Nursery Management Today, March-April 2026

4/2026

March/April 2026

Make the

right call

Future-proof your training

Strategies for sustainable growth

Child-centred leadership

nmt-magazine.co.uk

Who’s watching over your

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changes can be made to prevent an incident.

dot2dot helps nurseries understand these risks with

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With dot2dot, you can focus on running your nursery

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nmtcontents

Inside this issue...

MARCH/APRIL 2026 •

VOLUME 25 NUMBER 2

12

20

32

40

48

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

News ..................................................................................................................................... 6-9

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

Leah Turner, co-founder of broker Owen Froebel, explains

how landlords can make or break a nursery sale

Leadership ........................................................................................................ 12-15

Adam and Pauline Sage, owners of MiChild nurseries,

describe the group’s development and future plans

Insurance .............................................................................................................. 16-17

dot2dot’s Jacqui Hyde sets out what every nursery leader

needs to be aware of when it comes to safeguarding

Development ............................................................................................ 18-19

Little Nurseries Group’s Gary Jeffries looks at the structural

changes needed when expanding from one or two nurseries

to a larger group

Workplace nurseries ............................................................. 20-25

Charlotte Goddard explores the benefits and challenges

faced by private, voluntary and independents moving into

workplace nursery provision

Training

........................................................................................................................ 26-27

Kido Schools’ Sophie Hayter and Grandir UK’s Cathy

Agozzino say off-the-job training is misunderstood,

undervalued, but essential

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

Workwhile’s Anna Ambrose sets out important recent

changes to apprenticeships

................................................................................................................................... 31

Realise’s Lindsey Yates explains why the Level 5 early years

apprenticeship is a sector game changer

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

NMT visits Polka Dot Farm nursery in Essex to understand

why it became ‘Individual nursery of the year’

Management ........................................................................................... 38-39

Family Adventures’ Corinna Laing discusses neurodiversity

in early years leadership

Sustainability .......................................................................................... 40-41

Kelly Dunn, area director at Bright Little Stars Nursery

Group, explains how the company’s energy saving strategy

embeds sustainability in young minds

4/2026

March/April 2026

Make the

right call

Future-proof your training

Strategies for sustainable growth

Child-centred leadership

nmt-magazine.co.uk

Inclusion ........................................................................................................................... 42

Swift Childcare’s Jack Edwards on how early years settings

can promote inclusion by challenging ideas about gender

Business ............................................................................................................................ 43

The Harkalm Group describes the challenges of opening

your first nursery

Legal .......................................................................................................................................... 45

Gurlabh Singh and Matthew Parkinson at digital forensics

specialist Sytech explain the legal obligations of childcare

professionals around reporting child abuse

Technology ................................................................................................. 46-47

Charlotte Goddard looks at how nurseries can support

screentime restrictions for younger children

Managers round-up .............................................................. 48-49

Top news about nursery managers across the country

Meet the manager .................................................................................. 50

We find out about Netta Berecz-Domak, head of nursery at

kinderzimmer Muswell Hill

Awards .................................................................................................................... 52-55

Award sponsors explain why the NMT National Nursery

Awards play such an important role in the sector

nmt-magazine.co.uk March/April 2026 NURSERY MANAGEMENT TODAY 3

Helping You Grow:

Profitable Nurseries,

Tailored Support

At Owen Froebel, we’re passionate about helping nursery

owners buy and sell preschool nurseries with ease. Combining

extensive industry knowledge with a tailored approach, we’re

here to support your unique journey every step of the way.

Whether you’re looking to sell now or planning for the future,

our expert team ensures the entire process is smooth and

hassle-free, from your first consultation to the final agreement.

With a proven history of successful sales across the UK—from

the North-West to the South-East—we deliver results you can

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For more information get in touch:

hello@owenfroebel.co.uk

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nmtcomment

Chief executive officer

Alex Dampier

Chief operating officer

Sarah Hyman

Advertising & event sales director

Caroline Bowern

0797 4643292

caroline.bowern@nexusgroup.co.uk

Editor

Charlotte Goddard

Subeditor

Charles Wheeldon

Publisher

Harry Hyman

Investor Publishing Limited

Registered in England & Wales No. 05001896

Registered office 3rd Floor, 10 Rose and Crown

Yard, King Street, London, SW1Y 6RE

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Website: nmt-magazine.co.uk

Nursery Management Today is published six times a year

by Investor Publishing Ltd. ISSN 1476-136X

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Views and comments expressed by individuals in the

magazine do not necessarily represent those of the publishers

and no legal responsibility can be accepted for the results of

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No part of this publication may be reproduced, stored in a

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without the prior permission of Investor Publishing Ltd.

SEND support must aid

all nurseries

There’s no doubt that the difficulty

in providing support for the

soaring number of children

with special educational needs and

disabilities is front of mind for most

nursery leaders and managers. The

founders of MiChild, Adam and

Pauline Sage, are not alone in citing this

as one of the main challenges facing

nurseries across the country (p12).

That’s why new funding available

to help early years settings to develop

and sustain inclusive early years

environments is welcome. The new

inclusive early years fund will provide

£47 million of additional early years

funding in 2026 to 2027 to “support

the early years sector to become more

inclusive of children with special

educational needs and disabilities.”

This extra funding will be given

upfront to providers before the end

of September, to help them adopt

setting-wide inclusive practices, reduce

reliance on individual child-based

funding applications, and enable

early intervention for children with

SEND. The Department for Education

recommends local authorities should

hand out £1,000 at a time – enough, it

says, to make a meaningful difference

– but also says they are not obliged to

fund every single provider.

While funding is always welcome, it

will be interesting to see what criteria

the local authorities decide nurseries

need to meet, how they intend to

distribute it, and how much they are

likely to allocate. Private, voluntary

and independent settings, which

increasingly feel overlooked in favour of

school nurseries, will want to see a fair

and equitable approach.

The inclusive early years fund was

flagged up in ‘SEND reform: putting

children and young people first’, the

government’s SEND consultation which

was published alongside the schools’

White Paper ‘Every child achieving and

thriving’, and closes on 18 May. Both

documents recognise the importance

of early years, but it is noticeable that

where plans for schools are laid out in

detail, there doesn’t seem to have been

quite so much thought given to how the

policies and practices will translate. In

many cases the government says it will

work with the sector to come up with

a plan. Consultation is welcome, but

we must hope that early years does not

lag behind schools when it comes to

implementation of these reforms.

Charlotte Goddard

Editor, Nursery Management Today

charlotte.goddard@nexusgroup.co.uk

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nmtnews

News in brief

POLITICS & POLICY

The government’s schools White Paper,

‘Every child achieving and thriving’,

announced that early years settings,

schools and post-16 settings will receive

a share of £1.6 billion over three years to

put interventions in place at the earliest

signs of children having additional

needs. The inclusive mainstream fund

will come on top of existing core SEND

funding, to run targeted and small group

interventions at the earliest signs of

children having additional needs.

The government has published

guidance that aims to support partnership

models between Best Start Family Hubs

and other organisations, including

nurseries. In a keynote speech at the

National Centre for Family Hubs

conference in February, early education

minister Olivia Bailey said early years

education would sit at the heart of the

wider family support system.

Parents of children between the ages

of two and five should limit screen

time to an hour a day, while under-twos

should generally avoid screens altogether,

according to government guidance. The

evidence-backed guidance was developed

by an advisory group led by children’s

commissioner Dame Rachel de Souza and

paediatrician Professor Russell Viner, with

input from early years professionals as well

as parents and other experts. The advisory

group said it had not sought to provide

advice for early years educational settings,

where the use of screens for educational

purposes requires different considerations.

The Early Education and Childcare

Coalition found low wages can impact

parents’ view of childcare, with some

Early education minister Olivia Bailey (centre) visits a Kido setting before announcing apprenticeship grant

believing that poor pay equates to poor

quality, in research carried out with the

University of Leeds. The report cites

degree-educated nursery workers forced

to take on second jobs, such as bar work,

to make ends meet.

Coram Family and Childcare’s annual

survey found full-time costs for children

under two have fallen by 39% since last

year for families eligible for funded places

in England, after rising steadily from 2001

to 2024. However, costs for children aged

under two have risen by 5% in Scotland

and 8% in Wales. It also found that

full-time childcare costs for three-to-fouryear-olds

have risen by 9% in England,

and 6% in Scotland and Wales.

Early Years Alliance research found

half of early years providers have stopped

taking on new children over the past six

months, or limited numbers, while one in

six have reduced the number of funded

places. The survey found that more than

eight in ten (82%) of providers offering

three- and four-year-old funded places say

their current funding rate is lower than

the cost of delivering places.

The government will support

employers of staff undertaking the new

early years degree apprenticeship with a

share of a £3.2 million support grant.

6 NURSERY MANAGEMENT TODAY March/April 2026 nmt-magazine.co.uk

nmtnews


nmtnews

Nurseries will receive £8,000 for each

apprentice, to cover backfill, training and

National Insurance costs. The support

grant will be paid to training providers,

who will pass the funding directly on

to early years settings employing the

apprentice. The government will also

contribute £9,000 per apprentice each

year to cover training costs.

Ofsted has created a QR code badge

unique to each early years setting

which nurseries can use to link to their

individual inspection reports. The

Ofsted-branded badges can be displayed

anywhere the provider wants to promote

its inspection outcomes, offering instant

access to its full report.

Kinderzimmer

Schools are 10 times more likely to

receive an exceptional grade than private,

voluntary and independent settings

under Ofsted’s new report card system,

according to analysis by the National Day

Nurseries Association, which analysed

454 nursery report cards published

between January and late February this

year.

The first V Levels, which are worth

one A-level, will be available from next

year, covering education and early years,

digital, and finance and accounting. The

government said V Levels would allow

students to mix and match academic and

vocational subjects if they are unsure

where to specialise.

The National Day Nurseries

Association is calling on the government

to stop encouraging parents to send

packed lunches into nursery in order

to avoid paying fees. The organisation

has created a policy template to support

settings creating packed lunch policies.

The policy includes support for nurseries

that want to ban parents from sending in

packed lunches.

Government research found that

very few schools that don’t already offer

provision to children under the age of

three plan to do so in the future. The

report also found that none of the schools

in its sample that were not currently

offering out-of-term provision had plans

to start, and few that were not currently

offering out-of-school hours provision

had plans to start.

Early years staff numbers may have

plateaued last year, after previous strong

growth, according to research. National

Foundation for Educational Research

analysis suggests that the early years

workforce increased by just 600 between

2024 and 2025, despite rising by nearly

20,000 between 2023 and 2024. The

Department for Education previously

estimated the early years workforce

would have to increase by 35,000 staff

between December 2023 and September

2025 to meet the needs of the expanded

entitlement.

NURSERY NEWS

Kinderzimmer (UK) is opening a

sustainable nursery in Godalming,

Surrey, taking the group to 10 settings.

The nursery is located within two acres

of woodland surrounding the historic

Ockford Mill. A micro hydro power

system harnesses energy from a weir to

power the setting sustainably, a pioneering

approach believed to be the first of its

kind for a UK nursery.

Nursery staff across Partou settings

have taken part in around 2,800 hours

of training following the introduction

of changes to Ofsted inspections. Partou

launched the training programme to

support staff in understanding and

navigating the new inspection framework,

which sees nurseries receiving a separate

grade for key areas of practice, rather than

a single word rating.

Two Tops Day Nurseries, Tops Exeter

and Tops Newport, are piloting a new

offer of flexible funded hours, allowing

families to choose when to use their

entitlement across the day, while still

booking two-and-three-quarter-hour core

learning blocks.

Bristol social enterprise nursery group

Raised In contributed its first £20,000

in profit share to charity Eastside

Community Trust last year. Raised In,

which runs four nurseries across Bristol,

also contributed £181,000 in rent to

community partners and launched the

RiB Family Club, an online hub created

to build stronger connections and provide

additional support for families.

Tops Day Nurseries has launched


Tops Nurseries baby specialist

an accredited baby specialist training

programme to upskill staff across the

group. The 13-week training course

is delivered by Tops’ sister company

Shoots Training and those taking part

will achieve the NCFE CACHE Level 3

award in working with babies and young

children under two years.

Partou has revamped its long service

award scheme to recognise more

milestones in staff members’ careers. Until

now staff received gift vouchers every

five years of service, but under the new

arrangement, vouchers will be given to

Busy Bees

employees reaching one, two, three and

four years of employment.

Busy Bees has announced plans to

recruit more than 500 new apprentices

across the UK. The move will build on

Busy Bees existing cohort of more than

1,100 apprentices in training across 357

nurseries throughout the UK. The new

early years education apprentice roles will

be based at Busy Bees’ centres, offering

candidates the chance to work towards a

Level 2, 3 or 5 qualification in childcare

and education.

A group of families affected by the

serious abuse by Vincent Chan at Bright

Horizons in Camden, London, have put

the nursery provider company on notice

of a civil legal claim for damages. Chan

was sentenced to 18 years in prison after

being found guilty of 56 offences.

Nathan Bennett, who sexually abused

children while working at the now

closed Partou King Street Nursery &

Pre-school in Bristol, received a 30-year

sentence, comprising 24 years custody

and six years extended licence. Bennett’s

crimes came to light when concerns

were raised by parents and other staff,

leading his manager to review the setting’s

CCTV.

Sue Robb

PEOPLE NEWS

Early childhood pedagogy specialist

Sue Robb has been appointed as

the government’s Best Start in Life

champion to “bring early years expertise

into the heart of government”. Robb

has held senior early years roles in the

UK, including at Action for Children,

professional development programme

National Strategies, and 4Children, and

most recently led pedagogy and practice

at Goodstart Early Learning, Australia’s

largest early learning provider with more

than 650 centres nationwide.

Purnima Tanuku, outgoing executive

chair of the National Day Nurseries

Association, has joined the board of

educational charity NCFE. Tanuku

stepped down from her role at the

NDNA at the end of March, after more

than 20 years at the organisation.

SECTOR SUPPORT

The government is funding a further

5,000 Maths Champions across

nurseries in England, to support

children’s mathematical development.

Maths Champions is National Day

Nurseries Association’s evidencebased,

professional development

programme aimed at increasing early years

practitioner skills, knowledge, awareness

and confidence in supporting children’s

early mathematical development.■


nmtproperty

The leasehold conundrum

Leah Turner, co-founder of broker Owen Froebel, explains how

landlords can make or break a nursery sale.

Selling a nursery involves many

moving parts, but one issue causes

more delays and failed deals than

most owners realise – the lease. Much like

a finicky toddler, landlords need to be

handled with care. Be prepared, stand your

ground and hopefully the tantrums can be

avoided. Here are some top tips for making

sure your lease is ready for sale and how to

manage the process.

Short rolling leases

Generally for settings based in church

halls or scout huts, a rolling lease (a rental

agreement that automatically renews

annually after a fixed-term contract expires)

looks like a sure thing. However, with a

rolling lease you are potentially never more

“If you’ve been in the

setting for a long time,

there’s a good chance

your landlord’s situation

has changed.”

than a year away from being chucked out,

regardless of how long you’ve been there.

If you’ve been in the setting for a long

time, there’s a good chance your landlord’s

situation has changed. It may be worth

having a conversation about moving to a

more traditional, longer lease to provide

greater security. While a buyer may still

struggle to get lending on a five-year lease,

it offers them greater security and peace of

mind when investing their own funds into

the purchase. Don’t assume that what you

have is all you will get.

The perfect term

If your landlord is open to a longer lease,

make sure you really push your luck and

ask for at least 25 years. When it comes to

security of tenure, a 25-year lease under

the terms of the Landlord and Tenants Act

1954 is the way to go as this means that the

tenant will have a statutory right to renew

their lease at the end of the contractual

term.

Generally, anything over 15 years should

be secure enough to allow a buyer to

borrow money, but it needs to be 15 years

at point of sale. If you are approaching a

lease renewal and looking to exit in the

Leah Turner

near future, allow for a time buffer so the

lease is still suitable for your buyer. Also

remember to have the lease in the name

of your limited company, as it is an asset

of the company, with no input from the

landlord needed and no ongoing liability

for you at point of sale.

A snail’s pace

Your landlord has no vested interest in your

deal or in moving faster than they have to.

This is especially true if you are looking to

get a longer lease to allow for sale, as there

is no legal requirement for your landlord to

provide one mid-term.

Leaving the buyer to agree a new lease

as part of the sale can look like the easiest

solution, but it can become an arduous

process if the landlord or their agent

progresses at a glacial pace. This can mean

that your buyer’s finance offer may expire

while you wait, potentially leading to extra

fees or changes to lending. A faster option

is always to create a situation where the

landlord’s input in the sale itself is minimal.

Aim to extend the lease yourself prior to

sale. No muss, no fuss.

Council leases

Council leases are great. They tend to


“Your landlord has

no vested interest

in your deal or in

moving faster than

they have to.”

be cheaper than other commercial rents,

and you know that the council wants you

to stay. Unless it is looking to redevelop

the area, you are there for the long haul.

However, despite that, council leases do

tend to be short, sometimes a five-year

rolling lease.

We know on paper that the lease is

secure, but a lender or risk-averse buyer

will look on the negative side. We also

have the constant administrative squeeze

of councils, which means that while you

know you will get a lease, actually getting

the paperwork can be a chore as the

council doesn’t have the manpower to turn

things around quickly.

A council I’ve worked with as part of a

recent sale was quoting a four-year backlog

in issuing new leases, and another one has

taken three years of negotiations to get to

the point of signature. Be prepared. Ask for

a longer lease and argue that you have been

a long-term tenant and want to invest in

the business and property.

Councils are strapped for cash and the

prospect of minimal lease renewal costs,

and a tenant that is spending money,

is a good one. Make sure the lease is

transferable to a buyer and that everything

is in place before you sell the business.

Sub-leases

If you have a sub-lease then your sale will

probably involve the head lease owner

and the landlord. You are also limited to

whatever term the head lease has, regardless

of what you would want. You might like

another 25-year lease, but the gym or other

property you rent your nursery space from

may not.

The first step is to understand your lease

and how it relates to the head lease owner.

Have they sublet to you for the full term

of their own lease, and when that ends, do

they have the right to renew?

If they decide not to renew, is there an

option to agree with the landlord directly?

Or would they be open to adjusting their

lease now, and allow you to take up a lease

directly with the landlord.

But my sale is years away….

I want everyone who is reading this to

do one thing for me right now. It doesn’t

matter whether you have one setting or 20,

if you are looking to sell next year, or plan

to go on forever. If you rent your property,

where is your lease? You know, that

document you signed so many years ago,

and that is now composting in a drawer.

Go and find it now and commit to

reading it this week. Go through and

highlight the key terms, length, rent

reviews, right to assign to a buyer. If there

are areas that you don’t understand, reach

out to someone like me or a solicitor who

can explain what they mean.

Don’t wait until it’s just about to be

renewed and time is short, so you assume

the same as before is fine. Look at it now

and work out what you would want when

that time comes, what groundwork can be

laid now, what obstacles might be in the

way. A little bit of preparation now may

stop your landlord from scuppering your

sale.■


nmtleadership

A family business

Husband and wife Adam and Pauline Sage, chief executive and chief operating officer of

MiChild Nurseries, talk to NMT about the group’s development and plans for the future

MiChild Nurseries was launched

in 2019, and in 2022 chief

executive Adam Sage led a

management buyout of the holding

company, which allowed the group to

unlock £1 million in investment through

a restructure of debt. The money was

used to improve quality through staff

training, the development of an ambitious

curriculum and investment in staff

wellbeing, as well as raising standards

by bringing all nurseries under the

MiChild umbrella. Last year the group

made its first purchase in five years, Little

Thornton in Lancashire, and it has again

turned its eyes towards expansion after a

period of consolidation.

NMT met up with the Sages, to talk

about the nursery group’s development so

far, and its plans for the future.

NMT: Adam, tell us how you came

to be involved with MiChild?

Adam Sage (AS): I initially trained as an

accountant, but early years has been in

my blood for a long time. I was finance

director at Asquith Nurseries, which

Pauline Sage

I joined in 2005. At the time Asquith

needed a lot of work to turn the business

around, but we successfully navigated

through the financial crash and ultimately

saw a very successful exit to Bright

Horizons in 2016.

I joined MiChild as chief executive in

the summer of 2020, when it had just

acquired Network Nurseries, a group

of five settings, bringing its portfolio

up to nine. We quickly expanded to 18

Adam Sage

nurseries, mostly through single site

acquisitions. At the time there wasn’t an

overarching MiChild brand to bring them

all together, so one of the first things I did

was to build an infrastructure for the 18

nurseries to sit under one group.

In 2021, the owner invited me

to acquire the business through a

management buyout. At that point we

were struggling to meet our financial

obligations having made a number of

acquisitions over a very quick period

of time. We needed to restructure our

debt rapidly in order to move forward,

and I was able to do this after buying the

business in February 2022.

We had a very clear five-year plan,

which focused on consolidating the

nurseries we already owned and holding

off on acquisitions for a while. We

reduced our portfolio as some nurseries

were in the wrong locations. We are now

four years post-buyout, and we have

fully turned the business around. From

a financial perspective we are doing

very well. Our first acquisition for five

years was Little Thornton, just north of

Blackpool, in April last year, which was

all paid through cash flow. We’ve got five

settings up in Blackpool already, so this

was a great addition.


nmtleadership

NMT: Pauline, how did you come to

be involved?

Pauline Sage (PS): It was on our

honeymoon that Adam convinced me

to join the MiChild family, and I came

on board in 2023. I have been a nursery

nurse from the age of 18, progressing

through room leader to manager and

into operations and quality. I was an

operations director for Bright Horizons,

looking after 100 nurseries. There came

a point when Adam was on his journey

with MiChild when we thought, why are

we not doing this together?

NMT: How does your previous

experience feed into your

leadership style?

PS: I really want to make a difference.

When I was 21, I had a mentor who really

believed in me, and I’m fortunate now

that I’m in a situation that I can invest in

others. I feel a sense of responsibility to

support leaders of the future.

Having been a nursery practitioner

many years ago, I know it is one of the

toughest jobs that you’ll ever do. I’ve

talked to our apprentices about my

journey from an 18-year-old practitioner

to where I am 25 years later. There is

one particular 17-year-old who has

transformed as an individual. She’s

turning up every day with fire in her belly,

and it’s lovely that you can instil that real

passion in the younger generation.

AS: We replicated some of the

approach we took at Asquith here at

MiChild, driving quality by investing in

the nursery environments, the buildings

and the resources, as well as building a

team focused on quality and education. It

is putting the foundations in place from

which to grow. MiChild has 14 settings

rather than Asquith’s 100-plus, but it’s no

different in terms of the approach.

NMT: How do you ensure

consistent quality across all of your

settings?

PS: They all have their uniqueness,

but there is an underlying consistency.

We started to strengthen leadership in

the nurseries, bringing in experienced

managers and upskilling our deputy

managers through our leadership

programme.

We have two training suites in

Blackpool and Stockport, the MiLearning

Lounges, where we deliver sessions on

behaviour management, SEND support,

outdoor learning and other topics.

We also take training to staff – we’ve

just spent two weekends delivering a

roadshow across all of our nurseries.

We created the MiChild Matters

framework, which supports staff around

child development, setting out what you

would expect to see in a child of a certain

age, celebrating the uniqueness of every

child. We have had one inspection since

introducing the framework and it was

lovely to see the inspectors highlight the

support it offers staff & children.

AS: Because of the size that we are, we

are pretty agile in terms of our decisionmaking.

Our speed of execution of ideas,

and the ability to introduce change – such

as the training suites – is one of our great

benefits.

NMT: How would you sum up the

ethos of MiChild?

PS: We have created a real family culture

and we are both very visible across our

nurseries. The children and staff know

us, as we’re in the thick of it every single

day. We had an Ofsted inspection in one

nursery and our chef was off ill, so Adam,

who has got his Level 3 in food hygiene,

went in and was chef for the day.


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nmtleadership

AS: The moment we start to detach

ourselves from what’s going on in our

nurseries is when we start to lose a feel

for the business. We can’t be in every

nursery every minute of the day, nor can

our support teams, but it’s important to

be hands-on and lead by example, and

to listen to staff. The return that you get

is buy-in and trust from staff, which you

can’t put a value on.

PS: MiChild is child-centred. Our

ambitious curriculum is written in the

voice of a child, educating practitioners

how to support all our children. Every

decision we make is for the children

and the families. We have a level of

deprivation in some of our settings and

we want to ensure all children have the

same opportunities and can thrive in these

important early years. We want all our

children to be confident communicators,

motivated movers, marvellous

mathematicians, self aware superheroes,

logical learners and independent

individuals.

NMT: How are you tackling

recruitment and retention?

PS: There are more and more people

leaving the sector because early years is a

tough environment to work in. We want

to ensure that we’ve created a culture

where we recognise it’s a tough role, but

also where we can have fun.

Every Thursday I have a wellbeing

check-in call with managers and ask them

how their week has gone. Every nursery

also has a MiWellbeing Matters rep, and

every term we have a Teams call and talk

about what wellbeing looks like for their

nursery. We offer all staff 80% discount

on childcare because we recognise that’s a

real expense. We have two wellbeing days

a year for every staff member.

We recognise and celebrate our staff

through our annual awards. Last year

Adam and I watched them on the dance

floor, and we were like the proud parents

thinking “look what we have created”.

NMT: What other challenges are

facing the sector right now?

PS: There are high levels of special

educational needs and disabilities across

the board and we have recruited SEND

advisors across our settings. They may

provide one-to-one support, they may

support with training staff, or supporting

families, or applying for education, health

and care plans. We have a SEND training

roadshow for all staff in April. We can

really see the impact our SEND support

has. When we get a child who has their

EHCP approved we punch the air in

celebration.

AS: There are obviously challenges

that we can’t influence too much as a

sector in terms of what’s going on in the

global economy. We have to cut our cloth

accordingly, but we continue to invest in

our staff and children because it’s the right

thing to do.

The extended entitlements have been

great for us; we have seen huge demand. I

think the funding rates have been pretty

good overall, particularly for the younger

age children. It’s nice to see that the local

authorities are passing through a greater

proportion now for three- and four-yearolds,

which is long overdue. But of course,

one year doesn’t fix all the historical issues

of underfunding.

NMT: What’s the future for

MiChild?

AS: We are clustered in the Northwest of

England and we look to grow organically

as well as through acquisition in that area.

We’re very much looking to add to our

portfolio if it is the right deal for us, and

we always have our eyes peeled. We have

a couple of opportunities in the pipeline

at the moment. However, we’ve got 14

nurseries that require support and there’s

still organic growth to be had from them,

so we’re very mindful that we’re not

distracted by any new acquisitions.

PS: We just want to try and make a

difference in a struggling sector. It’s tough

out there, but when you get it right, it’s

magical.

AS: Having such an impact on young

children’s lives is such an important role

and we’re very fortunate that we get to do

that. We love everything we do – what is

better than working with teams of people

that care for children of such a young age.

I couldn’t think of a life without it to be

honest.

PS: And we get to do it together, which

is even better.■


nmtinsurance

Focus on safeguarding

Jackie Hyde, managing director at dot2dot nursery insurance, sets out what every

nursery leader needs to be aware of

In a recent article for Nursery

Management Today, we described the

pressures facing nurseries as a perfect

storm. Since writing that piece, the

conversations we have had with nursery

owners and senior leaders have only

reinforced that view and nowhere more

so than on the subject of safeguarding.

It is the area where external scrutiny is

sharpest, where the stakes are highest and

where the margin for error is smallest.

A more complex environment

Nurseries are managing more complexity

today than they were even five years ago.

There are more children with special

educational needs and disabilities,

including complex allergies and medical

conditions that require careful, consistent

management. That places considerable

responsibility on nursery teams and we

have seen a corresponding rise in claims

linked to the management of these needs.

Recruitment and staffing changes

add further complexity. When teams

change, the deep familiarity with

individual children and families that good

safeguarding depends upon can be harder

to sustain alongside finding and retaining

the right people. This remains one of the

sector’s most persistent challenges.

Understand what you should do to

manage the risk

One area where knowledge genuinely

makes a difference is understanding how

Ofsted responds to safeguarding concerns.

Ofsted is more vigilant than it has ever

been and we are seeing it take a much

stronger approach when concerns arise.

Suspension of registration can follow a

serious incident and the threshold is much

lower than many nursery owners realise.

For nursery groups, a concern raised

at one setting can prompt scrutiny

across the whole organisation. How you

engage with Ofsted in these moments

matters enormously. Being transparent

and demonstrating the steps you have

taken and what you are changing, gives

regulators the assurance they need.

Your LADO – making contact and

keeping records

Where a serious allegation has been made,

your Local Authority Designated Officer

(LADO) will oversee how the situation is

managed. In practice, reaching the right

person is not always straightforward,

Jackie Hyde

particularly as the role can change hands.

Keep a careful record of every attempt to

make contact, every message left and every

response received. If you are not getting

the support you need, escalate formally

and document that too.

“One area where

knowledge genuinely

makes a difference is

understanding how

Ofsted responds to

safeguarding concerns.”

Bright Little Stars nursery group uses CCTV to enhance

safeguarding and support its team in delivering high quality care


“For nursery groups, a

concern raised at one

setting can prompt

scrutiny across the whole

organisation.”

CCTV

We have said before that we believe

CCTV may become compulsory in

nurseries and the evidence from recent

cases only strengthens that view. It has

played a decisive role in investigations,

protecting children, staff and settings

alike. But footage that is never reviewed

offers limited protection. Building in

regular time to look at what your cameras

are recording, even an hour each week

across different parts of your setting, is

a practical and genuinely valuable habit.

Some clients are now using this tool as

part of their staff observations. This is

great but you must remember to record

accurately any concerns and what action

has been taken. Also record the fabulous

work your staff will be undertaking,

which has been observed too.

Culture is everything

Ultimately, safeguarding is not only

a document or a procedure – it is the

culture of your setting: the environment

in which your team feels confident to

raise concerns, where policies are lived

rather than filed, and where every child is

genuinely known and looked after. That

culture has to be built deliberately and

sustained consistently, especially when

everything else is competing for your

attention.

Loss of Registration claims

Unfortunately, we have seen a sustained

increase in the number of Loss of

Registration claims following a suspension

by Ofsted. A claim will only be paid if you

haven’t contributed to Ofsted’s decision

to suspend. However, due to Ofsted’s

concerns in the sector, suspensions are on

the rise and here at dot2dot we have paid

claims up to the Limit of Indemnity at

£250,000 due to Ofsted having the power

to suspend nurseries for six-week periods

of time.

Talk to your insurer early

When something goes wrong, contact

your insurer promptly. At dot2dot,

everything you share with us is

confidential. The earlier we are involved,

the better placed we are to support you

through what can be a complex and

stressful process. We understand that

incidents can happen, even in the most

well-run settings and, when they do,

dot2dot alongside our legal team is here

to guide you every step of the way.■


nmtdevelopment

The reality of growth

Gary Jeffries, director of operations at the Little Nurseries Group, describes how the

company expanded from one setting to 12 – with plans to grow further

Like many early years providers, we

started small, with one nursery and a

huge amount of determination. When

we acquired our first nursery in 2021, the

vision was simple: to enhance the setting

where children received exceptional care,

staff felt valued, and families felt part of a

community.

Fast-forward a few years and we are now

preparing to acquire our tenth, eleventh

and twelfth settings later this year. Growth

at that pace is incredibly exciting, but it

is also complex. Moving from one or two

nurseries to a larger group requires a very

different way of thinking about leadership,

quality and structure.

In the early days, everything was very

close to the ground. I was able to be visible

every day – greeting families, supporting

practitioners and spending time in the

rooms. Decisions were made quickly,

communication was easy and quality

assurance often came simply from being

physically present in the setting.

As the organisation began to grow,

however, I quickly realised that this

approach was no longer sustainable.

The challenge shifted from personally

overseeing everything to ensuring the same

standards, culture and expectations existed

across multiple nurseries.

That shift in mindset is one of the biggest

transitions when moving from one or two

settings to a larger group.

Challenges

Like many providers, recruitment has

been one of our biggest challenges.

The early years sector continues to face

significant staffing pressures, and as the

group expanded, the demand for skilled

practitioners and strong leaders grew

rapidly. I quickly realised that recruitment

alone was not the solution. Retention,

wellbeing and professional development

are just as critical.

Funding pressures have also been a

constant backdrop. Balancing rising

operational costs, government funding

rates and the need to invest in staff,

environments and resources is something

every nursery provider understands.

Growth does not remove these pressures –

in many ways it amplifies them.

Milestones

But alongside the challenges have been

some incredible highs. One of the

milestones I’m most proud of is developing

our own curriculum. Creating a shared

approach to teaching and learning allowed

us to define clearly what great early years

education looks like within our group. It

has given practitioners a clear framework

and helped ensure consistency for children

and families across all our settings.

Another proud moment came through

Ofsted, where we achieved an Outstanding

judgement alongside a mixed judgement

inspection across the group. For me, the

real success was not just the rating itself,

but the recognition that the culture,

teaching and leadership across our settings

were making a genuine difference to

children.

Group structure

However, as the organisation continued

to grow, it became clear that growth

without structure can quickly create

risk. Maintaining quality across multiple

nurseries requires systems, accountability

and strong leadership at different levels of

the organisation. That realisation led me to

step back and take stock.

I began working with the team to

develop a stronger group structure,

introducing dedicated roles focused on

quality, curriculum and compliance. By

creating these positions at group level,

we were able to provide greater support

to nursery managers while ensuring

consistency across every setting.

Quality assurance became more

Gary Jeffries

structured, curriculum development

became more collaborative, and

compliance processes were strengthened to

ensure that each nursery operated with the

same high standards.

At the same time, it was important

to me that growth didn’t dilute our

values. Initiatives such as our wellbeing

programme were introduced to support

staff across the organisation, recognising

that high-quality early years provision

depends on motivated and supported

teams.

We also launched ‘Little Extras’ –

enhancements designed to enrich the

experience for children and families while

reinforcing our identity as a group.

Consistency

As we continued to expand, another

priority was putting systems in place to

ensure that growth did not come at the

expense of consistency.

We introduced regular audits, quality

reviews and compliance checks across the

group. These processes allow us to monitor

standards, identify strengths and highlight

areas where additional support may be

needed. Rather than relying on informal

oversight, these systems give us a clear


picture of how each nursery is performing

and help ensure expectations remain

consistent.

Personally, this stage of the journey has

also been one of the biggest leadership

challenges for me. In the early days I could

be visible to everyone. I knew every team

member, spent time in rooms and could

easily stay connected to the day-to-day life

of the nursery. Today, with more than 250

staff across the group, that level of visibility

is far harder to maintain.

Being present for staff has always been

something I feel strongly about, and I still

work hard to stay connected with our

teams. But one of the biggest lessons I have

had to learn is that I cannot do everything

myself. Letting go of certain responsibilities

and trusting others has been an important

part of our growth journey.

I am incredibly fortunate to work

with an amazing team around me. Our

curriculum and compliance officers play

a vital role in maintaining standards,

while our nursery managers and

management teams lead their settings with

dedication and professionalism. Across

the organisation, our practitioners bring

enormous passion and commitment to the

children and families they work with every

day.

It is also important to recognise the

many support teams that contribute so

much behind the scenes – our sports

coaches, language teachers, and music

and drama coaches who enrich the

children’s experiences, as well as our cooks,

maintenance teams and cleaners who keep

our environments safe, welcoming and

running smoothly. Every one of these roles

plays a part in supporting our nurseries

and helping to lighten the load so that our

teams can focus on what matters most:

delivering the best possible experiences

for children. Without them, none of this

growth would be possible.

I have also been incredibly lucky to work

with nursery owners who have placed a

great deal of trust in me and the leadership

team. From the beginning they have

supported the vision for the group, backed

many of our ideas and initiatives, and

involved both myself and my team in key

decision-making. That level of trust and

collaboration has made a huge difference

and has allowed us to build something that

feels shared rather than imposed.

That doesn’t mean the responsibility

feels any lighter. As the group grows, so

does the sense of accountability. There are

times when the pressure of trying to meet

the expectations of staff, families and the

wider sector can feel significant.

Leading a growing organisation means

constantly balancing strategic decisions

with the knowledge that those decisions

affect hundreds of people.

But what continues to motivate me is

the shared purpose that runs through our

nurseries. Every setting that joins the group

brings new teams, new communities and

new opportunities to shape children’s early

experiences positively.

While the scale of the organisation

continues to evolve, the purpose remains

the same as it was in 2021: creating

environments where children thrive, staff

feel proud of their work, and families feel

confident in the care and education their

children receive.

Growth may change the size of what we

do – but it never changes why we do it.

The next phase

Looking ahead, the next phase of our

journey will bring its own set of challenges.

Over the coming months we will begin

to experience inspections under the new

Ofsted framework, while also integrating

additional settings into the group. Both

developments will require us to continue

adapting, reflecting and strengthening the

systems we have put in place.

The early years landscape is constantly

evolving, whether through regulatory

changes, funding pressures or workforce

challenges. As a growing organisation, we

need to be able to respond to those changes

while still protecting the things that matter

most.

For me, that comes back to having the

right foundations in place. Strong systems

are important, but it is the culture and

the people within the organisation that

ultimately make growth sustainable. If you

have a clear vision, supportive leadership

and teams who believe in what they are

building together, it becomes much easier

to navigate uncertainty.

As we move into this next chapter,

welcoming more nurseries into the group

and preparing for inspections under a new

framework, I know there will be further

lessons to learn. But with the right core

values, culture and team around us, I am

confident that we can continue to grow

while maintaining the standards and

experiences that children, families and staff

deserve.

As we look at new acquisitions, my

focus is always on identifying settings

where we can genuinely add value. Growth

for us is not simply about increasing the

number of nurseries we operate; it is about

strengthening quality, supporting teams

and building sustainable environments

where children and families benefit from

the improvements we bring.■


nmtbusiness

Nurseries in the workplace

Charlotte Goddard investigates the challenges and benefits of running workplace nurseries

More than five years after the Covid

pandemic, many companies are

increasing the number of days

workers are required to be in the office.

Supermarket chain Morrisons ordered its

head office staff to work on-site for five

days a week in June last year, while Dell

Technologies reportedly requires employees

who live within an hour ‘s commute of a

Dell office to work in-house for five days

a week. Furniture retailer IKEA increased

the number of days head office staff must

work on site in September last year, and

John Lewis did the same for its buying and

merchandising departments last July.

However, not all employees are happy

about this shift. Parents with childcare

responsibilities are currently more likely

than other employees to work from home,

according to the Office for National

Statistics. A study from King ‘s College

London and King ‘s Business School,

carried out last year, found that parents of

young children show the highest resistance

to return to the office mandates. Just one in

three (33%) mothers with children under

the age of six said they would comply if

their company instructed them to return to

the office full-time, and only 37% of fathers

with young children, with the others saying

they would quit or look for a new job.

On-site nurseries are one way in which

employers can retain skilled staff who are

also parents, and make a return to the

office more attractive. Companies that

offer on-site or partnered nurseries report

up to 50% higher retention rates among

new parents, according to Bright Horizons

Workforce Study 2023. Workplace

nurseries can offer discounted childcare of

up to 40% through the Workplace Nursery

Exemption, which means employees

don ‘t pay tax or National Insurance on

nursery fees if the nursery meets HMRC’s

qualifying conditions. These include

direct financial involvement from the

employer, such as contributing to the cost

of provision or managing the facility.

A number of nursery groups offer

partnerships with employers, including

Bright Horizons Family Solutions, which

runs the Feltham, Greater London-based

on-site nursery for tech firm Cisco Systems

among others, London-based Hatching

Dragons group, and STEMtacular, which

is particularly focused on the provision of

on-site childcare in science parks.

STEMtacular, whose Shelford Day

Nursery in Cambridge won the National

NMT Nursery Award for best new nursery

in 2023, offers to manage the setup and

operation of a dedicated nursery within an

employers ‘ premises, tailored to its specific

workforce needs, or provides dedicated

places in an existing local setting. On-site

nurseries can also offer holiday schemes for

older children, a bonus as school holidays

can be a real childcare headache for

working parents.

Running a workplace nursery offers

both challenges and benefits to private

and voluntary sector childcare providers.

So, what do nurseries need to think about

before stepping into this sector?

Little Inspirations

Little Inspirations, a group of 12 nurseries

in Wales, took on its first workplace

nursery last year. The Driver and Vehicle

Licensing Agency (DVLA) nursery in

Swansea had been run by one provider

for around 20 years, but came up for tender

in 2024.

Little Inspirations’ managing director

Jenine Gill says the group decided to

tender for the nursery after attending an

open evening for potential providers run by

the DVLA, because the nursery was highperforming,

in an attractive purpose-built

setting, and its location allowed the group

to expand into a new area and tap into a

new source of income.

Little Inspirations did not initially expect

to win the tender, but Gill felt the process

would be beneficial for the company,

allowing the team to identify its strengths

Jenine Gill

and weaknesses. When putting together

the tender, the team had to think about fee

structures for both DVLA and non-DVLA

staff, social value, and other issues.

“When we sat down and started doing

the paperwork, we realised we were doing

a lot of what the DVLA wanted, for

example, in terms of delivering social value,

but we had never sat down and thought

about it in that way,” remembers Gill.

One of the main challenges in taking

over the setting was the transition from

the previous provider. “When you’ve got a

tender process where somebody’s lost the

contract and somebody’s won, it’s a very

different dynamic to acquiring a nursery

through a sale, where there’s a seller and a

buyer who both get something from the

process,” she explains. “Things could get a

little bit awkward.”

Little Inspirations focused on bringing

the nursery practitioners already working

at the setting on board, listening to their

concerns and communicating as clearly as

possible. “We started off by meeting with

them and asking them what do you like

about the setting? What wouldn’t you

change? And what would you change?”

says Gill. “We wanted to reassure the team

that everything they’ve done in the past

was also worthwhile, and we weren’t taking

away from anything that they had already

achieved – in fact we pointed out policies

and procedures which we thought were

good and wanted to replicate in our other

settings,” she continues. “We already had in


Credit: Little Inspirations

mind what we thought we could improve,

but asking them what they wanted and

ordering things for them made them feel

empowered and listened to.”

Staff were given a welcome pack,

including a bar of chocolate, a welcome

card and company T-shirts. “That went

down well,” says Gill. “We actually gained

three members of staff who had previously

left the setting; they heard about the good

things that were taking place in the nursery

and wanted their jobs back.”

Little Inspirations staff at the DVLA

nursery benefit from being on-site. “Our

team can use the DVLA canteen, there’s a

gym there, there are shops,” says Gill. “They

also have great social events, trips away,

nights out, which are all shared with our

staff for them to join in if they wish to.”

However, the team also benefits from

being part of a larger nursery group,

with access to joint training and events.

“The DVLA allowed us to put our own

branding on the building, so it looks

and feels the same as any other Little

Inspirations site,” says Neil Blockley,

commercial director at Little Inspirations.

“Yasmin Matthews, the manager, has

worked very hard to embed her team into

the group,” says Gill. “Around 80% of

her team came to the Little Inspirations

summer party for example.”

Workplace nurseries generally involve

an additional layer of management, with

the employer getting a say in most major

decisions – and some minor ones. Little

Inspirations has monthly meetings with

the DVLA management team. While the

provider pays for any work that is needed,

such as new canopies for the outside area,

everything must be signed off by the

DVLA’s scrutiny team and the nursery

must use the DVLA’s preferred providers.

“Things do operate a bit slower than in

a stand-alone nursery,” says Blockley. “But

in a way it’s good to have those monthly

meetings; it keeps us pushing forward

in terms of quality. We have a strong

relationship with the DVLA and many of

the things that staff have been asking for

have been agreed.”

“There is a mutual respect, and the

DVLA recognises that we are the childcare

professionals,” says Gill. “I think the

reason the relationship is so strong is

that we’ve been transparent, and have

been able to give reasons as to why things

need to be changed – for example, the

current decoration might not work for

children with special educational needs

and disabilities. They then have a better

understanding that we’re not just being

awkward.”

Credit: Little Inspirations


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nmtbusiness

Credit: London Early Years Foundation

Credit: London Early Years Foundation

One advantage of running a workplace

nursery is that there is a direct promotional

route to an existing market of parents.

The employer will flag up the nursery in

everything from recruitment advertising

to onboarding documents. The DVLA

even markets the setting internally on TV

screens dotted about its buildings.

However, childcare groups looking to

provide a workplace nursery will want

to undertake due diligence around issues

such as how many parents the company

employs, and whether they mostly work

from home or in the office. Contracts will

vary when it comes to occupancy issues,

such as whether the nursery can also take

in the children of non-employees, and how

many spaces are reserved for employees.

If spaces are held back for employees but

not taken up, this may lead to nurseries

running with empty places when they

could fill those slots with other local

children.

“If you’re going to take on a workplace

day nursery, then you want to be mindful

as to whether that workplace has enough

children to fill you up,” says Gill. “If the

employer is going to say you’ve got to hold

50 places just for that workforce, then you

want it to be guaranteed that there will be

parents to take those 50 places, because

if not, you’ve got to hold them open, and

you, as a business, are going to suffer from

that.”

The nursery gives priority to the children

of DVLA staff, who receive discounted

places, so if there was a waiting list they

would have first refusal. “That is not

currently an issue, but hopefully it gets

to the point where it is an issue, because

it would mean we were running at full

capacity,” laughs Blockley. “I’m all for that.”

However, there is no set number of places

which must be held for DVLA staff.

The tender is for a maximum of six

years, after which Little Inspirations could

re-tender, but the DVLA also has the

option to terminate the deal after four

years. “Groups looking to buy a setting

are usually looking for at least a 15-year

lease, but when you tender for something,

it is often a much shorter period,” says

Blockley. “That is a challenge, but on

other occasions, we’ve been successful in

retaining contracts for multiple tender

periods, although that is never guaranteed.”

London Early Years Foundation

While Little Inspirations and others are

taking their first steps into the world of

workplace nurseries, some early years

providers are going in the opposite

direction. Mike Abbott, director of

operations at the London Early Years

Foundation (LEYF), says the organisation

has decided not to pursue any more

opportunities in this area. LEYF runs the

House of Commons nursery and a nursery

for the National Physical Laboratory at

Teddington in West London.

“Workplace nurseries will never be

central to our strategy,” he says. “While

there is a bit of a thrust now to get people

back into the offices more, the days of

five day a week in the office are gone, and

anyone that tries to insist on that probably

won’t have people working for them for

very long. Hybrid working is here to stay

and brings real challenges, particularly

for workplace nurseries. Most parents

don’t want their children to attend two

nurseries, one near their home and one

near their workplace. If you’re working

from home two or three days a week, even

with the tax benefits and the cost benefits

of a workplace nursery, you may ultimately

choose a nursery that’s near your home,

where you are more often.”

Hybrid working puts pressure on

nurseries, which may be busy midweek but

empty on Mondays and Fridays. “If you’re

coming into the office, you really don’t

want to be in on a Monday or a Friday,”

says Abbott. “But nurseries are very much

an occupancy-led business. If you have a

capacity of 100 places, but are only able

to fill them on Tuesday, Wednesday and

Thursday, that’s only 60% of your capacity.

Unless you can get Mondays and Fridays

somehow filled, you’re limiting your

capacity hugely, because it’s between 70%

and 90% occupancy where you really start

to get the commercial benefits that make a

nursery sustainable.”

LEYF has negotiated a change to the

Teddington nursery, which can now admit

a certain number of external children,

while also guaranteeing any employee a

place for a child of any nursery age. “That

means we always have to have enough space

to accommodate places at any point for any

employee.”

The House of Commons nursery

hasn’t been affected by hybrid working,

however. “MPs have not changed their

working routines a great deal; they still

work from the Houses of Parliament as do

their support functions so the House of

Commons Nursery has not been affected

in the same way that perhaps some other


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workplace nurseries have,” says Abbott.

Abbott believes the extra operational

layer makes workplace nurseries more

difficult to run. “It’s much more complex

running a workplace nursery in many ways

than having complete freedom to make

your own decisions, and everything takes

longer,” he says. “If you want to change

things, you can’t react quickly. We’ve got a

very good relationship with the employers,

but whenever you run a workplace nursery,

you learn a lot more patience.”

Workplace Nursery Exemption

Employers don’t have to offer on-site

nurseries to allow staff to benefit from

Workplace Nursery Exemption discounts;

they can partner with an existing nursery.

However, there are a number of conditions

which need to be met, including the need

for employers to “be wholly or partly

responsible for financing and managing the

provision of care”.

In 2024, HM Revenue & Customs

published a reminder to businesses about

the conditions that need to be met, after

finding an increasing number of schemes

which failed to meet the requirements.

Anna Semple

It said responsibility for financing means

doing more than purchasing places and

making contributions to fixed costs

(such as a notional £100 per month per

employee’s child). Instead, employers must

accept the financial risk associated with

running a nursery, including being jointly

responsible for losses, for example.

It also said that responsibility for

managing requires input and influence

from the employer on management

decisions and the way in which the

childcare is provided. This may involve

appointing an employee with a child to

the management board of the nursery, but

that person must be fully empowered to

act for the employer and actually do so,

for example, by agreeing action points and

following them up. HMRC says examples

of actions that are not regarded as taking

an active part in management include:

• An employer occasionally being

consulted by nursery providers on broad

childcare-related policies.

• An employer having an occasional call

with the nursery for a general update.

• An employee having a place on a

committee that has no particular brief.

Some companies, such as Enjoy Benefits

and Gogeta, offer to take on the admin of

setting up ‘genuine partnerships’ between

employers and nurseries. Enjoy Benefits,

for example, arranges payments and sets up

management meetings between employer

and nursery. Anna Semple is chief executive

of Halo Benefits, an artificial intelligence

automated childcare compliance tool,

which aims to help nurseries and employers

to secure Workplace Nursery Exemption

benefits.

“It is a nice employee benefit which has

been undervalued, because it is difficult

to claim, although the legislation has been

there for a long time,” Semple says. “The

employer reduces the employees’ gross

salary by the amount of the nursery fees

and pays the nursery directly, which means

the employee doesn’t pay tax or National

Insurance on it. The employer also

supports the nursery with finances through

a recurring grant. A nursery can partner

with more than one employer.”

Given that HMRC has expressed concern

over some employers using the exemption

without meeting all of the criteria, Semple

says the benefit of Halo is that it ensures

compliance. “It is a compliance platform,

not management software,” she explains.

“It enables a true partnership between the

employer, the parents and the nursery, and

makes sure everything is done to the letter.”

For example, nurseries and employers are

able to have regular meetings through

the platform, to satisfy the management

requirements, and funding from the

employer is invested to ensure that it can

support the nursery should it run into

difficulty.

For providers, workplace nurseries can

offer a stable pipeline of parents, enhanced

partnerships and a distinctive route

for growth, but only where occupancy,

contracts and employer relationships are

carefully managed. As hybrid working

continues to reshape attendance patterns,

the most successful workplace nurseries are

likely to be those that build in flexibility,

open themselves to the wider community

where possible, and work collaboratively

with employers.■


nmttraining

Putting in the hours

Sophie Hayter, qualifications lead at Kido Schools, and Cathy Agozzino, apprenticeship

and learner coordinator at Grandir UK, describe how off-the-job training in early years

apprenticeships is misunderstood, undervalued, but essential

In the early years sector, we are masters

of spinning plates. Ratio pressures,

safeguarding, parent partnerships,

inspections, and team wellbeing all

compete for our attention. So, when we

talk about apprenticeship off-the-job

(OTJ) training hours, it’s perhaps no

surprise they are often misunderstood –

and sometimes viewed as an added burden

rather than a powerful development

tool. However, when embraced properly,

OTJ hours can be the very thing that

strengthens practice, builds confidence and

improves retention across nursery teams.

Why OTJ hours are so often

misunderstood

One of the most common misconceptions

is that OTJ training means an apprentice

must be physically ‘offsite’ or sitting in a

classroom. This is not the case – in reality,

OTJ is defined as learning that is:

• New knowledge, skills or behaviours.

• Completed during paid working hours.

• Directly linked to the apprenticeship

standard.

It doesn’t have to mean time away from

the setting. In early years especially, some

of the richest OTJ opportunities happen

right there on the nursery floor.

Another misunderstanding is seeing

OTJ as something separate from ‘real

work’. But apprenticeships are designed to

integrate learning with practice. The magic

happens when theory and day-to-day

experiences connect.

Recognising OTJ opportunities in a

nursery setting

Nurseries are learning-rich environments.

The challenge is not a lack of OTJ

opportunity – it’s recognising it. Every day

in a nursery setting there are plentiful OTJ

opportunities. Examples of legitimate OTJ

activities include:

• Observing a senior practitioner leading a

Sophie Hayter

communication intervention.

• Attending a safeguarding refresher or

other training.

• Planning activities linked to a new area of

learning.

• Reflecting on behaviour management

strategies with a room leader.

• Shadowing a SENDCo discussion.

• Participating in staff meetings where

pedagogy is discussed.

• Completing coursework or research

during paid hours.

The key question to ask: is this developing

new knowledge, skills or behaviours linked

to the apprenticeship standard? If yes, it’s

probably OTJ. When managers begin to see

daily professional dialogue as learning, OTJ

becomes far less daunting.

Why OTJ hours matter more than

we think

OTJ hours are not a compliance exercise.

They are a safeguard for quality. They

ensure apprentices:

• Have protected time to learn.

• Are not treated as simply ‘an extra pair of

hands’.

• Build deeper understanding of child

development and pedagogy.

Cathy Agozzino

• Develop critical thinking and reflective

practice.

From a leadership perspective, structured

OTJ strengthens succession planning.

Apprentices who are given meaningful

learning time are more likely to progress into

confident Level 3 practitioners and beyond.

In a sector where recruitment and retention

remain ongoing challenges, investing in

structured learning time is a strategic

decision, not just an operational one.

Key tips for recording OTJ

effectively

Recording OTJ is where many settings

fall down – not because learning isn’t

happening, but because it isn’t captured

clearly. Here are some practical tips:

1. Be specific – Avoid vague entries

such as ‘training’ or ‘room support’.

Instead record: ‘Observed room leader

modelling sustained shared thinking

during group activity – linked to

communication and language outcomes’.

2. Link to the standard – Always

connect the activity to a knowledge,

skills, or behaviour statement from

the apprenticeship standard. This

demonstrates intent and impact.


3. Record little and often – Trying

to log weeks of OTJ retrospectively

rarely works. Build a culture of weekly

recording.

4. Include reflection – Reflection

transforms an activity into meaningful

learning. A simple prompt works

well: What did I learn? How will this

influence my practice?

5. Protect the time – If OTJ is constantly

postponed due to ratio pressures, it signals

that learning is optional. Scheduled,

visible OTJ time shows it is valued.

Moving from compliance to culture

When OTJ hours are seen as a target to

‘hit’, they become stressful. When OTJ

hours are seen as protected professional

development time, they become powerful.

Nursery leaders set the tone. If managers

speak about apprentices as future leaders,

prioritise their learning time, and celebrate

OTJ achievements in staff meetings, the

culture shifts. Apprenticeships are one of

the most effective routes into our sector.

But they only work when learning is

intentional.

Off-the-job training isn’t time away from

the job. It is time invested in becoming

exceptional at it.

The crucial role of the mentor

A strong mentor can be the difference

between an apprentice surviving and

thriving. Mentors are not simply signing

paperwork. They are:

• Translating theory into practice

• Helping apprentices identify OTJ in

everyday tasks

• Encouraging reflective conversations

• Building confidence

• Challenging thinking in a supportive way

In busy nurseries, mentoring can

unintentionally become reactive rather

than intentional. The most effective

mentors build-in regular professional

dialogue – even 15 minutes of focused

discussion can generate meaningful OTJ

learning. Mentors also play a key role in

protecting apprentices from being viewed

purely as ratio cover. Advocacy matters.

The power of positive mentorship in

apprenticeship success

A positive mentor is one of the most

important factors in the success of an

apprenticeship scheme. While training

providers deliver the formal knowledge

and assessment, it is the mentor within

the setting who shapes the apprentice’s

day-to-day experience, confidence and

professional identity.

While the training provider is there

to support achievement and ensure the

apprentice is ready for the end-point

assessment, the internal mentor is there to

support the apprentice to ‘thrive’ and have

a real ‘lived experience’ in the workplace.

A mentor bridges the gap between

theory and practice. Apprentices are

learning on the job, often for the first

time in a professional environment. A

supportive mentor helps them apply

what they have learned in real situations,

modelling standards, behaviours and best

practice. They play a crucial role in building

confidence because many apprentices are

at the start of their careers and may lack

self-belief. A positive mentor provides

encouragement, constructive feedback

and reassurance, helping the apprentice to

develop resilience and a growth mindset.

Mentors set the tone for workplace

culture. Apprentices who feel valued,

included and supported are more likely

to remain engaged, complete their

programme, and progress within the

organisation. In contrast, a lack of guidance

or inconsistent support can lead to delays,

disengagement or even withdrawal from

the programme. We have seen first-hand

the difference having great mentors have

had in our nurseries and the effect they

have on both retention and achievement

rates.

They also help maintain momentum.

Having regular check-ins, clear

expectations and structured support

prevents apprentices from falling behind

and ensures they are prepared for key

milestones such as gateway and end-point

assessment.

Behind every successful apprentice

is a supportive mentor

Select the right people; not everyone will

have the skills to be a suitable mentor.

While experience and qualifications are

important, they need to be great listeners

and have the ability to see things from the

apprentice’s perspective. Choose mentors

who are patient, approachable, organised

and genuinely invested in developing

others. You may even wish to consider staff

who have been through the apprenticeship

route themselves and can share their lived

experiences.

Offer clear guidance on the expectations

of the role, safeguarding responsibilities,

giving constructive feedback and

understanding the apprenticeship

standards. Provide training for your

mentors; this could be through an internal

workshop or something more formal such

as an external continuing professional

development course or even an

apprenticeship in coaching and mentoring.

Mentors should also work closely

with the training provider to ensure a

consistent experience for the apprentice.

By maintaining regular communication,

they can help align workplace practice with

the training programme and support the

provider in linking teaching to the setting’s

values and pedagogical approaches.

Protect time for mentoring. One of the

biggest barriers to effective mentoring is

workload. Ensure there is allocated space for

mentors to have regular meetings with their

apprentice. This should also include time for

the mentor to complete observations of the

apprentice and provide feedback on his or

her practical skills and behaviours.

Mentors must have the opportunity

to establish regular review points to

agree targets and document action plans.

This keeps everyone accountable and

ensures the apprentice’s development

remains purposeful and aligned with the

apprenticeship standard.

Create a culture where apprentices

feel safe to ask questions and admit

when they are unsure. Effective mentors

listen as much as they guide; they are a

role model, advocate and coach. When

mentoring is structured, supported and

valued, apprenticeship schemes become far

more than a qualification pathway – they

become a sustainable talent development

strategy that benefits both the apprentice

and the organisation.

Finally, recognise your mentors and

acknowledge the value of the mentor role

within your setting. Providing recognition,

peer support networks, or opportunities

for professional development, helps

maintain motivation and quality.■


nmtapprenticeships

Prepare for the levy shift

Anna Ambrose, chief executive of charity Workwhile, sets out the recent changes

to apprenticeships of which nursery owners and managers need to be aware

To say it’s been a busy few months

in the world of apprenticeships is

something of an understatement.

After a lot of watching and waiting since

the Labour government came to power,

we’ve seen many changes announced as

the shift from the Apprenticeship Levy to

the Growth and Skills Levy begins to take

shape. So, what do you need to know, and

what might the implications be for the

early years sector?

Reduced levy expiry period

From September this year, Growth and

Skills Levy funds in employers’ accounts

will expire after 12 months, rather than

the two-year period that we’re used to.

This will apply to new funds going into

levy accounts from this point on – so for

funds which entered levy accounts before

September 2026, the current 24-month

expiry period will continue to apply.

No more levy top ups, and

increased co-investment rate

From September this year, the

government will no longer top up the

value of funds in levy payers’ accounts

by 10%. At the same time, the rate that

levy payers must contribute to the cost of

apprenticeships once their own levy funds

have been fully utilised will increase from

5% to 25%.

For non-levy paying SMEs – fully

funded apprenticeships and

incentive payments for under 25s

The government has committed to

rebalancing the apprenticeship system

towards young people, and have recognised

the vital role of SMEs in this. So, from

September this year, apprenticeships for

young people aged under 25 will be fully

funded for non-levy paying employers.

The government will also pay an incentive

payment of £2,000 to SMEs for each new

employee aged 16 to 24.

Apprenticeship units

Building on the manifesto promise to

make the growth and skills levy more

flexible, from April this year, levy funds

can be used to pay for new apprenticeship

units – a small number of shorter courses

in priority sectors with skills gaps.

Apprenticeship units will be fully funded

for non-levy paying employers, and

learners must be current employees aged

19 and over.

Funding ending for some standards

As part of their move to ‘streamline’ the

apprenticeship offer, the government

has announced that 16 apprenticeship

standards will no longer be funded

as of September this year – although

existing learners will be funded through

to completion. The standards to be

de-funded include the popular level 5

operations manager and level 3 team

leader apprenticeships.

A long-awaited new apprenticeship

standard

At long last, the level 2 administrative

assistant apprenticeship has been

approved for delivery from August this

year, filling a major gap in provision for

young people transitioning into work.

Uniquely, this standard will only be

available to learners aged 16 to 24.

Reflections for the early years

sector

As a sector employing large numbers

“To say it’s been a busy

few months in the world

of apprenticeships

is something of an

understatement.”

Anna Ambrose

of young people, many of the measures

taken by the government to ‘rebalance’

the system towards younger learners are

welcome.

For smaller organisations, the full

funding of apprenticeships and additional

incentive payments for learners aged

under 25 will be a helpful boost.

Incentives could, for example, help to

cover the costs of off-the-job training

time, which is always a challenge in a

sector where ratios make staffing levels

non-negotiable. They could also support

employers to access wraparound support

for young people with additional needs,

or to supply digital equipment and

connectivity where needed, ensuring

apprenticeships are as inclusive and

accessible as possible.

Likewise, it’s definitely good news that

the standards used most by early years

employers have thankfully escaped the axe

– no early years-specific apprenticeships

are on the list of de-funded standards.

But should we be disheartened to

see early years ignored in terms of

apprenticeship units, as with foundation

apprenticeships? On one hand, we

might ask why this sector is not more of

a priority for policymakers, given that


“As a sector employing large

numbers of young people,

many of the measures

taken by the government

to ‘rebalance’ the system

towards younger learners

are welcome. ”

it enables so many people to go to work

knowing their children are expertly cared

for, and which narrows the gaps between

children from disadvantaged communities

and their peers before they start school,

and which has such pressing skills gaps.

On the flip side, we know that we

need well-trained staff who can deliver

excellent provision day in, day out, and

perhaps the more sustained learning of

full apprenticeships – alongside T Levels,

BTECs and new V Levels – is better

suited to this than shorter courses.

Our concern might be better focused

on the change to co-investment rates

for levy payers from 5% to 25%. This

change is unlikely to have a major impact

on the larger national companies with

substantial funds. But the position is very

different for those who are just above the

£3 million annual salary threshold and

therefore pay a small amount of levy –

bearing in mind that these are companies

with only around 75 to 100 full-time

employees (or equivalent), representing

many of our smaller local multi-site

nursery groups. They frequently utilise the

small levy pot they have and will then be

asked to pay five times as much as they are

used to.

For businesses in this category, we hope

there is wide enough awareness that levy

transfer from a larger organisation may

be available to cover 100% of the training

costs of apprenticeships – and that local

brokers may well be able to facilitate

this. In these circumstances, levy transfer

will make all the difference between

apprenticeships remaining viable and

becoming unaffordable.

In conclusion, there are a lot of changes

to take in, but apprenticeships remain a

hugely beneficial way for employers to

bring in new employees and to upskill

existing teams. There is help out there

to navigate these changes, so do reach

out to your local apprentice ambassador

network, your training provider, your

local authority skills team and to charities

like Workwhile for support.■

Nursery

Groups

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Morton Michel

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nmttraining

Game changer

Five years after the Level 5 early years apprenticeship was approved, Lindsey Yates, product manager

at training provider Realise, explains why it can be transformational for settings and learners

When it comes to early years

training, there are few more

startling statistics than the fact

that just 3% of the apprenticeships carried

out in the industry are done so at Level 5.

Given the constant necessity for

settings to attract new recruits, it’s no

surprise that the Level 2 and Level 3

apprenticeship programmes prove so

popular. However, it’s still mystifying

that so few settings and learners embrace

the opportunity to create future leaders

for the nursery and exciting career

opportunities for the individual.

The formal approval from the Institute

for Apprenticeships and Technical

Education of the Level 5 early years lead

practitioner apprenticeship came in

2021. Since then, here at Realise we have

constantly monitored our programmes

and made small tweaks as and when we

saw a route to add extra value for the

learner or the employer.

At the start of this year, we made

the decision to change the title of our

qualification to Level 5 early years

specialist. That wasn’t a move we took

lightly but we felt it best reflected the

qualification, which is designed to

transform practitioners into confident,

visionary leaders who inspire excellence

and shape the future of their setting.

That, of course, may lead them to

become lead practitioners – but equally

it’s quite conceivable successful learners

will fill the role of room leader, deputy

manager or even nursery manager on the

back of completing their Level 5.

With such wide-ranging potential

outcomes, we felt it was fitting to

create a broader qualification title. The

programme itself has also been tweaked

and enhanced, with further emphasis

placed on ensuring the learner is able to

fulfil the challenge of acting as a coach

and mentor for their fellow staff members,

leading change and improving outcomes.

We have added three enhancement

sessions to the curriculum to help early

years specialists develop strong coaching

skills, empowering them to nurture and

become outstanding practitioners.

Our aim is to create outstanding

practitioners and impactful leaders and,

throughout the 18-month programme, we

look to embed six major themes that sit

outside of the standard curriculum:

• Leadership and change.

• Professional curiosity.

• Passion.

• Communication and relationships.

• Being present.

• Accountability, responsibility and

reflection.

Lindsey Yates

Whereas Level 2 and 3 apprenticeships

have a focus of building and developing

knowledge, at Level 5 we are seeking

critical evaluation and justifications,

creating nursery leaders who can make a

lasting impact on the future of their teams

and children.

For any nursery or learner considering

beginning a Level 5 apprenticeship

programme, they should go into it with

their eyes open. It is demanding and

requires a high level of commitment

from all parties – but the rewards are

numerous.

For the setting, there’s the chance

to add an extra layer to the nursery’s

management succession plan, as well as

developing a practitioner who will have

the capability to change the landscape of

the nursery, both from a staff and child

perspective.

For learners, it offers a chance to

progress their career and create future

development opportunities, whether that

be a stepping stone to a leadership and

management position and/or a career

advancement that can be used to ‘top up’

to a full degree.

Don’t let the Level 5 become the

‘forgotten apprenticeship’. ■


nmton the road

Down on the farm

Charlotte Goddard visits NMT’s ‘Individual nursery of the year’ Polka Dot Farm

in Billericay, Essex, to find out why it has a waiting list of 300 children and

more job applicants than jobs

It’s a drizzly grey day in February, but

that doesn’t stop the children and

staff at Polka Dot Farm nursery from

making the most of the outdoors. A group

of babies are coming through the gate

from a morning buggy ride around the

farm, while a set of pre-schoolers are just

small figures on the far horizon.

Located on the outskirts of Billericay,

Outstanding-rated Polka Dot Farm

nevertheless feels like it is in the middle

of nowhere, with land stretching as far as

the eye can see. “It is all fenced off private

land, which we have exclusive access to,”

explains nursery manager Charlotte Tyler,

who has worked at the setting since it

opened in 2023. Children spend as much

time outdoors as possible, exploring

the farm, working on the allotment,

interacting with the animals or in the

age-appropriate garden areas attached to

each room.

The babies are wrapped up in

waterproofs, and staff members pushing

the buggies are wearing dry robes and

wellies. “Staff are given £100 to spend on

outdoor wear when they join,” says Tyler.

“They spend a lot of time outdoors and

we don’t want them standing there cold if

they can’t afford appropriate clothing.”

Polka Dot Farm is the brainchild of

Sian Douglas, founder and director of

the Dizzy Ducks nursery group which

was acquired by Kindred in 2019, and

Faye O’Rourke, who was operations and

integration manager at Dizzy Ducks and

area manager at Kindred. Douglas has

been able to use everything she learned

from the growth of her previous group

in the development of Polka Dot Farm,

which won the NMT National Nursery

Awards ‘Individual nursery of the year’

last year.

“We had the opportunity to put all

of the good bits from every nursery that

Faye and I have been part of into one

setting,” says Douglas. “This land offered

a phenomenal space, and we could see

how the nursery could grow – we thought

over a longer period of time, but as it

happened we grew quite quickly.” At first

the nursery comprised just two buildings,

with additional space including a preschool

room and baby lodges added later.

The setting now looks after 122 children

every day.

Living nearby, Douglas was aware of the

site’s potential, and believed that parents

would be willing to make the short

drive out of the town for an exceptional

nursery. “Twenty years ago, parents

wanted a nursery on a commuter route,

but now there is more flexible working, so

they can fit the drive into their day,” she

says. “In a post-Covid world, people have

totally understood the benefits of being

outside; they recognise this as being better

for their children.”

Polka Dot Farm is currently running

at capacity with a waiting list of 300

children. Not only that, but in a

challenging recruitment climate the

setting is having to turn down applicants

to work there. “We get five or six

applications a week from people wanting

to work here, and there are some brilliant

people, but we don’t have any jobs,” says

Douglas.

She attributes the interest in the setting

to Polka Dot’s presence on social media

– it currently has 16,000 followers on

Facebook, 5,890 on Instagram and 11,200

on Tik Tok, and puts up a video reel every

day. A counter in the office ticks over

every time a new follower signs up.

“People see what we are doing and want

to be a part of it,” says Douglas. “We have

always been heavy on social media, but it

was never really about marketing, it was

about making connections with families.”


Polka Dot Farm is well known in the local

community, taking part in events such as

the Soapbox Derby on Billericay High

Street. Last year the nursery scooped first

prize for its cow-themed go-kart; this year

it has decorated its cart as a pig.

Farm life is central to Polka Dot

Farm, from the names of the rooms

such as Barnyard and Hayloft, to the

Little Farmers curriculum, which is

themed around the six ‘Cs’ of childcare:

communication, connection, creativity,

curiosity, comfort and critical thinking.

Each ‘C’ is represented by a different

animal, with Barney the ‘values owl’

overseeing everything. The animals can be

seen throughout the nursery as pictures

on the walls and even felted versions

on a shelf. “We have a story that brings

together all the animals and it all ties into

the curriculum, bringing it to life,” says

Douglas.

As well as Blossom the rabbit and

guinea pigs Isla, Winnie and Zig, the

setting has its own chickens and a tortoise,

and often has visits from other animals.

Room leader Carly Ling, who started off

as an apprentice, lives on a farm and has

brought in animals including sheep, cows,

pigs, a donkey, a kitten and Pedro the

pigeon. Ling also looks after the animals

at Polka Dot Farm.

“It is really important the children learn

to care for and respect live animals,” she

says. “They learn everything they need to

look after the animals, the food they need

to eat, and they help clean them out. It is

something they really enjoy doing – they

make sure everything is done; if we are a

little bit behind on timing, they remind

us it’s time to get things done.”

The nursery currently employs 56 staff

members, a mixture of Level 3s and Level

5s, and four apprentices. “We have two

farmers who are also now early years

qualified,” says Tyler. She recently put

one member of staff through the new

experience-based route, which allows a

Level 2 qualified practitioner to become

Level 3 without having to complete a

course.

In addition to early years practitioners,

the nursery also employs a housekeeper,

a maintenance man and two chefs. “Our

housekeeper will top up our nappies,

wipes, bed sheets, and keep our staff room

supplied with snacks and drinks,” says

Tyler.

The nursery avoids processed foods

and doesn’t use sugar or salt in its recipes.

“Post-Covid, a lot of parents are really

trying to go natural and avoid processed

food, so we decided to make that move

and make our food as natural as possible,”

says Douglas.

Polka Dot Farm is designed with ageappropriate

rooms set around an outside

space, including gardens and an allotment,

where children grow fruit and vegetables

for the nursery. Children love to pick up

worms on their farm walks and put them

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Six of the smallest babies, under a year

old, are in a room of their own designed

to be nurturing and warm, with lots of

sensory play. Children aged between 12

and 18 months have three interconnected

rooms. “We didn’t want to have one

massive room, so we have this space for

three groups of six where they can come

together but also spend time in more

manageable groups,” says Tyler. “It’s quite

a sizable number of children but it doesn’t

feel like it.”

Today a group have gone on their

farm walk, a group are making red velvet

cupcakes, and some are asleep in the

sensory area, with a white noise machine

providing a soothing background hum.

Children from the age of 18 months to

two-and-a-half years have another room,

the Barnyard, while pre-schoolers also

have their own room, the Hayloft.

A recent addition to the baby garden is

a wooden crawling tunnel from supplier

Cosy, which the nursery paid for with

funding from the government’s workplace

nursery scheme, delivered through Enjoy

Benefits. The workplace nursery benefit

allows employees to pay for nursery fees

from their gross salary, saving on tax

and National Insurance. Employers who

offer this incentive programme must also

provide the nurseries which employees’

children attend with additional funding

on top of the usual fees, which can be

used to purchase resources.

“When I first heard about the scheme

I thought there must be a catch but there

isn’t,” says Douglas. “I tell other nurseries

to jump on it because there are not many

times you get freebies.”

Like many settings, Polka Dot Farm

finds government funding doesn’t cover

the cost of delivering the high-quality

experiences it wants to offer its children.

“I think we do a good job of explaining

to parents the difference between basic

childcare and the enhanced provision

that we offer is miles apart,” says Douglas.

“There is a understanding that if parents

want their child to come here, we cannot

deliver this on funding alone.”

Douglas believes the nursery’s strong

social media presence helps to show

parents what they are getting for their

money on a daily basis. “If nurseries are

doing a good enough job of showcasing

to parents what they are offering that is

unique and above the basic EYFS, they

have a much easier job of explaining why

they have to charge additional fees,” she

says.

Douglas attributes the success of the

setting to the strength of her team. “I

don’t think there is anyone here who had

not had an input to the direction of the

farm,” she says. “Usually in a team you

have strong members of staff and your

slightly weaker ones, but everyone is at

the top of their game. It has been this

phenomenal upcycle of growth, and even

when we think we are at the top of our

game we keep going.”■


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nmtmanagement

Unmask neurodivergent

leadership

Corinna Laing, chief quality and operations officer at nursery group Family Adventures,

discusses neurodiversity in early years leadership

Neurodiversity in early years is most

often discussed through the lens

of children and rightly so. As a

sector, we have made significant progress

in recognising, supporting and celebrating

differences in how children think, learn,

and experience the world.

However, there’s a critical and often

overlooked dimension to this conversation

– the neurodivergent adults who work in

and lead our settings.

Behind many strong, values-driven, highperforming

early years environments are

leaders and practitioners quietly navigating

their own neurodivergence often without

recognition, language or support. For

many, this includes years of masking,

developing coping strategies, and pushing

through challenges to meet professional

expectations.

As someone recently diagnosed with

ADHD, I have gained a new perspective,

not only on myself, but on leadership

more broadly. What I once saw as personal

challenges, I now recognise as part of

a different cognitive profile, and with

that understanding has come a deeper

appreciation of both the strengths and the

tensions that neurodivergent leaders and

practitioners bring to our sector.

The hidden prevalence of

neurodivergence in leadership

Neurodivergence including ADHD,

autism, dyslexia and other cognitive

differences is more common than many

realise. Increasingly, adults, particularly

women, are being diagnosed later in life,

often after years of navigating education

and careers without formal recognition.

In early years, this is particularly

significant. Our sector attracts individuals

who are creative, energetic, empathetic and

deeply passionate about people, traits often

associated with neurodivergent profiles.

However, many leaders have built their

careers in systems that were not designed

with neurodiversity in mind and, as a

result, neurodivergence in leadership often

remains hidden.

Leaders may be seen as ‘high performing’

while internally managing overwhelm.

They may be praised for their energy and

ideas, while struggling with organisation,

time management, or decision fatigue.

They may appear confident and capable,

while masking anxiety or exhaustion.

This is something I recognise deeply

in my own journey. For years, I built a

successful career in early years leadership,

driven, passionate and always striving for

excellence. But behind that, there were at

times unseen challenges: the mental load

of holding multiple priorities, the constant

effort to stay organised and keep pace with

systems that didn’t align with how my

brain works.

There were moments of intense focus

and productivity, where I could achieve

in hours what might take others days

followed by periods of exhaustion and

overwhelm. I became highly skilled at

masking this, developing coping strategies,

working longer hours, and holding myself

to exceptionally high standards. From the

outside, this looked like high performance.

Internally, it was often unsustainable.

My recent diagnosis has given me a new

lens through which to understand my

leadership. It hasn’t changed my capability,

but it has changed my awareness. I can

now see how many of the traits that shaped

my leadership: creativity, ability to think

differently, drive, emotional insight, are

strengths rooted in neurodivergence.

Equally, I recognise the cost of navigating

environments that weren’t designed with

those differences in mind.

Corinna Laing,

The reality is that many neurodivergent

leaders are not lacking capability, they are

working twice as hard to operate within

structures that don’t fully support how

they think.

The strengths neurodivergent

leaders bring

When we begin to recognise

neurodiversity as difference rather than

deficit, a powerful shift occurs. Many of the

traits associated with neurodivergence are,

in fact, leadership strengths.

Creativity and innovation

Neurodivergent leaders often think

differently. They make connections

others may not see, generate new ideas

quickly, and challenge established ways of

doing things. In a sector that is evolving

rapidly, balancing pedagogy, policy and

sustainability, this kind of thinking is

invaluable.

Hyperfocus and passion

While attention can be inconsistent,

many individuals with ADHD experience

periods of intense focus. This can drive

deep commitment to quality, safeguarding,


curriculum development and team growth.

Empathy and relational leadership

Many neurodivergent leaders have a

heightened sensitivity to others. This can

translate into strong relational leadership,

creating inclusive cultures, understanding

diverse needs, and building authentic

connections with teams, children and

families. This is a real strength of our

group at Family Adventures as our board

is also neurodivergent, so inclusive

practice is at the heart of our mission and

values.

Energy and drive

A high level of energy, enthusiasm and

momentum can be a powerful leadership

asset. It fuels change, inspires teams, and

drives initiatives forward.

The challenges – masking, burnout

and anxiety

One of the most significant challenges

faced by neurodivergent leaders is masking,

the process of consciously or unconsciously

suppressing natural behaviours to fit

perceived expectations.

Masking might look like:

• Over-preparing to avoid mistakes.

• Forcing sustained focus in environments

that are overstimulating.

• Hiding struggles with organisation or

executive functioning.

While masking can enable individuals to

succeed professionally, it comes at a cost.

Burnout is a common outcome. The

constant effort required to maintain

performance, meet expectations, and

manage internal challenges can lead to

exhaustion, both physical and emotional.

This is not simply a time management issue

– it is a nervous system response.

High-functioning anxiety often sits

alongside this. Leaders may appear calm,

reliable and in control, but underneath

that competence, they are internally

experiencing racing thoughts, self-doubt,

or fear of failure.

There is also the pressure of leadership

itself. Early years leaders are responsible

for safeguarding, quality, compliance,

workforce wellbeing, and financial

sustainability. For neurodivergent

individuals, the cognitive load of these

responsibilities can be particularly intense.

Without recognition or support, this

can lead to cycles of overworking, burnout,

and, in some cases, leaving the sector

altogether.

Impact on leadership style and

decision-making

Neurodivergence does not just affect how

leaders experience their roles, it shapes how

they lead.

Many neurodivergent leaders adopt

adaptive leadership styles. They may:

• Delegate strategically to balance strengths

and challenges.

• Create flexible systems rather than rigid

structures.

• Prioritise relationships and culture as a

foundation for performance.

• Make intuitive decisions based on pattern

recognition and experience.

At the same time, there can be challenges

with:

• Decision fatigue.

• Prioritisation and time management.

• Managing competing demands and

interruptions.

When organisations understand this,

they can move away from a one-size-fits-all

model of leadership and towards a more

inclusive, strengths-based approach.

Creating psychologically safe

leadership environments

If we want to retain talented, passionate

leaders and practitioners in early years,

we must create environments where

individuals feel safe to be authentic.

Leaders need space to speak openly,

access support, and explore how they work

best instead of expecting leaders to ‘fit the

system’. We need to consider how systems

can adapt to support different ways of

thinking and working.

Simple changes can have a significant

impact:

• Flexible approaches to meetings and

communication.

• Clear prioritisation and expectations.

• Opportunities for focused, uninterrupted

work.

• Access to coaching or mentoring.

High-performing teams combine high

standards with phycological safety. In

this environment people can question,

challenge, admit and escalate and learn

without believing vulnerable moments will

be used against them.

Supporting and retaining

neurodivergent talent

The early years sector is facing ongoing

workforce challenges. Retention, wellbeing

and leadership sustainability are key

priorities.

Recognising and supporting

neurodivergent leaders is not an ‘add-on’ to

this agenda, it is central to it.

Organisations can take practical steps to:

• Raise awareness of neurodiversity in

leadership.

• Provide training for senior leaders and

boards.

• Embed inclusive leadership practices.

• Offer tailored professional development

pathways.

• Create networks and peer support

opportunities.

This is not about lowering expectations.

It is about enabling leaders to perform

at their best. When we support

neurodivergent leaders effectively, we

unlock potential not just for individuals,

but for entire organisations.

Early Years Leaders Unmasked

– a growing movement

In response to these conversations, I

recently launched Early Years Leaders

Unmasked, a network designed to create

a safe and empowering space for leaders to

explore neurodiversity, authenticity and

leadership.

There is a clear appetite for:

• Shared lived experiences.

• Practical strategies for managing

leadership demands.

• A sense of belonging and understanding.

What is emerging is a community of

leaders who are ready to lead differently

embracing who they are, rather than

hiding it.

A call to the sector

Neurodiversity is not a niche issue, it is

a fundamental part of our workforce.

As a sector, we have led the way in

championing inclusion for children. Now,

we must extend that same commitment

to the adults who lead and shape our

environments.

This means recognising neurodivergence

as part of leadership diversity, creating

cultures where authenticity is valued, and

designing systems that support rather than

constrain different ways of thinking.

Because when leaders can lead

as themselves, without masking or

compromise, they create environments

where everyone can thrive.

And that is the kind of leadership our

children and our workforce deserve. ■


nmtenvironment

Small hands making

a big difference

Kelly Dunn, area director at Bright Little Stars Nursery Group, says the company’s

energy saving strategy embeds sustainability in young minds

In an era where environmental

responsibility is no longer optional,

early years providers are stepping

forward to lead change from the ground

up, helping the next generation learn how

to care for the world around them. At

Bright Little Stars, sustainability is at the

heart of what we do.

I oversee sustainability across our six

nurseries in London and Hertfordshire.

With more than 280 staff and 800

children I am passionate about turning

small everyday actions into lasting habits

that make a positive difference for the

planet.

From ideas to everyday action

Launched in 2024, our energy saving

strategy is a shining example of how

sustainability can be woven into nursery

life, not as a standalone initiative, but

as a value shared by children, educators

and families. It also aligns with the

Department for Education’s 2022

Sustainability and Climate Change

Strategy which aims to make the

education sector “world-leading in

sustainability and climate action by 2030”.

The strategy is built on our values of

integrity, innovation and care, helping

to nurture curious, confident and

compassionate learners. Our goal isn’t

just to save energy. It is to build a culture

of environmental awareness that inspires

children, staff and families to make

sustainable choices every day.

Each nursery has an energy saving

coordinator who leads local initiatives,

while teams meet regularly to share ideas

and celebrate success. The strategy builds

on previous successes, including solar

panels installations at Mill Hill, Harrow

and Barnet in London, cutting an estimated

10.5 to 11 tonnes of CO₂ each year.

A year of sustainable learning

Last year, our sustainability programme

was split into four themed quarters, each

linked to a national awareness week and a

children’s book – helping make big ideas

tangible for young minds.

Quarter 1 – Big Energy Saving Week

Focus: Energy conservation

Book: 10 Things I Can Do to Help My

World by Melanie Walsh

Children made light switch reminders,

visual prompts placed next to a switch

reminding children and adults to turn the

lights off when leaving the room. They

also took part in family recycling projects

and enjoyed ‘dark discos’, dance session

where the lights are turned off (or very

dim) and children use glow sticks, torches,

fairy lights or light-up toys to dance and

play.

Quarter 2 – World Earth Day

Focus: Environmental stewardship

Book: Please Help Planet Earth by

Ladybird

Children planted seeds, built bug hotels

and explored local wildlife through nature

walks and storytelling.

Quarter 3 – World Environment Day

Focus: Nature and sustainability

Book: A Planet Full of Plastic by Neal

Layton

Nurseries held community cleanups

and even wrote to Sir David

Attenborough, celebrating how young

voices can inspire real change.

Quarter 4 – Recycling Week

Focus: Recycling awareness

Book: Why Should I Recycle? by Jen

Green

This included recycling relays, where

children sort items into the correct

recycling bins as part of a race or team

activity, and ‘junkyard’ art fashion shows,

making clothes out of “junk” that would


otherwise be thrown away.

This hands-on, story-led learning

mirrors the Department for Education’s

national push to help children understand

and respond to climate change through

curiosity and creativity.

Embedding sustainability into

nursery culture

From managing energy use to exploring

the outdoors, sustainability is now woven

into everyday practice. Staff model ecofriendly

habits, and parents are invited

to get involved through workshops and

newsletters.

When sustainability becomes part of

nursery culture, it stops being an extra,

it becomes how we live, learn and work

together.

This shift could not come at a better

time. Research last year from the

Department for Education warns that

rising classroom temperatures could

lead to lost learning days in the future.

By acting early, nurseries can help build

resilience and show children practical

ways to care for the planet.

Making a difference together

Across all our nurseries, families and

children have embraced sustainability

in creative and joyful ways. Many joined

‘walk to nursery’ challenges, earning

‘energy saving hero’ stickers while cutting

their carbon footprint. Allotment

sessions encouraged children to connect

food growing with healthy living, while

seed-planting and bird-feeder projects

nurtured curiosity about nature.

From recycled robots to eco-art and

fashion shows, creativity shone throughout

our nurseries. Each activity turned

sustainable thinking into something

joyful and meaningful, building children’s

confidence and a shared sense of pride in

protecting the planet.

Looking forward

Looking ahead, the group plans to:

• Expand solar and battery systems across

more nurseries.

• Introduce green ambassador roles for

children who will help the nursery be

more environmentally friendly. The

children will wear ambassador hi-vis

waistcoats and caps when they are

carrying out this role.

• Embed energy and environmental themes

through STEAM-based learning.

We want our children to see that they

are never too young to make a difference.

When they switch off a light, plant a seed

or reuse a piece of paper, they are learning

that care for the planet begins with them.

These goals directly contribute to the

Department for Education’s strategic

aims: reducing emissions, building

resilience to climate change and

improving the natural environment for

future generations.

A brighter, greener tomorrow

Our energy saving strategy shows what

is possible when sustainability is led by

vision rather than obligation. Through

leadership, creativity and collaboration,

we are helping shape a generation that

values and protects the planet.

At Bright Little Stars, we believe small

hands can make a big difference – and

that’s exactly what our children are doing

every day.■


nmtinclusion

Dismantle outdated roles

Jack Edwards, operations director at training company Swift Childcare, talks about how

early years settings can promote inclusion by challenging ideas about gender

Working in early years has always

come with a huge responsibility.

We are not simply caring

for children while families work, we are

shaping how children see themselves and

what they believe is possible for them. The

decisions we make every day in our settings

carry far more weight than we sometimes

realise.

In early years, conversations around

equality, diversity and inclusion (EDI) are

not abstract or political. They are practical,

rooted in child development and central

to good practice. What we choose to

model, encourage and normalise today will

influence not only the children in our care,

but the adults they grow into.

Children begin forming ideas about

gender from a very young age. Long before

they can fully explain these ideas, many

already associate certain toys, roles or

behaviours with being “for boys” or “for

girls”. These messages are rarely intentional.

They come from language, resources,

media and adult reactions.

Early years settings are uniquely placed

to challenge this gently and positively.

Gender inclusive practice is not about

removing identity or creating confusion.

It is about widening the range of choices

available to every child. It is about ensuring

children feel free to explore caring play,

construction, physical activity, creativity

and leadership without feeling that certain

spaces are not meant for them.

Small changes can make a meaningful

difference. The language we use, the books

we share, the images on our walls and the

way we respond to children’s interests

all shape how safe children feel to be

themselves. When children are not limited

by stereotypes, confidence grows naturally.

The presence of male educators plays

a crucial role in reshaping what children

perceive as normal. When children

regularly see men in nurturing, teaching

and supportive roles, it subtly but

powerfully challenges traditional genderspecific

expectations. This exposure allows

for education roles to be seen differently

and they are no longer tied to one gender.

This early exposure matters. Children

internalise what they see around them,

and when classrooms reflect a diverse mix

of role models, rigid ideas about ‘male’

and ‘female’ jobs begin to soften. Over

time, this normalisation helps dismantle

outdated gender roles, allowing children,

who later grow into young adults, to feel

freer to explore careers driven by their

interests, passions, and strengths, rather

than by social stigma.

EDI as everyday practice

Equality, diversity and inclusion should

never live only in a folder or on a website.

Children experience inclusion through

relationships and daily interactions. They

notice who is listened to, who is celebrated

and who feels comfortable in a space.

In early years, inclusive practice means

children seeing themselves reflected

positively in their environment. It means

families feeling respected and understood

and it means staff feeling valued for who

they are and what they bring, not expected

to fit a single idea of what professionalism

looks like.

The long-term effect of early years

decisions

One of the most powerful aspects of early

years is its long reach. The experiences

children have in their earliest settings

influence confidence, learning, wellbeing

and aspiration far into adulthood.

When children grow up feeling seen,

valued and capable, they carry those

beliefs with them. When they learn that

difference is normal and respected, they are

more likely to build inclusive communities

themselves. Early years doesn’t just prepare

children for school. It helps shape the kind

of society they will help lead.

Jack Edwards

This is why representation, language

and expectations matter so deeply.

The messages children absorb in early

childhood often become the beliefs they

live by later on.

Valuing apprentices as part of

inclusive practice

Any conversation about inclusion must

also include the workforce. Apprentices

play a vital role in early years, yet their

contribution is sometimes underestimated.

Apprentices bring fresh perspectives,

energy and lived experience into settings.

They ask questions that challenge routine

practice and often notice things others no

longer see.

Valuing apprentices means involving

them in reflective conversations, listening

to their ideas and supporting clear

progression pathways. When we invest in

apprentices, we are investing in the future

of the profession.

Leadership makes the difference

Inclusive practice doesn’t happen by

accident. It is shaped by leadership that

is reflective, informed and willing to

challenge the status quo.

The choices we make today in our

environments, our teams and our

leadership will shape not only the children

in our care, but the society they grow into.

That is the privilege of working in early

years. And it is why getting it right matters

so much. ■


nmtbusiness

Diary of a new nursery owner

Finding the right location and opening a new nursery is challenging. The Harkalm Group

on how the process might unfold for a fictional nursery owner

As early years providers, we’re used

to making sure every child in

our care thrives. What we’re not

always so good at? Switching hats and

thinking like property owners.

But in 2024, demand for our nursery

places was growing fast. It felt like the

right time to expand. The big question

was: where do you even begin?

Here’s our diary of how we turned

a tired old hotel into a state-of-the-art

nursery.

Week 1

After a long day, I found myself

scrolling through Rightmove, searching

for potential properties. We were

confident about the location, so that part

was straightforward.

The problem? Nothing suitable. And

certainly nothing with the right planning

permission already in place. It quickly

became clear that finding the right

building would be our first major hurdle.

Week 3

Still nothing. A colleague suggested we

speak to a specialist property investment

and development company that works

within the early years sector. It hadn’t

even crossed my mind that such a thing

existed.

Week 4

We met with Dan Goodman from

The Harkalm Group, which works to

secure properties that aren’t even on the

open market. Dan listened to our size

requirements: ideal location, need for

parking, outdoor space, and of course,

that all-important planning permission.

Harkalm often purchases properties

subject to planning consent – if planning

is required it carries out and obtains the

relevant planning permission, ensuring

I can get in and trade under the right

planning use, making the process

significantly lower risk for operators like us.

Week 8

Dan came back with a shortlist. The

team used its relationship with

property agents and landowners

across the country to identify the

relevant property. Three quarters

of the buildings it acquires aren’t

publicly listed. We have arranged

to visit several sites together.

Week 10

We’ve now visited three sites.

One really stood out. It’s in a

fantastic location fairly near

a school and residential area,

generous car park and a large

garden. The only catch? It’s a

hotel – and not exactly at its best.

It wouldn’t have been our first choice

of premises. But with so many hotels

sadly closing, it actually makes sense.

The building has space, character and

potential and it can be refurbished to

our exact specifications. Dan walked us

through what could be altered and how

the space could flow.

He’s also checking whether the property

is elected for VAT which could make a

significant financial difference for us.

Week 11

We’ve agreed a long-term lease with

The Harkalm Group, subject to planning

consent being secured. It is handling all

the planning applications for us which is

a huge relief. Anyone who has navigated

that system knows how complex it can be.

We met Dan again to go through

heads of terms, lease agreements and rent

reviews. What stands out most is that this

doesn’t feel like a typical landlord-tenant

relationship.

Week 18

Planning is looking promising so now

we need to focus on gaining our Ofsted

registration.

We’ve started working on internal

layouts and design, and gathering quotes

for the refit. It’s such an exciting stage

imagining play areas, cosy reading corners

and learning spaces.

Week 20

Planning permission has come through.

Standing on-site today felt completely

different. We could finally visualise what

it will become. Building work begins in

two weeks.

Week 25

Construction is under way and we have

to remind ourselves it will look worse

before it looks better. We’re aiming for

a strong EPC rating, so sustainability

is front and centre in every decision, in

relation to insulation, lighting and heating

systems, but we also have to work with the

building. If we’re creating for the future,

we want to do it responsibly and keep

energy bills down.

We’re working towards a September

opening.

Week 40

We visited the completed site today and

it’s almost unrecognisable.

The old hotel has been transformed into

a bright, welcoming early years setting.

The garden has been landscaped into an

inspiring outdoor classroom.

We’re ready to welcome our first

children in September and enquiries are

already pouring in.

At the start, the process felt daunting.

Converting a hotel? Navigating planning?

Signing long-term leases? But standing

there today, seeing what’s been created, it

feels entirely worth it.■


26 June 2026 - NEC, Birmingham

27 November 2026 - Excel, London

The Largest Event For

Nursery Leaders And

Management

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

nmtlegal

Preserve evidence of abuse

Gurlabh Singh, digital forensics services manager and Matthew Parkinson, laboratory manager,

at digital forensics specialist Sytech, explain the legal obligations of childcare professionals

The UK government has announced

the introduction of a new national

Child Cruelty Register (NCCR)

to track adults convicted of serious child

cruelty offences. The register is designed

to close a legal loophole that previously

allowed abusers to ‘disappear’ from official

oversight once their sentences had ended

and will cover offences such as serious

neglect, abandonment, inflicting serious

physical harm, female genital mutilation

and infanticide.

The NCCR places an obligation

on childcare professionals to report

child abuse when they encounter it,

including through images or recordings.

Consequently, providers and their staff

are on the front line of handling recording

devices evidencing abuse which may occur

in the home, or onsite at the nursery, where

staff themselves are physically or verbally

abusive towards a child.

It’s highly unlikely that nursery-aged

children will bring their phone, iPad or

similar into a setting. However, recording

devices may be in the form of children’s

toys, or other seemingly innocuous

items with hidden cameras that record.

Should a child reveal messages or media

files depicting abuse, it is essential that

this evidence is protected and captured

appropriately.

Professionals must also be mindful that

social services or the police may not respond

immediately. In some situations, a child may

need to take their device or digital material

home with them to avoid raising suspicion,

because not having the device that they

left home with could place the child in

a dangerous situation, particularly if the

abuser is based in the home.

However, generally to ensure best

practice, the acronym ‘SAFE’ can be used

when preserving digital evidence, whether

that arises from the device of a child or staff

member:

S – Secure the device: Remove it from

Gurlabh Singh

use (if possible) and prevent further access.

A – Avoid interaction: Don’t open files,

apps, or attempt to view content.

F – Flag and report immediately:

Escalate via safeguarding procedures.

E – Ensure preservation: Store the

device safely and prevent tampering.

If you or a colleague become aware of

concerning material on any device, whether

a phone, laptop, tablet, or even a covert

recording device hidden in something like

a pen, it should be removed from its owner

and secured as quickly as possible.

Removing the device limits the risk

of content being deleted onsite, thereby

preserving it as valid evidence until it can

be handed over to the police. It is vital that

staff do not attempt to retrieve material,

open applications, or switch the device on

or off, as this may result in data loss. The

safest approach is to secure the device and

leave it untouched until it is collected.

Some devices may include auto-delete

functions that activate after a specific time

frame, or they may be at risk of being

wiped remotely by an accomplice. In such

cases, critical evidence could be lost.

For this reason, it’s important to inform

the police at the time of reporting that a

device containing potential evidence is

being held. This will alert the call handler

Matthew Parkinson

that urgent collection is required, helping

to preserve the evidence and enable swift

data extraction by the responding police

force or digital forensics specialists.

Many childcare facilities restrict the use

of personal phones, tablets, and laptops

to staff-only areas. However, recording

devices can be concealed within everyday

objects and may go undetected. Staff

should therefore remain vigilant and treat

unfamiliar items with caution. Objects

such as clocks, soft toys, pens, and even

coat hangers can contain hidden cameras.

Implementing systems to scrutinise items

brought in from home – such as labelling

them with reference numbers – can help

identify devices that may contain recording

equipment, potentially preventing abuse

before it occurs.

Finally, while such measures cannot

prevent individuals from transmitting data

via mobile networks (such as 4G or 5G),

organisations should ensure that all devices

connected to their Wi-Fi network are

recognised. This can help reduce the risk of

real-time content being streamed.

Finally, it’s important to note that,

while nursery employees have a duty to

recognise abuse, preserve evidence, and

escalate concerns, they are not required to

investigate incidents themselves.■


nmttechnology

Digital device danger

As the government issues its first-ever guidance on screen time for under-fives,

Charlotte Goddard explores what it covers and explains why it’s necessary

Under-twos should avoid screen time

other than for shared activities that

encourage bonding, interaction

and conversation, according to the

government’s first-ever parental guidance

on screen time and device use for underfives.

Meanwhile, parents of two- to

five-year-olds should limit screen time to

no more than one hour a day, and avoid at

mealtimes and in the hour before bed.

The guidance was developed by the

Early Years Screen Time Advisory Group,

co-chaired by Dame Rachel de Souza,

children’s commissioner for England and

Russell Viner, professor in adolescent

health at University College London.

The group, which gathered evidence

from early years professionals as well as

parents and other experts, said it had not

sought to provide advice for early years

educational settings, where the use of

screens for educational purposes requires

different considerations.

However, early years settings should

certainly familiarise themselves with the

guidelines and the evidence behind them.

The Early Years Screen Time Advisory

Group report, which underpins the

guidance available on the government’s

Best Start in Life website, found evidence

that interventions in early years settings

have some effects in reducing overall

screen time, for example, by educating

parents in what young children need in

terms of healthy play and activity, or by

providing parent counselling.

“The majority of young

children’s screen usage

is on TV and tablets,

although smartphones

are becoming more

common.”

The majority of young children’s screen

usage is on TV and tablets, although

smartphones are becoming more

common. The government guidance

advises parents to use screens together

with their child, asking questions and

making comment, in order to build

connections, rather than using devices as a

‘digital nanny’.

Viner says: “The evidence tells us that

how young children spend their time

really matters for their development. Too

much solo screen time can crowd out the

things that make the biggest difference –

sleep, play, physical activity and talking

with parents and carers.” For young

children especially, responsive adult-child

interaction remains central to healthy

development, and screen use should be

designed to enhance, not diminish, these

foundational experiences.

Gee Eltringham is a Bristol-based

psychotherapist, who specialises in

supporting neurodiverse children and

their families, and founder of the support

platform twigged. She says it’s important

to look at what children are watching,

where they are watching it, and for how

long they are watching.

“When you see kids in buggies with

iPads, or holding phones while walking

down the street, that’s not doing anything

other than keeping your child quiet,”

says Eltringham. “We are isolating our

children with iPads in little corners of

rooms rather than watching family TV

together.”

Eltringham believes the effect of athome

screen use is being felt by nurseries,

where children might find it difficult

to engage with practitioners. “When

screens replace parents sitting down and

colouring with their child, that has a

massive effect,” she says. “Children may

become clingy and anxious and afraid

to make mistakes, and when something

goes wrong, they don’t know how to deal

Rachel de Souza, Children’s Commissioner

Credit David Parry

with it in real life. Or they’re a bit distant

and they just can’t give their attention to

anything for a longer period of time.”

When children access devices at

a very young age, it can affect their

brain development. Some evidence

has linked large amounts of screen

time with negative effects on children’s

health and development, including on

social, emotional, language and brain

development, sleep, eyesight and healthy

weight.

Eltringham says watching content or

playing games delivers constant small hits

of dopamine, which is associated with

motivation and would usually be “earned”

through achievement. “Watching a screen,

or playing a digital game, is a source of

what I call cheap dopamine,” she says.

“It actually rewires the brain so synapses

connect more quickly, and children need

more and more of that quick acting, easy,

cheap dopamine.”

The earlier children are exposed to

digital devices, the more they end up

chasing the dopamine hit, she says. “What

we end up seeing is double dopamining –

they’ll watch TV while playing a game or

texting.”

The government guidance encourages


parents to choose slow-paced, ageappropriate

content and avoid fast-paced,

social media-style videos, which can be

overstimulating for under-fives and are

associated with behavioural problems,

and artificial intelligence toys or tools.

Fast-paced content may include frequent

scene cuts, camera pans, vivid colours,

rapid speech, multiple characters talking

at once, and dense or complex backing

tracks.

“Children’s screen use in the early years

is changing rapidly, not just in how much

they watch, but in the type of content

they engage with,” says Professor Sam

Wass, director of the Institute for the

Science of Early Years at the University of

East London.

Children with special education needs

and disabilities face the same potential

harms and benefits from general screen

use as other children, but may also use

screen based assistive technology to help

them with mobility, communication and

learning. The advisory group’s report says

parents will need to balance the potential

risks and benefits of screen use differently

for children with SEND.

However, while all children are affected

by screens, children with SEND are at

even greater risk of harm, says Eltringham.

“Neurodiverse children often have a

greater difficulty transitioning off screens,”

she says. “Children with SEND may have

issues with their impulse control and

emotional responses. They can’t regulate

their emotions while watching, so when

the screen gets taken away, you get this

explosive behaviour because it has to

come out somewhere. Shorter screen time

allows children to come away and deal

with the emotions caused by what they’ve

seen, rather than suppressing it while they

continue to watch.”

Screen time can also change children’s

behaviour. “We sometimes say ‘let your

child borrow your calm in a storm’, which

means if a child is having a meltdown, you

remain calm, and they reflect that calm,

tuning it from you,” says Eltringham.

“This is called affect attunement. We see it

in a negative way when they are watching

screens. You will see neurodivergent

children trying on the masks of characters

on TV, and some of them are not

characters you want in your house.”

Eltringham recalls her own

neurodivergent child watching “slightly

sassy American TV”. “As if a switch had

been turned, my child changed,” she says.

“That’s not the child I brought up. That’s

not language we use in our house.”

Digital devices are everywhere,

including in many nurseries. However,

while high-quality digital content

can support early learning, it cannot

substitute for the social, emotional, and

physical experiences that come from realworld

engagement.

The government guidance is not aimed

at nurseries, but Ellingham believes early

years settings should think carefully about

whether devices are benefitting children,

even when they are being used in an

apparently educational way. “It’s my firm

belief that adults turn to digital solutions

because it’s easier for them, not because it

is beneficial for the child,” she says.

She cites a school nursery which had

children practice forming letters on an

iPad. “Writing on a tablet doesn’t develop

the same skills as scribbling on a piece of

paper,” she says. “There are many other

executive function skills being learnt in

that moment.”

The big question is, should early years

settings be using digital devices at all? “I

think if they are used in small doses, in

group activities and there’s an executive

function purpose to it, I’m OK with it,”

says Eltringham. “But actually, there is

almost always a non-digital alternative

that would be better. We have to start

looking at whether there’s a benefit to

the child, or whether it’s just easier for us

parents and caregivers.”■



developed

product



nmtoperations

Nursery managers round-up

Whether it’s spreading random acts of kindness, or supporting the local hospital,

managers across the UK are going that extra mile. We round up some of the things

you’ve been getting up to

Love to learn

Children, families and staff at Partou Stonehouse Nursery and

Pre-school in Leyland, Lancashire, took part in a stay-and-play

Valentine’s Tea. Rebecca Bradbury, the nursery’s senior deputy

manager, said: “At Partou Stonehouse, our celebrations such as

Valentine’s Day are thoughtfully planned to support children’s

learning and development through the early years foundation

stage. Our Valentines stay-and-play is not only about crafts and

cards, but also an opportunity to nurture emotional wellbeing,

communication skills and a strong sense of belonging for both

children and families.”

She added: “Our Valentine’s Tea event – which we called

‘Little Love Bugs’ – was designed to reflect our belief that

children learn best through child led exploration and meaningful

social experiences, allowing them to express themselves creatively

while practising important social skills.”

Nurseries has a 91-point checklist, known as ‘givens’, which each

nursery must follow. These include fresh flowers in the main

entrance, all cupboards, rooms and shelves organised using the

Cherubs Nurseries labelling system, and hot drinks and fresh

fruit in every staff room.

Harry Mills, director of brand development at Cherubs, said:

“As a growing nursery group, it’s important we maintain the same

high standards across all nurseries. We have identified areas that

make us unique and support our offering. While we promote the

individuality of each nursery, this can be done through how the

early years educators interact with the children and the activities

and experiences on offer every day.”

The senior team visits all the nurseries every quarter to check

on the ‘givens’ and to catch up with parents and staff. The ‘pass

mark’ is 85%.

Mills said: “Our Cherubs Nurseries ‘givens’ allows us to ensure

consistency across our nurseries, around the things that we think

are important and that our children, parents and team value.

They’re little touches with big impact. Since 2024, we’ve been

conducting the ‘givens’ and whilst our teams generally achieve

80-90%, Cherubs Ruddington is our first nursery to achieve a

perfect score.”

Cherubs Ruddington in Nottinghamshire is led by nursery

manager Kayley Martin and head of nursery Kyle Jenkins.

It’s a given

In order to ensure consistency across all of its settings, Cherubs

Kindness of kids

Children from Kids Planet Bricknell in Hull came together

to spread joy across the community in the lead-up to Random

Acts of Kindness Day in February. The children gifted bouquets

of flowers to people at a bakery, a chemist and other nearby

businesses.

The gifts were appreciated by the local community and every

recipient sent thanks to the children. Charlotte Mowforth,


nursery manager at Kids Planet Bricknell, said: “As a nursery

manager, I truly believe that giving back to our community and

teaching children about kindness is a huge part of our role in the

early years.”

She added: “It’s not just about the activity itself – it’s about

what children feel and learn from it. When they hand out

flowers, make cards, visit local places or do something thoughtful

for others, they begin to understand that their actions have

meaning. They see smiles, they hear ‘thank you’, and they start

to recognise how they can make someone’s day better. These

experiences help children build empathy, confidence, and a real

sense of belonging.”

children with a parent in prison. LEYF’s chief executive June

O’Sullivan said: “Books are a lifeline. They give people dignity,

hope and a way to make sense of their lives. This donation is

about more than books. It’s about supporting families when

a parent is in prison, and helping dads stay connected to their

children through learning, reflection and better parenting, even

behind bars. If we want children to thrive, we can’t ignore the

impact of imprisonment on family life.”

Hospital heroes

Tops Day Nurseries Winchester, located onsite at Winchester

University and next to the Winchester Hospital, has announced

a new partnership with Hampshire Hospitals Charity.

Kayleigh Moss, nursery manager, said: “As part of the hospital

community, our children, families and colleagues feel a strong

connection to the people who use and work in the hospital, so

it’s really important to us that we play our part in giving back.

Through our fundraising and community activities this year, we

hope to make a positive difference for local patients and their

families.”

Throughout the year, children, families and staff at the nursery

will take part in a range of fundraising activities, from sponsored

events and dress-up days, to collections at nursery open days

and community events. The team is keen to involve children in

age appropriate fundraising, encouraging them to learn about

kindness, community and helping others.

Brixton books

Children from LEYF Brixton Garden Nursery and Pre-School

in London and other LEYF nurseries, and local parents, donated

nearly 150 books to Brixton prison. They prioritised highinterest

non-fiction and titles on parenting, mental health and

child development.

The donation builds on LEYF’s ongoing work supporting

Reading buzz

Laura Henry-Allain, author and creator of CBeebies’ JoJo and

Gran Gran series, visited Busy Bees settings in Perivale in West

London, and Wirral Moreton and Wirral Arrowe Park in

Merseyside to mark World Book Day. The visit was part of the

group’s ‘Get the Reading Buzz’ pledge, which aims to share 45

million books with children by 2026.

Sian Forbes-White, centre director at Busy Bees Perivale, said:

“Storytelling is at the heart of our Bee Curious curriculum and

we were delighted to welcome Laura, who shares our passion for

fostering a love of reading from an early age.

“This visit reflects our pledge to nurture early literacy skills

through playful, engaging experiences that spark imagination and

inspire a lifelong love of books. We can’t wait to see our children

continue to grow in confidence as curious readers.”■


nmtleadership

Meet the manager

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

Netta Berecz-Domak, head of nursery at kinderzimmer Muswell Hill in London

Why did you want to work in early

years?

As a child, I had the most amazing, caring

and passionate nursery educator who

inspired me from a very early age. Since

I was three years old, my intent has been

clear – I wanted to share all the love and

care that I received from her and make

that magical change and impact on the

next generation of children.

What was your route to becoming

a manager?

As a teen, I studied for my Level 3

qualification, and on my 18th birthday,

alongside my cards and cake from the

children, I received my first job offer as

a nursery practitioner. After a couple of

years, I became a baby room leader and

then worked my way up into a managerial

role. I joined kinderzimmer as head of

nursery, in the Muswell Hill setting in

August 2024.

What are you most proud of

achieving as a manager?

Seeing our amazing children, parents and

team entering the setting each morning

with a big smile; also creating an amazing

team that looks after our management

team in the same way we look after them.

I’m so proud of the growth kinderzimmer

Muswell Hill, and my team, have achieved

over the past few years.

After not having the most supportive

“As a child, I had

the most amazing,

caring and passionate

nursery educator who

inspired me from a

very early age..”

teachers during secondary school,

I’m incredibly proud of my career

achievements, particularly gaining

this success and creating this change

in a different country and speaking a

different language – my native language is

Hungarian.

What’s the best thing about the

setting you manage?

My team. When building my team, I

looked for that real passion in people’s

eyes; working with children can be

challenging so it’s integral we recruit

team members that truly believe in

kinderzimmer’s mission and values.

The unique and beautiful kinderzimmer

setting amazed me from the moment I

arrived, confirming my desire to work

here. After nearly two years, I still come

to work every morning with the same

smile I had on my first day. The wellstructured

curriculum allows children to

maintain their innocence while fostering

independence, exploration and wonder.

What’s the best training you have

been on?

My absolute favourite training is the first

aid training.

What’s the most challenging part

of being a nursery manager?

Not having enough time in a day and

switching off after the day is over.

What do you do to look after

yourself when things get stressful?

I reach out to my family for extra cuddles.

I have also learned to organise challenges;

I focus on the things I can control and

prioritise and worry less about the things

I cannot impact myself. Again, I can only

thank my team and our support office,

who make every effort to support us,

listen to us, and guide us. They are truly

inspiring in every way, sometimes, just

Netta Berecz-Domak

a quick chat and a coffee can sort out a

stressful situation. Communication is the

key here, so I always strive to teach my

team and our children that resilience is

key – no matter how hard things get, we

can always talk it through with each other.

What advice would you give your

younger self?

Always listen to your heart and do what

you truly love to be successful

What’s the one thing you would

change about the early years

sector?

Some people’s opinions in the early

years industry are that “all we do is sit

and play”. I would love more people to

understand the true impact we have on

the next generation and that, whilst we

believe in child-led learning, there’s a lot

of planning and strategy that comes prior

to what the children experience each day

at kinderzimmer.

What three things would you take

to a desert island?

One – A ‘do not disturb’ sign.

Two – A cooking pot.

Three – A knife.■


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nmt-magazine.co.uk January/February 2026 NURSERY MANAGEMENT TODAY 51

nmtawards

The best of the sector

The National NMT Nursery Awards are the largest awards recognising excellence in the

UK early years sector. Our sponsors explain why they make a real difference

The National NMT Nursery Awards celebrate standout

nursery providers, teams and individuals who are making a

real difference in early years education.

The awards could not happen without the support of our

sponsors. Our award categories showcase the incredible work

taking place in the sector, from outdoor learning to parent

Overall sponsor

Team of the year

Outdoor learning

Sponsored by Hope Education

Rachel Pangburn, senior

marketing manager

We are proud to support the

National NMT Nursery Awards

as a main sponsor, recognising

the innovation, dedication and

impact across the sector. These

awards play an important role in

celebrating the individuals and

teams who go above and beyond

to improve outcomes for children

and young people.

The Team of the year category highlights the importance

of collaboration, showcasing how shared commitment drives

meaningful change. Meanwhile, outdoor learning reflects the

growing value of learning beyond the classroom, supporting

wellbeing, creativity and resilience.

We are delighted to champion these categories and celebrate

the inspiring work taking place across the sector.

engagement and staff training and development. In the first of a

two-part series, they shine a spotlight on the importance of each

category, and explain why they get involved, and what the awards

mean to the sector as a whole.

Entries for the National NMT Nursery Awards 2026 will open

in June.

Nursery training and development

Technology product of the year

Sponsored by Partou

Chris Conchie, commercial

director

It’s a pleasure to support the


once again.

Sponsoring the training and

development award is a natural

choice for Partou, as we believe a

skilled and confident workforce

is essential to delivering excellent

early years provision. In

preparation for the new Ofsted

inspection framework, Partou delivered almost 3,000 hours of

team training, to ensure understanding and to enrich children’s

learning experiences.

We’re also proud to sponsor the Technology product of

the year category, reflecting the increasingly important role

that technology and innovation play in enhancing practice,

strengthening partnerships with families, and improving

outcomes for children.

Nursery room leader of the year

Sponsored by McQueen’s Dairies

Anna McQueen, director

We’re proud to support the awards because, as a milk provider working closely

with early years settings – and as a parent myself – I see the incredible impact

room leaders have every day. They create nurturing environments where children

feel safe, supported and ready to learn. Good nutrition is a key part of that

foundation. Milk provides essential nutrients like calcium, protein and vitamins

that support healthy growth and development. Recognising room leaders

celebrates the care, leadership and consistency that help shape children’s futures.


Community nursery of the year

Sponsored by Kindred

Annie Tierney, chief early

years officer

At Kindred, we believe the

strongest nurseries are those that

create a strong sense of belonging

and meaningful support for

families, children and teams

by rooting each nursery in the

wider community around it and

ensuring nursery life reflects the

people and places it serves. That is

why sponsoring the Community

Nursery of the Year award feels so right to us. This category

recognises the extraordinary role nurseries can play beyond their

walls, celebrating those that go above and beyond to strengthen

local relationships, bring people together and make a lasting

difference in their communities.

Nursery manager of the year

Sponsored by Millhouse

Lalita Hedges, head of sales

At Millhouse, we work closely

with nurseries across the UK

and understand the impact an

effective nursery manager has on

every aspect of a setting, shaping

culture, supporting teams, and

making the strategic decisions

that influence children’s daily

experiences.

Building positive parent

relationships, while juggling

budgets, managing compliance and safeguarding, and creating

a happy and positive environment, is not only a skillset, but a

vocation.

Recognising nursery managers is about celebrating their

dedication, professionalism, resilience, and vision that drives

high-quality early years provision across the sector.

Rising star award

Sponsored by Busy Bees

Deena Billings, quality

director and safeguarding

lead

As a leading provider of early

years education, Busy Bees is

proud to support the National

NMT Nursery Awards and

celebrate the exceptional

individuals and teams driving

excellence across the sector.

Sponsoring the Rising star

category is particularly special,

as it shines a spotlight on the next generation of passionate

educators – a value that sits at the heart of Busy Bees. By

recognising these rising stars, we not only nurture their

professional growth, but also celebrate the meaningful difference

they make to children’s learning and development.

SEND support nursery/nursery group

Sponsored by MiChild

Adam Sage, chief executive

At MiChild, we believe every

child deserves the opportunity

to thrive, and high-quality

SEND support is fundamental

to achieving this. We are proud

to sponsor the SEND support

nursery/nursery group of the year

category because it shines a light

on the incredible practitioners

and settings that go above

and beyond to create inclusive

environments for all children. Recognising excellence in SEND

provision helps share best practice across the sector and ensures

that children receive the understanding, care and tailored

support they deserve from the very start of their learning journey.


nmtawards

SENCo of the year

Sponsored by Best Practice Network

Sian Marsh, director for

early years and education

Best Practice Network’s

involvement with the National

NMT Nursery Awards reflects

our long-standing commitment

to high quality professional

development across the early

years workforce, including being

selected by the Department for

Education to deliver thousands of

early years SENCo training places

nationally. The SENCo award category is vital because effective

early identification and support for children with SEND

directly improves their development and long term outcomes.

Celebrating outstanding SENCos helps highlight best practice

and raises awareness of their critical role in settings.

Nursery nurse/childcare practitioner

Sponsored by Grandir UK

Caron Mosely-Helbert, sales

and marketing director,

head of CSR

At Grandir UK, we are

committed to supporting

professional development and

strengthening our impact in the

communities we serve, helping

to deliver high-quality early

years education in safe, nurturing

environments. Sponsoring

the Nursery nurse/childcare

practitioner category is especially meaningful to us because these

practitioners play a pivotal role in shaping children’s earliest

experiences, providing the care, encouragement and foundations

that help them grow, learn and thrive. Their skill, dedication and

influence deserve recognition, and we are honoured to celebrate

those who make such a profound difference in children’s lives.

Parent engagement

Sponsored by Famly

Matt Halsey, UK and Nordics

general manager

We all know a child’s learning

doesn’t end when they get picked

up from their early years setting.

It happens anywhere, everywhere,

all the time. So the more

parents collaborate and share

information, the better everyone

can extend a child’s development.

Bridging that collaboration

gap is actually the reason we

founded Famly in the first place, so celebrating settings that are

championing the power of it feels very dear to us. These settings

are showing just how impactful teamwork can be in changing a

child’s life, and we’re proud to help showcase that work to the

wider world.

Sustainable nursery of the year

Sponsored by: The Old Station Nursery

Adelle Taylor, chief

executive

At The Old Station Nursery, we

believe the choices we make today

help shape the world our children

will grow up in tomorrow. That’s

why we’re proud to sponsor the

Sustainable nursery of the year

category at the National NMT

Nursery Awards 2026. We

see our nurseries as stations of

possibility, where children begin

to understand their place in the

wider world. Across our nurseries, we are continually learning

and strengthening our sustainable practices, taking thoughtful

steps to reduce our environmental impact and care for the

world our children will inherit. Through our Wonderful World

curriculum, part of our All Aboard Approach, we encourage

children to explore, appreciate and care for nature – nurturing

curiosity and responsibility from the very beginning.


Apprenticeship scheme of the year

Sponsored by: Realise

Karen Derbyshire, director,

early years

Realise is proud to be involved

in the National NMT Nursery

Awards 2026 because they

celebrate excellence, leadership

and innovation across the early

years sector. As a specialist

training provider, Realise

understands the vital role

high-quality apprenticeships

play in developing confident,

skilled practitioners. The Apprenticeship scheme of the year

category is especially important as it recognises settings that

invest in structured learning, career progression and workforce

sustainability. Strong apprenticeship programmes not only raise

standards of care and education, but also help attract, nurture

and retain passionate professionals who will shape the future of

early years provision.

Nursery group of the year (medium)

Sponsored by Community Playthings

Curtis Meier, marketing

director

Community Playthings is proud

to support the NMT National

Nursery Awards because they

celebrate the dedication,

leadership and integrity that

shape outstanding early years

provision. The Medium nursery

group category is especially

significant, recognising

organisations that balance scale

with strong relationships, consistency and quality. Medium-sized

groups often bridge the gap between independent settings and

larger providers, demonstrating how thoughtful growth can

enhance children’s experiences. We value every nursery, whatever

its size, and believe excellence in early years education deserves

recognition across the entire sector.

Nursery group of the year (small)

Sponsored by: dot2dot nursery insurance

Jackie Hyde, managing

director

We believe sponsoring the Small

nursery group award is important

because we see first hand the

commitment and passion smaller

nursery groups bring to their

communities. They consistently

deliver outstanding care and

education for children and

families. This award gives those

dedicated teams the recognition

they truly deserve, helping to boost morale and celebrate

excellence in the early years sector. Supporting this award is our

way of championing quality provision and saying thank you for

the vital work small nursery groups do every day

Nursery group of the year (large)

Sponsored by: Cool Milk

Stephanie Green, marketing

manager

Cool Milk is proud to support the


because nurseries play such an

important role in helping children

thrive during their earliest years.

Alongside learning and play,

good nutrition is essential for

children’s growth, development

and wellbeing. Milk provides

key nutrients that support strong

bones and healthy development, making it a valuable part of

the nursery day. The Large nursery group of the year category is

especially important as it recognises organisations that deliver

outstanding care and learning experiences across multiple settings,

positively impacting thousands of children. By sponsoring this

award, Cool Milk celebrates the commitment of nursery teams

who work every day to give children the very best start in life.■



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nmt-magazine.co.uk March/April 2026 NURSERY MANAGEMENT 17/03/2026 TODAY 13:05 55


nmtproperty sold

properties

recently sold

SADCO Nursery Group acquires Glasgow setting

SADCO Nursery Group has bought Mulberry Bush

Montessori in Glasgow, which has capacity for 100

children aged from three months to five years. The Care

Inspectorate awarded the setting a 4 to 5 rating in 2023.

SADCO Nursery Group, led by owners Saqib Sadiq and

Amir Sadiq, operates Noah’s Ark Nursery and Sunshine

Nursery in Fife and Poppins Kindergarten in Glasgow.

The group supports more than 90 roles across

management, senior practitioners, early years officers and

trainees, with all settings operating in partnership with

their local authorities.

The deal was facilitated by Redwoods Dowling Kerr.

Happy Days Day Nurseries acquires Gloucestershire setting

Happy Days Day Nurseries has bought Edward Bears

Private Daycare in Cirencester, Gloucestershire, which

has capacity for 71 children aged from newborn to five

years old.

It is accredited as a forest school, with three outdoor

areas dedicated to different age groups, in addition

to a large play space that encourages exploration and

connection with nature.

Edward Bears Private Daycare uses the Curiosity

Approach, blending elements from Reggio Emilia,

Montessori, Steiner, and Te Whāriki philosophies. The

nursery has a Good Ofsted rating.

The sale was facilitated by childcare and education

broker Redwoods Dowling Kerr and attracted significant

interest from buyers.

Kids Planet Day Nurseries acquires Leicestershire nursery

Childcare provider Kids Planet Day Nurseries has acquired

Topsham House Day Nursery in Desford, Leicestershire,

which is registered for 60 children aged from one month

to five years.

Founded in 1996 by former primary school teacher Susan

Maxted, the nursery features themed learning rooms, a

multisensory space, and extensive adventure-led outdoor

areas. It is rated Good by Ofsted.

Childcare and education broker Redwoods Dowling Kerr

facilitated the sale.

Redwoods Dowling Kerr’s senior sales negotiator for

childcare and education, Karrina Lee, managed the sale.

Existing operator buys Wiltshire nursery

An existing operator has acquired Steps Ahead Nursery,

a vacant children’s day nursery located in Trowbridge,

Wiltshire.

The purpose-built property comprises a large, singlestorey

former nursery setting positioned on a one-acre

site. The setting previously operated with a registered

capacity of 104 children, with scope to increase

occupancy to 120-plus children.

The nursery has 10 dedicated care and classroom spaces

arranged across three wings for babies, toddlers and

pre-school children. Facilities include playrooms, sleep

rooms, changing areas and a speech and language room

with ancillary accommodation, including a reception area,

offices and a commercial kitchen.

The nursery was sold as a vacant opportunity, allowing

the purchaser to restart operations with a clean slate or

reposition the setting to suit their operational model.

The deal was facilitated by childcare and education

broker Redwoods Dowling Kerr, which stated that the

scale of the property made this a particularly attractive

acquisition within the Wiltshire childcare market.


properties

recently sold

Established operator acquires Northamptonshire nursery

nmtproperty sold

An established operator has acquired 1st Class Day

Nursery in Corby, Northamptonshire, which is registered

for 40 children aged from two to five years.

Established in 1999, the setting is a single-storey purposebuilt

building, with well-equipped indoor and outdoor

activity areas. It operates 51 weeks of the year.

Childcare and education broker Redwoods Dowling Kerr

facilitated the sale and stated that with potential to

increase capacity, the nursery presents a development

opportunity for the new owner to expand childcare.

Yellow Brick Road Daycare buys Nottinghamshire nursery

Yellow Brick Road Daycare has acquired Beacon Hill Day

Nursery, located in Newark-on-Trent, Nottinghamshire.

Registered for 65 children, the nursery was established

in 2002 and has been under family ownership for two

decades.

The sale was facilitated by Redwoods Dowling Kerr.

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

Kim.Emsley@redwoodsdk.com

Robert.Yates@redwoodsdk.com

REGIONAL DIRECTORS

Bryan.Fotheringham@redwoodsdk.com

Mark.Phillips@redwoodsdk.com

Matthew.Preston@redwoodsdk.com

Mathew.Parkinson@redwoodsdk.com

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

Nursery group buys Surrey setting

Bear & Bunny Nursery & Preschool has acquired Kiwi’s

Preschool in Redhill, Surrey, which was founded in 2006

by Catherine Childs and Elizabeth Nicholls, and offers care

for up to 36 children aged between 18 months and five

years on a sessional, term-time only basis.

John Daly, owner at Bear & Bunny Nursery & Pre-school,

said: “We’re incredibly excited to welcome Kiwis into

the Bear and Bunny family and build on the strong

foundations Catherine has created.”

Bear & Bunny Nursery & Pre-school operates two other

Surrey settings, located in Horley and Charlwood.

The deal was facilitated by business property advisor

Christie & Co.

Sophie Willcox, director, childcare and education at

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

I have sold over the last month, highlighting the

demand from buyers to also acquire the property if it

has an alternative use value to support their funding

applications.”

Busy Bees acquires North Lanarkshire nurseries

Early years provider Busy Bees has acquired via lease

Lochview and Parkview Nurseries in Gartcosh and

Muirhead near Glasgow, which together provide 162

registered places.

The business was founded in 2007 by Jim Agnew and

operated along with his sons James and Ben.

Busy Bees has around 390 nurseries across the UK

and Ireland, with 23 in Scotland spread across 13 local

authorities.

Yvonne Smilie, managing director for Busy Bees Scotland,

said: “Jim, alongside sons James and Ben, has built up

an enviable reputation for their high-quality learning

environments, and we are committed to preserving this

vision going forward. We’re proud to continue the legacy

of the Agnew family and support the well-established

teams, who are held in high regard by parents. Together,

working closely with nursery managers Lorraine and

Kimberly, and their teams, we will ensure every child

continues to receive the best start in life.”

Business property advisor Christie & Co facilitated the sale.

The nurseries were sold at an undisclosed price.

Established operator acquires West Lothian day nursery

Sadia Ahmed, an established operator who owns

four settings across Scotland, has acquired First Class

Nursery in Livingston Village, West Lothian, which is

registered for 47 children.

The setting was previously owned by Annette Irving,

with support from her daughter, Nicola-Jane Irving,

since 2006. It was brought to market to allow the

owner to retire. West Lothian Council owns the

freehold.

Ahmed’s other nurseries are located in Grangemouth,

Dundee, Falkirk, and Milton of Campsie.

Ahmed said: “Our priority is to ensure continuity for the

children, families and staff, while working closely with

the team to build on the good foundations already in

place.”

Business property advisor Christie & Co facilitated the

sale.

Christie & Co’s senior business agent, childcare and

education, Callum Lancaster, said: “The addition of First

Class Nursery is an excellent strategic fit for the group,

and I’m confident that, under Sadia’s ownership, the

nursery will continue to thrive and build on the legacy

established by the outgoing owner.”

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

Grandir UK acquires First Place Nurseries

Grandir UK has acquired First Place Nurseries, bringing the

group to 99 nurseries across England.

First Place Nurseries comprises three nurseries in

Hertfordshire and Buckinghamshire. Grandir UK said the

addition to its portfolio marked another important step

in its long-term growth strategy. The nursery group said

the First Place nurseries would benefit from access to

wider expertise, investment and infrastructure, without

compromising each nursery’s individual identity.

Lydia Hopper, Grandir UK chief executive, said: “First Place

Nurseries shares our belief that high-quality early years

provision starts with strong teams, trusted relationships

and deep roots in the local community.”

She added: “By welcoming First Place nurseries into the

group, we are bringing together our collective strengths

to ensure we continue providing the very best for our

children and families. Each nursery remains proudly itself,

supported by the stability, expertise and investment that

come from being part of Grandir UK.”

The sale was facilitated by specialist business property

advisor Christie & Co.

David Eaves, director, childcare and education at Christie

& Co, said: “With the group celebrating their twentieth

anniversary in 2005, this is the perfect time for Grandir to

take the business forward and build on the fantastic legacy

created by the former owners.

“Quality nursery settings across Hertfordshire and

Buckinghamshire remain in extremely high demand

amongst a variety of operators, and we anticipate

significant further activity in the area over the coming

year.”

Kent owner buys Brighton eco-nursery

Nursery operator Vish Dhamija has acquired Little

Earthworms, an eco-friendly children’s day nursery in

Brighton, which looks after up to 45 children at a time

Founded in 2008 and under the leadership of directors

Rachel Humphrey and Sylvia Roberts, Little Earthworms,

integrated solar energy, organic nutrition, and nature-based

learning into its daily operations.

Humphries and Roberts stated: “We started Little

Earthworms with a simple dream of making a nursery that

was a good and happy place for both families and staff,

to create a space where childcare, love and support was

grown and nourished with care in the childcare sector that

was failing to offer those things.”

Dhamija owns another setting in Thanet, Kent. He said:

“Although there were a few hiccups along the way and

plenty of hard work, but we got there in the end. I am

delighted to be taking on Little Earthworms.”

Business property advisor Christie & Co facilitated the sale.

Sophie Willcox, director at Christie & Co, said: “Little

Earthworms is a lovely business, and I am glad to have

worked with the sellers in finding them a like-minded buyer

whose primary focus is continuing to provide exceptional

childcare with a happy team.”

Southampton care home to reopen as nursery

Building company Cavendish & Gloucester has acquired

former care home, Rose Villa, in Sarisbury Green,

Southampton, and plans to reopen it as a mixed-use

nursery and residential scheme.

The scheme will be subject to the necessary planning

consents.

Cavendish & Gloucester’s chief executive James

Murphy said: “Rose Villa represents a well-located

building with strong potential for repositioning into

a needs-led use. Our focus is on bringing established

properties back into productive operation through

considered planning and long-term income structures.

We look forward to progressing the scheme in due

course.”

The deal was facilitated by business property advisor

Christie & Co.

Charles Phillips, director, care at Christie & Co, said:

“Rose Villa generated good interest due to its location

and the potential for alternative use. We are delighted

to have completed the sale on behalf of the receivers

and wish Cavendish & Gloucester every success with

their plans.”

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


YOUR NURSERY.

EVERY SEASON.

EVERY STEP OF THE WAY.

Whatever the market brings; growth, uncertainty, or seasonal shifts,

Christie & Co remains a steady, trusted partner for nursery owners.

Our specialist childcare and education team is on hand year-round,

whatever the season, to offer clarity, guidance and informed advice,

helping you navigate each stage with confidence.

From valuations and strategic planning to expansion or a sale, we

support operators throughout the year with sector leading insight

and practical expertise.

FOR INDEPENDENT, EXPERT ADVICE CONTACT OUR SPECIALIST TEAM

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

DAY NURSERIES FOR SALE ACROSS THE UK

3480032 – Cardiff

FOR SALE

FREEHOLD - £1,100,000

• EBITDA of c. £145,000 YE 2025

• Operating capacity of 45 children

• Fully managed with an experienced

team

T: 07546 698 678

5880191 – South London

LEASEHOLD - £880,000

• EBITDA of c. £220,000 for

YE October 2025


• Ofsted rating ‘Good’

T: 07711 767 094

FOR SALE

5280107 – Edinburgh

FOR SALE

LEASEHOLD - Offers Invited

• Vacant Former Day Nursery

• Lease in place to 2046

• Previously registered for 84 children

T: 07754 559 529

4281046 – Surrey

FOR SALE


• EBITDA of c. £45,000 YE 2025

• Potential operating capacity of

38 children

• New lease available

T: 07736 620 855

5680015 – North Yorkshire


• EBITDA of c. £180,000 YE 2025


• 25 years remaining on lease

T: 07756 875 222

FOR SALE

4281078 – Lancashire

FOR SALE


• EBITDA of c. £135,000 YE July 2025


• Impressive outdoor learning environment

T: 07736 616 687

5880136 – Birmingham

3480033 – South West England

5680013 – West Yorkshire

FOR SALE

FREEHOLD - £6,500,000

• EBITDA of c. £ £753,000 YE 2025

• Group of two settings

• Ofsted rating 'Outstanding'

T: 07546 698 678

FOR SALE


• Turnover of c. £390,000 YE 2025


• Ofsted rating ‘Good’

T: 07791 979 343

FOR SALE

LEASEHOLD - OFFERS INVITED

• Fully managed with an experienced

team


• New lease opportunity

T: 07756 875 222

christie.com

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Nursery Management Today, March-April 2026

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