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This short course (around 45 minutes) is a fantastic eye opener on how to set up learning provocations for supporting children’s interests.
Provocations are very different to invitations to learning (our continuous provision activities) as they offer an opened approach to a child’s question or interest.
These would be great to be able to set up in small spaces within the environment following on from a child’s question or statement.
Please do watch as I have paid for this course myself as I found it so useful.

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Hygge in the Early Years Accreditation and Early Years training.

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Within our Early Years classrooms we try to incorporate a curiosity approach for learning. Here are some useful articles to support our idea

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Curious bits & bobs

The Curiosity Approach is more than just beautiful play spaces... So grab a cuppa, settle down and delve deeply inside our articles...

Why not print them out and put them in your staff rooms...

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The Curiosity Approach is more than just beautiful play spaces... So grab a cuppa, settle down and delve deeply inside our articles... Why not print them out and put them in your staff rooms...

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A fantastic free webinar regarding the new EYFS changes
1hour 40minutes long

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The Revised Early Years Framework 2021

In this webinar we looked at the significant changes to the revised framework and the impact that these may have on policy and practice. As always, Alistair will be including practical ideas based on real practice and research to support you in creating effective, impactful provision that reflect the requirements of the revised document.

Run time: 1hr 40 mins.

This webinar was recorded on 9th June 2021.

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In this webinar we looked at the significant changes to the revised framework and the impact that these may have on policy and practice. As always, Alistair will be including practical ideas based on real practice and research to support you in creating effective, impactful provision that reflect the requirements of the revised document.

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Are there any resources we desperately need for outdoors?

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We are always moving and changing our outdoor areas, if anyone has any ideas for our areas please note them down

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Lots of free online training available if you scroll down on the website

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Welcome to ABC Does Online Training.

On this page you will find a range of Early Years training that you can purchase for your own professional development or share with your team. We'll be adding new training regularly over the next few months, so keep checking back.

Also, have a look at our 'Archives' section below where you'll find my TEDx talk on subversive teaching, as well as some of the conversations I've had with Kathy Brodie as part of her very popular Early Years Summits.

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Welcome to ABC Does Online Training. On this page you will find a range of Early Years training that you can purchase for your own professional development or share with your team. We'll be adding new training regularly over the next few months, so keep checking back.

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We have a subscription to the Curosity Crib an area where we can access articles and downloads to help support us in driving the curiosity approach within our classrooms.
The login details are;
n.gartside-bentley@berkswich.staffs.such.uk
Nb221993..

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Next half term we will be focusing on the topic mini-beasts.
Have a think and jot down any activity ideas that we could all use for this topic

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Are there any specific resources we need for our next topic?

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Here is the link for a fantastic blog all about exploring early years through nature

https://www.hyggeintheearlyyears.co.uk/blog

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This video is from the ‘Hygge in the Early Years’ website, a fantastic resource that supports practitioners in creating an enriching environment that promotes the use of nature as well as supporting practitioner knowledge.

This training looks at the Early Years garden and how we can support child’s connection with nature through plants and foliage.

https://zoom.us/recording/play/3sk0lnxa1FS83I5LCkLCj6xnlRZzWjycb4N7QcrS62ZaHTfQ40tHDK9lpg_bUgB3?autoplay=true&startTime=1558450903000

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Last September, Ofsted launched their new Early Years Inspection Framework, following much consultation and discussion with the sector. Whilst the coronavirus pandemic has put inspections on hold until at least January 2021, it's still important for early years settings to be aware of the changes and how they might affect their future inspection.

The new framework (which can be read here) brings some considerable changes, including changes to the wording of some criterion, an increased focus on behaviour and the learning walk, and a concerted effort to cut out unnecessary paperwork.

Putting all this into practice, of course, isn't always so straightforward. That's why we gathered some of Ofsted's top Early Years experts for a Famly live session, where we dove deep into what you'll need to know.

You'll hear from Wendy Ratcliff, Phil Minns and Julian Grenier, the Development Matters 2020 author, as they get into the fine details of the new Ofsted inspection framework.

You can sign up to watch the full recording for free here. Or, down below, you'll find video clips featuring our guests' thoughts on Ofsted inspectors' expectations and training, curriculum, progress and more.

But to start, here are five key takeaways from the session.

Ofsted: The 5 key interview takeaways

Paperwork is no longer a focus during the inspection day. Inspectors are looking to focus more on a day in the life of a child at the setting, and how they are.

Ofsted deem direct observation and conversation with both staff and children to be the most effective way to assess child progress.

It's helpful to think about the EYFS as the basis of curriculum, and then consider how it can then be built upon to ensure each child gets the support and attention they need.

Keeping inspections consistent will be vital, especially as Ofsted implements the new framework changes. The new framework comes along with quality assurance procedures and an accessible approach to collected findings, to keep everything transparent.

A tick-list approach might have helped inexperienced practitioners in the past, but Ofsted now want to move away from this. Instead, they are interested to see how providers support practitioners in developing their own judgement through CPD.

What do Ofsted expect in terms of evidence and tracking data?

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Wendy explained that within the new EIF and all accompanying communication, Ofsted have worked hard to shift priorities away from paperwork. Inspectors won't ask to see checklists, tracking and assessment data, and would rather just see a normal day in the setting. This clear change came about due to concerns around practitioner workload, as identified by research including the Early Years Alliance's Minds Matters survey.

Phil drove home this point, saying that everything providers do should be for the children. There are no expectations around specific reporting or software - truly knowing the children and how you can help them develop is what matters most.

What expectations do Ofsted have around children's progress?

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In a busy Early Years setting, there still needs to be some way of keeping track of things. Wendy explains that when it comes to child progress, Ofsted inspectors are primarily looking at how settings create a record of children's growth and development. According to Wendy, the best way to do this is via direct observation, and discussion with practitioners and the children themselves.

How do senior leadership teams avoid adding to the paperwork burden?

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Phil thinks that a certain level of oversight and reporting will always be necessary, to reassure leadership teams that children are getting good care and are progressing well. At the same time, he hopes public perceptions change about what's really needed, based on Ofsted's publicly available handbook.

He also encourages Early Years teams to really think about what the benefit of the paperwork is, compared to the benefit of instead spending that time with children. Ultimately, inspectors want to have rich conversations with practitioners, and see their knowledge of individual children.

How are Ofsted ensuring all inspectors follow your lead?

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As mentioned, all guidance is publicly available, which helps to set expectations for both the setting and also for inspectors during their training. Quality assurance procedures are also in place, which helps to ensure inspectors are consistent in their approach and reporting methods.

Will Ofsted inspectors focus more on curriculum in the early years?

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When thinking about Intent, which is one of the '3 Is' under the new Quality of Education criteria, Phil explains that Ofsted inspectors hope to see settings use curriculums that lay out clear paths for growth for their children. Something that's too abstract or theoretical, he says, risks being hard to follow consistently.

Using the EYFS as the basis, settings can then build up their curriculum depending on their cohort to help each child get to where they need to go.

How can we make sure inexperienced practitioners are supported?

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Both the new Development Matters and Early Years Inspection Framework have been praised for giving more agency and authority to individual practitioners. At the same time though, a more tick-list-style approach did help less-experienced practitioners learn how to chart and record child development.

Wendy says that the new framework looks at how a setting supports their newer staff's CPD to ensure they acquire professional knowledge about where children should be, without needing to rely on an overly rigid approach. Providers should consider the systems they have in place, and how practitioners can best work with the children.

Watch the full hour-long session

If you'd like to see the full hour-long session, featuring Wendy Ratcliff and Phill Minns' answers plus input from Julian Grenier on the new Development Matters, you're in luck!

Just head over here, leave a few details, and you can watch the full session back on-demand, for free.

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Ofsted: The New Early Years Inspection Framework | Famly

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Last September, Ofsted launched their new Early Years Inspection Framework, following much consultation and discussion with the sector. Whilst the coronavirus pandemic has put inspections on hold until at least January 2021, it's still important for early years settings to be aware of the changes and how they might affect their future inspection.

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Changes to the new Early Years framework 

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Changes to the new Early Years framework 

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What the early years foundation stage (EYFS) framework is

The EYFS framework sets the standards to make sure that children aged from birth to 5 learn and develop well and are kept healthy and safe.

The framework is for all Ofsted registered early years providers in all settings, including:

The framework changed on 1 September 2021 and you can find out more below about the changes and how they affect you.

Why the changes have been made

The changes to the EYFS statutory framework have been made to:

improve outcomes at age 5, particularly in early language and literacy

reduce workload such as unnecessary paperwork, so you can spend more time with the children in your care

Important documents

The new early years foundation stage (EYFS) framework was published on the 31 March 2021 and should be used by all Ofsted registered early years providers in England from 1 September 2021.

Development Matters is the non-statutory curriculum guidance for the new EYFS framework that everyone can use from September 2021.

What the changes are

Changes to the educational programmes

Educational programmes, referred to by some people as the 'early years curriculum', are the areas of learning and development which must shape the activities and experiences that children have in your early years setting, at all ages. Your setting should use the educational programmes to decide the approach to curriculum that is right for you.

The 7 areas of learning and development remain the same.

The 3 prime areas:

communication and language

physical development

personal, social and emotional development

The 4 specific areas:

literacy

maths

understanding the world

expressive arts and design

The changes

Changes have been made to the wording in the educational programmes. Specifically, this means:

they are longer, there is more depth, and they contain examples of things that you can do with children

there is a new focus on early language and extending vocabulary, with more examples on how to embed and develop vocabulary skills across all 7 areas, because this improves child development in a broad curriculum

What this means in practice

The Development Matters non-statutory curriculum guidance for the early years foundation stage can help inform your approach to curriculum, putting the educational programmes into practice.

Changes to safeguarding and welfare

The changes

There have been some minor changes to the safeguarding and welfare section, including a new requirement to promote the good oral health of children.

What this means in practice

This could include things like talking to children about the effects of eating too many sweet things, or the importance of brushing your teeth.

Adding this requirement does not mean that you must carry out supervised toothbrushing. You will not be required to assess children's oral health.

However, you can decide how this requirement is met, for example, there are various schemes around the country that support supervised toothbrushing. You may want to speak to your local authority about this.

If supervised toothbrushing is something you decide to introduce, you should also read the guidance on supervised toothbrushing during coronavirus (COVID-19).

Assessment arrangements

Age 2 progress check

No changes have been made to the progress check at age 2. This is the only statutory assessment that people working with pre-reception children will need to carry out.

The purpose of the 2 year check is to help identify strengths and any areas where progress is less than expected. It is not a requirement to identify a child as emerging or expected for the 2 year check.

Changes to the early learning goals (ELGs)

The early learning goals summarise the knowledge, skills and understanding that all young children should have gained by the end of the academic year in which they turn 5, the reception year.

Pre-reception providers do not need to use the early learning goals, but the changes are included here so you can see a child's expected level of development by the time they turn 5.

The early learning goals should not be used as a curriculum. They should be used as an assessment during the summer term of the reception year.

The changes

The early learning goals have been changed to make them clearer and more specific. They are more focused on the main factors that support child development at age 5. The 7 areas of learning and development are:

communication and language

personal, social and emotional development

physical development

literacy

mathematics

understanding the world

expressive arts and design

The goals are there to be used to assess children at the end of reception year, rather than for pre-school children.

Changes to Development Matters: non-statutory curriculum guidance

We have republished Development Matters. While it's not compulsory, we recommend that you use it with the new statutory framework.

The change

It's easier to navigate, and shorter in word length to allow for more freedom to develop the right broad curriculum for the children you work with.

The age bands have been simplified to avoid tracking activities that do not support child development. There are now 3 instead of 6:

birth to 3

3 and 4-year-olds

children in reception

There's more room for professional judgement. You can make more judgements based on your knowledge and experience, instead of using the early learning goals or age bands in the framework to track children's progress.

What you need to do

From 1 September 2021, all early years providers must follow the new early years foundation stage (EYFS) framework. Whatever your role and type of setting you work in, you'll need to be working to the new framework.

Take time to read the early years foundation stage (EYFS) framework and Development Matters and discuss your setting's approach with colleagues.

Access resources, advice and support to help you apply the changes to the EYFS framework in nurseries, childminders and preschools.

Nursery leaders and managers

If you are a nursery leader or manager design your curriculum around the new educational programmes, not the early learning goals.

You may also find it helpful to:

brief your staff about the changes

contact your local authority or support groups to find out what advice they can offer

communicate with parents and carers about the changes and how your setting is approaching them

Nursery practitioners

If you are a practitioner in a nursery you may find it helpful to speak to your manager about how your work needs to adapt to the changes.

Childminders

You may find it helpful to:

contact your local authority who may be able to offer advice and support about implementing the changes to the EYFS

seek advice from an association you're a member of

consider contacting other childminders in your area, for example by joining a childminder support group to share experiences

communicate with parents and carers about the changes and how you are approaching them

Ofsted inspections from September 2021

How and when you'll be inspected by Ofsted depends on whether you're on the childcare register or the early years register.

You can read Ofsted's inspection framework to be aware of the processes and procedures under the education inspection framework ( EIF).

Feedback

Tell us what you think of this page.

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Changes to the early years foundation stage (EYFS) framework

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The EYFS framework sets the standards to make sure that children aged from birth to 5 learn and develop well and are kept healthy and safe. The framework is for all Ofsted registered early years providers in all settings, including: The framework changed on 1 September 2021 and you can find out more below about the changes and how they affect you.

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Provisional sports day - 29th June

New children session Rec - 2nd July

Provisional summer fare - 9th July

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24th June Nursery Transition—9.30am-10.30am. One parent may attend.

2nd July Nursery Transition - 9.30am-10.30am.  One parent may attend.

7th July Nursery transition – 9:30am – 11:00am. Children only.

1st July Reception transition – 9:30am -11:00am. One parent may attend

8th July Reception transition – 9:30am- 11:00 am. Children only

14th July Reception transition - 9:00am – 11:30am. Children only

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We are so lucky here at Berkswich to have such an amazing Early Years team and without each and everyone of you we wouldn’t be who we are today! You all do an amazing job and we are so grateful

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We can get so bogged down with everyday life; work, cooking, cleaning, house work etc. It is so important that you make time for yourself why not try some of these ideas to help you relax and put you first.

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Even on tough days you all shine and go above and beyond, we cannot thank you enough

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Lots of free bite sized courses

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You can search by course title. You can also search for OpenLearn courses associated with an Open University course by searching for the course code.

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Thinking ahead to September and next academic year please note down any topics you think we should cover

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The chance to connect with the natural world; first hand experiences of life and growth; endless opportunities for creativity and imagination; improved fitness and physical development - the countless benefits of outdoor play have a real positive impact on children's lives.

There has been much research on the subject of the benefits of outdoor play. Helen Bilton, an Educational Advisor and author of 'Playing Outside' describes the three main benefits as she sees them:

Firstly, outside is a natural environment for children. There is a freedom associated with the space which cannot be replicated inside. If children feel at home in a particular space it seems natural to teach them in that area; education should not be a chore but an enjoyable worthwhile occupation. Children playing and learning in an outdoor environment appear more active, absorbed, motivated and purposeful, and develop a more positive attitude to learning.

Secondly, the environment where we work and play affects our emotions. Children will often be less inhibited outside, and more willing to join in with activities, talk and come out of their shells. In overcrowded spaces children's behaviour can change, some can become more aggressive, while others become more solitary (Bates 1986).

Thirdly, outdoors is the perfect place to learn through movement, which is one of the four vehicles through which children can learn, the others being play, talk and sensory experiences. All of these happen more naturally outside, but with so much space and so many opportunities to move in different ways, the setting supports learning through movement particularly well.

The health benefits

There are also clear health benefits associated with outdoor learning. Children need daily exercise, vigorous enough to get them out of breath with their hearts and lungs working hard. NHS guidelines say that children under 5 need three hours exercise a day and that it should be with a mixture of bone strengthening, muscle building and cardiovascular. At Into The Woods, we ensure that through activities such as running, climbing, digging and swinging from branches, these needs are more than met every day.

Exercise also improves children's emotional health, allowing for relaxation and calmness and a heightened sense of well being (Armstrong 1996). Exercise is clearly an essential component of children's physical and emotional development, and one of the significant benefits of choosing an outdoor nursery for your child.

And there are other health benefits from simply being outdoors. Research published recently by England's chief medical officer Professor Dame Sally Davies found that there has been a rise in cases of rickets in children. This is from lack of exposure to sunlight leading to vitamin D deficiency - not something you will need to worry about, if your child comes with us Into The Woods!

Early years curriculum

The curriculum used by all schools and nurseries for children 0-5 years old is the Early Years Foundation Stage or the EYFS. It groups children's development and learning into seven areas:

The three prime areas are:

Personal, Social Emotional Development

Communication and Language

​Physical Development

The four specific areas are:

Mathematical Development

Literacy

Expressive Arts and Design

Understanding of the World

We have already looked at the ways in which outdoor play can enhance children's personal, emotional and physical development. Let's look at some other areas.

Social

Children learn through negotiating plans with their friends, maybe to build a shelter for a hedgehog or working out whose turn it is first on the rope swing. They learn to co-operate through group games and enjoy the company of others as they play and relax.

Communication and language

Children are motivated to talk by stimulating experiences and a day in the woods gives the children plenty to talk about. At Into The Woods we understand the value of these experiences. We create a relaxed, supportive environment in which the children feel safe and valued, and at every opportunity throughout the day we promote high-quality talk that develops the children's confidence and speaking and listening skills.

Expressive arts and design

The woods are full of open-ended resources that stimulate children's imaginations. For example, a stone could be buried pirate treasure, a plate for a pixie, food for bear, a wall for a castle, a car for a bug or many other things. Whereas resources such as a plastic car, are usually only used by children as a car. Rather than taking a whole array of resources and toys with us, the focus at Into The Woods is on using what we find for imaginative, exploratory play and for creating and building.

Mathematics

Hands-on use of real objects is the cornerstone of developing mathematical understanding and as with all learning, engagement is the key. So the woods is the perfect place to develop those early maths skills, whether it be through counting conkers, pacing out distances, or finding shapes we recognise in the world around.

Literacy

Just like any nursery, we sing songs, and listen to and tell stories every day - with the added bonus that much of the time we will be doing it under the trees. We ensure plenty of opportunities for the development of early literacy skills such as letter and word recognition. At an indoor nursery the children might start making letters by drawing them in sand. At Into The Woods we don't need a sand tray-we make letters and words from natural objects on the forest floor or find sticks to write them in the mud or earth.

Understanding the world

Where do we begin with this area? Learning about the flora and fauna, life cycles, the weather, the seasons, growth, habitats, insulation, light and dark, sound, forces....the list is endless. We are in nature's classroom and make the most of it.

Characteristics of effective learning

This part of the Early Years Foundation Stage (EYFS) curriculum describes children's attitudes to learning and 'how' they learn rather than 'what' they learn. If positive habits are formed in their early years, children will be able to apply these learning styles throughout their lives.

Playing and exploring

Finding out and Exploring: children use all their senses to understand the natural world and the changes

Being willing to have a go: children have lots of opportunities to risk take and risk manage

Playing with what they know: children have endless opportunities for role play and for testing out ideas

Active learning

Being involved and concentrating: children are naturally more engaged in self-chosen activities. With time for them to extend their play and learning in their own direction, they will enjoy the benefits of staying with a task or activity for an extended period.

Enjoying what they set out to achieve: enjoying achieving what they set out to do. There is no right or wrong way to play with the open-ended resources

Keeping on trying: activities and being outdoors promotes resilience, falling over, getting muddy

Creating and critical thinking

Having their own ideas: children will develop their own games and play and be involved in planning their own activities

Making links: children notice patterns in the natural world from seasons to leaf shapes. They use their knowledge to make predictions and test their ideas

Choosing ways to do things: problem solving through real life experiences, e.g. how will we move this heavy log, how can we redirect the flow of this stream?

Further information

The benefits of outdoor play could fill a whole website by themselves. If you would like to know more, take a look at the following books and web articles.

Books to read

Playing Outside (Helen Bilton)

Developing Muscles and Minds (Marjorie Ouvry)

The Great Outdoors - Developing Children's Learning (Margaret Edgington)

Last Child in the Woods (Richard Louv)

Online articles & information

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The chance to connect with the natural world; first hand experiences of life and growth; endless opportunities for creativity and imagination; improved fitness and physical development - the countless benefits of outdoor play have a real positive impact on children's lives. There has been much research on the subject of the benefits of outdoor play.

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Alistair Bryce-Clegg has some fantastic blogs regarding provision in the early years. Definitely worth a read

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This week I have a guest blog post from Kirsty Cooper who is the Headteacher of Grayrigg CE Primary School and also teaches in Key-Stage 2 ...I will let her explain... A Key-Stage 2 teacher in the Early Years. First of all, I should tell you all a little about my school. We're a small (but growing) school on the outskirts of Kendal, not far from the Lake District, in a very beautiful location. I'm the Head Teacher but have a 0.7 teaching commitment, which basically means I teach every morning and two afternoons. I actually teach the KS2 class which we know as the Oaks - so why am I writing a guest blog for the lovely Alistair? The ... Read More

This week I have got a guest blogpost from Lucy and the team at Peckover Primary School all about how they have successfully taken a Continuous Provision approach into Year One. Over to you Lucy... Year 1 Continuous Provision - Our Journey at Peckover Primary School Three years ago we started our journey to develop an early years approach of continuous provision into Year 1. Believe me, as a team this wasn't a light hearted decision and we knew it would be a risky challenge, but we recognised that something had to change to support the needs of our children. The formal pedagogical approach of teaching (children sat at tables all day) that we had, was not supporting these children, ... Read More

#KeepingItReal Social media is a funny old place isn't it? I try to use the various platforms to interact with fellow Early Years practitioners in a constructive way as well as sharing what I'm up to over the coming months. For the most part I find it positive and a really nice way of connecting with people. One of my favourite formats is Instagram - there seems to be more of a community feel to it and (generally) less negativity. If you follow my Instagram feed you'll know that every Tuesday I hand my account over to someone else working within the world of Early Years. We've had contributions from teachers, home schoolers, nursery teams, childminders and playgroups. We've also ... Read More

This week I launched a project that I am doing in the North West of England in conjunction with our Ofsted Big Conversation steering committee. The idea for the project came about after Ofsted released their findings in relation to the number of children who achieve a Good Level of Development (GLD) at the end of the Reception year. This is their Good Level of Development by Local Authority map for 2017/18. You can find it here The North West region, where I live and worked for my entire teaching career, has a high number of Local Authorities where the attainment of GLD is in the lowest National band. The idea of the project is to provide some really cost ... Read More

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This week I have a guest blog post from Kirsty Cooper who is the Headteacher of Grayrigg CE Primary School and also teaches in Key-Stage 2 ...I will let her explain... A Key-Stage 2 teacher in the Early Years. First of all, I should tell you all a little about my school.

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TES the educational suppliers have blog page where they provide lots of activity ideas

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Early years staffroom is an amazing website with lots of interesting articles as well as many resources

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EYS School/Nursery Plan

£175.00 now for which gives you five licences for membership for 1 year. Your subscription for the second and subsequent years will be £12 per month. Less than 35p per week per user! Join now before the price increases along with our new benefits.

EYS Individual Plan

£58.00 now for one licence which gives you membership for 1 year. Your subscription for the second and subsequent years will be £4 per month. This is less than £1 a week! Join now before the price increases along with our new benefits.

EYS School/Nursery Plan

now for which gives you a licence for membership for 1 year. Your subscription for the second and subsequent years will be at / month. Join now before the price increases along with our new benefits.

EYS Individual Plan £58.00

now for which gives you a licence for membership for 1 year. Your subscription for the second and subsequent years will be at / month. Join now before the price increases along with our new benefits.

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EYS School/Nursery Plan £175.00 now for which gives you five licences for membership for 1 year. Your subscription for the second and subsequent years will be £12 per month. Less than 35p per week per user! Join now before the price increases along with our new benefits.

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I have signed up for a 5 days of nature course, which looks at ways to promote the use of nature in our practise. There will be 5 new lessons each day this week for you to watch (you can watch each day or wait and watch all together will only take around an hour)
Login: c.allen@berkswich.staffs.such.uk
Password: Oliver2020

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Hygge in the Early Years Accreditation and Early Years training.

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Activity sheet and fact file

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Activity sheet

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Activity sheet and fact file

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Activity ideas surrounding the use of blossom

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https://www.wildlifetrusts.org/30-days-wild-2021-sign-your-pack

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These are worth looking out for when you next need a pair of wellies. I wrote to them and they offered a 10% discount for my previous school. I'm sure they'd do the same for us. Happy to find out if anyone is interested in the future? They also offer some lovely outdoor activities on their website and through regular emails?

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This looks amazing for a future trip, ideas for school or just to take your family?

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We are a family run business with four little monkeys who love to role play, so we thought we would create a world for them and your children to enjoy.

Our centre is set over 3 floor with many rooms to explore be it getting pampered in our salon, taking a stroll down our shopping aisle, fixing the car in our garage or even learning in our school. We have many more rooms waiting for your littlest ones to play in.

Based in middle of Nuneaton town hides "TINY TOWN" role play centre. You and your child/children will enter a whole new world the moment you open our door.

Walk up the road pass the bus and VW camper van and over our bridge to enter our very own "TINY TOWN"

With market stalls and a full size phone box to give the real effect of being in a town. Our first street has a chic salon for all the budding hair dressers out there, a police station equipped with its very own police cell.

Next door to the salon is the "TINY TOWN" supermarket with its shelves stocked and trolleys ready to shop. Along with a doctors and fire station with a fire engine.

Up the stairs into the next street is our school and garage with a Ferrari and variety of tools and there hiding round the corner is grandmas house.

Up the stairs on to our final street is our huge theatre with stage, microphone, lights and costumes ready for you to perform, and finally next door is our maternity ward with 5 sleeping babies who need looking after.

Once you've had a good play pop into our cafe serving a variety of food and drink!

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We are a family run business with four little monkeys who love to role play, so we thought we would create a world for them and your children to enjoy. Our centre is set over 3 floor with many rooms to explore be it getting pampered in our salon, taking a stroll down our shopping aisle, fixing the car in our garage or even learning in our school.

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EYS School/Nursery Plan

£175.00 now for which gives you five licences for membership for 1 year. Your subscription for the second and subsequent years will be £12 per month. Less than 35p per week per user! Join now before the price increases along with our new benefits.

EYS Individual Plan

£58.00 now for one licence which gives you membership for 1 year. Your subscription for the second and subsequent years will be £4 per month. This is less than £1 a week! Join now before the price increases along with our new benefits.

EYS School/Nursery Plan

now for which gives you a licence for membership for 1 year. Your subscription for the second and subsequent years will be at / month. Join now before the price increases along with our new benefits.

EYS Individual Plan £58.00

now for which gives you a licence for membership for 1 year. Your subscription for the second and subsequent years will be at / month. Join now before the price increases along with our new benefits.

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The New Development Matters 2021 Training Video - Early Years Staffroom

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This training video is delivered by Sue Asquith, author of Self-Regulation Skills in Young Children. Sue is an Award winning freelance Early Childhood Consultant. Writing and delivering accredited and non accredited early years training since 2004. This includes various L3 childcare qualifications, L1 'An Introduction to Childcare' specifically delivered to Asian women, disability awareness sessions, [...]

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Creating a Literacy rich outdoor environment in the Early Years

Please click on this link to login. The login details are :
k.bailey@berkswich.staffs.sch.uk
Berkswich1
The course is an hour long which can be watched at any time. After watching, please consider what you can take from the course and add to our outdoor environment to enhance our Literacy provision for the children.

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Hygge in the Early Years Accreditation and Early Years training.

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Video looking at what is at the heart of the new Development Matters 

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Video looking at what is at the heart of the new Development Matters 

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I found this video really useful to help me get a better understanding of why changes have been made and the main drives behind these. I find that I get more out of listening than just reading pages of information. I hope you feel the same after watching it. The video is around an hour long so you may want to watch a bit at a time. If you have any questions after watching then please put them in the comments box and I will make sure we address these.

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Looking at what’s at the heart of the new Development Matters and busting some data myths

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New EYFS Padlet for Early Adopter Schools

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New EYFS Padlet for Early Adopter Schools

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This padlet has been put together to support Early Adopter schools. It is completely free and great that all the information is in one place rather than having to search the internet. Please take advantage of this!

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These nature detectives booklets have resources on the website with activity ideas for each season. LB

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Same as the above nature detective booklets. LB