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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.
Strategies to engage the third partner in the key person approach - the parent - as a child enters and settles in to nursery are explained in our continuing series on key caring by Anne O'Connor
In the baby room, what should practitioners be looking out for to guide their interactions, asks Meredith Jones Russell
The Department for Education (DfE) is inviting proposals from organisations to design and deliver Reception Baseline Assessments to schools from September 2015.
The new Early Years Directorate has been dismayed to find that some local authorities in England have failed to make any progress on applications by childcare providers for registration received in...
By Professor Tina Bruce, visiting professor at the University of North London Major differences are still apparent in the approaches to education and care in England and in Scotland, as various recent...
The new national occupational standards for classroom assistants (see News, page 4) are welcome for several reasons. The standards, and the forthcoming NVQs/SVQs that will follow, will be a big step...
Short inspections were introduced by Ofsted in September 2015, under the new common inspection framework, for schools previously rated good, and maintained nursery schools rated good or outstanding.
The Early Years Foundation Stage acknowledges that risks can and must be taken, as long as practitioners do assessments beforehand and explain it to the children, says Mary Evans.