What our Associates offer

Delivery models to suit you - available in-person or virtually:

  • Tailor-made training courses

    Bespoke sessions available as twilights, half-days, or full-days delivered at times to suit you.

  • Conference keynotes or workshops

    Speakers to inspire and enthuse - whether for a large audience or small-group interactive sessions.

  • Extended programmes to support and enhance pedagogical practice

    Whether day-to-day practice and provision, or developing aspects of leadership and management practice, we can develop support programmes to meet your needs.

  • Strategic reviews of schools and settings

    For those wishing to take a strategic approach to reviewing the quality of early years provision in their locality: we can help to identify areas of provision in need of improvement and make recommendations as to how to address these.

  • Participatory action research

    Establishing an action research cycle and need assistance from expert researchers in the field? We can provide guidance or facilitate every step of the way.

  • Creative consultancy solutions

    We offer targeted support to meet your specific requirements and bespoke to your professional context - contact us to discuss your vision.

I am looking for a speaker on...

Suggested themes

Our Associates are available to deliver bespoke support and training. Explore some of our suggested speakers on particular topics and themes to help narrow down your search – we can help set up a training programme or a conference around one of these areas.

Simply click one of the key areas below to view some of the possible options. 

All of our Associates have a strong knowledge of child development underpinning their work. If you are looking for specific courses on this topic, possible speakers include:

  • Helen Bradford
  • Carla Cornelius
  • Cathy Gunning
  • Tamsin Grimmer
  • Andrea Lancaster
  • Paula Lester
  • Jacqui Lewis
  • Stella Louis
  • Julia Manning-Morton
  • Kerry Murphy

For courses around child development, you can view our suggestions below.

You can complete our brief booking enquiry form or if you would like to discuss options or suggestions please send us an email.

Communication and language underpin all our interactions. If you are looking for specific courses on this topic, possible speakers include:

  • Nicola Burke
  • Carla Cornelius
  • Dr Rose Drury
  • Donna Gaywood
  • Tamsin Grimmer
  • Steve Grocott
  • Anni McTavish
  • Kym Scott

For suggestions of courses around communication and language, you can view our suggestions below.

You can complete our brief booking enquiry form or if you would like to discuss options or suggestions please send us an email.

The core areas are fundamental to your provision – our Associates can help you to explore new ways of offering inspiring learning opportunities. If you are looking for specific courses on this topic, possible speakers include:

  • Helen Bradford
  • Carla Cornelius
  • Debi Keyte-Hartland
  • Andrea Lancaster
  • Helen Williams

For courses around the core areas of learning, you can view our suggestions below.

You can complete our brief booking enquiry form or if you would like to discuss options or suggestions please send us an email.

Creative approaches to learning and learning through play are central to enriching provision. If you are looking for specific courses on this topic, possible speakers include:

  • Nicola Burke
  • Clare Devlin
  • Tamsin Grimmer
  • Steve Grocott
  • Debi Keyte-Hartland
  • Paula Lester
  • Anni McTavish
  • Pete Moorhouse
  • Anne O’Connor
  • Jasmine Pasch
  • Jan White

For courses around creativity and play, you can view our suggestions below.

You can complete our brief booking enquiry form or if you would like to discuss options or suggestions please send us an email.

All of our Associates have a commitment to inclusive practice. If you are looking for specific courses on this topic, possible speakers include:

  • Carla Cornelius
  • Donna Gaywood
  • Tamsin Grimmer
  • Dominic Gunn
  • Jacqui Lewis
  • Stella Louis
  • Julia Manning-Morton
  • Kerry Murphy
  • Julie Revels
  • Nicky Shaw

For suggestions of courses around inclusive practice, you can view our suggestions below.

You can complete our brief booking enquiry form or if you would like to discuss options or suggestions please send us an email.

Our Associates can offer strategies and support for current and aspiring leaders to fulfil their role effectively within their school or setting. If you are looking for specific courses or longer term support on this topic, possible Associates include:

  • Nicola Burke
  • Di Chilvers
  • Carla Cornelius
  • Julie Fisher
  • Cathy Gunning
  • Jeanette Hiatt
  • Amanda King
  • Paula Lester
  • Jacqui Lewis
  • Julia Manning-Morton
  • Ruth Mercer
  • Jo O’Raw

For suggestions of courses around leadership and management, you can view our suggestions below.

You can complete our brief booking enquiry form or if you would like to discuss options or suggestions please send us an email.

Creating the right environment for learning is crucial. If you are looking for specific courses or longer term support on this topic, possible Associates include:

  • Helen Bilton
  • Caroline Eaton
  • Debi Keyte-Hartland
  • Andrea Lancaster
  • Paula Lester
  • Jacqui Lewis
  • Pete Moorhouse
  • Kym Scott
  • Nicky Shaw

For suggestions of courses around learning environments, you can view our suggestions below.

You can complete our brief booking enquiry form or if you would like to discuss options or suggestions please send us an email.

Relationships and interactions remain essential to effective pedagogy. If you are looking for specific courses on this topic, possible speakers include:

  • Carla Cornelius
  • Rose Drury
  • Julie Fisher
  • Tamsin Grimmer
  • Steve Grocott
  • Paula Lester
  • Jacqui Lewis
  • Kerry Murphy
  • Julie Revels
  • Nicky Shaw

For suggestions of courses around relationships and interactions, you can view our suggestions below.

You can complete our brief booking enquiry form or if you would like to discuss options or suggestions please send us an email.

Supporting children through periods of transition and change is essential to help keep them settled and thriving. If you are looking for specific courses on this topic, possible speakers include:

  • Dominic Gunn
  • Julie Fisher
  • Paula Lester
  • Nicky Shaw

For suggestions of courses around transitions, you can view our suggestions below.

You can complete our brief booking enquiry form or if you would like to discuss options or suggestions please send us an email.

Suggested course outlines

You can browse our sample courses below – simply click on a course title to read the description. If you would like to make an enquiry, please get in touch:

  • If you know the course or Associate you would like to book, please complete our brief booking enquiry form and we’ll respond with options and prices to take your request forward.
  • If you would like to discuss options or would like suggestions on how we can best support your vision, please send us an email so we can make recommendations and talk through the possibilities of what we can offer you.

    Our Associates tailor each course to meet your context and requirements – these sample courses represent helpful suggestions of themes and content, and a brief overview of what each Associate can offer. Contact us if you might like to commission any of these suggestions, or if you are looking for something else we’d be happy to advise.

    We look forward to your enquiry! 

Behaviour, relationships & interactions

The relationships we build and the interactions we have with children are central to their learning and development. These sample outlines reflect on the crucial role of the adult in this process.

Behaviour and self-regulation

It’s not fair – promoting positive behaviour in the early years – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Consider why we need to support children in resolving conflicts and develop self-regulation;
  • Think about the characteristics of and sources of conflict for young children;
  • Find out about emotion coaching and the problem solving approach to conflict resolution;
  • Investigate ways of promoting positive behaviour through policy and practice;
  • Make links with the Prime Area of PSED in the EYFS.

Make an enquiry about this course.

The building blocks of behaviour – delivered by Kerry Murphy

Aims and objectives – Delegates will have opportunities to:

  1. explore developmentally expected behaviours and to consider reasons why behaviours occur.
  2. develop an understanding of the context of behaviour in modern childhood, and to consider reducing the risks of challenging behaviour.
  3. consider their own responses and trigger points to behaviour and how best to deal with this.
  4. build a wide repertoire of strategies to support behaviour and to help children to manage their own feelings and behaviour.

This course is interactive and thought-provoking. Of all areas of the EYFS, teaching behaviour can be challenging and frustrating. This course gives you the space to explore behaviour and the impact it may have but will also give you practical ideas for a consistent whole team approach that keeps the child’s health and well-being as the focus.

Make an enquiry about this course.

Control yourself! Supporting self-regulation in the early years – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Define self-regulation and consider how it affects our lives;
  • Consider self-regulation in terms of cognitive and emotional development;
  • Explore the self-regulation section of Birth to 5 Matters;
  • Gather ideas of how to support children to become better at regulating their emotions and explore calming strategies.

Audience: All Early Years Practitioners and Childminders

Make an enquiry about this course.

Self-regulation and play (a neuro-scientific perspective) – delivered by Dominic Gunn

Aims and objectives – Delegates will have opportunities to explore:

  • How recent findings in neuroscience affirm the need for child-led play.
  • How that child-led play is essential in order to develop self-regulation.
  • What child-led play involves and how it differs from other types of play.
  • The role of the adult in children’s play.
  • The negative impact of limiting child-led play.
  • Why behaviourist approaches, including reward charts, and overly directive timetables can create dysregulation in children and lead to resistance rather than resilience.
  • How to support emotional self-regulation of children with Adverse Childhood Experiences (ACEs) and specific additional needs during child-led play.

Participants will understand how child-led play is required for healthy brain development. They will feel confident to ensure necessary play opportunities are a major part of each child’s day. They will also feel more confident about their own role in this play. Participants will be empowered to advocate and articulate how child-led play leads to productive, respectful relationships quickly, in young children, and is sustained permanently in older children and later life.

This training is available in a bespoke format, based on initial consultation, and will usually include an interactive presentation followed by discussion of participants’ particular concerns, and concluding with a summary of key points and an action plan. On-site reviews are offered as an option.

An awareness-raising session can be provided as a 2-hour session, in flexible formats, with full training and consultancy increasing as required.

This training is ideal for all practitioners, managers, and school leaders responsible for the education of children aged 3-6 years. It will also be of specific interest to anyone working with children in older age groups who present as being dysregulated and resources on Nurture Groups can be provided as necessary.

Make an enquiry about this course.

Sharing is caring – delivered by Tamsin Grimmer

This course explores how caring behaviours and empathy develops in young children.

In attending this course you will:

  • Understand how children learn to share, empathise, and engage in social play from a developmental perspective;
  • Consider the role of the adult in de-escalating and resolving conflicts in children’s play;
  • Explore how to become a behaviour detective and respond sensitively to children.

Make an enquiry about this course.

Emotion coaching: supporting young children’s emotion regulation – delivered by Nicky Shaw

Aims and objectives – Delegates will have opportunities to:

  • Reflect on the impact of behaviour management approaches for young children.
  • Consider the science and purpose of human emotions.
  • Explore practical, empathic approaches which enhance children’s emotional communications through co-regulatory interactions.
  • Develop understandings of the practitioner role in creating an environment of co-regulation.

Make an enquiry about this course.

Every interaction counts –  early communication and interaction and relationships as the foundations for self-regulation – delivered by Julie Revels

Aims and objectives:

The session will focus on the importance of the earliest interactions and relationships as the foundation for developing children’s capacity to self regulate through repeated experiences of co regulation. There will be a focus on the reciprocal nature of communication and interaction including references to research which informs our understanding of how it is vital to provide opportunities in the early years for communication and interaction which is ‘conversational’ in its nature. 

Make an enquiry about this course.

Relationships and interactions

Interacting or interfering?: enhancing language, communication, and relationships – delivered by Julie Fisher

Delegates will have opportunities to:

  • Explore what constitutes ‘effective’ interaction
  • Consider the importance of the learning environment as a context
  • Examine how adults ‘tune-in’ to children’s current thinking in order to maintain learning momentum
  • Discuss different strategies to employ when extending children’s learning in both adult-led and child-led situations

Make an enquiry about this course.

Who leads the learning? Supporting both adult-led and child-led learning – delivered by Julie Fisher

This course will enable practitioners to reflect on the different purposes, expectations and outcomes of adult-led and child-led learning. Using extensive DVD material in nursery, reception and key stage 1 classes, it will explore the different benefits of adult led and child-led learning for both children and practitioners. It will consider how both ways of learning are assessed and how these assessments feed into planning. It will also explore how the role of the practitioner changes when the purpose of an activity is planned by that practitioner as opposed to being planned by the child.

Delegates will:

  • reflect on the differences between adult-led and child-led learning – from the perspective of the adult and the child
  • consider why and how these two ways of learning should exist alongside each other in the classroom
  • explore how to observe and assess both adult-led and child-led learning and how to use those assessments to inform planning
  • examine the role of the adult in supporting and extending children’s thinking in both adult-led and child-led situations
  • observe DVD material to analyse how a range of practitioners make the most of both learning situations

Make an enquiry about this course.

Quality interactions in play: how to interact in ways that boost language and transform learning – delivered by Kym Scott

This highly practical session gives practitioners and leaders a clear understanding of what great interactions look like and, more importantly, exactly how to achieve them.

Breaking sophisticated practice down into simple, achievable steps, Kym provides an easy-to-follow framework that helps adults tune into children’s thinking, scaffold language, extend learning through play and introduce greater challenge in the moment.

Packed with real-life examples, video footage, practical techniques and self-reflection tools, delegates leave with step-by-step strategies and resources they can use to evaluate, monitor, strengthen and embed high-quality interactions across their setting.

Make an enquiry about this course.

Attachment & Key People – delivered by Kerry Murphy

Aims and objectives – Delegates will have opportunities to:

  1. learn about the connection between brain development and early relationships in a fun and accessible way
  2. explore attachment theory and how this impacts on early years practice
  3. consider the role of key person and attachment and consider ways to build a secure base for children
  4. think about the challenges they face in their key person role and to consider practical yet effective solutions
  5. think about strategies for strong parent partnership
  6. develop a repertoire of practices that support a whole team approach to key person and attachment practices

Every child deserves the benefits that a meaningful relationship can bring. As a key person, your responsibility is to provide a secure base from which growth, exploration and resilience can occur. This course provides you with the underpinning theory of brain development and attachment and also offers a range of strategies and practices that will empower you and the child.

Make an enquiry about this course.

Using an emotion coaching approach: considering the role emotion coaching can play in supporting children’s emotional and behavioural wellbeing – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Support children to understand the different emotions they experience, why they occur and how to handle them;
  • Consider how Emotion Coaching helps to create nurturing relationships;
  • Understand how to support children to effectively manage stress;
  • Consider how emotion coaching strategies can contribute towards children’s development of self-regulation.

Make an enquiry about this course.

The role of the adult in high-quality interactions and children’s communication development – delivered by Paula Lester

This course examines the role of the adult in high-quality interactions and children’s communication development – it explores:

  • The meaning of both Communication and Interaction.
  • What your curriculum says about Communication and Language development, what inspectors would judge.
  • What this currently looks like for each age group, are requirements being met?
  • Theories of Maslow’s Hierarchy of Needs and Bronfenbrenner’s Ecological System.
  • What makes good, high-quality communication in Early Years.
  • The importance of observation and a ‘can-do’ approach.
  • What makes a high-quality adult-child interaction.
  • How to further support adult-child interactions and communication development in each age group.

This course complements Paula’s course on the importance of the environment – and can be delivered alongside this as part of a full day session.

Make an enquiry about this course.

The role of the adult in play: skilful, attuned interactions in practice – delivered by Nicky Shaw

Aims and objectives – Delegates will have opportunities to:

  • Recognise the requirement for agency in children’s play.
  • Explore the role of the adult in scaffolding learning through play.
  • Understand the core principles of attunement and their impact on adult-child interactions.
  • Develop practical skills in attuned listening, observing, and responding to children’s verbal and non-verbal communications within play.

Make an enquiry about this course.

Music for the development of the whole child and relationships in your setting – delivered by Steve Grocott

Aims and objectives – Delegates will have opportunities to:

  • Gain a repertoire of tried and tested multicultural songs, games and rhymes that is rich in content and that children enjoy
  • Learn simple ideas and techniques that increase their confidence in their innate musicality including help with developing lively rhythm work and using instruments
  • Learn to provide opportunities for musical play and ideas for extending that play
  • Learn how to use this new material (and the songs they already know) to improve children’s’ relationships with each other  
  • Use their music sessions to contribute to the wellbeing of parents, children and staff and the relationships between them

There is a CD/booklet that contains the material in this course.

Make an enquiry about this course.

Relationship mapping: attachment and attunement in the early years – delivered by Jacqui Lewis

Using the beautiful simplicity of sociograms, this course will provide you with an insightful and interactive experience, working towards a visual representation of the relationships with the children in your setting. As early years educators and leaders of pedagogy, you are invited to deconstruct, confront, theorise, and potentially think otherwise about the significance of positive and nurturing relationships within the setting. This course can be tailored to support all early educators across a whole setting from 0-5 years, or for educators working with specific ages under 5 years.

Aims:

  • Reflect, identify, question, and potentially reconsider assumptions and perceptions of the connections and relationships with children in our settings.

  • Consider the significance of equitable, positive, and nurturing relationships, between every child and early years educator, to have the best start in life. 
  • Explore how the concept of relationship mapping can support each child to connect to at least one adult in the setting: to be known and feel felt. 
  • Reflect upon the individual and pedagogical factors of influence to these relationships, such as attachment stages and types, play, deployment, attendance, interaction styles, key person approach, gender constructs, transitions, unconscious bias and culture

Available as a half / full day / or series, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

The attuned practitioner workshop: relational foundations of practice – delivered by Jacqui Lewis

Every interaction between an adult and a child communicates something about safety, belonging, identity and worth. Beyond the routines of care and education, it is the quality of our presence, how we notice, interpret and respond, that shapes children’s experiences of themselves, others and learning. This interactive workshop explores the relational, emotional and embodied aspects of noticing and responding as a professional disposition, encouraging practitioners to understand children as capable meaning makers with unique emotional experiences. Drawing on research, practitioners will examine how their own beliefs, emotions and interactions influence children’s sense of trust, agency and belonging.

The workshop is designed for whole teams across the EYFS and beyond and values the knowledge every practitioner brings, regardless of role or experience. It aims to develop a deeper professional understanding of childhood, and the responsibility adults hold in creating emotionally safe, respectful and responsive relationships.

Aims:

  • Develop a deeper understanding of children by challenging deficit views and recognising children’s experiences, emotions and perspectives.
  • Understand the impact of the adult by exploring how presence, attunement and self-awareness shape relationships
  • Strengthen everyday practice through responsive, respectful interactions that support children to feel safe, valued and able to thrive.

Available as a half / full day / or series, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Embedding relational pedagogy in your setting: rights, respect, and relationships in early childhood – delivered by Jacqui Lewis

The course supports teams to embed a relational pedagogy through the exploration of, what, why and how, bringing together research, theory, and practice. We will explore how a relational pedagogy, rooted in rights, respect and relationships, can shape every aspect of practice. Viewing children as competent, capable and active participants provides the foundation for an ethos that informs decision making, strengthens relationships, and enriches everyday experiences.

Research consistently highlights the importance of relationships in supporting children’s learning, wellbeing, and development. A relational pedagogy moves beyond individual interactions to create a culture where every child feels seen, valued, safe, and able to thrive. For leaders, it provides a clear and consistent vision that brings together practice, partnerships, and professional values, creating an ethos where children, families, and staff can flourish together.

Aims:

  • Develop an understanding of how a relational pedagogy, underpinned by children’s rights, can be embedded across the culture and everyday practice of the setting.
  • Reflect on how respect, participation, and meaningful relationships influence children’s learning, wellbeing, belonging, and agency.
  • Explore practical ways to strengthen relationships with children, families, and colleagues, creating an inclusive ethos where everyone feels valued and heard.

Available as a half / full day / or series, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Harnessing peer power: a bridge to learning and being – delivered by Jacqui Lewis

Children are not only learning alongside each other; they are learning from and with one another, co-constructing knowledge, cooperation, confidence, kindness, and connection within their communities. This course invites practitioners to pause and think differently about the powerful role they play in shaping children’s social and emotional worlds through everyday interactions and shared experiences.

Drawing on sociocultural learning, social learning theory, and practice insights, this course explores how young children develop through relationships with their peers and how practitioners can gently guide, model, and facilitate these interactions. From supporting children through moments of strong emotion to taking risks in learning and nurturing trust, empathy, and belonging, we will explore how environments and experiences can create opportunities for children to grow together while respecting each child’s unique self.

Through reflection, discussion, scenarios, and practical exploration, participants will consider how peer influence operates throughout the day. The session will support practitioners to recognise the value of relational learning, exploring strategies that nurture both the individual child and the wider cohort, and make visible the powerful role of children learning from and with each other.

Aims:

  • Explore the role in shaping children’s development, recognising how everyday interactions and shared experiences create opportunities to nurture knowledge, empathy, confidence, connection, and belonging.
  • Develop understanding of sociocultural learning and social learning theory in action
  • Reflect on practical strategies and approaches that harness the power of peer influence, creating meaningful shared practices that support both the individual child and the wider cohort.

Available as a half / full day, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Child development

In recognising the unique nature of each and every child, these outlines explore how practitioners can most effectively support the learning and development of the children in their care. They help to increase understanding of the theory behind child development and how this is influential in practice.

The unique child

Meeting children’s developmental needs – delivered by Paula Lester

How can we ensure all children we teach have a positive learning experience?

How do we know what children are seeking to learn, and how does this influence our curriculum?

How can we ensure we are meeting each child at the developmental stage they are at?

This interactive course will enable participants to reflect on:

  • What children (of all ages) need to thrive.
  • Why knowledge of child development matters.
  • How the adult role, and environment, shape children’s learning.

Discussions will flow using the knowledge and experiences of the group but will include:

  • The importance of Play
  • Observation
  • Structuring the learning environment
  • Schemas
  • Families and the community
  • Valuing childhood
  • Understanding behaviour
  • Risk taking

The practicalities:

  • 3-hour session (AM or PM, Twilight or Evening)
  • Suitable for Early Years Settings and Schools
  • Relevant for Support Staff, Educators, Teachers and Curriculum Leads
  • This course complements Paula’s course on observing children’s play – and can be delivered alongside this as part of a full day session.

Make an enquiry about this course.

Child development – a holistic approach in the outdoor environment – delivered by Helen Bilton

Aims and objectives – Delegates will have opportunities to:

  • Learn about the detail of physical, linguistic, cognitive, personal, social, and emotional development
  • Investigate how to enable this development to happen in an outdoor learning environment
  • Reflect on the role of the adult to enable this level of learning to occur
  • Identify ways to develop practice within the context of your own establishments

Target audience – those working with children aged 2-7 years.

Make an enquiry about this course.

Play ideas for children with sensory needs – delivered by Carla Cornelius

Aims and objectives – Delegates will have opportunities to:

During this course we will draw on neuroscience and child development to explore play ideas to regulate the senses. These ideas will be particularly valuable to teach children with sensory processing difficulties, support children’s self-regulation and develop fine motor skills.

We will:

  • Consider children’s sensory preferences
  • Develop a plan to gradually expose children to different materials, textures and/or experiences
  • Look at practical ideas for activities and materials

Links to Early Years and SEND guidance: Birth to 5 Matters 2021 (Personal Social and Emotional Development; Physical Development; Expressive Arts and Designs); Statutory Framework for the EYFS 2021 (‘Managing Children’s Behaviour’ points 3.53-3.54); SEND Code of Practice 2015 (‘The Graduated Approach’ points 5.36-5.46 and 6.44-6.56).

Audience: All Practitioners in Early Years PVI Settings and Schools

Make an enquiry about this course.

Diverse pathways of development in early childhood – delivered by Kerry Murphy

One prevalent myth in early childhood development is the belief that all children follow the same developmental pathway. According to this misconception, for a child to be deemed to be progressing well, they must exhibit typical and non-disabled learning and development. However, child development is inherently rich, diverse, and varied. This course explores the various ways children can develop, providing new perspectives and insights into divergent pathways of development.

Aims and objectives:

  • To develop an understanding of neurodiversity and how this relates to early childhood development
  • To consider the impact of ableism on our understanding child development
  • To be introduced to key neurodiversity-affirming terms including divergent pathways of development, developmentally meaningful practice, and play patterns
  • To explore examples of diverse development in neurodivergent and disabled children and to consider how this translates to practice.

Make an enquiry about this course.

Understanding the influence of neurodiversity on child development – delivered by Kerry Murphy

Themes likely to be covered in the session include:

  • Understanding what neurodiversity is and its role within the early years
  • How neurodiversity can be influential in child development
  • How to support developmental differences in practice
  • What inclusive practice looks and feels like

Make an enquiry about this course.

Neurodiversity in early years: understanding, valuing, and including every child – delivered by Nicky Shaw

Aims and objectives – Delegates will have opportunities to:

  • Explore the concept and terminology of neurodiversity and its role in fostering inclusive learning environments.
  • Investigate the principles of strengths-based working, understanding how they support inclusive approaches to play.
  • Analyse real-life case studies, exploring practice examples of strengths-based approaches in early years settings.
  • Plan ways to apply new understandings within the context of your own establishment.

Make an enquiry about this course.

Emotional development

Supporting children’s emotional development – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Consider which factors can influence young children’s emotional development and wellbeing;
  • Find out about the problem-solving approach and emotion coaching techniques;
  • Investigate strategies which will help to nurture children and promote their wellbeing.

Audience: All Early Years Practitioners and Childminders

Make an enquiry about this course.

Understanding and supporting young children’s emotional development – delivered by Julie Revels

‘Emotional development begins early in life. The ability to regulate one’s own emotions and manage successful interactions with other people is key for later academic performance, mental health, and social relationships.’ – Harvard Center on the Developing Child

This session will focus on how children’s capacity to regulate their emotions develops over time and how adults can support this in day-to-day practice.

Delegates will have the opportunity to.

  • Gain an insight into how children’s brains and nervous systems are shaped through early experiences providing the basis for healthy emotional regulation.
  • Explore the importance of the adult’s role as a source of co regulation.
  • Consider how emotional regulation links to other aspects of self-regulation.
  • Reflect on approaches that enhance emotional regulation (this could include Emotion Coaching).

Make an enquiry about this course.

Supporting children using the principles of nurture – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Consider which factors can influence young children’s emotional development and wellbeing and explore the principles underpinning nurture;
  • Investigate strategies which will help to nurture children and families and promote their wellbeing;
  • To gain confidence in supporting children’s emotional development and wellbeing

Audience: All Early Years Practitioners and Childminders

Make an enquiry about this course.

Schemas

Schemas and the characteristics of effective learning – delivered by Dr. Stella Louis

Aims:

To provide delegates with a deeper understanding of the complexities involved in schematic exploration and how these link directly to how children become engaged and sustained in their self chosen activities.

Course outline:

  • Schemas and the links with the characteristics of effective learning
  • Understanding schema concepts
  • Understanding How children use their exploratory play as a starting point to extend their schematic explorations
  • Extending children’s investigations  so that they can be represented symbolically
  • Developing children’s schematic interests in cause and effect 
  • Developing and extending children’s language and thought through schema

Delegates will learn how to:

Support children’s development particularly in how they  represent their actions and symbolic ideas, thought and action through using all of their senses to find out about the things that interest them.

Audience: practitioners working in the field on early years with children aged 0-7 years.

Make an enquiry about this course.

Exploring schematic play – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Consider some definitions of schemas and schematic behaviour;
  • Find out about different behaviour displayed relating to schematic play;
  • How to support children exploring different patterns of play;
  • Identify when schematic behaviour could be misinterpreted as poor behaviour;
  • Reflect upon your key children and consider how to plan for schemas.

Audience: All Early Years Practitioners and Childminders

Make an enquiry about this course.

Childminding support

These courses reflect on the statutory requirements related to childminding and what constitutes best practice. We can also offer longer-term quality improvement programmes for childminders to help support practice and provision across localities.

Effective Childminding Practice – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Consider an overview of effective childminding practice and what constitutes outstanding practice;
  • Review their policy and practice in the light of this;
  • Consider the statutory framework of the EYFS, both in terms of positive relationships and creating an enabling home-based learning environment.

Audience: All Childminders and childminding assistants 

Make an enquiry about this course.

Promoting positive behaviour in home-based settings – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Consider why we need to support children in resolving conflicts and manage their behaviour;
  • Think about the characteristics of and sources of conflict for young children;
  • Introduce the problem solving approach to conflict resolution;
  • Investigate ways of promoting positive behaviour through policy and practice;
  • Link with the Prime Area of PSED in the EYFS;
  • Consider all of this in the context of a childminding setting.

Audience: All Childminders and childminding assistants 

Make an enquiry about this course.

Harnessing peer power: a bridge to learning and being for childminders – delivered by Jacqui Lewis

This course invites childminders to pause and think differently about the powerful role they play in shaping children’s social and emotional worlds through everyday interactions and shared experiences. Children are not only learning alongside each other; they are learning from and with one another, co-constructing knowledge, cooperation, confidence, kindness, and connection within their communities.

Drawing on sociocultural learning, social learning theory, and practice insights, this course explores how young children develop through relationships with their peers and how childminders can gently guide, model, and facilitate these interactions. From supporting children through moments of strong emotion to taking risks in learning and nurturing trust, empathy, and belonging, we will explore how environments and experiences can create opportunities for children to grow together while respecting each child’s unique self.

Through reflection, discussion, scenarios, and practical exploration, childminders will consider how peer influence operates throughout the day. The session will support childminders to recognise the value of relational learning, exploring strategies that nurture both the individual child and their wider group, and make visible the powerful role of children learning from and with each other.

Aims:

  • Explore the role in shaping children’s development, recognising how everyday interactions and shared experiences create opportunities to nurture knowledge, empathy, confidence, connection, and belonging.
  • Develop understanding of sociocultural learning and social learning theory in action, exploring how children co-construct through peer interactions
  • Reflect on practical strategies and approaches

Available as a half / full day / F2F, online, or blended

Make an enquiry about this course.

Rethinking sensory provision in home-based provision – delivered by Jacqui Lewis

Many childminders may know how important it is to support children’s sensory needs, but also feel the challenge of doing so in a space that is first and foremost their home. It is easy to feel pressure to do more, or provide highly resourced sensory experiences, which can sometimes leave childminders questioning whether what they are already doing is enough.  For young children sensory play is not just enjoyable it is fundamental to how they explore, communicate and make sense of their world. For many children, especially those who are very young or communicate in different ways, sensory experiences act as a form of symbolic voice, allowing them to express preferences and ideas emotionally.

In this course, childminders will discover the impact of sensory play upon children’s development, wellbeing and regulation, whilst gaining confidence in embedding sensory experiences that are simple, affordable and compatible with home-based childminding.

Aims:

  • To understand the importance of sensory play in children’s development wellbeing, regulation and communication
  • To explore how sensory experiences can be used as a form of symbolic voice for young children
  • To develop confidence and embed simple, affordable and home friendly sensory experiences into everyday childminding practice.

Available as a half / full day/ F2F, online, or blended

Make an enquiry about this course.

Help! I can’t do maths: developing children’s mathematical thinking for childminders – delivered by Jacqui Lewis

Many practitioners profess to be less than efficient in maths. Research informs us as a nation we can become quite proud in our confession of this. However, do we readily share our lack of confidence and knowledge in literacy, for example, in the same way? How does this cultural retort impact on our children’s play and learning?  This course, for childminders working within the early years, acknowledges and alleviates the fear which can be associated with the development of children’s mathematics and serves to empower and strengthen mathematical provision in your setting.

Aims:

  • Consider the concerns and fears of many early years educators in nurturing children’s mathematical development.  
  • Explore the importance of the adult role in teaching and supporting children’s mathematical thinking.
  • Develop an understanding of how to support children’s deeper understanding, fluency, and mastery of mathematics.
  • Learn that maths is everywhere and in everyday practice

Available as a half / full day/ F2F, online, or blended

Make an enquiry about this course.

Consultancy, research, and strategic support

We offer a range of consultancy options, including strategic support through reviews of schools, settings, or wider teams. We can collaborate or lead on research projects, or evaluate project outcomes. These represent the sort of services we can offer – or contact us to explore other ways we can support you.

Leading inquiry: empowering practitioner research in early years settings – delivered by Jacqui Lewis

Every setting has questions worth exploring. The challenge is often finding the confidence, time and support to investigate them in meaningful ways. This session invites educators to move beyond simply adopting research and instead become researchers of their own practice. Grounded in a culture of inquiry, critical reflection and professional curiosity, participants will explore how practitioner research and action research can strengthen pedagogy, amplify children’s voices and generate evidence that is meaningful within their own context.

Drawing on experience as an early education consultant, university researcher and many years supporting practitioner inquiry in settings, this session offers practical guidance for those taking their first steps into research, alongside ongoing consultancy for settings wishing to undertake their own action research projects from beginning to end. Specific attention is given to ethical research with children, ensuring their rights, participation and perspectives remain central throughout the research process.

Whether you have a simple wondering, a persistent challenge or an innovative idea you want to explore, this support is designed to help you frame your questions through research, gathering meaningful evidence and change.

Introductory sessions and bespoke consultancy are available. Please contact Early Education for further information.

Make an enquiry about this support.

Research and evaluation – delivered by Nathan Archer

A range of research support to settings and schools is on offer. From family surveys to stakeholder consultation, small-scale action research to large programme evaluation, a bespoke consultancy input can be delivered depending on the research you would like to undertake or the support you may require to facilitate the project. 

Make an enquiry about this support.

Research support and project evaluation – delivered by Sara Bonetti

A range of research support to organisations, local authorities, settings and schools is on offer. From inception to final report, this consultancy can offer support on a variety of research methods and project scales depending on the research you would like to undertake or the support you may require to facilitate the project. Review of existing proposals, research plans, or output drafts in the role of “critical friend” is also available.

Make an enquiry about this support.

Policy analysis and development support – delivered by Nathan Archer

This consultancy support includes implementation of policy at school/setting level including changes to governance arrangements, place planning and implementation of the extended entitlement. At local authority level, consultancy can include a review of early years provision, production of guidance/resources and bespoke service delivery support. We are happy to discuss how we might look to support you within your professional context depending on your needs.

Make an enquiry about this support.

Policy analysis, reviews, and service delivery support – delivered by Sara Bonetti

At local authority, regional, or national level, this consultancy can include a review of early years provision, production of guidance/resources, and bespoke service delivery support. A complete needs assessment analysis of both early years provision, workforce supply, and family demands can be provided. Conferences keynotes and workshop moderations are also available. We are happy to discuss how we might look to support you within your professional context depending on your needs.

Make an enquiry about this support.

Bid writing and grant capture – delivered by Nathan Archer

Having experience of securing funding though local and national charities and foundations, Big Lottery, Arts Council, Heritage Lottery Fund and EU programmes for education projects, the consultant can support schools and settings with grant research and bid writing from small scale projects to capital programmes. To discuss a potential application and the support you may need, please get in touch to talk through the options available.

Make an enquiry about this support.

Proposal writing for bids and grants – delivered by Sara Bonetti

Having experience of securing funding though local and national charities and foundations, such as the Nuffield Foundation, the Mercers Company, as well through tenders from the Social Mobility Commission and the Welsh Government, the consultant can support schools, settings, organisations, and local authorities with grant research and bid writing from small scale projects to capital programmes. To discuss a potential application and the support you may need, please get in touch to talk through the options available.

Make an enquiry about this support.

Sustainability support for your school or setting – delivered by Nathan Archer

A bespoke package of advice and guidance ranging from an audit and signposting to intensive consultancy, this flexible programme supports schools and settings to implement actions from the ‘Sustainability Jigsaw’ to support ongoing viability. We will look to tailor a package to suit your needs, appropriate to your context, so that you receive the necessary support to put into action.

Make an enquiry about this support.

Core areas of learning

These outlines focus on the core areas of learning and how these are fundamental within your provision. They offer ways to reflect on your practice and explore new ways of approaching learning opportunities.

Making the most of your maths provision – delivered by Dr Andrea Lancaster

Aims and objectives – Delegates will have opportunities to:

  • Consider reasons why this area of provision may not be being used to its full potential by all children
  • Explore the adult role in supporting maths development in continuous provision
  • Explore how they might think differently about the maths area and consider alternatives, e.g. planning a maths ‘play station’
  • Play and make maths games to be used in provision
  • Consider ways to involve families

This course can be offered in different formats but is better face-to-face as it involves a lot of practical activities. It is aimed at people working with children 3-5.

Make an enquiry about this course.

Help! I can’t do maths: developing children’s mathematical thinking – delivered by Jacqui Lewis

Many practitioners profess to be less than efficient in maths. Research informs us as a nation we can become quite proud in our confession of this. However, do we readily share our lack of confidence and knowledge in literacy, for example, in the same way? How does this cultural retort impact on our children’s play and learning?  This course, for all practitioners within the early years, acknowledges and alleviates the fear which can be associated with the development of children’s mathematics and serves to empower and strengthen mathematical provision in your setting.

Aims:

  • Consider the concerns and fears of many early years educators in nurturing children’s mathematical development.  
  • Explore the importance of the adult role in teaching and supporting children’s mathematical thinking.
  • Develop an understanding of how to support children’s deeper understanding, fluency, and mastery of mathematics.
  • Learn that maths is everywhere and in everyday practice and not a potentially perceived formal part of the curriculum

Available as a half / full day, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Developing the art of mathematical thinking – delivered by Debi Keyte-Hartland

Debi Keyte-Hartland delves into the world of mathematical thinking looking at the aesthetic and artfulness of maths as well as examining and exploring how opportunities for mathematical thinking can be found in our built and natural environments of our settings.  Patterns, symmetry, geometry surround us everywhere, as do concepts such as infinity, fractals, the golden ratio, and Fibonacci sequences.  Often it is a case of knowing for ourselves, building our own knowledge of subject to then know how to look for and appreciate the mathematics that surrounds us, so that we can delight in the joy of mathematical thinking, of the multiple strategies in which to test, investigate and solve mathematical problems as well as developing the skills to communicate and express reasoning, which is a fundamental requirement in mathematics.

We can also increase our understanding by looking at how maths is not simply a set of abstracted ideas that is taught and learnt by the child but are inherently concrete and embodied which aids understanding.  We will also explore the effect and impact of mathematical ‘provocations’ to assess their quality in developing mathematical thinking and to examine the role of the adult who actively supports their language, conversation and linguistics of their mathematical thinking and reasoning.

Essential Questions;

  • How can children see and play with mathematical ideas in the environment?
  • How can children experiment with materials to explore mathematical concepts?
  • How can you help children to reason out their thinking in expressive and communicative ways?

Make an enquiry about this course.

Block play in the early years: noticing the maths – delivered by Dr Andrea Lancaster

Aims and objectives – Delegates will have opportunities to:

  • Explore children’s typical development in block play from a maths perspective
  • Explore the maths possibilities afforded by block play
  • Explore the adult role in supporting children’s block play and maths
  • Consider how they might improve opportunities for maths in their own block provision.

This course can be offered in different formats but is always better face-to-face with practical activities.

Make an enquiry about this course.

STEAM approaches in the early years: putting the ‘A’ into STEM – delivered by Debi Keyte-Hartland

The Arts in STEM (Science, Technology, Engineering, and Maths) seeks to weave these disciplines together to create deep and engaging opportunities for investigation, experimentation, and reasoning. STEAM approaches are holistic in nature and enable children of all ages to develop knowledge, construct working theories, and to reason and express their thinking. Putting the ‘A’ into STEAM cultivates creativity and critical thinking, reasoning, problem-solving, language, and communication and is rooted in playful and embodied experiences.

Develop your professional knowledge and practice so that you can:

  • Understand how STEAM approaches support play and learning across the EYFS
  • Develop and design opportunities for investigation, experimentation, and reasoning to support characteristics of effective learning and communication and language
  • Learn how the Arts can be used to develop learning in Science, Technology, Engineering, and Maths

STEAM approaches are multidisciplinary and embrace children’s curiosity and play in learning.  STEAM encourages collaboration; designing; evaluation; questioning; and identifying and solving problems that provide rich contexts for developing vocabulary, communication skills, and language.

Make an enquiry about this course.

Embedding STEM within your provision – delivered by Pete Moorhouse

This CPD looks at ways in which we can embed STEM (Science, Technology, Engineering and Mathematics) subjects within early years practice. During the session, Pete will provide many examples of different media and provocations that can provide rich experiences of a STEM curriculum, in imaginative and creative ways.  It includes reference to the arts that can be an integrating link between the separate disciplines that are often seen as being isolated and unconnected to the other areas (and is often referred to as STEAM). We will see how we can weave together the different disciplines within practice.

At the heart of STEM is children’s enquiry: building upon in their curiosity and posing new questions about the world around them as they begin to construct meaning. Play is central; playing with ideas and possibilities. In this sense Pete advocates a holistic transdisciplinary approach whereby children are enabled to express their ideas, develop working theories, hypothesise and problem solve. Children’s creative and critical thinking skills are central. It’s all about children developing their understandings, for example with using their emergent mathematical thinking to problem solve. We will look at how both indoor and outdoor environments can be utilised to support emerging thinking around STEM areas of learning.

The session will look at the theory that underpins practice and well as looking a wide selection of examples in practice such as looking at various types of construction such as blocks/woodwork/stick and pea, to the use of basic coding to program a robot, exploring pulleys and scales, embracing digital media – such as photography and webcams and much more. The day will also include practical sessions offering hands-on exploration of the various examples.

Aims and objectives

From this course you will:

  • Understand the theory and pedagogical contexts
  • Become familiar with a variety of media and provocations that can support STEM
  • Learn how STEM can support open ended enquiry-based learning
  • Learn how STEM can support creativity and imagination
  • See how STEM can support all learning areas in relation to the wider curriculum
  • Examine how makerspaces and tinkering labs can support STEM
  • See how STEM activities can facilitate cooperation and encourage communication
  • View examples of children’s STEM explorations from various countries
  • Have a hands-on session working with STEM materials.

Creativity, exploration & play

Creative approaches to learning and learning through play are central to practice and pedagogy across the EYFS. These outlines address the various ways practitioners can support and enrich these opportunities for children within their contexts. 

Creative thinking and curiosity

Captivating Learning: Making the ordinary extraordinary – delivered by Debi Keyte-Hartland

When educators connect with children’s curiosity, they can make the everyday an extraordinary and joyful occasion for deep learning. Joy comes from the aha moments, and the successes felt when achieving things.  It also comes from the desire to know more and do more when the child joins in experiences that are meaningful for them.  Understanding the motivations that underpin your children’s play, learning, and development is key to designing learning environments and experiences that captivate and enthral young children.

Develop your professional knowledge and practice so that you can:

  • Confidently interact with children, engaging in sustained shared thinking
  • Create authentic learning experiences, by slowing down and looking for wonder
  • Identify and work with children’s ideas with ‘intelligent materials and tools’ such as light, found objects, and simple technologies

Making the ordinary extraordinary enables learning that is rich in children’s agency, that fosters a sense of belonging, nurtures habits of mind, and gives time to immersing in the joy of learning together.

Make an enquiry about this course.

Creative thinking through the visual expressive arts and design – delivered by Debi Keyte-Hartland

This course highlights how creativity and critical thinking are essential characteristics of learning across all areas of learning in the EYFS.  You will examine specifically how to support your young children as they move from exploration and investigation of materials/resources to a point of thinking and expressing creatively and critically with them.   You will come to know how to observe and support their progression in learning through the visual expressive arts and design, and how to enrich their skills and reasoning, their imagination and possibility thinking in exploration and investigations of ideas in mediums such as different kinds of paint, drawing media, sculptural materials, wire, found objects and loose parts including the use and combination of technology and digital media in creative and communicative ways.

You will leave feeling confident to construct playful situations of creative and expressive learning that considers the interplay of using open-ended and ‘intelligent materials’ as well as thinking about the choices we can make in presenting and curating materials and tools that widen the possibilities for your children’s expression and communication of their ideas, feelings, thoughts and theories of the world. 

Essential Questions;

  • How can you recognise, support and build on young children’s creativity and critical thinking through the visual arts with your children?
  • What are the playful learning contexts that you can design in your settings using creative enquiry and the considered curation of materials and resources?
  • How can you use ‘intelligent materials’ to develop your children’s ability for creative possibility thinking and their expression of ideas, thoughts, emotions and experiences?
  • How can the arts and creativity help your children to construct knowledge and understanding whilst developing their language, communication, and vocabulary?

Make an enquiry about this course.

Creativity: nurturing creative and critical thinking – delivered by Pete Moorhouse

This CPD is designed to develop understanding of what creativity means and explore ways in which we can best encourage creativity. We will start by defining creativity and critical thinking and then look at the different aspects of children’s thinking that contribute to the process of developing ideas, including through the ‘Holistic Creativity Framework’. The training emphasises the importance of creativity as a fundamental skill that not only impacts on all areas of learning but also impacts on young children’s long-term outcomes to become resourceful and resilient adults. We will look at curriculum and see how creativity fits within the characteristics of effective learning and how it embraces all areas of learning.

The training will explore the many factors that facilitate children’s creative and critical thinking and role we can play, from creating a conducive environment to working together with parents. In particular, we will look at the role of the teacher in extending their thinking by looking at sustained shared thinking practice and how we can sensitively interact with children during the creative process. We will also consider ways in which we can observe children’s creative progression especially in relation to their developing thinking skills. The training highlights the importance of high quality documentation and reflective learning practice. It offers the opportunity to get hands-on with some inspiring materials to get creative ourselves and get a sense of the possibilities they afford.

Aims and objectives

From this course you will:

  • Gain a thorough understanding of what creativity means
  • Learn why creativity is so important in education and in life in general
  • Look at the many elements that contribute to encouraging and nurturing young children’s creativity
  • Understand the dynamics of creativity through the ‘Holistic Creativity Framework’
  • Investigate the role of the teacher in extending creative and critical thinking
  • Look at the role of the environment and resources
  • Reflect on the importance of documentation and reflective learning practice
  • Understand how to work together with parents to support children’s creative thinking
  • Have an opportunity to get hands-on and creative exploring different materials
  • View examples of inspiring resources and provocations
  • Explore how to best observe children’s creative development

Make an enquiry about this course.

Exploration, investigation, and expression

Making marks, drawing, and writing: Signs, codes, and symbols – delivered by Debi Keyte-Hartland

This course explores how children’s mark-making (or graphicacy) is a form of communication and expression that deserves and requires the attention of knowledgeable educators.  Young children naturally make marks and develop drawing in joyful ways, with the processes and products revealing their ideas, feelings, thinking, stories, and experiences.  Through engaging in the drawing and mark making process, you get to know your children, noticing their interests and passions, their development and learning.  When children draw and make marks, they are also communicating their understanding of the world which surrounds them, developing and sharing their mathematical thinking and beginning the journey into signs, codes, symbols that become writing. 

During this course we will unpick how children:

  • develop their skills of graphicacy within a context of meaning-making and multimodal communication
  • how they communicate their ideas and thinking through graphicacy (including their mathematical thinking and engagement in multimodal communications and culture)
  • develop skills and mastery with visual forms, including signs, codes, symbols and writing

And how as attentive and responsive educators, you can:

  • explore the engaging and practical contexts and materials that support your children’s rich mark making, drawing, and writing
  • learn how to be better by your children’s side in playful contexts that amplify possibilities for your children’s deep thinking and communication

Make an enquiry about this course.

Inspiring confident and capable young writers: strengthening writing outcomes in the early years – delivered by Kym Scott

This session explores how writing develops from the earliest stages and what makes the greatest difference to children’s long-term success.

Drawing on research and decades of practice-based evidence, Kym translates the complex process of learning to write into clear, practical strategies that adults can immediately apply. Participants explore children’s developmental journey from early mark-making to writing with increasing confidence and fluency, the essential roles of language and physical development, and how play and meaningful experiences provide authentic reasons to write.

Using inspiring examples from practice, delegates leave with a deeper understanding of early writing, fresh ideas they can implement immediately, and practical tools to help create a joyful, purposeful and developmentally appropriate writing culture where every child can thrive.

Make an enquiry about this course.

Atelier: More than making marks – delivered by Debi Keyte-Hartland

This practical and engaging session which blends hands on engagement alongside theory and case studies of practice offers a fresh perspective on mark-making as a composite ‘mosaic’ of marks, materials, ideas, and narrated processes. Debi will work with educators to explore the expressive and communicative potential of mark-making as a foundational practice connecting to all areas of learning. Participants will experiment with a variety of traditional and unconventional tools and materials to develop pedagogical strategies and interactions with children that ignite their thinking and the communication of their graphical discoveries. The workshop will encourage educators to consider creative, playful exploration and provide new ways to think about mark-making in their setting connected to the wider curriculum. Through guided investigations and collaborative activities attendees will develop new pedagogical ideas in visual thinking and expression and discover innovative ways to incorporate mark-making into their teaching practice. The workshop will also address themes of the ethical use of materials and sustainability and explore the activating qualities of the surfaces that receive the marks.

Make an enquiry about this course.

Atelier: More than making marks – delivered by Debi Keyte-Hartland

This atelier-style workshop offers early years educators a structured yet open-ended exploration of loose parts as a catalyst for “thinking-with materials,” foregrounding how children construct meaning through sensory, aesthetic, and relational encounters. Participants will engage directly with a curated range of materials such as natural, recycled, and everyday objects to consider how their qualities and affordances invite experimentation, representation, and sustained shared thinking. The session explicitly connects these processes to key priorities within early childhood practice, including communication and language development, characteristics of effective learning, inclusion, and well-being. Through reflection, and dialogue, educators will develop practical strategies for designing environments and pedagogies that integrate loose parts play with wider areas of learning both inside and outside, supporting deep engagement and inclusive participation.

Make an enquiry about this course.

Expressive arts and design – delivered by Anni McTavish

Art and design in the early years covers a wide range of opportunities and potential skills. An exciting arts curriculum can be supported through a well-resourced environment and thoughtfully planned adult-guided learning. It is also important to consider how your arts curriculum reflects and celebrates the cultures of a diverse, 21st century Britain.

Aims of this session:

  • To widen your outlook on the variety of art and design possibilities in the early years
  • To understand the key elements of a broad and balanced arts curriculum, and how the arts can nurture and support other areas of learning and development
  • To offer practical ideas and ways to develop your arts offer further
  • To introduce a diverse group of artists and how to use their work to inspire new experiences and children’s ideas

Participants will take part in creative activities, and use an art and design audit to reflect on practice.

Links will be made to the EYFS 2023, Development Matters, and other relevant resources and research.

This session is flexible and can be run either as a whole or half day training, online workshop or presentation, or as a conference keynote or setting-based INSET.

Make an enquiry about this course.

Developing your music provision and practice – delivered by Nicola Burke

This course or programme is accompanied by Musical Development Matters, the free guidance available to download from Early Education. It introduces participants to the guidance and explores how music can be meaningfully embedded into everyday practice in any early childhood setting, without practitioners needing previous musical knowledge or experience.

The training can be tailored to meet the needs of individual settings, teams or organisations and delivered as a one-day course, across multiple days or as a programme of sessions spread over several terms.

Through practical, interactive, and workshop-style activities, participants will explore how music nurtures children’s learning, development, communication, and wellbeing. The training also addresses the common fears that can prevent practitioners from singing and making music with children, helping participants discover that you don’t need to be a trained musician to become a confident and responsive musical partner.

Fun, practical and informative, the sessions provide ideas, approaches and experiences that can be put into practice straight away, while supporting practitioners to develop their confidence, musical understanding, and everyday music provision.

Audience: All Early Childhood Educators

Make an enquiry about this course.

Music and the Early Years Foundation Stage Statutory Framework – delivered by Steve Grocott

From before the moment of birth music and movement are integral to the healthy growth of the child both as an individual and in connecting with others and the outside world. This course provides the means for practitioners to foster that growth during the baby stage, through the early years and beyond.

While it is stressed that music making is a holistic thing this course gives activities that specifically address the three prime and four specific areas of learning, the three learning characteristics and the four guiding principles specified in the EYFS.

Aims and objectives – Delegates will have opportunities to:

  • Gain a repertoire of tried and tested multicultural songs, games and rhymes that is rich in content and that children enjoy
  • Learn how to use this new material (and the songs they already know) to address each part of the EYFS statutory framework
  • Learn to provide opportunities for musical play and ideas for extending that play
  • Take away simple ideas and techniques that increase their confidence in their innate musicality including help with developing lively rhythm work and using instruments

There is a CD/booklet that contains the material in this course.

Audience: All Early Years practitioners

Make an enquiry about this course.

Children, technology, and the digital world – delivered by Debi Keyte-Hartland

It is essential that young children use technology, digital media, and tools in creative and expressive ways, which enables them to see themselves as creators of content and not just as passive consumers of digital media.  Technology and digital media can encompass many areas of learning and development as well as demonstrating characteristics of effective learning.  Using rich examples and case studies from practice, the confidence of educators in using technology and digital media, together with familiar tools and materials of early years settings will be increased.  Find out how to explore your children’s questions, curiosities and interests and thinking about the world in which they exist and come to know using data projectors, web cams, digital microscopes, film, photography and animation, image manipulation, as well as older technologies such as overhead projectors, led lamps and torches.  It is through the blending of more traditional materials together with digital resources and tools that children can learn, construct, create, and express.  

Essential Questions;

  • What is the difference between consuming and creating with technology and digital devices and why is it important?
  • How has children’s play evolved in the digital world?
  • How can you enrich children’s learning using digital media and technology?
  • How can we enable creativity and expression of children’s own ideas to co-create content rather than simply consuming the content of others?

Make an enquiry about this course.

Introducing woodwork in early years education – delivered by Pete Moorhouse

There is something really special about woodwork. The smell and feel of wood, using real tools, working with a natural material, the sounds of hammering and sawing, hands and minds working together to express imagination and solve problems, the use of strength and coordination: all go to combine captivating young children’s interest. It provides a truly unique experience. Woodwork is hugely popular with children, providing a rich source of enjoyment as well as learning. It is truly cross-curricular, embracing so many areas of learning as well as building children’s dispositions for learning. The impact is profound and long term.

This practical workshop will look at ways in which woodworking can be safely introduced in your early years setting. We will look at the theory and the associated learning and development relating to curriculum. We will examine the historical context and look at examples from other countries that have been working successfully with wood for many years. There will be explanations of the most suitable tools for children and instruction on how best to use them. We will look at the most suitable woods. The training focuses on the health and safety measures we need to put in place and provides an example risk assessment. There will be suggestions for activities, open-ended explorations, and longer-term projects, as well as explanations on how to set up a woodworking area. There will be practical sessions for delegates to explore the tools, gain confidence, and share the experience of making creations in wood.

A comprehensive set of handouts are provided with additional resources available online, and information on potential suppliers of wood/tools will be provided.

Aims and objectives

From this course you will:

  • Understand the value and theory of woodwork especially in relation to the EYFS.
  • Learn about the historical context of woodwork
  • Understand the potential of woodwork for creativity and critical thinking
  • Learn how to introduce woodwork safely, implementing an effective risk assessment
  • Understand the most suitable tools for young children and how to use them
  • Be confident to develop a woodworking area
  • Know where to buy the most appropriate tools and materials

Make an enquiry about this course.

The language and dialogue of children’s photography – delivered by Pete Moorhouse

Photography is a powerful tool for communication and creative expression. It is open-ended and an extremely versatile medium. It is visual but it often becomes more about language – as it has so much capacity to stimulate and open up dialogue by allowing children to express their thoughts and their way of seeing the world, and then to talk about their images – all encouraging children’s voice.

We will look at the use of photography as a way of consulting with children and understand how photography can be used as a tool for self-evaluation. Photography is a holistic medium in that it can be seen to embrace all areas of learning and characteristics of effective learning. Cameras are a powerful addition to any classroom. In the training there will be information about the practicalities, looking at the best cameras for children, reviewing images, storage, software and how to successfully introduce photography to young children. There will also be practical activities so do bring a camera or smart phone!

Aims and objectives

From this course you will:

  • Learn how photography can be a versatile tool for children’s creative expression
  • Discover the potential for photography to stimulate communication – children’s voice
  • Learn how photography can support all areas of learning by children documenting their own work
  • Explore using photography as a way of consulting with children.
  • Find out how to successfully introduce photography to young children
  • Understand how photography can be used as a tool for self-evaluation
  • Learn about practicalities: best cameras for children, reviewing images, storage, and software.
  • Learn about image permissions
  • Have the opportunity for practitioners to get creative and experimental with cameras

Make an enquiry about this course.

Intelligent materials: making learning irresistible – delivered by Pete Moorhouse

This session looks at the value of using intelligent materials. These are materials and objects through which children can explore a plethora of possibilities to express their imagination. The CPD will focus on materials that are open-ended and often lead to high levels of sustained engagement, thinking, and curiosity, and that have significant opportunities for technique progression and ideas development. Examples will include clay, woodwork, paper and fabric. We will examine ‘intra-action’, how materials have ‘agency’, also having an impact on us.

We will explore the rich potential of loose parts, embracing natural, found, or recycled materials. Loose parts position the child at the centre of their learning as they use their imagination to create various arrangements/constructions/narratives as they combine the objects. We will look at examples from Reggio Emilia which has had a long tradition of working with natural and recycled materials and gain insights from Froebel (gifts), Nicholson (loose parts), and Goldschmied (Heuristic play). We will look at how placing and arranging meets many learning and development aspects within curriculum. The CPD will look at ways in which intelligent materials can be incorporated and developed within early years settings, in both the indoor and outdoor environment, and the role of the adult to support and extend thinking and learning.

Aims and objectives

From this course you will:

  • Learn to provide appropriate materials and resources to encourage open-ended exploration
  • Explore how to facilitate the conditions to enable children taking the lead role in their learning
  • Learn about various pedagogies that support investigation with intelligent materials
  • Understand progression, how best to develop skills and techniques
  • Reflect on suggestions for loose part material both indoors and outdoors.
  • Partake in a practical session to explore a selection of materials, gain confidence, and share the experience of getting creative with materials.

Make an enquiry about this course.

Play

The Power of Play: ensuring challenge and progression through child-initiated learning – delivered by Kym Scott

This session explores why play is one of the most powerful drivers of children’s learning, development and long-term success.

Drawing on research and her own experience, Kym translates the science of play into clear, practical strategies that adults can immediately apply, using real examples, videos and photographs from the many schools and settings she works alongside.

Participants explore how to design environments, experiences and adult interactions that provide the right balance of freedom and challenge, enabling children to think more deeply, solve problems, develop language, and make meaningful progress across the curriculum, particularly in literacy and mathematics.

Make an enquiry about this course.

Calling all Superheroes – exploring how to successfully manage this play – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • To consider the benefits of superhero play;
  • To discuss controversial notions such as weapon play, death and killing;
  • To consider how to successfully implement this play in terms of positive relationships and enabling environments;
  • To explore how we can encourage children to find their superpowers.

Audience: All Early Years Practitioners and Childminders

Make an enquiry about this course.

The write sort of play – developing writing opportunities through rich and stimulating role-play and small world provision – delivered by Anni McTavish

Small world play and role play offers young children lots of possibilities to use language linked to the real world and engage in symbolic play – essential foundations for writing. This training takes a practical look at how to offer mark-making and writing opportunities in imaginative play, to appeal to children at all stages of the writing journey.

Aims of this session:  

  • To develop your ideas for engaging small world play and role-play areas – with inspiration from a range of early years settings
  • How to incorporate writing that connects to children’s interests and development with engaging media and materials
  • Review how adults can enable children to make links between their play and ideas with mark-making and writing, taking into account the needs of different learners, e.g., children who may be left-handed
  • To reflect on how to nurture the ‘writer’s voice’, through songs, rhymes and stories, scribing and book-making – with the chance to make a homemade book to take away.

Links will be made to the EYFS 2023, Development Matters, and other relevant resources and research.

This session is flexible and can be run either as a whole or half day training, online workshop or presentation, or as a conference keynote or setting-based INSET.

Make an enquiry about this course.

The theory of loose parts play – delivered by Debi Keyte-Hartland

This course explores the wonder and as well the theoretical underpinning of collecting and using loose parts across the EYFS.   Working with loose parts and found objects is a sustainable and ethical way of reusing and repurposing unwanted and left-over materials from business and industry, in fact anything that was heading for land refill that can be safely used, transformed, and combined with other loose parts and other media e.g., drawing, digital, clay, light.

We all collect them, but what are the best kinds of combinations, what do we need to specifically look out for, how do we best present them and how in their myriad of uses can they be used with your children for illustrating and retelling stories, or making up their own, what about mathematical thinking, or patterning and aesthetics?  What about outside? How can loose parts be best used in ways that promote physical development, or for use in construction and building, or the exploration of science, or the expressive arts and design?  

Essential Questions;

  • What is the best way of getting started with loose parts? (Safety, sourcing, storing, presenting).
  • How can the theory of loose parts build on children’s curiosity and creative thinking across areas of learning in the EYFS?
  • How do children learn with loose parts in both child and adult initiated play and learning?
  • How can I best support, nurture and also challenge my children by using loose parts? (Exploration, investigation, communicating and reasoning)

Make an enquiry about this course.

Block Play and Loose Parts in young children’s learning from birth to five – delivered by Debi Keyte-Hartland

Since the early 1800s block play has played an important role in young children’s holistic learning and development. This course will guide participants through the theory of block play referencing Froebel’s Gifts and Pratt’s Unit Blocks (2014) to explore what is special about block play and how it can support children’s learning and development across multiple domains. These areas include their mathematical skills and thinking, their language and communication, their creative learning, their social and emotional development, their physical skills as well as across other cognitive areas of learning such as abstract, logical, and symbolic thinking skills.

Within this course, Debi will explore the stages of block play, what to observe and look out for, and how to support and interact with children as they play and encounter blocks.  She will also explore how to curate contexts with blocks, how to combine blocks with other materials (and other blocks), and how to offer them to babies, toddlers, and young children. 

Loose Parts can complement a block play area and is equally holistic in its capacity for learning and development across a wide range of areas. Loose parts are also materials that can be offered to children in other spaces, inside and outside, and on both a small and large scale.  The theory of loose parts (Nicholson,1971) will be referenced as a way of developing children’s creative thinking and an exploration of ‘possibility thinking’ to consider how young children move from the ‘what is’, to the ‘what if’ (Craft, 2014).

During this highly engaging day there will be opportunity for thinking and discussion, action planning, and practical engagement with materials to enable all participants to develop their pedagogy and practice in relation to the age groups they are working with.

Make an enquiry about this course.

The pedagogy of play – delivered by Pete Moorhouse

This session looks in depth at the importance and value of play in young children’s development. Play is an integral part of being human – it is how we are programmed to learn and develop in a holistic and healthy way. Play helps children relate to their inner world of feelings, ideas and lived experiences, taking them to new levels of thinking as children make sense of the world around them, building skills that will empower them as life-long learners. Through play children relate to others, collaborating, negotiating, and constructing narratives. By referring to ‘the pedagogy of play’, Pete highlights how our approach as teachers is crucial in providing the optimal conditions to allow children’s play to flourish.

We will examine the theory and practice of their learning and explore the role of the adult. The training will delve into the theory, looking at pioneering theorists such as Froebel, Vygotsky, and Dewey and more recently the work of Tina Bruce, looking at the core elements of play. We will examine the many different modes of play we can see young children engage in, such as role play, physical play, and exploratory play. We will see how children apply and develop their creative and critical thinking skills as they express themselves and problem-solve. We will also get active and engage practically in play such as exploring socio-dramatic play, and play and exploration with open-ended materials. The session will also highlight the importance of the outdoor environment to support play and children’s healthy development.

Aims and objectives

From this course you will:

  • Discover what counts as ‘play’ and ‘playful activities’
  • Learn how play supports children’s creative expression
  • Learn how freely chosen play can support all areas of learning
  • Explore the adult role in supporting playful learning
  • Learn about key theorists approaches to play
  • Explore the different types of play we can observe
  • Distinguish between free play, guided play, and structured didactic teaching.

Make an enquiry about this course.

Inclusion & diversity

These outlines offer ways to reflect on our practice and provision to ensure it is inclusive of everyone. 

Inclusive practice and pedagogies

The Best Start in Life: inclusive practice to close the disadvantage gap – delivered by Kym Scott

Designed for practitioners and leaders working in private, voluntary and independent (PVI) settings, schools, or mixed audiences across the early years sector, this inspiring and thought-provoking session is tailored to reflect the context and priorities of those attending.

Together we explore what truly inclusive practice looks like, considering how strong relationships, high-quality interactions, high expectations, and a deep understanding of child development and play pedagogy enable every child to flourish. Rather than adding more to already busy workloads, the session focuses on the everyday moments that have the greatest impact, demonstrating how small, intentional changes to practice can transform children’s experiences and improve outcomes.

Practitioners leave equipped with practical, evidence-informed strategies they can put into practice straight away, enabling them to create richer learning experiences and better outcomes for every child.

Make an enquiry about this course.

Inclusion and Equality – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Consider why we need to support children in resolving conflicts and develop self-regulation;
  • Think about the characteristics of and sources of conflict for young children;
  • Find out about emotion coaching and the problem solving approach to conflict resolution;
  • Investigate ways of promoting positive behaviour through policy and practice;
  • Make links with the Prime Area of PSED in the EYFS.

Make an enquiry about this course.

Supporting young children who face significant life challenges – delivered by Donna Gaywood

Aims and objectives – Delegates will have opportunities to:

  • To reflect on their role as an early educator.
  • To consider the impact of significant challenges on the lives of very young children.
  • To think about how to support children with SEND or SEMH needs.
  • To understand trauma responses and their role in supporting children.

Make an enquiry about this course.

Equality, Race and Unconscious Bias – delivered by Dr. Stella Louis

This training invites educators to reflect on the quality of their provision for babies and young children. When we observe children in our care, we need to consider their differences. Some of our children may come from homes where another language is spoken, or where their culture is different from the other children in our school or setting. Some children because of their gender and upbringing at home may not feel comfortable playing with the blocks or in the role play area. Other children may also experience barriers to learning, due to a disability or illness. When we observe those children, we need to be aware of how these differences will affect them and not to make assumptions about their behaviour.

This course will examine and challenge educators’ pedagogical practice and values reflected in practice, through having conversations about stereotypes, unconscious bias and myths about people, culture and communities. Set within the themes and principles of the Early Years Foundation Stage the training is broadly split into two parts. The first part covers the basis about discussing race. The aim here is to help educators feel more comfortable and confident in doing so. The second half explores unconscious bias and how we can become more aware of them.

Make an enquiry about this course.

Let’s talk about race – delivered by Dr. Stella Louis

This is an hour long course designed to start conversations about race and being an ally.

This session is broadly split into two. The first will cover the basis about discussing race. The aim here is to help participants feel comfortable and confident in doing so. The second half will focus on how we can be an ally and the practical steps that we can take.

Make an enquiry about this course.

Is poverty the poor relation? Practical approaches to rethinking disadvantage in the early years – delivered by Jacqui Lewis

Early childhood educators are strategically positioned within a political agenda to reduce the impact of poverty and narrow the gap between disadvantaged children and their more affluent peers. However, the voice of the educator is all too often silent within such political intention, implementation, and impact. This course invites educators to critically examine how poverty shapes children’s opportunities for participation, belonging & learning, while developing knowledge and understanding of practical approaches to supporting children and families experiencing financial disadvantage.

Aims:   

  • Consider why poverty can become the ‘poor relation’ within early years policy and practice, despite its significant impact on children’s lives.
  • Develop an understanding of the complexities of poverty and disadvantage within early childhood education.
  • Recognise how language, bias and systems can unintentionally reinforce disadvantage.
  • Explore practical approaches that promote equitable opportunities through respectful, relational practice.

Available as a half / full day, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Creating a climate for voice: listening and taking all children seriously – delivered by Jacqui Lewis

The course considers the conditions needed to create environments and cultures where children are not simply ‘listened to’, but where their ideas, perspectives and decision making genuinely influence practice. Children’s voices are often celebrated, but what does it truly mean to listen to children and take their perspectives seriously? This course invites educators to explore voice, agency and participation through the lens of the unique child, recognising every child as a capable, competent individual with their own ways of communicating, making meaning and contributing to the world around them.

Moving beyond the idea that children’s voices are only heard through spoken language, this course explores the importance of valuing children’s symbolic, embodied and relational forms of communication. It considers how play, movement, gesture, emotion, creativity, silence and other forms of expression can represent powerful ways in which children share their perspectives and experiences. With particular attention to neurodivergent children, the course challenges educators to reflect on whose voices are most easily recognised and valued, and how environments, relationships and expectations can either enable or constrain meaningful participation.

Drawing on international childhood philosophies and perspectives, educators will explore how children can be understood as active participants, rights-holders and contributors to their communities.

Aims

  • To critically explore children’s agency, participation and the concept of the unique child, considering what it means to genuinely listen to and take children seriously.
  • To examine how relationships, environments and pedagogical cultures can create conditions for children’s voices to be heard, respected and enacted.
  • To explore practical opportunities to recognise and value diverse forms of children’s communication, including symbolic, embodied and neurodivergent expressions of voice

Available as a half / full day, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Making the invisible visible: visualising vulnerability for enhanced inclusive practice – delivered by Jacqui Lewis

For children and educators alike, learning can be an emotionally high-risk activity where failure can often be extremely painful. This course provides a myriad of reflective tools to assist educators in visualising vulnerability and strengthening an inclusive pedagogy. All too often vulnerability is solely projected towards children and cohorts and not within the environment, relationships and systems we create around them. Delegates will have multiple practical opportunities to develop their reflective artistry around the self, the child and family, as well as provision and practice to support all children to thrive.

Aims

  • Understand and recognise vulnerability in ourselves, our children and families, and within our practice and provision
  • Explore a variety of visual tools to support this reflection and identification of vulnerability  
  • learn how our reflective artistry can impact directly, to support a more intentional pedagogy of inclusion, attunement and nurture

Available as a half / full day, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Empowering little voices: bringing children’s rights to life in early years – delivered by Nicky Shaw

Aims and objectives – Delegates will have opportunities to:

  • Understand how to embed the UNCRC principles and articles in daily nursery life.
  • Gain confidence in helping children express and understand their rights.
  • Learn playful, engaging ways to integrate children’s rights into interactions, experiences, and spaces.
  • Develop a clear vision for continuous improvement in respecting children’s rights.

Make an enquiry about this course.

Supporting refugee children in Early Childhood Education and Care – delivered by Donna Gaywood

Aims and objectives – Delegates will have opportunities to:

  • Understand correct terms associated with forced migration
  • Think about the importance of pedagogy for refugee children
  • Consider professional positionality and the impact on practice
  • Reflect about the hidden curriculum
  • Explore practical welcoming practices

Make an enquiry about this course.

Inclusive practice: Neurodiversity, SEND, and SEMH needs

Effective SEN support – delivered by Kerry Murphy

Aims and objectives – Delegates will have opportunities to:

  1. develop their understanding of the four broad areas of SEND (Communication & Interaction, Cognition & Learning, Social Emotional & or Mental Health and Physical &/or sensory).
  2. learn about the various stages and cycles of SEN support and how this feeds directly into the EYFS.
  3. explore a repertoire of strategies across the four broad areas that can be used to develop a SEND toolkit back in the setting.

This course brings SEN support to life and is fun, practical and interactive.  Practitioners will have the opportunity to think about their high-quality teaching and provision including how to build upon this to support children with different types of SEND.  It will empower practitioners and give them the skills and tools to act in the first instance of early intervention. This course includes a free resource for building your own SEND toolkit.

Make an enquiry about this course.

Maintaining pedagogy with complex individual or cohort needs – delivered by Dominic Gunn

Aims and objectives – Delegates will have opportunities to:

  • Discuss how to support the increasing numbers of children with additional needs attending individual settings and classes.
  • Discuss how to support significant levels of additional need.
  • Consider the value, as well as the challenge, of including children with significant additional needs in their settings and classrooms.
  • Share similar experiences.
  • Discuss concerns about the impact on previously established practice.

Participants will understand how supporting complex additional needs, with confidence and from an informed position, improves provision for all children. Participants will feel more confident in advocating inclusive, child-centred learning to parents, school leadership teams, and to other adults. Managers will feel empowered to support children with additional needs effectively in the context of limited additional funding.

This training is available in a bespoke format, based on initial consultation, and will usually include an interactive presentation followed by discussion of participants’ particular concerns, and concluding with a summary of key points and an action plan. On-site reviews are offered as an option.

An awareness-raising session can be provided as a 2-hour session, in flexible formats, with full training and consultancy increasing as required.

This training is ideal for all practitioners, managers, and school leaders responsible for the education of children aged 3-6 years. It is also likely to be of interest to others who are more broadly concerned with educational inclusion.

Make an enquiry about this course.

Prioritising children’s mental health and wellbeing – delivered by Donna Gaywood

Aims and objectives – Delegates will have opportunities to:

  • think about children’s mental health
  • examine how to create a positive learning environment where children can thrive
  • consider the link between adult and child mental health and wellbeing
  • explore some possible pitfalls
  • work out ways to intervene early.

Make an enquiry about this course.

Creating an inclusive learning environment – delivered by Donna Gaywood

Aims and objectives – Delegates will have opportunities to:

  • reflect on their current learning environment and offer practical ideas to make it more accessible for all children.

Areas covered will include:

  • Children’s current presenting needs: speech and language delay, social, emotional, and mental health needs, and physical development
  • Developing inclusive practices as routine
  • Whole setting approach
  • An emotionally safe environment
  • Maintaining a healthy perspective: growing staff and children’s confidence.

Make an enquiry about this course.

Adopting a strengths-led approach to autism in the early years – delivered by Kerry Murphy

Themes likely to be covered in the session include:

  • Understanding what autism is (and isn’t)
  • Exploring misconceptions around autism, including around behaviour, assumptions, and stereotypes
  • How practitioners can support developmental differences in practice through a strengths-led approach (rather than a deficit model)
  • What inclusive practice looks and feels like.

Make an enquiry about this course.

Autism affirming practice in early childhood – delivered by Kerry Murphy

Our understanding of autistic identity has vastly increased in the last decade due to autistic-led research and community advocacy. There is, however, still the dominant view that to be autistic is to be disordered, impaired, or in need of ‘fixing’. This course draws upon a neurodiversity affirming view of autism, and explores meaningful ways to affirm and honour autistic child development and identity.

Aims and objectives:

  • To introduce autism through a neurodiversity-affirming lens
  • To explore the impact of ableist practice on autistic identity
  • To consider alternative child development theories related to autism including:
    • Monotropism
    • The Double Empathy Problem
    • Interoception
    • Gestalt Language Processing
    • Play Patterns
  • To consider practical ideas for supporting autistic children that affirm and honour their identity.

Make an enquiry about this course.

Exploring neurodiversity in early childhood – delivered by Kerry Murphy

Neurodiversity is becoming increasingly prevalent in our understanding of early childhood development and education. This course explores the key principles related to neurodiversity. You will consider how these can be translated into your everyday practice to ensure that every child and family feels affirmed and supported by the inclusion practices you adopt.

Aims and objectives:

  • To introduce neurodiversity and how this relates to early childhood development and education
  • To develop an understanding of ableism in early childhood practices and the ways in which this can disrupt meaningful inclusion
  • To consider the ways in which we can be in solidarity with children, parents, and carers during inclusion support
  • To explore strengths-led practices such as referral writing, goal setting, and planning for neurodivergence and disability.

Make an enquiry about this course.

Self-directed play and neurodiversity in early childhood – delivered by Kerry Murphy

There is a common misconception that paly does not come naturally to children who are neurodivergent and/or disabled and that they need to be taught how to play functionally, appropriately, and purposefully. This course debunks this myth by reimagining our understanding of play through a neurodiversity-affirming lens and embracing that play has infinite potentially. Our role as educators is to explore the diverse patterns of play and to facilitate their intrinsic meaning to children.

Aims and objectives:

  • To (un)define neurotypical and non-disabled measures of play.
  • To explore the importance of self-directed play in the play continuum.
  • To consider play patterns of neurodivergent and disabled children.
  • To unpick how play has been appropriated for learning and development, and to consider how to liberate play.

Make an enquiry about this course.

Strengths-led goal setting in early childhood – delivered by Kerry Murphy

As educators and specialists, we are contributing to a child’s biography of lived experiences. It is important that the way we document their early experiences supports positive self-esteem and what is developmentally meaningful to them. This course explores the different strengths-led ways we can document and child’s early learning experiences, and how goal setting should affirm unique developmental pathways.

Aims and objectives:

  • To introduce neurodiversity in the context of strengths-led documentation and goal setting.
  • To consider the purpose of documentation, and how we can reframe language to write in affirming empowering ways
  • To introduce the SHARE and ATTUNED framework for goal setting
  • To consider practical tools for building a network of perspectives in neurodiversity-affirming support

Make an enquiry about this course.

Understanding the EHCP Process – delivered by Carla Cornelius

Aims and objectives – Delegates will have opportunities to:

What does the SEND Code of Practice (2015) say about Education, Health and Care Plans (EHCP)?

Which children may benefit from this process?

During the course, we will:

  • Briefly look at the key points highlighted in the guidance in relation to EHCPs
  • Look at the different steps in the process to obtain an EHCP
  • Consider the evidence required to complete an EHC needs assessment request
  • Look at the importance of working in co-production and what this looks like in practice
  • Mitigate the barriers to co-production with practical strategies
  • Explore the importance of setting Aspirations, Outcomes and Targets

Links to Early Years and SEND guidance: SEND Code of Practice 2015 (‘Education, Health and Care Needs Assessments and Plans’ Chapter 9).

Audience: SENCOs in Early Years PVI Settings and Schools

Make an enquiry about this course.

Using a Provision Map – delivered by Carla Cornelius

Aims and objectives – Delegates will have opportunities to:

“The use of provision maps can help SENCOs to maintain an overview of the programmes and interventions used with different groups of pupils and provide a basis for monitoring the levels of intervention” (SEND Code of Practice 2015 point 6.76).

Provision maps are a useful tool to plan provision across the setting and review the impact of interventions. They can be used successfully both in schools and PVI settings.

During the course, we will draft a provision map, taking into account cohorts of children, high and low incidence SEN in the setting, budget constraints and deployment of staff.

At the end of the course participants will have a working document which could be adapted to their own specific context.

Links to Early Years and SEND guidance: SEND Code of Practice 2015 (‘Use of Data and Record Keeping’ points 6.72-6.78).

Audience: SENCOs in Early Years PVI Settings and Schools

Make an enquiry about this course.

Language and communication

Language and communication underpin all our interactions. These courses offer a range of ways of supporting these aspects within your school or setting.

Bilingualism and multilingualism

Supporting bilingual learners in the foundation stage – delivered by Dr. Rose Drury

Delegates will have opportunities to;

  • Make links with the principles of the EYFS and how to put these into practice with bilingual children and their families who are new to English
  • Understand the importance of recognising and building on early bilingualism
  • Develop strategies for supporting bilingual children’s learning in their setting

Make an enquiry about this course.

Effective support for children who speak English as an additional language – delivered by Donna Gaywood

Aims and objectives – Delegates will have opportunities to:

  • Reflect on their current practice
  • Consider attitudes and think about a celebratory approach
  • Identify the skills children need
  • Consider practical ways to develop a positive language environment.

Make an enquiry about this course.

Bilingualism in Children with Delayed Language – delivered by Carla Cornelius

Aims and objectives:

Is bilingualism a barrier or an advantage for children with delayed language? This course aims to answer the question by exploring the current research studies on multilingualism in children with delayed language.

We will:

  • Dispel some of the myths surrounding bilingualism
  • Understand the principle of language development in the dominant and second language
  • Consider the cultural aspects of language development and their influence on language mastery
  • Look at practical ideas to promote bilingual language development
  • Share useful tips to work alongside parents to enhance children’s language.

The course is based on current research in the studies of bilingualism, language development and neuroscience. The course also considers the influence of attachment on language development.

Links to Early Years and SEND guidance: Birth to 5 Matters 2021 (Personal Social and Emotional Development; Communication and Language; Understanding the World); SEND Code of Practice 2015 (‘The Graduated Approach’ points 5.36-5.46 and 6.44-6.56).

Audience: All Practitioners in Early Years PVI Settings and Schools

Make an enquiry about this course.

Exploring language and communication

Communication and language development made easy through outdoor learning – delivered by Helen Bilton

Aims and objectives – Delegates will have opportunities to:

  • Understand the significance of communication and language development linked to research
  • Investigate the various stages of language development
  • Acquire the knowledge about what makes an effective outdoor learning environment  
  • Link the understanding of language development to the set up of the outdoor environment

Target audience – staff working with young children 2-7 years

Make an enquiry about this course.

Communication and language through engaging play and learning – delivered by Anni McTavish

Enjoyable play and high-quality interactions are key to supporting young children’s communication and language. But how can we make the most of every moment, and what types of strategies and experiences work best?

 Aims of this session:  

  • Reflect on the different stages of communication and language development, with ideas to support this through enjoyable play and learning
  • To review the signs and symptoms that indicate a child might be struggling, and what we can do to help
  • Be introduced to research-backed initiatives that form a strong foundation for nurturing language and communication, and two-way conversations
  • To decide on a plan of action to develop practice, and build your skills as a communication activist.

Links will be made to the EYFS 2023, Development Matters, and other relevant resources and research.

This session is flexible and can be run either as a whole or half day training, online workshop or presentation, or as a conference keynote or setting-based INSET.

Make an enquiry about this course.

Signing the Way! – Using signs with young children – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Consider why signs are used with young children;
  • Unpick the definitions related to using signs;
  • Consider the benefits of signing for children, their parents/carers and practitioners, including evidence from research;
  • Learn some signs which they can use with children in their settings;
  • Find out how using signs links to the EYFS.

Make an enquiry about this course.

Music, Language & Communication – delivered by Nicola Burke

Aims and objectives – Delegates will have opportunities to:

  • Explore how music is intrinsically linked to the development of language and communication. 
  • Learn songs and activities to explore the important role that music plays in the development of language and communication.
  • Be involved practically in this workshop style session and have an opportunity to look at film footage of children communicating through musical play and the use of musical instruments.
  • Consider their provision and practice and how to develop opportunities that foster communicative musical play.

Audience: All Early Childhood Educators

Make an enquiry about this course.

Music and Phonics – delivered by Steve Grocott

This highly enjoyable and accessible course focuses on ways of fostering early phonological development using carefully chosen musical activities and play. It follows the “Letters and Sounds” document Phase One. Steve recorded the CDs for A&C Black’s Singing Phonics series. While there is a focus on laying the foundations for phonics the activities are holistic and will contribute to all aspects of children’s development.

Aims and objectives – Delegates will have opportunities to:

  • Learn tried and tested songs rhymes and games that their children will love to sing
  • Gain an understanding of the integral relationship between music and early phonological development
  • Boost their ability and confidence in all their musical activities with ideas linked to “Letters and Sounds”
  • Learn simple ideas for using body percussion and rhythm sticks that will make a big difference to their sessions
  • Learn how to encourage children’s experience of instrumental sounds and using instruments

There is a CD/booklet that contains the material in this course.

Audience: All Early Years practitioners

Make an enquiry about this course.

Supporting language development

Breaking Language Down – Promoting Children’s Understanding – delivered by Carla Cornelius

Language development is a central concern in the education field, particularly following the recent pandemic. The new curriculum guidance and government priorities focus on language development as a precursor of children’s academic progress and a foundation for better life outcomes.

Understanding is a major component of language processing, both on a curriculum and social level. However, many children who have difficulty in this area of language are often not promptly identified in our educational settings, particularly when they are verbal.

During the course, we will:

  • Look at the role of understanding in language development
  • Consider some of the main difficulties and behaviours that children with delayed understanding  present
  • Plan support strategies to enhance understanding
  • Investigate what services to refer to for further support and guidance

Links to Early Years and SEND guidance: Birth to 5 Matters 2021 (Personal Social and Emotional Development; Communication and Language); SEND Code of Practice 2015 (‘The Graduated Approach’ points 5.36-5.46 and 6.44-6.56).

Audience: All Practitioners in Early Years PVI Settings and Schools  

Make an enquiry about this course.

Breaking Language Down – Listening and Attention Skills – delivered by Carla Cornelius

Language development is a central concern in the education field, particularly following the recent pandemic. The new curriculum guidance and government priorities focus on language development as a precursor of children’s academic progress and a foundation for better life outcomes.

Attention and listening skills are the base of communication and allow children to successfully access new skills and thrive in a social environment. In this course, we will look at the different levels of attention and how to support their development with practical ideas.

Links to Early Years and SEND guidance: Birth to 5 Matters 2021 (Personal Social and Emotional Development; Communication and Language); Statutory Framework for the EYFS 2021 (‘Managing Children’s Behaviour’ points 3.53-3.54); SEND Code of Practice 2015 (‘The Graduated Approach’ points 5.36-5.46 and 6.44-6.56).

Audience: All Practitioners in Early Years PVI Settings and Schools  

Make an enquiry about this course.

Music and Stories to Support Communication and Language – delivered by Steve Grocott

Sharing stories and music is arguably the primary method we have of passing culture on to our children.  Including stories in our early years music making enriches the activity immeasurably. This practical workshop is about how to bring the story out in our songs and how to put music into our stories.

Aims and objectives – Delegates will have opportunities to:

  • Learn new highly tellable and memorable stories and story songs
  • Learn ways to encourage children’s own stories and story play
  • Learn about acting out stories and how music can help
  • Think about telling stories without books – creating magic and shiny eyes in the room
  • Discuss the usefulness or otherwise of props and costumes
  • Gain a mental toolbox of basic story elements and structures and see how this helps with an improvisatory approach to story telling and making

The CD/ROM that accompanies this course was made with Pie Corbett and forms part of the Early Years element of his Talk for Writing project.

Audience: All Early Years practitioners

Make an enquiry about this course.

Leadership & management

These courses consider leadership in the early years, offering strategies and support for current and aspiring leaders to fulfil their role effectively within their school or setting.

Coaching and mentoring

Core Skills in Coaching for Leaders and Managers – delivered by Ruth Mercer

Aims and objectives –

  • A coaching and mentoring approach can help you and the people you work with bridge the gap between potential and performance
  • This course teaches mentoring-coaching skills to use in both formal and informal learning context with colleagues
  • It aims to add to the repertoire of skills you already have, further developing your self-awareness as a colleague, mentor or teacher
  • It can help open up people to new insights, new perspective and avoid feelings of helplessness or defensiveness
  • It is a practice led course backed up by selected input on relevant theory

This course is run as two consecutive seminar days, then time to practice, with a third day once you have had some practice in the work place (6-8 weeks after). It is effective for all leaders and managers.

Make an enquiry about this course.

Introduction to Coaching and Mentoring – delivered by Ruth Mercer

Aims and objectives – Delegates will have opportunities to:

  • Appreciate the key principles of coaching and mentoring
  • Practice some coaching conversations within the group
  • Learn some tools and techniques of coaching to take into the work place

This practical one-day introductory interactive course is designed to give an introduction to the power of a coaching approach for leaders in the workplace. It provides insight into the theory behind coaching and offers useful tools that participants can take away to practice with their team/colleagues.

Make an enquiry about this course.

Coaching and mentoring – delivered by Paula Lester

This course will enable you to lead and support your teams more effectively. By understanding coaching and mentoring strategies, you will become more self-reflective on your own supporting style. You will learn how to bring out the best in the individuals you manage having an impact on professional and personal lives. Empowering your staff to be the best they can be and feel positive about their role will impact the quality of your provision and therefore improve outcomes for children.

Aims and objectives – Delegates will have opportunities to:

  1. Explore the difference between the terms and why each may be needed and who may benefit from which.
  2. Understand assumptions that are made, and how this impacts on our professional and personal wellbeing and career effectiveness.
  3. Develop realisation of the importance of body language/ non-verbal communication and the difference this makes.
  4. What makes a conversation a ‘coaching conversation’?
  5. Experiment with different styles, what makes someone assertive rather than aggressive?
  6. How to give, and receive, effective feedback.
  7. Capture your next steps to develop your coaching and mentoring skills.
  8. Have a personalised plan to take away and put into practice.

Make an enquiry about this course.

Leading through coaching: supporting growth without micromanaging – delivered by Nicola Burke

Explore what coaching really is and how it can be used as a powerful leadership approach in early years settings. This topic helps leaders develop others through curiosity, reflection, and trust.

You will explore:

  • Coaching approaches and practical techniques
  • The fundamental principles of effective coaching
  • Using the GROW model to structure coaching conversations
  • Asking powerful questions that encourage ownership and reflection
  • Understanding how values and beliefs influence behaviour and performance

Make an enquiry about this course.

Leading and managing

Strong leadership, better outcomes: leading high-quality early years practice – delivered by Kym Scott

Designed for anyone leading an early years team in settings or schools, this programme recognises that the greatest driver of quality and improved outcomes for children is strong, knowledgeable, and purposeful leadership. It can be delivered as a standalone session, or as an ongoing professional learning programme with gap tasks and learning logs, enabling leaders to embed and sustain meaningful change over time.

Together we explore what effective early years leadership looks like in practice, from developing a shared vision and building a strong team culture, to evaluating quality, leading improvement, implementing change and having courageous conversations. The programme blends practical leadership strategies with a deep understanding of early years pedagogy, ensuring improvements are both sustainable and firmly focused on children’s learning, development, and wellbeing.

Leaders leave with greater clarity, confidence and practical tools to inspire their teams, strengthen practice, and lead improvements that make a lasting difference to children.

Make an enquiry about this course.

Leadership of the EYFS – delivered by Julie Fisher

In this course, Julie explores leadership of the EYFS and the implications for practice within your professional context.

Themes likely to be covered include:
1. the qualities of an effective early years leader
2. building and motivating your team
3. leadership of curriculum development
4. monitoring colleagues and dealing with conflict
5. principled leadership in practice

Make an enquiry about this course.

Leadership Matters – delivered by Ruth Mercer

Aims and objectives – Delegates will have opportunities to:

  • Understand what makes an effective and reflective leader
  • How to get the best from a team, including delegation, supervision and a coaching approach
  • Develop a vision for your setting and take your team with you
  • How to manage difficult conversations
  • Network with colleagues

This practical, interactive course is designed to meet the particular needs of leaders and managers working in the early years, to strengthen practice and build leadership capacity in this vital phase of education. The course is balanced to provide useful tools for taking into your setting as well drawing on as current leadership theory.

It is best delivered as six sessions over the course of a year, and is aimed at Leaders and Managers in Early Years Settings.

Make an enquiry about this course.

Leading Progress in the Early Years – delivered by Ruth Mercer

Aims and objectives – Delegates will have opportunities to:

  • Understand what makes an effective and reflective leader,
  • How to get the best from a team, including coaching and supervision,
  • How to make your vision come to life in your school, taking your team with you
  • How to Problem solve and manage conflict.

This practical, interactive course is designed to meet the particular needs of teachers working in the early years, to strengthen practice and build leadership capacity in this vital phase of education. The course is balanced to provide useful tools for taking into your school as well drawing on as current leadership theory.

It is best delivered as six sessions over the course of a year, and is aimed at EYFS Leaders in schools or Senior teachers in nursery schools.

Make an enquiry about this course.

Inclusive leadership – delivered by Jacqui Lewis

It is both a challenging and exciting time to be a leader in early childhood education. This course is about creating an environment where everyone matters, where allyship, not privilege resides. It is about ensuring that staff, children and families from diverse backgrounds, experiences and knowledge can come together and feel seen, knowing that every voice is afforded agency and autonomy to achieve a sense of belonging and psychological safety.  Inclusive leaders are aware of their own biases and actively seek out collaboration, recognising the value of different perspectives.

This course also explores how aligning leadership with a setting’s core values can strengthen setting identity and shape an inclusive culture. Leaders will consider how a values led leadership influences decision making, relationships and a genuine sense of belonging for children, families and colleagues.

Aims:

  • Develop an understanding of inclusive leadership, definitions, theory, and different leadership approaches.
  • Consider the role of identity, positionality, and intersectionality within your setting community.
  • Reflect on the importance of belonging and psychological safety as critical components of inclusion and workforce retention.
  • Strengthen collaborative and authentic alignment of your setting’s ethos, core principles, and practices.

This course can be particularly valuable for both a cluster of individual leaders and organisations with multiple settings.  Available as a half / full day/ or series, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Leadership Skills for SENCOs – delivered by Carla Cornelius

In our busy early years settings, the SENCO role is not often given the importance it deserves and needs to fully develop into a leadership role. This course aims to:

  • Explain the role of the SENCO in the context of leadership
  • Clarify the difference between leader and manager
  • Establish the key responsibilities of the role and how to effectively fulfil them
  • Consider practical ways to use time management and decrease workload
  • Explore how to effectively implement change in practice

The course will briefly look at some of the recent theories on leadership, change management and coaching.

Links to Early Years and SEND guidance: Statutory Framework for the EYFS 2021 (‘Special Educational Needs’ point 3.68); SEND Code of Practice 2015 (‘The Role of the SENCO’ points 5.52-5.54 and 6.84-6.94).

Audience: SENCOs in Early Years PVI Settings and Schools

Make an enquiry about this course.

Leading Practice and Developing Provision for 0-3 year olds – delivered by Julia Manning-Morton

Aims and objectives – Delegates will have opportunities to:

Develop initial leadership skills and practice leadership strategies and tools in developing effective practice and provision for 0-3 year olds.

Audience: Early Years Practitioners and Teachers leading provision and practice with 0-3 year olds

This is a Professional development course accredited by Middlesex University worth 20 credits at Level 4.

Make an enquiry about this course.

Leading your early years team – delivered by Jo O’Raw

This course is for everyone who leads the early years whether you are an EYFS Lead, Head of a primary or nursery school, or manager or leader in a PVI. It can be offered as a half or full day, a twilight, or a multi-session course, where delegates would implement changes and then examine the impact. It can be offered to single or groups of schools or settings.

Aims and objectives – Delegates will have opportunities to:

  • Reflect on yourself as a leader of your team.
  • Consider as a team what is unique about what you offer children and families.
  • Identify what quality looks like as a team.
  • Extend ways to know, support, and challenge your team.

Make an enquiry about this course.

Leading your new nursery – delivered by Jo O’Raw

This course is designed either for those creating or taking on a new nursery or new to early years leadership of nursery provision. It is aimed at Early Years Leads, Headteacher, Leaders, or Managers. It can be offered as a half or full day, a twilight, or a multi-session course, where delegates would implement changes and then examine the impact. It can be offered to single or groups of schools or settings.

Aims and objectives – Delegates will have opportunities to:

  • Explore child development in practice and consider ways to meet the needs of every child.
  • Consider the role of relationships in transitions and an effective settling in process.
  • Examine the daily experience for nursery children.
  • Discuss ways to create a language rich environment.
  • Plan for how to develop the learning environment indoors and outdoors.
  • Understand the role of emotions and behaviour.
  • Explore how to develop your team.
  • Share ways to monitor the quality of your nursery.

Make an enquiry about this course.

Why early years is for everyone:
from EYFS on to KS1 and KS2 – delivered by Jo O’Raw

This bespoke course is for Primary Heads and Early Years Leaders who want to understand how their Early Years fits into the context of the rest of their Primary School. It can be offered as a one-off course, over half or a whole day, or as a programme of development with training and visits across a year.

Aims and Objectives

This course will help leaders and practitioners across Primary see learning through a developmental lens — not just in the Early Years, but across the whole school. It challenges assumptions about readiness, curriculum and ability, and equips participants to lead with greater confidence and precision.

By the end of this course, participants will:

  • Recognise what genuine quality practice looks like in the Early Years — below the surface, not just what is visible
  • See behaviour and learning across Primary through a developmental lens, moving beyond deficit thinking
  • Understand why development comes before curriculum — and what that means for their school’s approach
  • Recognise how language load, physical development and self-regulation affect children’s access to learning across all year groups
  • Develop confidence in leading Early Years as a whole-school responsibility, not a discrete phase
  • Use Early Years approaches as a lens to understand need and remove barriers to learning across Key Stage 1 and 2.

The Five Lenses — A Framework for Quality

At the heart of this course is a practical framework for observing and evaluating practice. The Five Lenses allow leaders to look below the surface of what children are doing and understand what is really happening for learners.

What the Training Includes

This package is designed to be immersive, reflective, and immediately applicable to participants’ own schools and settings.

  • Immersive activities that place participants in the position of the learner — experiencing what it feels like when development needs are not met
  • Case studies to explore the developmental lens in action across EYFS, KS1, and KS2
  • Facilitated discussion and provocation to surface assumptions and challenge existing thinking
  • Practical frameworks and tools to take back and use immediately
  • Space for reflection on your own setting — what you notice, what you want to change, and how to lead that change

Longer programme option

For schools wanting to go deeper, this course can be expanded into a sustained programme of development across a year. This includes:

  • An initial audit and baseline of current understanding across the leadership team
  • A series of CPD sessions (typically 3–4) with space between to implement and reflect
  • Learning walk visits to observe practice together and build shared language
  • Support to develop an EYFS development plan aligned to whole-school improvement priorities
  • A final session to review impact, celebrate progress, and identify next steps.

Who is this for?

  • Primary Headteachers
  • Early Years Leaders and Coordinators
  • Individual schools, settings, or other providers
  • Groups of schools or MATs
  • Whole school teams or individual leader teams

How can it be delivered?

  • Half-day session (standalone CPD)
  • Full-day session (extended exploration)
  • Programme of development over a year (training + visits)
  • Suitable for experienced EY practitioners and those from other year groups

Make an enquiry about this course.

Leading with emotional intelligence: leading with awareness, empathy, and emotional skill – delivered by Nicola Burke

This topic builds understanding of emotions, both your own and others’, and how emotional intelligence underpins effective leadership, communication, and wellbeing.

You will explore:

  • What emotional intelligence is (and what it isn’t)
  • Common myths and misunderstandings about emotional intelligence
  • The four domains of emotional intelligence
  • Developing a richer emotional vocabulary
  • Managing emotions in yourself and others
  • Applying emotional intelligence within leadership practice

Make an enquiry about this course.

Better conversations: communicating clearly, confidently, and compassionately – delivered by Nicola Burke

This topic supports leaders and teams in approaching conversations with intention, reducing misunderstanding, and managing challenging discussions with confidence.

You will explore:

  • Different types of conversations and the mindsets behind them
  • How misinterpretation and miscommunication occur
  • Perspective-seeking and developing shared understanding
  • Navigating digital conversations effectively
  • Strategies for managing difficult or sensitive conversations

Make an enquiry about this course.

The power of listening: building trust through being truly heard – delivered by Nicola Burke

Strong teams are built on people feeling heard and understood. This topic develops teams ability to listen deeply and intentionally.

You will explore:

  • What listening really means
  • Different levels of listening
  • Personal listening habits and patterns
  • Active listening skills
  • Empathetic listening to strengthen relationships and trust

Make an enquiry about this course.

Leading well: sustaining yourself – delivered by Nicola Burke

Working in the early years can be emotionally demanding. This topic supports leaders and teams in caring for themselves with the same intention they care for others.

You will explore:

  • Managing self-talk and your inner critic
  • Cultivating self-compassion
  • Practical ways to take care of yourself
  • Building self-trust and confidence
  • Understanding and overcoming imposter syndrome

Make an enquiry about this course.

Whole school/setting approaches

What every Headteacher needs to know about improving quality and outcomes in the early years – delivered by Kym Scott

This session is designed for senior leaders who want to strengthen provision, improve outcomes, and lead this phase with confidence. Drawing on more than three decades of experience and years of successful school improvement work, Kym translates the complexities of early years leadership into clear, practical guidance that leaders can apply immediately.

Participants will develop a deeper understanding of what high-quality curriculum, pedagogy, assessment and leadership look like in practice, while exploring how to balance accountability with developmentally appropriate approaches that enable every child to thrive. Using inspiring examples from real schools, leaders leave with a clearer vision of what to look for and how to achieve it, as well as a suite of tools for monitoring, self-evaluation, and quality improvement.

Make an enquiry about this course.

Leading your pedagogy: a whole team approach – delivered by Jacqui Lewis

We are informed by an abundance of theories, approaches, methods, and interventions, not to mention a new wave of inspiring early years pioneers. It is no wonder, therefore, that within our intent to provide the best for our children and families, we may lose sight of our own setting identity. This can lead to a mismatch between our well intentional and often comprehensively considered vision and values and our practice. This course supports the authentic interpretation of your settings ethos in policies, environment and practice.  A strong identity can not only attract the recruitment of staff with shared values but support staff retention. When an ethos is lived rather than simply written, it creates a culture where children, families and practitioners feel recognised, respected and connected, with a commitment to every child’s potential.

Aims:

  • Consider your own professional identity and influences within early childhood education.
  • Explore through reflection and discussion your settings core principles.
  • Learn how this translates into practice, your why into your how, and where aspects of provision could be strengthened
  • Reflect upon the implicit and explicit messages of your pedagogy within your policies and procedures

This course can be particularly valuable for both a cluster of individual leaders and organisations with multiple settings.  Available as a half / full day/ or series, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Developing a positive safeguarding culture in your setting – delivered by Jacqui Lewis

Many safeguarding failures do not occur because practitioners lack knowledge, but because they lack the confidence to question, challenge, reflect or act. Confidence does not develop through policies alone, it grows within a culture where professional curiosity, reflection, dialogue and collective responsibility are actively encouraged. This course explores how to develop a positive safeguarding culture that moves beyond compliance to create environments where safeguarding is woven into everyday practice.  Drawing on learning from child safeguarding practice reviews, we will consider the consequences of getting it wrong, the power we hold to get it right and the impact of unconscious bias on our decision making. We will explore how leadership, policies & procedures and reflective practice work in partnership to strengthen safeguarding, overcome barriers, and create settings where every practitioner feels empowered to act in the best interests of children.

Aims:

  • To develop an understanding of what a positive safeguarding culture looks like in practice and how it can be embedded across the while setting, making safeguarding everyone’s responsibility
  • To reflect on the key principles that underpin effective safeguarding recognising the influence of leadership, professional curiosity, unconscious bias and everyday practice in keeping children safe
  • To build confidence in recognising and addressing barriers to effective safeguarding by drawing on learning from safeguarding practice reviews to strengthen decision making, communication and collective responsibility

Available as a half / full day or a series of dialogic safeguarding in practice sessions with focus areas tailored to settings

Make an enquiry about this course.

Quality Improvement Support (Getting ready for inspection) – delivered by Paula Lester

Are you always thinking about that imminent inspection and how to ensure you and your staff are ready to proudly show what you do every day? Are you striving for high quality practice, wanting the children in your setting to experience this every day, but not quite knowing how? Are there areas you feel you could do better in but not sure what needs to change? This course will not only support you to self-reflect and think critically about high quality practice for children and families, but also help you and your staff team prepare to be proud and confident in articulating your practice and showing your best in an inspection.

Aims and objectives – Delegates will have opportunities to:

  1. Explore what is meant by ‘high quality provision’ or ‘best practice’ and why it matters anyway?
  2. Discuss the role of inspectors and what they are looking for and why.
  3. Examine your current practice and areas for improvement.
  4. Develop strategies to improve quality, understanding the foundations of what this looks like.
  5. Explore your thoughts around and what your grade means to your stakeholders.
  6. Reflect on tools you can use to be the best you can be and how to support your staff to shine.
  7. Identify and create a plan of action, with real life strategies to take forward.

Make an enquiry about this course.

Reflective practice: looking inwards, outwards, forwards for professional growth – delivered by Nicky Shaw

Aims and objectives – Delegates will have opportunities to:

  • Reflect on the purpose and value of reflection as a professional practice.
  • Consider practical and creative approaches to reflection for early years professionals.
  • Practice the skills of feeding back to feed forward.
  • Investigate purposeful approaches to documentation of professional growth.

Supporting Young Children’s Well-being through Developing Strong Teams – delivered by Julia Manning-Morton

This course has been developed to support practitioners who are in a senior leadership position in developing their knowledge and skills so that they are better equipped to lead teams and groups in supporting the well-being of babies and young children.

Participants explore and analyse concepts of good quality practice and provision and the implications of this for approaches to leading teams and developing provision. 

Audience: Early childhood setting managers and practitioners who are in a leadership role

This is a Professional development course accredited by Middlesex University worth 40 credits at Level 7.

Make an enquiry about this course.

Adopting a relational approach in early childhood – delivered by Tamsin Grimmer

This course explores the rationale behind adopting a relational approach in schools and settings.

In attending this course you will:

  • Recognise the importance of prioritising relationships;
  • View children’s behaviour as communicating needs;
  • Explore de-escalation strategies such as emotion coaching and restorative practice;
  • Consider how a relational approach promotes emotional wellbeing and resilience.

Make an enquiry about this course.

Trauma-responsive and attachment-aware practice – delivered by Tamsin Grimmer

This course considers the impact of trauma and adverse childhood experiences (ACES) on children and families and how early childhood educators can respond in a trauma-responsive manner.

In attending this course you will:

  • Understand the impact that trauma and Adverse Childhood Experiences (ACEs) have on children; 
  • Consider the role of the adult in developing protective factors and building attachments;
  • Explore practical ways of responding to children and families through a relational approach;
  • Reflect on how we can support young children to grow resilience.

Make an enquiry about this course.

Creating culture: from vision to everyday practice – delivered by Nicola Burke

This topic focuses on ensuring that vision and values are not just words on the wall, but lived every day through culture, relationships, and practice.

You will explore:

  • What vision, values, and culture really mean in practice
  • Reflecting on whether your setting truly lives its values
  • Building a positive, psychologically safe team culture
  • Using a strengths-based approach to empower your team
  • Ensuring your team understands, owns, and lives the shared vision and values

Make an enquiry about this course.

Learning environments

The learning environment – indoors and outdoors – is crucial, and it is important to consider how they can offer the richest, most stimulating experiences for children. They consider ways of maximising the space and opportunities you can provide within your context. 

Enabling environments

Environments to best support children’s communication and high-quality adult interactions – delivered by Paula Lester

This course examines how the environment can best support children’s communication and high-quality adult interactions – it explores:

  • The importance of play in developing children’s communication.
  • Equity and Inclusion and what this means for children’s communication development.
  • How transitions are managed to best support children’s communication and adult-child interactions
  • How songs, rhymes, and stories enhance children’s learning of communication and language.
  • Reflecting on current environments in the setting.
  • How to further enhance environments to benefit children’s language and communication.

This course complements Paula’s course on the role of the adult – and can be delivered alongside this as part of a full day session.

Make an enquiry about this course.

Continuous provision: spaces to think, belong, and become – delivered by Jacqui Lewis

This course will explore the careful consideration of a continuous provision that responds to how children learn and supports the characteristics of learning and curriculum through meaningful everyday provision. We will focus on a continuous provision that affords children’s participative rights and centres around inclusivity, considering the significance of an equitable learning space for all children, providing differentiation for children who have learning differences, English as an additional language and children whose emotional safety relies on a predictable calming environment.

This course provides a space for practitioners to reconnect to what you know and believe about how children learn, so that what you design, in your environment, in your practice isn’t solely driven by a framework or a checklist, but by your professional judgement and knowledge of the child.  We will reflect on how the environment, resources, and materials of continuous provision can support children to collaborate, communicate, and form relationships. We will take account of the adult role within continuous provision and consider how to negotiate the delicate balance of nurturing curiosity and presenting challenge whilst minimising children’s disengagement.

Aims:

  • Explore continuous provision as a carefully considered learning environment that responds to how children learn, the characteristics of learning, curriculum and knowledge of the child.
  • Consider how space, pace, participation and adults shape children’s inclusive experiences of safety, belonging and influence within continuous provision.
  • Reflect on the adult role in sustaining learning over time, balancing responsiveness, challenge and support to enable curiosity, engagement and progression for all children

Available as a half / full day, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Enabling environments: the third teacher – delivered by Pete Moorhouse

The impact that the environment can have on learning, development, well-being and creativity is profound. We will look at the aspects of the environment that enhance continuous provision supporting play and self-initiated enquiry. We will look at the influence of leading approaches and pedagogies which have influenced current practice focusing on the Reggio Emilia approach. In the Reggio Emilia they refer to the environment as the ‘Third Teacher’ – highlighting the importance placed on creating the right environment for learning and growth and for children to construct their own learning.

We will look at an in-depth environment audit – a resource that can be used to evaluate and reflect on your current learning environment and plan for possible improvements. We will consider the many elements that contribute to creating an outstanding environment from aesthetics, access to intelligent materials and open-ended resources, opportunities for enquiry-based learning to environmental factors and sustainability. We will discover how the environment impacts on wellbeing, health, and children’s learning dispositions. The training will also emphasise the value and importance of learning outdoors and how we can really enrich our outdoors space working within realistic budgets.

 Aims and objectives

From this course you will:

  • Develop an understanding of the importance of the environment for learning, development, and well-being
  • Learn about the Reggio Emilia approach to the environment referred to as the ‘Third Teacher’
  • Learn how the environment can support creativity and imagination
  • Examine how environments can facilitate and encourage communication
  • Learn how the environment can support open ended enquiry-based learning
  • Look at ways that physical development can be enhanced
  • Explore examples and case studies of inspiring indoor and outdoor environments
  • Complete an in-depth environment audit
  • Consulting with children – examples of children’s feedback and contributions to design ideas
  • Explore a selection of design ideas for all budgets.

Make an enquiry about this course.

Sustainability education in the early years – delivered by Pete Moorhouse

Early childhood is the ideal time to establish a foundation of understanding around the environment. Sustainability education is often referred to as Education for Sustainable Development. UNESCO describes this as: ‘Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future.’ This means weaving key sustainable development issues into practice such as climate change, biodiversity, and sustainable consumption of resources. ESD is all about improving our quality of life now and for the generations to come.

This session will explore what this looks like in early years. We will explore how we can help children form deep and meaningful connections with nature, from embracing all the elements nature affords us such as the wind and rain, observing the incredible beauty, the awe and wonder of nature, learning to care for our natural environment through planting, encouraging biodiversity such as with bug-hotels and ponds, or care for animals such as hens or a rabbit. We will look at developing an understanding of growth and life-cycles, as children begin to make sense of their world.

We will explore resources and materials that are themselves more sustainable and have a low or zero carbon footprint. Pete will give examples and hands on experience with natural materials that are more sustainable such as clay, charcoal, and wood. We will think about ways in which we can embed recycling culture and zero waste into the setting’s culture, as well as looking at ways in which settings can make larger commitment to the environment thought energy source choice, insulation, and furniture and resource selection.

Aims and objectives

  • From this course you will:
  • Understand the importance of sustainability and the environment
  • Examine how the outdoor environment promotes children’s health and well-being
  • Examine how we can nurture making strong lasting connections with nature
  • Learn about key theorists’ approaches to sustainability and ESD
  • See how we can contribute in wide-ranging ways to become more sustainable and environmentally friendly
  • Explore a selection of resources and materials that have low/zero carbon footprint
  • Examine examples of stimulating innovative environmental approaches from a variety of countries.

Make an enquiry about this course.

Creating enabling musical environments – delivered by Nicola Burke

In this course participants will be encouraged to reflect on music making and music listening opportunities within their continuous provision. Participants will be offered lots of practical ideas and suggestions to support them to create enabling musical environments including the auditory environment. Throughout the session we will consider the unique child and the musical interests, preferences, and identities of children and how educators can connect with and nurture this.

Make an enquiry about this course.

Learning outdoors

‘Why do we bother with taking the children outside, it is boring, cold and wet?’ Making outdoor learning and teaching work for staff and children – delivered by Helen Bilton

Aims and objectives – Delegates will have opportunities to:

  • Identify why staff do not like going out of doors
  • Develop an understanding of what children gain from playing outside
  • Ascertain the most effective organisation and management of the outdoor environment for quality learning
  • Explore support including resources and materials to help staff work outside effectively
  • Engage with how to put this support into action

Target audience – staff working with young children 2-7 years

Make an enquiry about this course.

How to organise and manage outdoor teaching and learning – whether the child is Year 2 or two years old – delivered by Helen Bilton

Aims and objectives – Delegates will have opportunities to:

  • Identify the purposes of outdoor learning for children’s development
  • Learn about effective outdoor learning and teaching
  • Consider how to create this environment in your own establishment
  • Identify clear and attainable steps to enact back at your own establishment

Target audience: teachers, practitioners and TAs for all ages of children 2-8 years.

Make an enquiry about this course.

Intentional teaching, intentional learning: outdoor learning in the early years – delivered by Helen Bilton

Aims and objectives – Delegates will have opportunities to:

  • Learn about the effective teaching and learning outdoor environment for young children
  • Discover the relevant research associated with intentional learning and teaching
  • Reflect on their own practice and create an action plan for developing their outdoor practice
  • Share their learning and support others with their outdoor projects
  • Develop greater confidence and ability to articulate what you do and why

This is delivered as a three-day project, over the course of one year, with achievable and assessable outcomes. 

Target audience – staff working with young children 2-7 years

Make an enquiry about this course.

Learning outdoors with nature: developing children’s ecological awareness and identity – delivered by Debi Keyte-Hartland

When children learn with nature they generate many connections, associations, ideas, imagination, stories, and working theories of how the world works and their relationship with it. Educators can support babies, toddlers, and young children to attune to the rhythms, cycles, evolutions, patterns, sounds, and movements and help children to develop their ecological awareness and identity (which is how they understand the importance of nature to themselves and others).

Develop your professional knowledge and practice so that you can:

  • Develop ways to learn with the nature evident within your setting (under the children’s feet and above them in the sky) even in an inner-city urban context
  • Explore approaches to attune, map, journey, story, place-make, seek, collect, name and make special, all contributing to the development of children’s ecological awareness and identity
  • Learn how to use the expressive arts and design and technology to build meaningful learning through children’s engagement with insects, plants, stones, soil, leaves, snails, trees etc

Developing an ecological awareness and identity develops transformative and creative learning which enables children (and their families and educators) to consider the impact of their actions on the world in learning, growing, and living together.

Make an enquiry about this course.

Outdoor learning – delivered by Paula Lester

Everyone has heard of the benefits of being outside but do we really know what this means and why? This course will develop your knowledge of the outdoor world and the unlimited ways it can benefit adults and children in Early Years. We will tackle the challenges which sometimes stop us from being outdoors as much as we would like to be. You’ll struggle to be back indoors afterwards!

Aims and objectives – Delegates will have opportunities to:

  1. Differentiate between playing outdoors and outdoor learning.
  2. Gain experience of how vital being outdoors is to Early Years children learning through play.
  3. Reflect on high quality practice and the importance of the outdoors.
  4. Explore children’s behaviours inside, and outdoors, building links to mental health and benefits to the holistic child.
  5. Investigate what nature can provide with the affordances of the seasons.
  6. Overcome real-life daily challenges and hurdles.
  7. Consider sustainability in today’s climate.
  8. Plan the way forward – I’m on my way, what now?

Make an enquiry about this course.

Learning outdoors and in nature – delivered by Pete Moorhouse

Outdoor environments provide children with some of the finest learning opportunities as they learn through play and their natural curiosity is stimulated by unparalleled experiences. Nature encourages them to explore and discover, to take on new challenges, and to learn new skills. Children have a wealth of opportunities to express their imagination, develop their creative and critical thinking skills, and to learn across all areas of the curriculum.

Children have the right to learn and play outdoors, to be active with their bodies and minds and to experience nature in all its wondrous forms. Research concludes that children can learn more effectively outdoors than indoors, and that they need to be active in order to learn best. When children are given unhurried time in an outdoor environment, their learning can have deeper meaning and create long-lasting memories. The importance of learning in nature has been embraced by many settings in recent years, with some settings successfully spending the majority (if not all) of their day outdoors.

In the training we will examine the value of learning outdoors, we will look at how we can create and make the most of outdoors environments, looking at the range of opportunities we can offer children. We will examine leading educational pioneers thinking in promoting outdoor learning and reflect on our own pedagogical approach. We will also look the value of embracing risk and challenge in a positive sense. Pete will provide many examples of outstanding outdoor environments from many countries that will offer ideas and inspiration.

Aims and objectives

From this course you will:

  • Understand the importance of learning outdoors
  • Examine how the outdoors promotes health and well-being
  • Explore how to create a rich and varied outdoor environment and explore risky play
  • Examine how we can nurture making strong lasting connections with nature
  • Learn about key theorists’ approaches to learning outdoors
  • See how learning outdoors encourages play and can embrace all areas of learning
  • Examine many examples of stimulating environments and rich outdoor resources from a variety of countries.

Make an enquiry about this course.

Observation, assessment, and planning

These courses engage with the importance of observation, assessment, and planning, indicating how these aspects are at the very core of our practice. In reflecting on how each informs the other, these courses address how through the cycle of OAP that practitioners can meet the needs and interests of every child.

Connecting Observation, Assessment, and Planning and the Curriculum – delivered by Di Chilvers

“Keeping the OAP cycle at the heart of our practice enables practitioners to build on children’s motivations and interests to support and extend their development and learning. The curriculum is co-constructed between children, practitioners and families through this process.” (Birth to Five Matters, 2021, p.39)

In this course, Di will focus on:
– The connection between observation, assessment and planning and the curriculum
– Explaining the process through the OAP holistic diagram in Birth to Five Matters (p.38)
– Children’s experiences of the curriculum – how we use observation to see their motivations, interests, involvement, development, and learning
– Children and adults constructing the curriculum together – how a dynamic curriculum can respond to children’s funds of knowledge, their families, and community
– Making links between the EYFS Statutory Framework and the Ofsted EIF
– Ending with a discussion about your unique curriculum recipe – what will you include?

Make an enquiry about this course.

Observation and planning in the early years foundation stage – delivered by Debi Keyte-Hartland

This professional learning day will be designed to support leaders, managers and practitioners to critically examine their approaches to observation, assessment and planning within the Early Years Foundation Stage (EYFS).

The training will focus on developing a culture where observation is purposeful, professional judgement is trusted, and planning is intentional but responsive to babies, toddlers and young children’s learning and development. Together we will explore how observation can be used to deepen understanding of children’s development, how they learn and strengthen curriculum design and thinking to improve outcomes for children whilst supporting the wellbeing, workload and professional knowledge and thinking of educators.

Debi grounds her professional learning current policy, research and best practice guidance, ensuring that the input will support the settings to move towards systems approaches that are meaningful, sustainable and centred on their children’s learning and development.

Participants will:

  • Explore the purpose of observation within the EYFS and its role in understanding children’s learning, development and interests.
  • Reflect on whether current observation and planning systems support or hinder high-quality practice.
  • Examine how observations can be used proportionately to inform assessment and curriculum planning.
  • Develop a shared understanding of intentional and responsive planning that builds on children’s strengths, interests and next steps.
  • Identify practical approaches that improve outcomes for children while reducing unnecessary workload.

Make an enquiry about this course.

Observing children at play – delivered by Paula Lester

What really is play?

How can we know what children are learning in their play?

How do we know we are observing what matters, and do our observations really make a difference?

How can we ensure children have the best possible opportunities to play?

This interactive course will enable participants to reflect on:

  • Why it is so important children have uninterrupted time for play
  • What we are looking for when observing children at play
  • How observations influence our curriculum, planning and the role of the adult
  • How we articulate to others what children are learning through their play

The knowledge and experiences of the group will lead the direction of the discussions but will include:

  • What play is (and isn’t)
  • How play coordinates learning
  • Child developmental stages
  • Schemas
  • Quality observations
  • How the environment influences the quality of play
  • How high-quality play is nurtured by the role of the adult
  • Understanding children’s behaviour

The practicalities:

  • 3-hour session (AM or PM, Twilight or Evening)
  • Suitable for Early Years Settings (Maintained/Non-Maintained) and Schools
  • Relevant for Educators, Support Staff, Teachers and Curriculum Leads
  • This course complements Paula’s course on meeting children’s developmental needs – and can be delivered alongside this as part of a full day session.

Make an enquiry about this course.

Raising outcomes together: the power of multiple perspectives in observation – delivered by Nicky Shaw

Aims and objectives – Delegates will have opportunities to:

  • Examine the role of the practitioner in ensuring high quality observation are key to the responsive planning cycle.
  • Reflect on the role of the child being observed.
  • Practise purposeful, skilled observation through scenarios.
  • Consider how to embed observation within the child’s systems of support.

Make an enquiry about this course.

Making learning visible: creative documentation to shape children’s learning journeys – delivered by Nicky Shaw

Aims and objectives – Delegates will have opportunities to:

  • Understand documentation as a rights-based practice that supports children’s agency, identity, and sense of belonging.
  • Introduce participatory approaches that support children’s right to express their views in multiple ways.
  • Explore documentation as a creative, relational process that reflects children’s lived experiences, voices, interests and next steps.
  • Critically reflect on practice examples of documentation-for-learning.

Make an enquiry about this course.

Child-centred planning: a values-led approach to curriculum-making – delivered by Nicky Shaw

Aims and objectives – Delegates will have opportunities to:

  • Examine policy and curriculum expectations for child-centered planning, considering how these shape practice.
  • Recognise the central role of observation in planning for children’s learning and development.
  • Use observations to inform meaningful next steps in learning.
  • Plan responsively and flexibly in alignment with children’s interests and EY pedagogical values.

Make an enquiry about this course.

Observing and documenting learning – delivered by Debi Keyte-Hartland

Observation is an essential part of daily early practice and getting it right is important for assessment and planning and for sharing children’s learning and development with the children themselves, their families and others interested in finding out about how you know your children and what they are developing understanding about.  Observing and documenting is about tuning into how your children learn and what they are making sense of.  It is a process of making learning visible that begins with your values and beliefs of children, of childhood and education. You cannot observe that which you don’t see or understand, so observation and documentation is also a process of reflecting on and in practice as well as being a rich source of ongoing professional development that helps you to learn about how children learn. 

This course draws upon international research and case studies of practice that enables you to explore and practice a way of observing, reflecting, and documenting young children’s learning that enables you to share your knowledge of your children and how they learn in your context.

Essential Questions;

  • Getting the balance right: What is effective and purposeful observation and documentation in the EYFS?
  • Looking for learning: How can photography or film be used sensitively and effectively to capture and communicate learning, for children, for families and others?
  • Developing Daily Practice: How can you use observation and documentation as part of a reflective cycle of assessment and meaningful planning?
  • Continuing professional development: How can processes of observation and documentation be used for professional learning of individuals and teams?

Make an enquiry about this course.

A nurturing approach to implementing peer to peer observations – delivered by Jacqui Lewis

Have you decided or even tried to implement a system of peer observations but know this needs sensitivity, emotional safety and a whole team approach. Peer to peer observations has the potential to be a powerful tool for professional growth, collective inquiry, and improved outcomes for children, but only when it is rooted in trust, belonging, and emotional safety. This course explores how we can move beyond traditional models of observation and feedback towards a nurturing, relational approach where practitioners learn with and from each other.

By examining the; what, why, when and how of peer observation, this course explores how to build a culture where reflection is viewed not as judgement, but as an opportunity for dialogue, curiosity and shared development. Recognising that learning, feedback and professional vulnerability can evoke strong emotions, we will consider the importance of psychological safety, relational pedagogy and power dynamics within the observation process.

Drawing on reflective practice, collaborative inquiry, and international childhood philosophies, participants will consider how peer observations can be empowering, strengthening practitioner confidence, making diversity visible, valuing different perspectives, and supporting a shared vision for children’s learning and wellbeing. Practitioners will explore practical tools, including relationship mapping and observation frameworks, to support the development of a meaningful peer observation approach that benefits children, practitioners, and the wider setting community.

Aims

  • Explore how to create a nurturing, relational approach to peer observation, rooted in trust, emotional safety, and professional growth.
  • Understand the key principles and processes that support effective peer observations, from preparation through to reflection and feedback.
  • Recognise peer observation as a tool for empowerment, strengthening practitioner agency, collaboration, and shared learning.
  • Construct your own peer learning template informed by case studies, reflections and discussions

Available as a half / full day/ or series, tailored to individual settings / F2F, online, or blended

Make an enquiry about this course.

Pedagogical principles into practice

Our pedagogical principles underpin the provision we offer. These outlines provide the opportunity to reflect on our practice, to help us articulate and justify our approach.

Characteristics of Effective Learning

How Do I Learn? – The Characteristics of Effective Learning – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Explore how young children learn and consider different learning behaviours;
  • Focus on the characteristics of effective learning in detail and unpick what they look like in our everyday practice;
  • Develop how we link observations of children with these characteristics and the Prime and Specific areas of learning within the EYFS;
  • Consider the role of the adult in promoting the Characteristics of Effective Learning in terms of positive relationships and enabling environments.

Make an enquiry about this course.

Exploring the Characteristics of Effective Learning – delivered by Pete Moorhouse

This course is designed to deepen practitioner knowledge of the Characteristics of Effective Learning, focusing on the process of how young children learn. The Characteristics of Effective learning are fundamental to every child in becoming a lifelong learner. This session aims to raise their profile, to gain insights in current thinking, and to propose new ways in which we can monitor children’s progression in this vital area. The session will consider:

  • Playing and Exploring: looking at how we support each child as a unique individual, how we encourage independence and how we encourage children to construct their own learning through play by following their own curiosity and lines of interest.
  • Active Learning: thinking about dispositions for learning, motivation for learning and engagement – looking at the Leuven scales of involvement and well-being. In terms of persistence, we will look at the work of Dweck in terms of growth/fixed mind-set.
  • Creating and Thinking Critically: focusing on creative and critical thinking as a process, Pete will emphasise the importance of creativity as a fundamental life skill that impacts on all areas of learning and also impacts on young children’s long-term outcomes to become resourceful and resilient adults. The input also focuses on the practitioner’s role in fostering creative and critical thinking skills.

The session will consider ways in which we can observe children’s progression of the characteristics especially in relation to their developing thinking skills. There will also be an opportunity to reflect upon values and how these relate to the Characteristics of Effective Learning especially in terms of our view of children and their ability to construct their own learning.

Aims and objectives

From this course you will:

  • Gain a deeper knowledge of the Characteristic of Effective Learning
  • Explore theories of play based learning
  • Gain an understanding of the Leuven scales of involvement and wellbeing
  • Develop a stronger understanding of what creativity means
  • Learn why creativity is so important in education and in life in general
  • Look at factors that contribute to encouraging and nurturing young children’s creativity
  • Investigate the role of the teacher in extending creative and critical thinking
  • Examine the importance of documentation and reflective learning practice
  • Gain insight into how to observe progression

Curriculum

How do children’s interests inform your early years curriculum? – delivered by Di Chilvers

In this course Di Chilvers explains the ‘Pedagogy of Children’s Interests’ and how central this is to their development, identity, thinking, and learning. Including examples of practice from an extended project at Maples Nursery School and Children’s Centre.
We will explore:
– How we recognise, support and build on children’s interest and ideas
– The relationship between children’s interests, funds of knowledge, and cultural capital
– How children’s interests and funds of knowledge inform and inspire your curriculum
– How you can support children’s interests in partnership with them through co-construction

The following extract is from a child’s learning story at Maples Nursery School, Ealing, as they explored the pedagogy of children’s interests through an extended project. This is how children co-construct their curriculum with supportive adults: “Your interest in construction and building was the spark for continuous investigation and unfolding ideas of how to build walls and roads and then houses, towers and stairs. I wonder why you are so interested in these types of buildings? There are so many different types of towers in the world we could have a look at some of those together? What do you think?”

Make an enquiry about this course.

Curriculum design and curriculum-making with children – delivered by Debi Keyte-Hartland

Curriculum is lived out by children through the daily life of the setting through interactions with the environment, with practitioners and each other, as well as being a top-level plan of what settings want for their children to learn.  As young children’s learning is often driven by their play and interests, curriculum design needs to be flexible and dynamic, with a balance of what is intentionally planned to bring new ideas and experiences to the children. Curriculum-making with children takes account of children’s learning in how they see themselves as learners, their interests, funds of knowledge, their working theories, and how they learn as described in the characteristics of effective learning.

Develop your professional knowledge and practice so that you can:

  • Evaluate, articulate and reason out your curriculum intent for all children based on how they learn, their needs, and rights
  • Take your children’s interests seriously and use them to inform your curriculum by valuing and responding to their funds of knowledge and working theories
  • Use your professional knowledge of your children and community to build a curriculum that holds meaning and relevance for children through being attuned, responsive, and inclusive

Curriculum is a dynamic process and through valuing play, relationships, and shared enquiry you can create a bespoke curriculum in line with the EYFS Framework that is pertinent, connected, and with purpose for your children.

Make an enquiry about this course.

Designing your curriculum as a team – delivered by Jo O’Raw

This course is for everyone who seeks to use the talents and skills of their whole team to further design and develop their Early Years Curriculum. This course is for all Headteachers, Early Years Leaders, Managers, and Practitioners and can be offered as a half or full day, a twilight, or a multi-session course, where delegates would implement changes and then examine the impact.

Aims and objectives – Delegates will have opportunities to:

  • Consider what is unique about the needs of your children and school or setting.
  • Explore your ‘why’ and identify your motivations to make a difference.
  • Review the different ways children learn and how you can consider progression.
  • Examine the relationships and ways to effectively work as a team on your curriculum design.
  • Design an implementation plan in collaboration with your team.

Make an enquiry about this course.

Pedagogic approaches

What’s love got to do with it? Adopting a loving pedagogy in our settings – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Explore what we mean by love and loving in the context of early childhood;
  • Consider what constitutes a loving pedagogy;
  • Think about how we can help children to feel loved in our settings;
  • Review and evaluate our practice in the light of love.

Make an enquiry about this course.

Excellence in Reception teaching: bringing the DfE Reception Teaching Framework to life – delivered by Kym Scott

Drawing on decades of experience and the hundreds of Reception classes Kym has worked alongside across the UK and internationally, this keynote or training session brings the DfE Excellence in Reception Teaching Framework to life.

Blending research with real examples of outstanding practice, Kym shows how its principles can be translated into classrooms where every child thrives, particularly those facing barriers to learning.

Participants will explore how child development underpins effective environments, routines, interactions and learning experiences, and how to balance play, direct teaching, and adult-guided learning to maximise progress while remaining firmly rooted in developmentally appropriate practice.

Packed with practical examples, photographs and videos from real Reception classrooms, delegates will leave with clear, achievable strategies, a helpful toolkit and renewed confidence to strengthen provision and improve outcomes for every child.

Make an enquiry about this course.

Connection before correction – trauma informed early years practice – delivered by Nicky Shaw

Aims and objectives – Delegates will have opportunities to:

  • Understand that connection is the foundation of learning and behaviour.
  • Recognise behaviour as communication of internal states.
  • Identify when a child is within or outside their window of tolerance.
  • Identify how to respond using trauma-informed strategies.
  • Reflect on their own role as a regulator and safe adult.

Make an enquiry about this course.

Ready, Get Set, Go! – Exploring ‘school readiness’ – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Consider what we mean by school readiness;
  • Consider some research and guidance around this issue;
  • Reflect upon school readiness in terms of parents, schools, children and society;
  • Explore practical ideas of how to support children to be ready for school.

Audience: All Early Years Practitioners and Childminders who work with children who will transfer to reception classes in school.

Make an enquiry about this course.

‘Like a family’ – Celebrating and developing mixed age approaches in the early years – delivered by Jo O’Raw

Whether you are developing or offering mixed age provision through design or circumstance this course will support you to explore the benefits and challenges and offer practical ideas and plans to take forward your provision. Mixed age provision can look very different and include mixes of 2-, 3- and 4-year-olds, Foundation Stage Units, and also cross phase such as Reception and Year 1 groups.  This course is suitable for EYFS Leads, Headteachers, Nursery and Reception Teachers and Leaders and Managers from PVIs. It can be offered as a half or full day, a twilight, or a multi-session course, where delegates would implement changes and then examine the impact.

Aims and objectives – Delegates will have opportunities to:

  • Reflect on what it is like to be a child in your school or setting.
  • Consider the benefits of younger and older children learning alongside each other.
  • Discuss potential challenges and how to address them.
  • Develop plans of implementation, monitoring, and evaluation.

Make an enquiry about this course.

Action Learning Sets – delivered by Ruth Mercer

Aims and objectives – Delegates will have opportunities to:

  • Learn a particular approach to facilitation of groups (may also be called learning set, peer learning set, continuous learning group)
  • Hear their own story/issue differently
  • Understand and create different responses to a range of experience
  • Become more self-aware and open to different possibilities in themselves and others

The central techniques that underpin and support such growth are careful listening, open questions and thoughtful feedback. Sets work best when the group is made up of participants working at peer level, which might be peers across or within an organisation – leaders, managers, practitioners (4- 7 people). Please do enquire for further information.

Make an enquiry about this course.

Sustained Shared Thinking: thinking and talking together with children – delivered by Debi Keyte-Hartland

Sustained shared thinking fosters and improves children’s communication, confidence, collaboration, agency, criticality, thinking, and development of strong levels of well-being.  High quality interactions with children and between children amplify opportunities for Sustained Shared Thinking. This course will help you to build your knowledge and practice of the kinds of interactions with children that will actively broaden and deepen your children’s knowledge and thinking skills across the EYFS Framework.

Develop your professional knowledge and practice so that you can:

  • Develop understanding of how to interact with children, through episodes of Sustained Shared Thinking
  • Reflect on your own practice to identify and test out strategies that support Sustained Shared Thinking
  • Explore research and evidence linked to working theories, collaborative talk, dialogic teaching, and the EPPE project that supports Sustained Shared Thinking for children’s learning and development

Sustained Shared Thinking focuses on the importance of children being curious and motivated in which they build on their thought processes through interacting with others. It appears when children think deeply, and critically about things that matter to them, in which they can make links between different ideas and solve problems that they have identified.

The course will be informed by key research on SST, including REPEY (Siraj-Blatchford et al, 2002), EPPE (Sylva et al, 2004), ‘Working Theories’ by Hedges (2022), Teaching through Collaborative Talk (EEF, 2023), and Dialogic Teaching (Alexander, 2020), and will be supported by case studies and video exemplars.

Make an enquiry about this course.

Learning from Reggio Emilia – delivered by Pete Moorhouse

The Reggio Emilia approach is a world-renowned educational philosophy originating from the preschools of Reggio Emilia in Northern Italy and was inspired by Loris Malaguzzi following the Second World War. Central to the philosophy is the importance of creativity and developing the child as a confident independent thinker. The Reggio approach is a body of pedagogical thought and practice – the result of many years of commitment to young children and their families and pedagogy builds on many previous educators such as Froebel, Dewey, and Vygotsky. There are several aspects of the Reggio early years school system that stand out. Central is a powerful image of the child – strong, competent, and naturally curious about the world and capable of constructing their own learning. Relationships are valued with children, teachers, and parents seen as being equally important – and development and understanding is viewed to be socially constructed. Teachers are viewed a co-constructors of knowledge whereby they research and explore the world alongside children.

Much emphasis is placed on developing children’s creativity and the importance of the environment to facilitate this. Over the decades, practice has developed with many innovative ways of working, particularly with their rich explorations of materials and phenomena with insightful reflection and documentation. During the session, Pete will share many examples from Reggio Emilia and we’ll also have opportunity to experience some of the media and investigations hands-on that they have found to be particularly engaging. A comprehensive handout and additional links to resources are included.

 Aims and objectives

From this course you will develop an understanding of:

  • The teacher as co-learner, emergent curriculum, children with direction over their learning
  • The 100 languages of children– the endless opportunities for creative expression
  • The role of Atelieristas – artists in residence/ studio spaces
  • The importance of the environment – physical space/resources as third teacher
  • The value of high-quality reflective documentation
  • Parents as partners: how Reggio practitioners work together with parents
  • Working together with the local community
  • How we can take inspiration from Reggio Emilia into our own professional practice, and the potential for longer-term project work.

The thinking practitioner workshop: reflective foundations of practice – delivered by Jacqui Lewis

The quality of our practice is shaped not only by what we know, but crucially how we think. Reflective practice enables us to examine our beliefs, challenge assumptions and continually refine our practice in response to our children, families and peers. It is the foundation of being a practitioner.  Yet, in busy early years environments, there is rarely time to pause or make visible the thinking behind our practice.

This interactive workshop creates space for practitioners to slow down, think together in dialogue and strengthen the habits that underpin thoughtful practice. Drawing on research, practitioners will explore how curiosity, questioning and dialogue can enhance everyday decision making, challenge assumptions and support more responsive, intentional practice.

The workshop is designed for whole teams across the EYFS and beyond and values the knowledge every practitioner brings, regardless of role or experience and recognises that thinking grows through dialogue rather than expertise alone.

Aims:

  • Strengthen professional curiosity and critical thinking by exploring how assumptions, values and perspectives shape everyday practice.
  • Develop confidence in reflective dialogue to support thoughtful decision making and professional growth.
  • Embed practical thinking strategies that enable individuals and teams to engage in more intentional and responsive practice

Available as a half / full day / or series, tailored to individual settings / F2F, online, or blended

Transitions

Moving on to key stage one: transition from the foundation stage – delivered by Julie Fisher

Delegates will have opportunities to;

  • Examine what is currently the same and what is different about EYFS and year 1 practice
  • Explore how young children learn when they are 5,6,7 years of age
  • Discuss the place of child-initiated learning in KS1 and how to plan for it in the learning day
  • Consider the role of the adult in observing and supporting both adult-led and child-led learning
Audience: Reception teachers, year one and year two teachers and their TAs
 

Managing transitions and change – delivered by Paula Lester

‘Change is difficult, even good change.’ Managing change is different for everyone regardless of their age. During the Early Years Foundation Stage there are unavoidable transitions such as when a child starts school. This course will look at how we can help prepare children and their families for this big transition in their lives. We will also reflect on many transitions children may be exposed to in your setting that may be avoidable and, if children can be supported by any tweaks to your environment and/or structure of the day.

Aims and objectives – Delegates will have opportunities to:

  1. Discuss what a Transition is and why we are talking about them. So What?
  2. Reflect on the effects of change, however seemingly small, on early years’ children.
  3. Think about children’s behaviour and what can be avoided to support this.
  4. Look at avoidable/non-avoidable transitions and what can be done to manage these.
  5. Consider ‘School Readiness’……and what this really means to you and your children.
  6. Plan strategies to overcome transition challenges you have.

Make an enquiry about this course.

Transitions – Starting school and moving to Key Stage 1 – delivered by Dominic Gunn

Aims and objectives – Delegates will have opportunities to consider:

  • Why uninterrupted periods of child-led play are essential throughout the EYFS, and for children continuing to access this in Year 1.
  • Practical implications and the adult’s role.
  • Would we alter our pedagogy based on a child’s chronological age while presenting the same curriculum?
  • Is our teaching for each Unique Child based on a proven set of principles or disconnected prescription?
  • What is the impact on learning of increased adult direction with a more tightly timetabled day?
  • How well do we understand the relationship between children’s physical development and their most effective learning?
  • Does our Year R and Year 1 provision facilitate a connection with the natural world and the act of creation? Why is this necessary?

Participants will understand how to support children, and their individual learning, comfortably and with the greatest impact while they change physical environments and make new relationships. Participants will feel confident in preparing educational opportunities that enable the most effective learning for young children. They will feel empowered to advocate and explain the value of lengthy, autonomous play exploration above pre-determined lesson plans.

This training is available in a bespoke format, based on initial consultation, and will usually include an interactive presentation followed by discussion of participants’ particular concerns, and concluding with a summary of key points and an action plan. On-site reviews are offered as an option.

An awareness-raising session can be provided as a 2-hour session, in flexible formats, with full training and consultancy increasing as required.

This training is ideal for all practitioners, managers, and school leaders responsible for the education of children aged 3-6 years.

Make an enquiry about this course.

Small steps, big feelings: a relational approach to supporting transitions – delivered by Nicky Shaw

Aims and objectives – Delegates will have opportunities to:

  • Consider the emotional impact of transitions on children, parents, and staff.
  • Identify opportunities for partnership working in the transition process: children, parents, carers, educators.
  • Examine the children’s views of the transition process.
  • Investigate practical examples of transitions supported through a relational approach.

Physical development & risk and challenge

These outlines reflect on the centrality of movement and physicality to children’s development, exploring ways to enhance opportunities through the environment and provision to offer children suitable challenges to learn and grow. 

I like to Move it, Move it! – Physical movement and brain development – delivered by Tamsin Grimmer

Aims and objectives – Delegates will have opportunities to:

  • Review how our brain develops and how connections are made;
  • Consider some research into movement play and its positive impact on learning and development;
  • Develop links with the Prime Area of Physical Development within the EYFS;
  • Review and evaluate our practice in the light of this learning.

Make an enquiry about this course.

I move; therefore I am – Movement for thinking and learning – delivered by Kerry Murphy

Aims and objectives – Delegates will have opportunities to:

  1. learn about infant brain development and movement in a fun and accessible way.
  2. consider the risks in physical development including increased sedentary and challenging behaviours.
  3. consider their own environment and practice in supporting active learning and increased physical play.

Physical activity is a must for everyone including young children and being active has a wealth of benefits. Children should not be learning to sit still and focus but using the full capabilities of movement to think and learn. This course turns learning on its head and offers fun, healthy and appropriate ways to move across the early the early years’ curriculum. It gets practitioners moving as well into to a new way of thinking about fidgeting, wiggling, wriggling and roaming. 

Make an enquiry about this course.

“Be careful!” – Exploring your team’s approach to risk and challenge and supporting capable learners – delivered by Jo O’Raw

This course is for everyone interested to consider and develop their approaches to risk and challenge in their curriculum. This course is for all Headteachers, Early Years Leaders, Managers, and Practitioners and can be offered as a half or full day, a twilight, or a multi-session course, where delegates would implement changes and then examine the impact.

Aims and objectives – Delegates will have opportunities to:

  • Examine their own approaches in relation to risk and challenge.
  • Consider the difference between risk and hazards.
  • Explore how capable learners develop.
  • Reflect on the impact for the children as learners approaching all new challenges.
  • Design opportunities for risk and challenge for children.

Make an enquiry about this course.

What Do Children’s Brains and Bodies Really Need? – delivered by Jasmine Pasch

Children are “full of it” and leave us in no doubt that we need a lot of energy to keep up with them as they move, play and dance. There are very good reasons for this, and the workshop will explore why children move in the ways that they do at the different stages of their development.

This workshop will allow delegates/parents to:

  • Recognise the importance of movement, dance and play opportunities for young children in the development of firm sensory and motor foundations.
  • Explore the connections between physical movement and brain development, and how this contributes to cognitive, social, emotional, creative and physical development, and to good health and long term wellbeing.
  • Make connections with later learning skills needed for school.
  • Remind parents of their own childhood play experiences.
  • Think about risk, and risk/benefit

This course covers from birth to five years.

Make an enquiry about this course.

Telling Stories: Making Dances (Expressive and Creative Dance) – with Jasmine Pasch

Children have many ways of communicating their meaning and intention with their bodies, of “talking with the body” and telling their stories. Body movement is a child’s first language, and so dance and story are intertwined from the start.

“We sing before we talk, we dance before we walk”  – P. Grendrad

This course is a practical session with plenty of fun ideas, so please come suitably dressed to move.

Delegates will have the opportunity to:

  • Explore stories and ideas to stimulate children’s imaginations, and from which we can make simple dances together in a variety of styles.
  • Recognise the importance of movement and dance opportunities for young children in the development of firm sensory and motor foundations.
  • Explore the connections between physical movement and brain development, and how this contributes to cognitive, social, emotional, creative and  physical development, and to good health and long term wellbeing.
  • Make connections with the characteristics of effective learning
  • Engage with a film of children dancing, drawing, making sculptures and expressing their ideas.

Observation tools

The session will include practical exercises, partner work, discussion and case studies.

This course covers from three to five years.

Make an enquiry about this course.

Emotion, Mastery and Meaning – delivered by Jasmine Pasch

Making relationships, being able to do things and being able to think and make connections are at the heart of learning and wellbeing throughout life, and body movement underpins these essential capacities right from the start.

Active engagement of the body influences far more than we might imagine.

The content of the course will include:

  • An understanding, through practical experience, of why babies and children move in the ways that they do, explaining the sensory and motor foundations for learning and development.
  • A look at some of the significant developmental patterns of the first year of life, and how these form the foundations for later learning, brain development, health and well being  (based on the work of Bette Lamont “The Brain Nanny”, Seattle, USA)
  • Ways to improve the environment for young children, indoors and outdoors.
  •  Creating “irresistible invitations” using a variety of inexpensive, open ended resources to engage babies and children’s imaginations in stimulating and meaningful play. 
  • Games and ideas using a variety of resources to extend practitioner’s skills, including a look at rough and tumble play.

Observation tools

The session will include practical exercises, DVD illustrations, and discussions.

Please come suitably dressed to move.

This course covers from birth to two years.

Make an enquiry about this course.

The Early Years Foundation Stage (EYFS) reforms 2021

These courses focus on the recent changes to the EYFS (September 2021) and will help you to reflect on the implications for your professional context. 

Developing an Effective and Appropriate Early Years Curriculum – delivered by Leslie Patterson

Aims and objectives – Delegates will have opportunities:

  • To think about the intent behind their own curriculum and how to express this to wider audience
  • To identify the complex issues that need to be considered in the delivery of their curriculum
  • To begin to evaluate how well the implemented curriculum matches the intentions
  • To consider how the impact of a curriculum can be demonstrated

Audience: For those with responsibility for developing and implementing a curriculum in the EYFS. Ofsted are placing curriculum at the heart of how they will inspect the Quality of Education.  This course supports professionals to articulate this aspect of their provision and to reflect on how well the curriculum matches the needs of those in their care.

Make an enquiry about this course.

Developing concepts that underpin learning in the reformed EYFS – delivered by Leslie Patterson

“Unless children have early and frequent experience of what it feels like to understand something in depth, they cannot acquire the disposition to seek in depth knowledge and understanding – to engage in life-long learning.” -Lilian G Katz

The EYFS offers many opportunities for children to develop skills and knowledge. By offering these opportunities in strong learning environments, with knowledgeable, supportive adults and a wealth of broad learning experiences, we cultivate the conditions in which children can understand more and become competent learners.

These two sessions explore some of the concepts which promote understanding across the areas of learning in the revised EYFS and consider the sort of provision which will provide the strongest likelihood of broadening and deepening understanding.

Make an enquiry about this course.

Working with parents, families, & the community

The community around the child plays a key role in supporting their learning and development. These courses reflect on how you can in turn support the home learning environment.

Finding calm together: emotion coaching and co-regulation for families – delivered by Nicky Shaw

Aims and objectives – Parents and carers will have opportunities to:

  • Develop an understanding of what their child is communicating through their behaviour and emotions.
  • Understand the feelings, needs, and stresses driving their child’s behaviour.
  • Learn how to notice emotional cues, build emotional safety, and connect with their child.
  • Develop confidence in using the steps of Emotion Coaching to support their child’s emotions in everyday moments.

Make an enquiry about this course.

‘I am unique’ – Working with families to include every child – delivered by Jo O’Raw

This course is for all Early Years Leaders and Practitioners who would like to further develop their inclusive practices in partnership with their families. It can be offered as a half or full day, a twilight, or a multi-session course, where delegates would implement changes and then examine the impact.

Aims and objectives – Delegates will have opportunities to:

  • Examine what uniqueness and individuality mean for your children.
  • Consider what a genuine partnership with families looks like through collaborative approaches.
  • Explore ways to get to know and support your children with transitions.
  • Review ongoing effective means of communication and relationship building.
  • Build a deepening partnership to support learning at home and in the school / setting.

Make an enquiry about this course.

Developing partnerships with parents and carers of children 0-3 years – delivered by Julia Manning-Morton

This course introduces participants to key issues for parents of children aged 0-3 and considers approaches to sharing care of young children and involving parents in their children’s setting. Participants will identify and practice skills in communicating effectively and developing a triangle of trust with parents and their children.

Audience: Early Years Practitioners, Teachers and Childminders working with 0-3 year olds

This is a Professional development course accredited by Middlesex University worth 10 credits at Level 4.

Make an enquiry about this course.

Working with under threes

These outlines help to reflect on aspects of best practice when working with children under the age of three, to ensure it is high quality and developmentally age-appropriate.

Inspired by Babies – delivered by Julie Revels

‘There cannot be compromise on quality and we must be unrelenting in our insistence on improving experiences for all babies and young children. They must have the best.’ – Professor Cathy Nutbrown (2012)

Are you working with babies? What an incredible privilege it is to be caring for and interacting with these incredible little learners!

This course will explore how you can be an attuned and responsive carer for the youngest children in your setting. It will be an opportunity to learn about the development of babies and how opportunities and experiences shape their future development.

Delegates will have the opportunity to:

  • Consider the impact of all experiences during a baby’s first few months and years and the role early years practitioners have on these.
  • Develop an improved understanding of early child development.
  • Explore how observation helps to provides the opportunity to understand what will support individual children.
  • Understand that brain development, relationships and communication are key to offering high quality provision.
  • Reflect on providing close, responsive and respectful relationships with children and their parents as a key person.

Make an enquiry about this course.

Developing exceptional practice with two-year-olds – delivered by Kym Scott

Designed for practitioners and leaders working with two-year-olds in private, voluntary and independent (PVI) settings, schools or childminding provision, this programme can be tailored to suit your context. While individual sessions can be delivered as standalone training, it is particularly effective as a series, giving practitioners time to embed and reflect on their learning between sessions.

Together we explore the unique development of two-year-olds, with a focus on child development, attachment, brain development, high-quality interactions, language and communication, emotional wellbeing, physical development and creating responsive, developmentally appropriate environments. Language development runs throughout the programme, highlighting how everyday interactions and play lay the foundations for lifelong learning.

Practitioners leave with greater confidence, practical strategies and a deeper understanding of how to provide the very best start for two-year-olds.

Make an enquiry about this course.

A curriculum for 2-year-olds based on books – delivered by Dr Andrea Lancaster

Aims and objectives – Delegates will have opportunities to:

  • Explore a curriculum designed for 2-year-olds based on 12 books (2 per half term) that can be adapted to meet the contexts of individual settings
  • Explore ‘topic’ boxes based on each book and plan their own
  • Learn how to use the ‘Stories for Talking’ approach which is a language programme at three different levels focussing on core aspects of language and functional vocabulary. It does not involve removing children from their classroom context and is particularly useful where children have limited language or are learning English as an additional language
  • Consider the maths opportunities that can be supported with each book and woven into routines
  • Explore other related activities throughout the 2-year-old classroom, e.g. opportunities for phase 1 phonics and outdoor activities
  • Explore how activities can be shared with parents and used to support learning in the home environment

This course can be offered in several formats but the first session needs to be in person. It is suitable for 2-year-old room leaders and their managers including nursery teachers and EYFS coordinators. It can be adapted for children aged 3-5.

Make an enquiry about this course.

Maths in the baby room: more than 1, 2, 3! – delivered by Dr Andrea Lancaster

Aims and objectives – Delegates will have opportunities to:

  • Think about what they already do and what they could do to support mathematical development for children birth to 2
  • Explore the typical progressions children make in mathematical development from birth to 2
  • Explore the adult role
  • Consider ways to involve families

This course can be offered in different formats but is better face-to-face as it involves a lot of practical activities. It is aimed at people working with children 0-2 and can be adapted for those working with 0 to 3-year-olds.

Make an enquiry about this course.

Multi-sensory play for babies and children up to three – delivered by Anni McTavish

Heuristic play is an important stage of learning and development, but what does it look like in practice, and how do we facilitate it in the setting and home? This training takes a comprehensive look at treasure baskets and the successive phase of heuristic play, and how to plan creatively for both.   

Aims of this session: 

  • To deepen your knowledge of the value of multi-sensory play, and how it forms the basis for all later scientific and mathematical learning
  • To reflect on the work of Elinor Goldschmied and how she developed her theories in post-war Europe
  • Discover how to make your own treasure baskets and heuristic play collections: the right materials; storage and maintenance; session times, ages and stages of play
  • To understand the crucial role of the adult, and the interactions that best promote engagement and learning.

Links will be made to the EYFS 2023, Development Matters, and other relevant resources and research.

This session is flexible and can be run either as a whole or half day training, online workshop or presentation, or as a conference keynote or setting-based INSET.

Make an enquiry about this course.

Ready, Steady, two-year-olds – what two-year-olds need us to know and do! – delivered by Julie Revels

Are you new to working with 2-year-olds? In this course we will look at the exciting world of learning and development for 2-year-olds.

Delegates will have the opportunity to:

  • Consider the key influences on the development and learning of the 2-year-old so far.
  • Reflect on the role of the key person in enabling learning and development.
  • Understand the interrelated nature of development in the Prime Areas for 2-year-olds.
  • Describe and support the learning and development of each child using the characteristics of effective learning.
  • Explore emotional development including emotional and behaviour regulation.

Make an enquiry about this course.

Professional Practice in working with 2 year olds – delivered by Julia Manning-Morton

Aims and objectives – Delegates will have opportunities to:

Through their observations of practice in a setting, participants explore and analyse concepts of good quality practice and provision for 2 year olds in relation to developing and resourcing a holistic curriculum that meets the needs of children from diverse cultural and family backgrounds. 

Audience: Early Years Practitioners, Teachers and Childminders working with 2 year olds

This is a Professional development course accredited by Middlesex University worth 20 credits at Level 4.

Make an enquiry about this course.

Professional Practice in working with 0-3 year olds – delivered by Julia Manning-Morton

Aims and objectives – Delegates will have opportunities to:

Through their observations of practice in a setting, participants explore and analyse concepts of good quality practice and provision for babies and toddlers in relation to developing and resourcing a holistic curriculum that meets the needs of children from diverse cultural and family backgrounds.

Audience: Early Years Practitioners, Teachers and Childminders working with 0-3 year olds

This is a Professional development course accredited by Middlesex University worth 40 credits at Level 4. 

Make an enquiry about this course.

Support in implementing the EYFS reforms 2021

Our Associates are available to deliver bespoke support and training on implementing the EYFS reforms which came into force in September 2021.

We can offer:

  • Briefings for heads, governors and leaders on the implications of the reforms
  • INSET days and training on pedagogy, curriculum and assessment under the revised EYFS
  • Consultancy to support reviews of curriculum and practice

We can offer:

  • Bespoke packages of conferences and training courses on all aspects of the EYFS reforms
  • Speakers to contribute to your own events
  • Consultants to work with groups of settings and schools on curriculum review or focused projects
  • Quality improvement support 

As a leading member of the Early Years Coalition, we can also provide consultancy on how the Birth to 5 Matters guidance can support your implementation of the EYFS reforms.

Enquire now

Get in touch to discuss your booking today: we're happy to make recommendations to fit your vision, whether a twilight session, a day course or conference, or a long-term project. Our Associates will bespoke the delivery to your professional context and requirements - whether that's in-person or virtual - to meet your training and consultancy needs.  

Make a booking enquiryDownload the Terms and Conditions

Examples of our project work

Exploring the Wider World - funded by the Stoke-on-Trent Opportunity Area

Delivered by Early Education between April 2019 and March 2020, this project offered fully funded training and support to all private, voluntary and independent (PVI) settings in Stoke-on-Trent to give children wider experiences of the world around them.

Read more

Outdoors and Active - London Borough of Newham

Outdoors and Active – an action research project led by the London Borough of Newham – took practitioners from nurseries, schools, PVI settings and children’s centres on an eight-month long exploration of movement in 2- and 3-year-olds, which generated intriguing discoveries and practical, realistic changes to routines, resources and risk taking.

Read more

Early Years Pupil Premium project - Department for Education

Early Education received funding from the Department for Education under its 2015-16 Voluntary and Community Sector grants programme, for a project to support and evaluate strategies for implementing the Early Years Pupil Premium. Our aim was to explore how to help the sector make the best possible use of the EYPP, and to demonstrate the impact it can have. 

Read more

Greenwich Maintained Nursery School Review

Early Education was commissioned by the Royal Borough of Greenwich to undertake a review of their maintained nursery schools (MNS) in July 2019.  The brief was to review the MNS in Greenwich and offer ideas and proposals as to how the high quality early education they offered could be sustained and preserved.

Oldham Childminders Project

The project has offered on-going quality improvement support and training to a cohort of childminders in the Oldham area since early 2021. The project has offered a blend of virtual and in-person support as both a targeted and universal offer.

Read more