. No

dream is too big. Believe that you can

achieve anything you want. Instead of

searching for happiness, search for peace.■


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nmtawards

And the winner is…

The National NMT Nursery Awards took place in November in a ceremony

at the Park Plaza Westminster, celebrating the very best of the early years

sector. In the second of a two-part series, we round up the winners

Main sponsor

Nursery training and development

sponsored by Partou

Winner: Naturally Learning

Naturally Learning is a group of seven settings in Cornwall.

With nature at its heart, the group nurtures children,

families and staff through authentic experiences, training and

sustainable growth. Naturally Learning’s passion for training

and development has transformed early years practice across its

community. The group is driven by a deep belief that investing in

practitioners means investing in every child’s future.

Individual nursery of the year sponsored by

Zebedees

Winner: Polka Dot Farm Nursery

Polka Dot Farm is an Outstanding-rated nursery on a working

farm, where children connect with nature and animals in ways that

spark curiosity and creativity. Its aim is to bring back “old school”

childhoods, with its strap line “Less Screen Time, More Green

Time” supported by seven outdoor play spaces, a huge field and an

allotment area.

Nursery indoor learning environment of the year

sponsored by YPO

Winner: University of Staffordshire Woodlands Day

Nursery

Woodlands Day Nursery is a sustainable, net zero carbon early

years setting where nature, innovation and child-led learning

empower curious, confident learners to thrive. Its innovative

indoor environment has a clear and measurable effect on children’s

health and wellbeing, resulting in significant improvements to

attendance levels.


Nursery outdoor learning

environment of the year

sponsored by Hope Education

Winner: RAFAKidz Medmenham

RAFAKidz Medmenham’s outdoor space has

been carefully developed to create an exciting,

engaging environment that encourages children

to explore, to let their imaginations run wild

and challenge themselves within a space that is

safe and secure. Children are encouraged to use

real tools, including hammers and knives for

whittling, challenging their physical skills whilst

fostering creativity.

Community nursery of the year

sponsored by Tinies

Winner: Bumbles Nursery

Bumbles Nursery is a nurturing inclusive

nursery group rooted in community values

and sustainability. It supports children’s

growth through play-based learning, strong

partnerships with families, and meaningful

contributions to the local area. Bumbles

operates with a clear mission: every child,

regardless of background or ability, deserves a

place where they can learn, grow and thrive.

Nursery business development

sponsored by CPOMS

Winner: Family Adventures

In the past year Family Adventures has

doubled in size to 14 settings and increased

revenue and profit while remaining true to

its core values. Family Adventures Group

operates predominantly in deprived areas

of the country and is guided by its core

purpose – to enable the generations of

tomorrow.


Nursery operations/Area manager

of the year

sponsored by activ8 managed technologies

Winner: Chia Taylor,

Ashbourne Day Nurseries

Ashbourne regional manager Chia Taylor

supports 10 nurseries and is a driving force behind

outstanding practice, known for inspiring teams

and transforming settings. Her ethos is that good

practice should be so deeply embedded that it

shapes every interaction, every space, and every

decision for children. She provides a focus on

collaborative working, creative thinking and

empowerment for her staff

Nursery chef of the year

Winner: Rebecca Sarpong,

Blossom Tree Montessori

Rebecca Sarpong believes that a nourishing

diet is the foundation of every child’s health,

happiness and ability to thrive, and she pours her

heart and soul into every dish she creates. All

meals are freshly prepared on site each day, using

the highest-quality ingredients, seasonal fruit

and vegetables and no added salt or sugar. Her

homemade tomato sauce is a specialty.

The SENCo Award

sponsored by Kids Planet

Winner: Jo Benko, Toots Day Nursery

Jo Benko’s commitment to ensuring every child

thrives is inspirational. Working as special

educational needs co-ordinator (SENCo) lead

for Toots Day Nursery, as well as across the wider

Toots group, she is dedicated to ensuring that

inclusion is embedded in everything, not an addon.

Children with special educational needs and

disabilities participate in all aspects of nursery life

fully, avoiding any separation or limitations.


nmtawards

Forest or beach school/kindergarten

sponsored by Naturally Learning

Winner: Auchinairn Forest Kindergarten

Auchinairn Forest Kindergarten empowers children

to follow their own interests and learning experiences

through direct interaction with the natural environment.

Staff create and assess the safety of risky play experiences,

such as zip lines, climbing nets, swings and rope ladders.

Parent engagement

sponsored by Famly

Winner: Eagley School House Nurseries

At Eagley School House Nurseries, parent partnership is

woven into the heart of daily practice. From the very first visit,

parents are welcomed as partners in their child’s journey, with

open communication, shared decision-making, and tailored

support. Parents label the nursery as “life changing”, valuing

the timely, outstanding support for children with special

educational needs and disabilities.

Nursery nurse/Childcare practitioner award

Winner: Leah Tobierre, Seahorse Nursery

Leah Tobierre, nursery practitioner at Seahorse Nursery,

is passionate, attentive, caring and positive. The definition

of an outstanding practitioner, she oozes knowledge and

compassion. Her empathy, professionalism and innovation

make her an excellent role model for staff and a driver of

excellence.

Technology Product of the Year

sponsored by Partou

Winner: Famly

Famly is a collaborative early childhood platform, allowing

educators and families to share knowledge about children,

and handle day-to-day tasks quickly and easily. Famly

consistently listens to the sector, drives forward-thinking

innovation, and delivers truly exciting technology.


Nursery personality of the year

Winner: Sharon McKay, PlayPals

Sharon McKay is deputy manager of a nursery

and wraparound provision at PlayPals, as well as

working in the two- to three-year-old room. She

goes above and beyond every day, always smiling

and making people laugh, driving up standards

throughout the setting. Her team describes her as

“the joker, the mother hen and the extra motivation

we need. Every nursery needs a Sharon”.

Apprenticeship scheme of the year,

sponsored by Realise

Winner: Bright Horizons

The Bright Horizons Apprenticeship

Programme supports more than 700 apprentices

across 263 nurseries, demonstrating a sectorleading

commitment to developing skilled,

confident early years professionals. By nurturing

the next generation of early years practitioners

through a model built on inclusivity, quality,

and long-term progression Bright Horizons is

contributing to a future of high-quality childcare

and education in the UK.

Nursery team of the year, sponsored

by Hope Education

Winner: Scallywags Nursery Chelmsford

Scallywags’ team displays a contagious energy,

with staff demonstrating their love for early

learning and filling their setting with warmth,

joy and endless curiosity. The team creates a

foundation for lifelong learning through care,

creativity, and their connections with the

children, families and their community.


nmtawards

New nursery of the year,

sponsored by The Childcare

Company

Winner: Little Adventures Nursery

Bristol St Philips

Little Adventures Nursery Bristol St

Philips, which launched in September 2024,

places a strong emphasis on community

engagement. The 62-place nursery reached

full occupancy within 10 months of

opening and could have reached that point

sooner if staffing availability had been

better.

Newcomer of the year

Joint winners: Jessica McColm, Finkley

East Anton Nursery and Preschool;

Geraldine Brandan, Monkey Puzzle

Stoke Newington

Since joining Finkley East Anton in February

last year, Jessica McColm has quickly filled the

space with positivity. In a short time she has had

an impact on the staff she works with, the parents

she supports, and the children she teaches.

Geraldine Brandan has had a varied career but

describes her current role as the one where she

had found her passion, in a role that is both

fulfilling and rewarding. She is an exemplary

team player, always ready to support colleagues

with a positive attitude.

Supplier of the year

Equipment and services winner:

Hope Education

Training and learning:

Realise Training Group

Hope, part of the Findel family, delivers trusted

educational support across early years. The

company’s bold environmental, social and

governance strategy bridges education, wellbeing,

and environmental action. Hope is making an

impact beyond the classroom through innovative

initiatives including staff volunteering, breakfast

clubs and a focus on children.

Realise Training Group is the largest provider

of apprenticeships and training in the early years sector. The group shows innovation in the creation of

new courses, programme delivery and curriculum development. New initiatives include the SENCo Skills

Bootcamp and the RealiseEY app, providing essential additional support to nursery managers.■


nmtproperty sold

properties

recently sold

Little Avanti Day Nursery sold to a new entrant

A new entrant to the nursery market has acquired Little

Avanti Day Nursery in Stanmore, Middlesex, which is

registered for 34 children.

Rated Good by Ofsted, the nursery has a holistic and

nature-based approach to early childhood education,

offering weekly yoga, mindfulness and Spanish sessions

alongside a creative and engaging curriculum.

The nursery has secure outdoor play areas, a purposebuilt

setting, and convenient access to local transport

links.

Childcare and education broker Redwoods Dowling Kerr

facilitated the sale.

Attivo buys Honey Pot House

Existing operator Attivo has bought Honey Pot House, a

children’s day nursery in Solihull, West Midlands.

The nursery, registered for 62 children, occupies a Grade

II listed property. The ground floor provides activity

areas for toddlers and has direct access to a garden.

The nursery also features a library. On the first floor, the

property houses the baby unit alongside pre-school

activity rooms and a dedicated sleep room.

Secure outdoor areas include a separate covered baby

garden, mud kitchen, artificial grass play areas, soft play

zones, a sand pit and a growing area.

The nursery was brought to market to allow the owner

to retire.



Established operator acquires Little Learners Nursery & Pre-School

An established operator has bought Little Learners

Nursery & Pre-School in Leicester.

The nursery and pre-school combined have a total

capacity for 90 children.

Little Learners has built a strong reputation with

positive word-of-mouth referrals and good community

engagement.



Redwoods Dowling Kerr’s senior sales negotiator for

childcare and education, Karrina Lee, managed the sale.

Kindred buys Derby nursery

Kindred Education has acquired Derby-based Mickleover

Day Nurseries.

With capacity for more than 80 children aged from three

months to five years, the substantial setting – trading

as the Mary Poppins Day Nursery – is rated Good by

Ofsted. The nursery operates from a Victorian detached

property, which has been converted to provide a warm

and welcoming learning environment.

There is scope to increase capacity through property

extension.

The previous owner brought the property to market in

order to retire.




properties

recently sold

Operator acquires West Yorkshire out of school and holiday club

nmtproperty sold

An established operator has bought Moor Fun Wrap

Round Club, an out of school and holiday club based in

Meltham, West Yorkshire.

Moor Fun Wrap Round Club launched in 2018, and is rated

Good by Ofsted. Located in a local school, it caters for 32

children before school and 24 children after school and

during holidays.

The sale was facilitated by Ella Sanderson, sales

negotiator at childcare and education broker Redwoods

Dowling Kerr.

Rise N Shine Nursery buys London setting

Rise N Shine Nursery in East London has acquired Rushey

Green Nursery in Catford, Southeast London.

The nursery has been established for more than 35 years

and has been under its previous ownership for over a

decade.

Rushey Green is registered for 70 children aged from

six months to five years. It operates from a three-storey

building originally opened by Queen Mary in 1918. It has

additional basement space, as well as a two-storey coach

house, an outdoor play area and a large garden.

Rise N Shine Nursery said it was attracted by the setting’s

reputation, location and significant growth potential.



Redwoods Dowling Kerr’s deputy manager for childcare

and education, Sarah Ellison, said: “It has been a privilege

to work with the previous owners of Rushey Green

Nursery and to secure such a well-matched buyer in Rise

N Shine Nursery. This is a fantastic outcome for both

parties and ensures the continued success of a highly

respected setting.”

To find out more details about the businesses available for sale, and sold,

through Redwoods Dowling Kerr please visit: www.redwoodsdk.com

CONTACT SUMMARY

CHRISTIE & CO

LONDON

Sophie Willcox ...............................07736 620 855

SOUTH WEST

Rachel Godwin ..................................07701 315 061

EAST MIDLANDS

David Eaves ...........................................07711 767 094

WEST MIDLANDS

Jassi Sunner ..........................................07791 979 343

ABACUS DAY NURSERY SALES

HEAD OFFICE - 0333 370 0000

abacus@businesstransfergroup.com

SALES DIRECTORS

j.booth@businesstransfergroup.com

0161 393 2681

c.melnyk@businesstransfergroup.com

0161 413 5998

CHESHIRE/ NORTH WEST

Sofia Beck ..............................................07736 616 687

YORKSHIRE/ NORTH EAST

Grace Day ........................................... 07756 875 222

SCOTLAND

Callum Lancaster ........................07754 559 529

PORTFOLIO

Courteney Donaldson ...........07831 099 985

Nick Brown ............................................07764 241 316

GROUP SALES MANAGER

j.jackson@businesstransfergroup.com

0161 388 2151

REGIONAL DIRECTORS

c.rushworth@businesstransfergroup.com

0161 413 5997

j.mccuaig@businesstransfergroup.com

DDI 0161 393 2682

REDWOODS DOWLING KERR

SPECIALIST NURSERY TEAM

Jenna.Caldwell@redwoodsdk.com

Karrina.Lee@redwoodsdk.com

Sarah.Ellison@redwoodsdk.com

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REGIONAL DIRECTORS

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Head Office Telephone: 08442 488 322 / 01772 775 780 Email: sales@redwoodsdk.com

COULTER CONSULTING

Tel: 01525 860716 Email: info@coulter-consulting.co.uk


nmtproperty sold

properties

recently sold

Kids Planet acquires Reigate nursery

Kids Planet Day Nurseries has bought Somers House

Nursery in Reigate, Surrey, an 80-place day nursery that

offers year-round childcare for children aged from six

months to five years.

Established in March 2020, the setting was formerly part

of Cavendish Lodge Nurseries and Pre-Schools, owned by

Jodie and Kevin Potter. It was brought to market to allow

the pair to concentrate on their other two London-based

day nurseries.

The Potters stated: “Selling Cavendish Lodge Nursery

Reigate was never part of our plan, but it was important

that if we ever did, it would be to people who shared our

family-centred ethos. The Kids Planet team impressed

us from the outset with their personal approach and the

warmth of a family-run organisation, far removed from

the more corporate alternatives that we met along the

way.”

Business property advisor Christie & Co facilitated the

sale.

Bright Stars purchases Devon day nursery

Nursery group Bright Stars has acquired Hurly Burly Day

Nursery in Tiverton, Devon, a 145-place setting founded

by Clare Berry, who owned a small group of nurseries and

decided to sell to retire from the sector and invest in her

other business interests.

Bright Stars now has more than 120 settings in its portfolio.

Kirsty Ibbott, M&A director at Bright Stars, said: “Clare

Berry has created a fantastic setting with a strong

community reputation, and we look forward to building on

that. Our team is dedicated to fostering an environment

where creativity and learning flourish, and we can’t wait to

collaborate with the existing staff to continue delivering

exceptional childcare experiences for families in the area.”

Jassi Sunner, associate director – childcare and education

at Christie & Co, said: “When the business was initially

marketed, it was smaller, and our client owned the

leasehold. During the marketing process, Clare purchased

the existing space as well as some additional nursery

space to use, which transformed the business we were

advertising. We received a total of 28 enquiries, 14

viewings, and 10 offers for the business before we agreed a

sale to Bright Stars.”

Business property advisor Christie & Co facilitated the sale.

Busy Bees acquires London day nursery group

Busy Bees has purchased Little Bear’s Nursery, a group

of three London settings.

Founded in 2004 by Lee and Shona O’Neill, Little Bear’s

Nursery’s settings are located in Wanstead and East

Village, Stratford. The group has operating capacity for

254 children.

The acquisition brings Busy Bees’ total number of

settings across the UK to over 350.

Shona O’Neill said: “Each nursery has been a labour of

love, and we’re proud of the reputation we’ve built in

the local communities.”

Marcia Brown, divisional director at Busy Bees, said:

“Shona has done a wonderful job with the nurseries,

creating joyful and enriching environments where

children feel safe and their individual needs are catered

for.”

Nick Brown, head of brokerage – childcare and

education at Christie & Co, said: “This group was always

going to be popular. Alongside my colleague David

Eaves, we are proud to have helped Lee and Shona

achieve their goals and transition into new ventures.”


sale.

THINKING OF SELLING YOUR CHILDREN’S DAY NURSERY? SPEAK TO THE EXPERTS:

Contact our award-winning team on: 0333 034 1751 or

childcareandeducation@christie.com

christie.com


properties

recently sold

nmtproperty sold

Happy Days Nurseries purchases Montessori day nursery group

Happy Days Nurseries has acquired Snowdrop House

Montessori Nursery Group, which comprises two day

nursery settings for children in Haywards Heath, West

Sussex.

Primrose House Montessori, which opened in 2010 and

Snowdrop House Montessori, which opened in 2019,

together have capacity to care for up to 165 children aged

from newborn to five years.

The group’s founders Carole Anne and Roy Benson

originally owned five settings. The sale of Snowdrop House

Montessori Nursery Group marks their final sale and the

start of their retirement.

Happy Days Nurseries now operates 39 settings across the

South of England.

Kim Herbert, chief executive at Happy Days Nurseries,

said: “[Snowdrop House Montessori Nursery Group’s] highquality

care and education complement our own vision of

giving every child the best start in life.”


Sophie Willcox, director, childcare and education at

Christie & Co, said: “This is the fourth completion we have

had this month in the South, highlighting the continued

demand for high-quality nursery businesses across the

region.”

Kids Planet Day Nurseries acquires nursery group

Kids Planet Day Nurseries has acquired Shine Childcare, a

four-setting day nursery group located across the North of

England.

Founded in 2004, Shine Childcare is a family-run private

nursery group comprising four freehold day nursery

settings: Little Angels in Huddersfield, Newbank House in

Oldham, Tiny Tree in Halifax, and Tiny Tree in Leeds.

Together the nurseries have an operational capacity of 570

places, alongside an organic development opportunity to

register an additional 60 places at the Tiny Tree setting in

Halifax.

The portfolio provides full-day childcare from newborn to

11 years, including before and after-school provision and

holiday clubs.

Kids Planet Day Nurseries now owns more than 250

settings across the UK.


Nursery owners re-enter sector

A pair of past nursery owners have re-entered the

sector with the purchase of an East Sussex setting.

Shashi and Sunita Irukulla, who previously ran a day

nursery in Buckinghamshire which they sold in 2024,

bought Amberley Nursery & Forest School in Bexhillon-Sea.

Amberley Nursery & Forest School is a Good-rated

setting registered for 40 children aged from 12 months

to five years. It has been owned and operated by Clare

and Mark Ryalls since 2001 and was brought to market

to allow the sellers to retire from the sector.


sale.

Sophie Willcox, director, childcare and education at

Christie & Co, said: “This is the third freehold sale I

have sold this month, highlighting that buyers like to

have the underpinning of an asset which has potential

alternative use, when raising funds with the bank.”

THINKING OF SELLING YOUR CHILDREN’S DAY NURSERY? SPEAK TO THE EXPERTS:

Contact our award-winning team on: 0333 034 1751 or

childcareandeducation@christie.com

christie.com


EVEN IN THE COLD,

OPPORTUNITES ARE

HEATING UP!

29%

Increase in the number

of new childcare and

education business

properties brought

to market

14%

Increase in viewings

101%

Of the asking price

achieved on the day

nurseries sold

OUR RECENT DATA SHOWS THAT INTEREST IN THE SECTOR IS INCREASING,

CREATING EXCITING OPPORTUNITIES FOR OPERATORS. OUR EXPERT TEAM CAN

OFFER ADVICE ON YOUR PLANS FOR 2026.

FOR INDEPENDENT, EXPERT ADVICE CONTACT OUR SPECIALIST TEAM

T: 0333 034 1751 | E: childcareandeducation@christie.com

DAY NURSERIES FOR SALE ACROSS THE UK

4281061 – Essex

FOR SALE

FREEHOLD - £250,000

• EBITDA of c. £62,000 at YE Sep. 2025

• Operating capacity of 36 children

• Held on the end of a 15-year lease

T: 07355 626 551

2480027 – London

LEASEHOLD - OFFERS INVITED

• EBITDA of c. £42,000 YE Aug. 2025


• Ofsted rating ‘Outstanding’

T: 07355 626 551

FOR SALE

5280111 – Scotland

FOR SALE

FREEHOLD - £1,500,000

• EBITDA of c. £310,000 YE 2024

• Operating capacity of c. 100 children

• Turnover of c. £950,000 YE 2024

T: 07754 559 529

4281046 – Surrey

FOR SALE

LEASEHOLD - £150,000

• EBITDA of c. £45,000 YE 2025


• New lease available

T: 07736 620 855

5880210 – Northamptonshire


• EBITDA of c. £111,000 YE Dec. 2024


• Turnover of c. £362,000 YE Dec. 2024

T: 07711 767 094

FOR SALE

5880225 – Norfolk

FOR SALE


• EBITDA of c. £145,000 YE March 2025


• Turnover of c. £538,000 YE March 2025

T: 07711 767 094

4281026 – Cheshire

4281052 – West Yorkshire

5880206 – Birmingham

FOR SALE

LEASEHOLD - £1,350,000

• EBITDA of c. £450,000 YE 2025


• Ofsted rating 'Good'

T: 07756 875 222S

FOR SALE

LEASEHOLD - £650,000

• EBITDA of c. £135,000 YE March 2025

• Fully managed with experienced team

• Forecasted Turnover of c. £735,000

YE March 2026

T: 07736 616 687

FOR SALE

LEASEHOLD - OFFERS INVITED

• Turnover of c. £176,000 YE 2024


• Secure parking and access

T: 07791 979 343

christie.com

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Nursery Management Today, Janaury-February 2026

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