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In the first of a four-part series on the adult role in supporting early learning, Julie Fisher looks at the different purposes of learning initiated by the adult or the child
Settings are trying to GCSE-proof future staff via bespoke training. Charlotte Goddard investigates
Providers frequently tell us about barriers to delivering an extended flexible offer and that there is no demand for it. Pathfinder settings demonstrated how providing flexibility could generate a...
Early years practitioners are caught between what policymakers and educationalists mean by readiness for school, as David Whitebread and Sue Bingham explain.
1. A = 3 B = 2 C = 1 So that's every day accounted for, then, if you chose A. A better option would be B because it gives you both time to decide, together with the child, whether it's a good idea to...
Getting staff to embrace and implement the changes of the EYFS is a challenge managers grasp in different ways, as Mary Evans hears.
Nurseries have found that investing in their outdoor provision is bringing about a welcome change of culture. Karen Faux reports.
Each policy and procedure serves a different purpose. So it is important to be clear about your meaning and ensure all essential information is included, says Laura Henry.
Have the Education, Health and Care plans achieved their aim of ensuring that children with SEND receive the right support from all agencies early? Karen Faux investigates