From Observation to Action: Turning What You See Into What You Do
Observations sit at the heart of early years practice. They help us understand children’s ideas, interests, needs and ways of thinking. But an observation, no matter how detailed or insightful, is only the beginning. What truly shapes children’s learning is what happens next…
Beyond the Bucket: Writing Observations That Capture Children’s Thinking
Observations are one of the most powerful tools in early years practice. But only when they help us understand how children think, not just what they do. Too often, observations become lists of actions: “He filled the bucket.” “She played with the blocks.” “They enjoyed the activity.” These statements tell us very little about children’s learning.
What We Miss When We Rush: The Hidden Learning in Everyday Moments
Discover why slowing down in early years settings reveals powerful learning opportunities. Explore practical strategies for noticing children’s thinking, supporting deeper observation, and creating calmer environments where every moment matters.
🌱 What Are Your Plans for the Next Academic Year?
The start of a brand-new academic year is fast approaching — September 2026 is practically waving at us from around the corner. And if you work in early years, nursery, preschool or any education setting, you’ll know this question is coming:
“So… what are your plans for next year?”
Nature Connection and Cultural Capital in the Early Years
In early years settings, we often talk about giving children “rich experiences” and “broadening their horizons”—but what does that really look like in practice? Increasingly, practitioners are recognising that one of the most powerful ways to build children’s cultural capital is through meaningful, hands-on connection with the natural world. Nature is not an “extra”; it is a birthright. It is a source of wonder, curiosity, calm, and learning that supports children’s development in ways no classroom resource ever could.
CPD That Actually Changes Practice: A Manager’s Guide to Planning for Your Setting and Your Team
A warm, practical guide to CPD planning in early years settings. Learn how to create meaningful, child‑centred CPD plans for your team and your setting, with simple frameworks, examples, and leadership tips.
🌿 Why Nature Connection Matters More Than Ever in the Early Years
Nature has always been at the heart of childhood. In early years education, we talk often about well-being, resilience, emotional security, and nurturing environments — and nature quietly supports all of these. As updated Ofsted and DfE guidance continues to highlight the importance of high-quality outdoor learning, nature connection is becoming a core part of effective early years practice.
Why Are Fewer Boys Meeting Early Developmental Milestones? What the Latest Research Really Tells Us
Why are fewer boys meeting early developmental milestones? Explore the latest research, biological and social factors, and what early years settings can do to support boys’ language, social‑emotional, and self‑regulation development.
The Leader You Are Every Day: How Small Actions Shape Big Outcomes in Early Years Practice
Discover a more human approach to early years leadership. Explore how small, intentional behaviours create culture, strengthen teams, and improve children’s experiences.
Inclusive Education Estates: What the New DfE Guidance Means for Early Years Settings
Why the DfE’s Inclusive Education Estates Guidance Matters
The DfE states:
“Every child or young person deserves a high‑quality, inclusive education, supported by an environment that meets their needs.”
Inclusion is defined as all staff supporting the learning, wellbeing and safety needs of all children, so they feel they belong, achieve and thrive.
37% of Children Were Not Ready for School in 2025 — What Schools Are Telling Us, and What Early Years Settings Can Do
A new report from Kindred (January 2026) brings fresh insight into what schools are experiencing. And one statistic in particular demands our attention:
Teachers reported that 37% of children were not school‑ready in 2025. That’s the equivalent of 4 in every 10 children starting Reception.
This isn’t a small shift. It’s a significant change in the landscape of early education and it’s shaping what teachers, headteachers and early years practitioners are navigating every day.
Why Is the Voice of the Child Important to Your Early Years Setting?
In every early years environment, there are countless moments when children communicate with us long before they speak. A glance towards a quiet corner. A repeated action that seems small but carries meaning. A hesitation before joining a group. These moments are the child’s voice — expressed not only through words, but through their bodies, behaviours, emotions, and choices.
Safeguarding and the voice of the child or young person.
Welcome to our fourth blog post in the series of posts on the voice of the child. This week we are talking about safeguarding and the voice of the child or young person. In our second blog post we talked about the importance of listening to the voice of the child in early years settings, which included when we listen to the voice of the child, we empower them in decision-making. This is equally as true and important when it comes to dealing with safeguarding children and young people.
5 tips for ensuring the voice of the child is being used in your early years setting.
A high-quality early years setting values, listens and responds to the voice of the child. Pauline Milsted (Early Years Consultant) shares with us 5 top tips for ensuring that your early years setting values the voice of the child.
Why is the voice of the child important in the early years?
Blog post two in our series of exploring the voice of the child, is on the topic of why is the voice of the child in the early years important. In recent years with the previous Ofsted framework having a focus intent, implementation and impact, we have talked a lot about the why. Understanding our why or intent – can help us to ensure that our practice in the early years is grounded in understanding and knowledge of child development and good practice. The 3 I’s may not be such a focus of the new early years’ inspection toolkit, but there is still a strong need of understanding why we do what we do – regardless of the terminology we are using. So why is valuing the voice of the child important?
What do we mean by the phrase ‘listening to the voice of the child’?
The phrase voice of the child is often used in educational settings, health and social work, to describe the valuing of children’s input and contribution to decisions, things that matter to them and outcomes. The voice of the child is more then listening to the spoken voice of children; listening is when we physically hear what others have to say. A quick google search of the dictionary definition of listening refers to listening as the tuning in and hearing sound or the act of paying attention to someone or something you can hear.
The power of starting with a question in the Early Years
Children are naturally curious. Piaget often referred to children as mini-scientists. All our children have questions inside them that they love to ask and are naturally interested in the why and how things work or happen in the world around them. As practitioners we are often trying to help children to make connections between the different pieces of knowledge that they are obtaining.
5 Ways to Enhance Your Mud Kitchen this Autumn
Autumn is a wonderful season, full of so many learning opportunities for children as they connect with nature. This blog posts explores 5 ways you can easily enhance your mud kitchen this autumn to make the most of the season. Autumn provides us with many treasures that can make it fun as we explore, play and learn in the mud kitchen.
10 Top Tips for Helping Children to Settle into a New Academic Year
With September just around the corner and the summer nearly over, we thought we would share our top ten tips for helping children to settle into their new class or room this September.
Raising a Generation that is Emotionally Literate
“He is sad, because the happy one hit him. And there are sad clouds above him! Cos that is what sad feels like! Grey clouds above you!” John Aged 4 years.