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Tag Archives: EYFS

Look through the window and what do you see?

“Windows mean light, wisdom means Windows!” ~ Mehmet Murat ildan

On a recent Twitter chat called #Kinderchat Geoff Billing, an Early Years colleague, wrote this tweet.

“I remember @LauraChildcare tweeting once about not being a fan of stuff covering windows..stuck with me and changed my practice! #kinderchat

I responded:

“I sure did! Even my sons point out settings that have painted windows. Blocks out natural light & looks tacky! #Kinderchat

Other colleagues also tweeted their thoughts on painted windows within settings.

My views are very clear that windows are there for one to see outside and connects the outside in! So I’m often surprised when I still see settings that have painted their windows with either tacky paintings and/or worse still, with the paint peeling off the window.

Some settings have said to me they paint their windows […]


Disqualification by association

It is with pleasure that I have Debbie Alcock, of Influential childcare as my guest blogger. Debbie has been in childcare for over 30 years, 19 of these spent in inspection and regulation, first with the London Borough of Barnet and then with Ofsted. She has held many positions in Ofsted: as a policy writer, inspector, team manager, area manager and lastly as a regulatory inspector dealing with serious concerns and safeguarding. She currently works as a freelance trainer, consultant and writer. In addition, Debbie plays a strong part in the Ofsted Big Conversation and is the London lead for NEYTCO.

Debbie writes:

“Disqualification by association is one of the 11 reasons that a person may be disqualified from working with children. Since the 1989 Children Act there has been legislation […]


A sense of self

On a recent holiday, whilst walking to the beach there was a mirror placed in the bend of the road so that traffic and pedestrians could clearly see others coming in the opposite direction.

 I observed a child of about three standing and pulling faces in this mirror and striking different poses. Her parents allowed her to do this and I was smiling!

Good for her, I thought, as she’s building a positive sense of self and thinking about how she fits into the world.

It’s essential that educators within Early Years support children to have a sense of self and to have a positive view of themselves. Many of the insecurities that adults have can, at times, stem from how they saw themselves within their formative years and the conscious and unconscious messages from the adults around them.

Reflective thoughts for practice:

How can the key person support children effectively to have a sense […]


‘Continuous Provision’. Two words that can end up causing a great deal of confusion!

It is my pleasure to have my colleague Alistair Bryce-Clegg as a guest blogger.

Alistair enjoyed a successful 10 year career as the Head teacher of a three-form entry Infant school and Early Years unit in Cheshire. Alongside his headship he established a consultancy career specialising in the education of children in the Early Years.

Demand for his consultancy became so great that Alistair left his headship and established ABC Does… (abcdoes.com).

Most of his time is spent supporting practitioners in their settings or delivering keynotes and training, specialising in all aspects of Early Years practice and management, for both the maintained and non-maintained sectors nationally and internationally.

Alistair is also an award-winning author and product designer, whose work has been published in a number of books and magazines; he also sits on the advisory board for Early Years Educator (EYE). Alongside support and training for a range of settings […]


Learning from you, learning from me

“The real system of education is one where the children of rich and poor, of king and subject, receive education through crafts.” ~ Mahatma Gandhi

It was a pleasure to be invited to Mumbai, India, by my friend Swati Popat Vats Director of Jumbo Kids, Podar Education Trust.

I have known Swati for many years from working together in our roles as National  representatives for the World Forum for Early Care and Education.

One of the values of Jumbo Kids is ‘the heart, hands and the head’ which I love; it links into the three characteristics of effective teaching and learning. The curriculum is also influenced by Reggio, Montessori and Howard Gardner’s multiple intelligences.

I was also excited to hear that one of the first trustees of Podar […]


Managing Behaviour – seriously?

I continue to be intrigued by the way the EYFS talks about ‘managing children’s behaviour’. Considering what we now know about how a child learns and develops, is ‘managing children’s behaviour’ still a useful term to use within Early Years?

My views are that we can’t manage children’s behaviour, as we need to give all children the skills and tools to regulate their own behaviour, so they can resolve conflict and be emotionally grounded both within their early years and beyond.

Educators can indeed help children with self-regulation, which is different from the traditional training in ‘behaviour management’ within Early Years.

Educators require skills such as recognising a child has suffered a trauma and supporting the child sensitively to help them communicate how they are feeling; assisting children to resolve conflict through negotiation and giving them the language skills to do so; helping children know they have a voice and are able to contribute […]


Children don’t do Autumn, they do kicking leaves….

I came across an interesting blog on the wonderful land of Twitter, appropriately titled: ‘Are you addicted to Themes? A tale about themes, a Caterpillar and change.’

As with most of the inspiring blogs and other information I come across, I always share, this time via LinkedIn, Facebook and Twitter. The majority of colleagues agreed with Denita’s analysis of ‘no themes’, with a few saying they still use themes and topics to make sure that children have variety. My view is that Educators who still hold on to the security blanket of themes, do so as a result of pedagogy practice within their Early Years professional development, in particular how they learned to emotionally connect with and to […]


NMT – Childcare Power 20

Croydon-based international award winning Early Years expert Laura Henry has been included in the “power 20” list of the most influential people in childcare in the UK, as compiled by Nursery Management Today (NMT) magazine. NMT is the childcare sector management bi-monthly journal.

Paul Birley, Head of Public Sector & Healthcare at Barclays, stated: ‘It is therefore important we recognise those people that have made a real difference…they have had a major influence on others. By show-casing these people who have made a difference, we believe we are helping to inspire others to continue to drive up quality in the sector.’ The award was sponsored by Barclays Bank.

As one of the 20 most influential people in childcare, Laura was invited to the awards dinner at Barclays’ head office in Canary Wharf on Thursday 29th May 2014.

Laura was surprised to be nominated by her peers; she commented: ‘There are many talented colleagues working within Early Years […]


Effective and Safer Recruitment

Please see Nursery World for my new four part monthly series on Effective and Safer Recruitment.


Philosophical Play in the Early Years Setting

Communicating with children and interpreting their play and language requires skill and a sensitive approach. Therefore it gives me pleasure to have Sara Stanley, who supports children by using a philosophical approach, as my guest blogger

Sara is a registered level 1 SAPERE Trainer and National and International keynote speaker. She runs workshops, in service training and courses in Philosophy for Children (P4C) and enabling enquiry based classroom environments. She is also involved in long term projects working in Early Years settings in South African townships, working with Nali’Bali, PRAESA, the University of Cape Town and the DG Murray Trust.

Sara writes:

 “It could be said that children are at their most philosophical in their formative years. If you take Socrates’ provocation that “All I know is that I know nothing” then we see everything as new and puzzling. To a child the whole world is a new and strange place; a place where some things make perfect […]