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How can we improve transition into primary school?

    Opinion
  • Monday, January 18, 2021
    • | Nursery World
Transition from the EYFS to Key Stage1 remains shrouded by conflicting messages and expectations. Julie Fisher calls for policymakers and school leaders to recognise the importance of play-based pedagogy in ensuring the best start to primary school

EYFS Profile will not be mandatory this summer

    News
  • Monday, January 18, 2021
    • | Nursery World
Schools will not be required to carry out the EYFS Profile at the end of Reception this academic year, but they will be asked to ‘to use their best endeavours’ to complete it in the summer term if they are able to do so.

Resilience - Bouncing back?

    Features
  • Monday, December 21, 2020
    • | Nursery World
Children are often labelled as being ‘so resilient’, but real resilience is built on nurturing relationships and should not be taken for granted, explains Anne O’Connor

Picturebooks 12 - Word perfect

    Features
  • Monday, December 21, 2020
    • | Nursery World
In the final part of this series, Andy McCormack provides some essential reading lists, covering a range of subjects, to help you build your own picturebook library

Picturebooks 11 - Lap, not app?

    Features
  • Tuesday, November 24, 2020
    • | Nursery World
App’s the way to do it?! The subject divides opinion, but dedicated story apps do offer a wealth of benefits and added storytelling dimensions, explains Andy McCormack

EYFS guidance - Better together

    Opinion
  • Tuesday, November 24, 2020
    • | Nursery World
The revised Development Matters has strengths and weaknesses, and continued discussion is needed, write Prof Kathy Sylva, Prof Iram Siraj and Dr Sandra Mathers

EYFS Guidance: Effective Practice, Part 2 - What matters

    Features
  • Tuesday, November 24, 2020
    • | Nursery World
In the second part of his series exploring the revised Development Matters guidance, Dr Julian Grenier looks at the newly included terms ‘curriculum’ and ‘pedagogy’ and explains what they mean in the context of high-quality early years provision

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