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Found 227 results for .

30 hours for whom?

    Opinion
  • Monday, June 26, 2017
    • | Nursery World
Michael Pettavel, whose nursery school is in one of the areas piloting the 30 hours, wonders who the funded hours are really for

The dangerous schoolification agenda

    Opinion
  • Thursday, December 7, 2017
    • | Nursery World
The Ofsted report Bold Beginnings reveals an ignorance of how children learn and marks another step towards the schoolification of Reception Year (YR), says early years consultant Tamsin Grimmer

Apprentice anguish

    Opinion
  • Friday, March 2, 2018
    • | Nursery World
With the number of young people starting apprenticeships down by 40 per cent, it's a challenging time for employers, says Mark Dawe

Championing childhood

    Opinion
  • Monday, October 1, 2018
    • | Nursery World
Sir Al Aynsley-Green argues that our approach to early years comes at a huge economic cost to individuals and society

Inequality persists

    Opinion
  • Monday, November 12, 2018
    • | Nursery World
A recent OECD report confirms that the UK needs to better support disadvantaged children in order to improve their prospects

‘We must do more for those who have least’

    Opinion
  • Tuesday, September 7, 2021
    • | Nursery World
As the latest Sutton Trust report highlights the extent to which disadvantaged children are now being locked out of early years education, Brett Wigdortz, co-founder and CEO of tiney, urges policy makers to focus on solutions.

Early years forgotten again

    Opinion
  • Friday, February 18, 2022
    • | Nursery World
Where was the early years sector in the Government's White Paper on 'Levelling-Up'? Experts question the Government's decision to overlook the sector.

More of the same

    Opinion
  • Tuesday, September 10, 2013
    • | Nursery World
Reinventing childcare policy will not mean more affordable childcare, says Dr Verity Campbell-Barr

We are under assault

    Opinion
  • Friday, June 28, 2013
    • | Nursery World
Ofsted's Michael Wilshaw has betrayed a fundamental ignorance of both early years and the noxious side effects of a testing culture, argues Dr Richard House

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