When assessing children in the Early Years Foundation Stage, practitioners need not feel pressured to supply loads of evidence. Jennie Lindon explains what the task really involves.
Indoor facilities have taken priority over outdoor provision, but nursery chains are now looking outwards, says Annette Rawstrone Many nursery chains invest huge amounts of money in planning and...
What can early years practitioners do to support a young child whose exceptional abilities may bring problems? Elaine Hook offers advice.
The importance of practitioners taking a genuine interest in families, their backgrounds and circumstances, to help improve everyday practice, is considered by Helen Wheeler and Joyce Connor in an...
<P> Teaching under the National Literacy Strategy inhibits the development of children's oral skills, according to research by Linda Hargreaves, with Eve English and Jane Hislam </P>
It is only right that early years educators are accountable, but how do you measure performance and learning? Jan Dubiel explains how one project is helping practitioners to assess progress.
Recent changes to the law on special educational needs provision have been dubbed the most significant in 30 years. Charlotte Goddard looks at the vital role of SENCOs.
With only a matter of months before the extended two-year-olds scheme comes fully into force in September, what can nurseries do to accommodate the new families? Ruth Thomson offers some guidance.
Physical development expert Dr Lala Manners describes a successful training model in Manchester and why it can be replicated, in the final instalment of a two-part series
What areas of training should nurseries and childminders focus on when looking to equip themselves for the influx of twos? Annette Rawstrone reports.