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In part 3 of this series, Gemma Goldenberg discovers what evidence-based practice looks like at a research school
Children withdraw for different reasons so the key lies in the bigger picture, say Jenny Mosley and her team Q There is a very quiet and withdrawn child who attends nursery. She tends to play on her...
Teaching support staff are now bearing the brunt of the 30 million in cuts to funding at the Training and Development Agency (TDA).
Children’s contact with nature and the outdoors during the COVID-19 pandemic is being studied by a PhD researcher at the University of Hull.
The UK's largest nursery group Busy Bees is working with local authorities to explore a funded ‘stay-in-nursery’ scheme, which would give parents the option to delay the start of their child’s primary...
The decision to change the way SATS are carried out at Key Stage 1 in England's primary schools is good news for Foundation Stage practitioners. Greater emphasis on teacher assessment of pupils rather...
Early years organisations have slammed their omission from sharing any of the £1bn funding package that schools will receive as part of a catch-up plan for children who have fallen behind from missing...
The importance of practitioners taking a genuine interest in families, their backgrounds and circumstances, to help improve everyday practice, is considered by Helen Wheeler and Joyce Connor in an...
Encouraged by Government, more employers want to help their staff with childcare, but what does this mean for providers? Simon Vevers investigates Childcare is increasingly becoming part of the...