How do we increase the graduate workforce in Early Years?

DfE has just published new figures on the number of new entrants to Early Years Initial Teacher Training (EYITT).  This is the route that leads to Early Years Teacher Status, which does not have parity of career options to Qualified Teacher Status, despite requiring the same entry requirements and following a broadly similar programme of study.  […]

The DfE’s new reading framework by Helen Bradford

Introduction In July 2021, DfE published The reading framework: Teaching the foundations of literacy which, it says, focuses on the early stages of teaching reading and the contribution of talk, stories and systematic synthetic phonics (SSP); supports primary school leaders to evaluate their teaching of early reading and best practice for improving early reading (especially in Reception […]

It takes a whole world to raise a child by Professor Cathy Nutbrown:

The Duchess of Cambridge launched The Royal Foundation Centre for Early Childhood on 18th June 2021 with a substantial report Big change starts small which identifies six areas which form an agenda for change. Described as a “golden opportunity” to make a difference to children’s lives towards a happier, more secure future, it identifies the estimated cost […]

An Early Years qualification for primary school headteachers? by Julie Fisher

A call for universal expertise for applications to primary school headship Transition for children from the Reception class into Year 1 in England remains fraught with challenge. The absence of national principled guidance makes this age group particularly vulnerable to inappropriate expectations and targets. Since the introduction of the National Curriculum the pedagogical direction of […]

Anti-racism in the early years by Rachna Joshi

Introduction Race and racism in society is as important as ever; I am writing not only as a British South Asian who has experienced racism, but as an ally against white supremacy and anti-Black sentiment that perpetuates our consciousness. Structural racism is insidious, and we need to look at ourselves and think about the messages […]

Ofsted’s thinking on Cultural Capital – some concerns and questions, by Helen Moylett

Raymond Williams maintained, after years of examining constructs of culture and society that  “Culture is one of the two or three most complicated words in the English language” (1983: 87) So it is surprising that Ofsted has seen fit to insert the term “cultural capital” into the proposed Education Inspection Framework (EIF) without even a […]

Outside in all weathers, by Kathryn Solly

My whole career has been based on play and learning outside in all weathers. From the beginning as a primary/secondary trained teacher in Papua New Guinea I learnt to deal with weather – there it was humidity, tropical rain and strong sun.  The remainder of my career has included working in a primary school as […]

Settling children, crying children, by Cathy Gunning

There is no doubt about it, settling takes time for many children. For others it would appear it takes no time at all. If we are to hold children’s wellbeing at the forefront of our minds and consider their individuality and personality as most important we really must notice and tune in to what matters […]