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Karen Hart explains how Standard 5 asks practitioners to evidence and meet the specific needs of individual children
Disquiet among teachers and early years practitioners over the transition between the Foundation Stage and Key Stage 1 has been noted in two reports for the Government.
An inclusive approach to children learning and speaking more than one language is explored by Tina Bruce, Carolyn Meggitt and Julian Grenier.
Children's ability to estimate is more important to their mathematical development than counting, explains Jo Van Herwegen.