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New versions of the frameworks which take effect from 1 September 2026.

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New versions of the frameworks which take effect from 1 September 2026.

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New versions of the frameworks which take effect from 1 September 2026. The main changes to both versions are updates on safer sleep, a requirement for providers to have regard to screen use, prohibiting childcare where banned dog breeds are present and other safeguarding clarifications. The group and school-based providers framework also requires providers of childcare on domestic premises to notify Ofsted or their childminder agency of changes to persons aged 16 or over living or working on the premises.

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Early years foundation stage (EYFS) statutory framework

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The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5.

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Providing up-to-date information and support to guide families through the social media ban announcement to keep their children safe online.

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Helping schools take action on racist bullying - new guidance

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Helping schools take action on racist bullying - new guidance

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Statutory guidance about the support that pupils with allergies must receive in schools.

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T Level Education and Early Years Generation 2- Assessor Approval Requirements

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Your hub for practical safeguarding learning

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The Child Safeguarding Practice Review Panel commissions national reviews of serious child safeguarding cases in England to improve learning and protect vulnerable children.

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Teaching Assistant (TA) Forum: Raising awareness of Fetal Alcohol Syndrome

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National Year of Reading: Early Years Settings webinar on the gift of early reading in practice

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Benedict's Law - Benedict Blythe Foundation

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Benedict's Law, or the School Allergy Safety Bill, is legislation that makes schools safe for the 680,000 pupils in England with an allergy. The campaign asks for every school to have: Spare allergy pens Allergy trained staff School allergy policy This is important because research carried out in 2024 found 70% schools didn't have these measures in place - and there is no current requirement for schools to provide these, even for pupils at high risk.

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Early years settings | National Year of Reading 2026

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Support early language, confidence and connection through stories and songs – with practical ideas and resources for early years practitioners.

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Effectiveness of an environmental nutrition and physical activity intervention in early childhood education and care settings

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Effectiveness of an environmental nutrition and physical activity intervention in early childhood education and care settings

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Structures Observation On Demand Recording

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Structures Observation On Demand Recording

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This on-demand recording discusses best practice for Assisting teaching Structures Observations. Hear from a moderator as they share key insights and guidance to support assessors with Assignment 2.2 for Generation 1.

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Best practice Video recording AT All SO's

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Early reading is a foundation for learning

Hearing stories, songs and rhymes from infancy strengthens vital brain pathways, builds vocabulary and helps children develop the communication skills they rely on for life. These early literacy experiences lay the groundwork for future learning.

Stories support beyond the moment

Sharing books and stories helps children make sense of emotions, explore new ideas and build secure relationships with the adults around them. When they are part of everyday life, children grow in confidence, become more curious and develop emotional resilience.

Supporting you and your setting

The National Year of Reading will help you make stories part of everyday life in your setting. You'll find simple ideas, playful activities and ready-to-use tools to help you spark children's curiosity.

Reaching beyond your setting

By helping families feel confident reading at home - in whatever way works for them - you'll keep that early momentum going. The campaign will give you resources to share with parents and carers, so together you can give every child the strongest possible start.

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Early years settings | National Year of Reading 2026

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Support early language, confidence and connection through stories and songs - with practical ideas and resources for early years practitioners.

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‘What I wish my parents or carers knew…’: A guide for parents and carers on managing children’s digital lives.

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‘What I wish my parents or carers knew…’: A guide for parents and carers on managing children’s digital lives.

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‘What I wish my parents or carers knew…’: A guide for parents and carers on managing children’s digital lives | Children’s Commissioner for England

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Parenting today can feel overwhelming — especially when childhood looks so different from what we grew up with. There’s no manual, and it can be hard to

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Combining The EYFS With The SEND Code of Practice | Famly

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SEND expert Rebecca Fisk helps us understand how the EYFS can be linked to the SEND Code of Practice

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The Toolkits are designed to support teachers and school leaders who are making decisions about how to improve learning outcomes. Why not choose an evidence based topic for discussion with colleagues?

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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Staff resource: Understanding Martyn’s Law: What It Means for Education Settings

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Staff resource: Understanding Martyn’s Law: What It Means for Education Settings

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The Terrorism (Protection of Premises) Act 2025, commonly referred to as Martyn's Law, received Royal Assent on 3 April 2025. This legislation introduces new requirements for those responsible for certain premises and events to consider and implement proportionate security measures to protect the public from terrorism.
What Does This Mean for the Education Sector?
While the Act is not yet in force, the Government has signalled a minimum 24-month implementation period. This is intended to give organisations, including education settings, sufficient time to understand their obligations and prepare accordingly.

The Department for Education has published information explaining how the Act will affect schools, colleges, and other education providers. Statutory guidance will be published ahead of commencement, designed to be clear, accessible, and practical.
Upcoming Webinars
To support the sector, Home Office and DfE are hosting a series of webinars to provide:

An overview of the Act and its relevance to education

Information on next steps

An opportunity for Q&A (where feasible)

Webinar Dates (via Microsoft Teams):
Join the meeting now Meeting ID: 351 354 353 939 4 Passcode: dA9yy3nb

Join the meeting now Meeting ID: 326 701 784 960 7 Passcode: Rk27yv93

Join the meeting now Meeting ID: 318 653 548 939 2 Passcode: jE795e4D
Supporting Materials
We strongly encourage education professionals to review the following resources ahead of the webinars:

These materials are designed to aid understanding and support preparation during the implementation period.

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Understanding Martyn's Law: What It Means for Education Settings - Educate Against Hate

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The Terrorism (Protection of Premises) Act 2025, commonly referred to as Martyn's Law, received Royal Assent on 3 April 2025. This legislation introduces new requirements for those responsible for certain premises and events to consider and implement proportionate security measures to protect the public from terrorism. What Does This Mean for the Education Sector?

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QR - please scan to leave us some feedback.

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QR - please scan to leave us some feedback.

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Lots of resources, webinars and research.

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ADHD symptom tests, ADD medication & treatment, behavior & discipline, school & learning essentials, organization and more information for families and individuals living with attention...

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Risk factors that may lead children to harm online

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Risk factors that may lead children to harm online

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Children and parents: media use and attitudes report 2025 – interactive data

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Children and parents: media use and attitudes report 2025 – interactive data

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Children and parents: media use and attitudes report 2025 – interactive data

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This report looks at media use, attitudes and understanding among children and young people aged 3-17.

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Children and Parents: Media Use and Attitudes Report

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Children and Parents: Media Use and Attitudes Report

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UPDATE: Where can I find the internal standardisation materials?  

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UPDATE: Where can I find the internal standardisation materials?  

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From October 2025, internal standardisation materials will be available to download directly from the NCFE website (under Support Materials for each qualification) – no longer via the NCFE Portal.

These resources are designed to:

Support teams in aligning assessment decisions

Provide guidance for internally assessed, externally moderated components

Reference NCFE Chief Examiner/Moderator Reports

Be used as part of your annual standardisation activities

👉 Please make sure all staff involved in delivery and assessment are aware and ready to use these materials.

You can read more via the link below:

https://www.ncfe.org.uk/technical-education/t-levels/provider-hub/latest-updates/

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Generation 2 Resources & Support – Please Read First

We know many of you are eager to access full Generation 2 resources and we want to reassure you that these are imminent. They’re currently going through final internal checks to ensure quality and alignment. In the meantime, please find key links below to support you:

Today’s Slides: Attached

Resources:

Generation 2 Qual Page

Events Page

Generation 2 YouTube Playlist

Consultation Call Booking Link

Join our Community of Best Practice

📌 Reminder: This session is focused on answering your questions about teaching, delivery

Feedback for todays sessions: Curriculum Support Event

Please use the chat to post any questions — we’re here to support you.

— NCFE T Level Team

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We welcome the sharing of resources and links in this Padlet; however, please note that any content shared by participants, other than those provided by NCFE colleagues, is not moderated or endorsed by NCFE. Users should exercise discretion and independently verify the accuracy and appropriateness of external content. Please also note that there must be no sharing of or discussion around any live assessment materials or content.

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Here, you can catch up on discussions you’ve missed or revisit key insights shared within the BPN community.

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Welcome to the Masterclass Session sandbox. Here, you can catch up on sessions you’ve missed or revisit key insights from our Assessor Masterclass events.

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Hello Assessors! 👋

This Padlet is a dedicated space for Education & Early Years T Level Assessors to share resources, best practices, and key insights to support assessment and learning. Whether you have helpful links, documents, articles, or teaching strategies, this is the place to collaborate!

💡 How to use this Padlet:
✅ Use the links we have shared to access valuable resources 📚
✅ Share your own useful resources related to Education & Early Years T Level assessment
✅ Book onto upcoming events & training 🎟️
✅ Leave feedback and share ideas 💬
✅ Engage with posts—comment, like, and discuss!

🔔 Make sure to check back regularly for updates, new resources, and upcoming events. Let’s work together to enhance best practices and support each other in delivering high-quality assessments.

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Please do look at our upcoming events via this link.

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T Level training events

You can register for our upcoming T Level events and training, and find previous training available on our T Level playlists:

Prepare to Assess events

The aim of these events is to develop your confidence and understanding of grading criteria when assessing your students' responses to the internally assessed, externally moderated assessments.

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You can register for our upcoming T Level events and training, and find previous training available on our T Level playlists: Prepare to Assess events The aim of these events is to develop your confidence and understanding of grading criteria when assessing your students' responses to the internally assessed, externally moderated assessments.

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T Level consultation booking request | NCFE

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Book your first curriculum consultation with NCFE’s Provider Development Team.

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NCFE Resources including support materials, teaching materials and example assessment

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NCFE Resources including support materials, teaching materials and example assessment

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T Level Technical Qualification in Education and Early Years (Level 3) (Delivered By NCFE) | NCFE

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New versions of the support materials have been uploaded to reflect the Institute of Apprenticeships and Technical Education/T Level branding updates.
About this qualification
The technical qualification (TQ) forms part of the new T Level study programme.

The purpose of the Level 3 technical qualification is to ensure students have the knowledge and skills needed to progress into skilled employment or higher level technical training relevant to the T Level.
UCAS points
The T Level study programme is eligible for UCAS points. Please check the UCAS website for more information.
Performance points
T Level and its components will be included in the T Level accountability measures. For more information, please see the Department for Education's website.
Who is it suitable for?
This qualification is suitable for post-16 students looking to develop both knowledge and practical skills in the education and early years sector.

This technical qualification will support students on to a range of progression routes including employment, higher education and higher apprenticeships.
What are the entry requirements?
This qualification is designed for post-16 students.

There are no specific prior skills/knowledge a student must have for this qualification. However, students may find it helpful if they have already studied at level 2.
Experience in the workplace
Industry placements are intended to provide students with the opportunity to develop the knowledge, skills and behaviours required for skilled employment in their chosen occupation which are less easily attainable by doing a qualification alone.
How is this qualification structured?
The technical qualification is split into 2 component parts:

Core component: the knowledge and underpinning concepts, theories and principles as well as core skills for the education and early years sector.

Occupational specialisms:

* Early Years Educator
* Assisting Teaching

Students will only complete one occupational specialism.

The occupational specialisms provide students with knowledge and skills required to enter employment or further study in the specific occupational area.
How is it assessed?
Core component:
* paper A written examination
* paper B written examination
* employer set project

In order to achieve a grade for core component, students must have results for both sub-components (the core (written) examination and the employer set project).

The combined results from these sub-components will be aggregated to form the overall core component grade (A*-E and U).

If students fail to reach the minimum standard across all sub-components, they will receive a U grade. No overall grade will be issued for the core component until both sub-components have been attempted.

Occupational specialism component:
* synoptic assignments

The student is also required to successfully achieve a distinction/merit/pass grade in one of the occupational specialism components. If the student fails to reach the specified level of attainment, they will receive a U grade.
What related qualifications can you progress to?
Students who achieve this qualification could progress to the following, depending on their chosen occupational specialism:
* employment
* higher education
* apprenticeship
Key dates
Please see the Key Dates Schedules below for a timeline of the key dates for this qualification.

T Level Technical Qualifications Key Dates Schedule 2022/2023 and 2023/2024
Useful Links
Regulations for the Conduct of External Assessment

Qualification Specific Instructions for Delivery (QSID)

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T Level Technical Qualification in Education and Early Years (Level 3) (Delivered By NCFE) | NCFE

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New versions of the support materials have been uploaded to reflect the Institute of Apprenticeships and Technical Education/T Level branding updates. About this qualification The technical qualification (TQ) forms part of the new T Level study programme.

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Help shape best practice in education and early years! ✨ Complete our short form to request to join the NCFE Education & Early Years Best Practice Network and help us create a space where we can:

✅ Share expert insights
✅ Share practical resources
✅ Create a supportive, professional community

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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This content is created by the owner of the form. The data you submit will be sent to the form owner. Microsoft is not responsible for the privacy or security practices of its customers, including those of this form owner. Never give out your password.Report abuse

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How should we use the observation checkpoints? - Julian Grenier | The Famly Interview

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“Observing children as they play and learn is the best way to get to know them”. Whatever your method and frequency of recording, observations allow you to really know each child".

Dr Julian Grenier

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How should we use the new observation checkpoints? - Julian Grenier | The Famly Interview

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Assessors play a crucial role in ensuring learners meet the required standards in their qualifications. In this session, Janet King from NCFE explores the key responsibilities of an assessor.

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EYE exploring the role of the Assessor for Assignment 2 P1 competence criteria implemented from 2024

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Education and Childcare Careers Toolkit | NCFE | NCFE

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Education and Childcare Careers Toolkit | NCFE

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Explore careers in Childcare and education with this dedicated careers toolkit from NCFE

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Four evidence informed strategies to promote high quality interactions with young children

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Four evidence informed strategies to promote high quality interactions with young children

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Supporting children to become better communicators is one of the most powerful things we do as early years educators. Oral language skills are fundamental to children's learning, thinking and emotional wellbeing. Children who can communicate well can make friends, play, resolve conflicts and tell us how they are feeling.

The evidence tells us that we should prioritise the development of children's communication and language through socially-meaningful interactions. Children thrive on conversation and discussion with people they have a strong relationship with, focused on things they want to talk about.

As James Law and his colleagues found, these types of interactions ​'optimise early development' (Law et al, 2017).

High quality interactions often look effortless, but they are not easy to do well. So, to support early years professionals, we have distilled the evidence into . This provides us with a simple and memorable set of specific, evidence-informed strategies which we can embed into everyday practice. We can use these strategies with every child, every day.

Sh: Share attention - be at the child's level. Pay close attention to what they are focused on.

R: Respond - follow the child's lead. Respond to their non-verbal and verbal communication. You could make a brief comment on what they can see, hear or feel.

E: Expand - repeat what the child says and build on it by adding more words to turn it into a sentence.

C: Conversation - have extended back and forth interactions. Give children time to listen, process and reply.

These strategies encourage us to become more responsive and attuned to children. They encourage children's active participation in meaningful, stimulating, and linguistically rich back and forth conversations.

Watch the video of ShREC in action below.

Read more about the ShREC approach here.

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supporting children to become better communicators is one of the most powerful things we do as early years educators. oral language skills are fundamental to children’s learning

# data[].attributes.attachment_link.keywords[]
thinking and emotional wellbeing. children who can communicate well can make friends

# data[].attributes.attachment_link.keywords[]
resolve conflicts and tell us how they are feeling.  the evidence tells us that we should prioritise the development of children’s communication and language through socially-meaningful interactions. children thrive on conversation and discussion with people they have a strong relationship with

# data[].attributes.attachment_link.keywords[]
focused on things they want to talk about. as james law and his colleagues found

# data[].attributes.attachment_link.keywords[]
these types of interactions ‘optimise early development’ (law et al

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2017).  high quality interactions often look effortless

# data[].attributes.attachment_link.keywords[]
we have distilled the evidence into  t he  shrec  approach  . this provides us with a simple and memorable set of specific

# data[].attributes.attachment_link.keywords[]
evidence-informed strategies which we can embed into everyday practice. we can use these strategies with every child

# data[].attributes.attachment_link.keywords[]
every day.    sh: share attention  – be at the child’s level. pay close attention to what they are focused on.  r: respond  – follow the child’s lead. respond to their non-verbal and verbal communication. you could make a brief comment on what they can see

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hear or feel.  e:  expand  – repeat what the child says and build on it by adding more words to turn it into a sentence.  c: conversation  – have extended back and forth interactions. give children time to listen

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process and reply.  these strategies encourage us to become more responsive and attuned to children. they encourage children’s active participation in meaningful

# data[].attributes.attachment_link.keywords[]
and linguistically rich back and forth conversations.  watch the video of shrec in action below.  read more about the shrec approach here .

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The ShREC approach - Four evidence informed strategies to promote...

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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Teaching Assistant Primary Resources - TA, Early Years, KS1, EY

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KS1 Teaching Assistants teaching resources for Teaching Assistants. Created for teachers, by teachers! Professional Teaching Assistants teaching resources.

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while the number of teachers in mainstream schools in england has remained relatively steady over the last decade or so

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the number of full-time equivalent tas has more than trebled since 2000: from 79

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700. teaching assistants comprise over a quarter of the workforce in mainstream schools in england: 35% of the primary workforce

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and 14% of the secondary school workforce. the number of full-time equivalent tas has more than trebled since 2000: from 79

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there are currently more tas in english nursery and primary schools than teachers: 273

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900.1 about 7% of tas in state-funded schools have higher-level teaching assistant (hlta) status. a key reason for increasing the number of tas was to help deal with problems with teacher workloads. in 2003

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the government introduced the national agreement to help raise pupil standards and tackle excessive teacher workload

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in large part via new and expanded support roles and responsibilities for tas and other support staff. the growth in the numbers of tas has also been driven by the push for greater inclusion of pupils with special educational needs and disabilities (send) into mainstream schools

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with tas often providing the key means by which inclusion is facilitated. given that sen pupils and low-attaining pupils are more likely to claim free school meals (fsm)1. tas also work more closely with pupils from low-income backgrounds. indeed

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expenditure on tas is one of the most common uses of the pupil premium in primary schools

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a government initiative that assigns funding to schools in proportion to the number of pupils on fsm. a combination of these factors means that schools now spend approximately £4.4 billion each year on tas

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corresponding to 13% of the education budget. this presents an excellent opportunity for improvements in practice

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with such a large and already committed resource in place. the recommendations in this guidance recognise the fact that schools are operating within already tight budgets; however

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noticeable improvements in pupil outcomes can be made through the thoughtful use of existing resources

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Guidance to help primary and secondary schools make the best use of TAs

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Enhancing Education: The Key Role of Observations in Teaching

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Enhancing Education: The Key Role of Observations in Teaching

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Enhancing Education: The Key Role of Observations in Teaching

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Unlock the transformative power of observations in teaching with targeted strategies and collaborative feedback mechanisms.

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Primary education: listening and observing

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Primary education: listening and observing

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Free course via the Open University. Just create an account and sign in. Enrol and complete the course for a free statement of participation or digital badge if available.

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Primary education: listening and observing

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Would you like to volunteer or find work in your local primary school? Are you thinking about becoming a teaching assistant, or becoming a teacher in the future? In this free course, Primary…

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Welcome to Allergy School Allergy School offers free, practical resources to help teachers create inclusive and safe environments for children with food allergies. Our resources empower educators to protect every child and foster confidence and understanding among pupils, ensuring those with food allergies feel supported. Sign up free of charge to access our films, lesson […]

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Education and Early Years T Level Generation 1: Training, Support and CPD

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Share your videos with friends, family, and the world

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Education and Early Years T Level Generation 2: Training, Support and CPD

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

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Self Care Summer Advice for Education Staff

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Self Care Summer Advice for Education Staff

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Schools and colleges can be challenging environments to work in at times, and during term time, your focus will be on your pupils and your to-do list. That's why the summer break can be the best time to develop good self-care habits, so that when term starts again, you may have techniques you can turn to in stressful times.

We have teamed up with Education Support to produce a guidance booklet and poster to help you have your own self-care summer.

The guidance covers three key areas, with tips shared for each area.

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Self-care summer: advice for education staff

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Self-care may not be the easiest thing for education staff to practise.

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Our resources for children and young people, families, schools, colleges and nurseries.

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Statutory guidance for schools and colleges on safeguarding children and safer recruitment.

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Statutory guidance for schools and colleges on safeguarding children and safer recruitment.

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Statutory guidance for schools and colleges on safeguarding children and safer recruitment.

Details

This guidance applies to all schools and colleges and is for:

headteachers, teachers and staff

governing bodies, proprietors and management committees

It sets out the legal duties you must follow to safeguard and promote the welfare of children and young people under the age of 18 in schools and colleges.

All school and college staff should read part 1 of this guidance. Part 1 of the guidance is also available as a standalone document.

Statutory guidance sets out what schools must do to comply with the law.

Where the guidance states schools and colleges should do something, you should follow this unless you have a good reason not to.

'Regulated activity in relation to children: scope' describes work that a barred person must not do. We have also published guidance on disqualification under the Childcare Act 2006.

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Statutory guidance for schools and colleges on safeguarding children and safer recruitment.

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The government's strategy for improving child development.

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The government's strategy for improving child development.

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Giving every child the best start in life

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The government’s strategy for improving child development and meeting the ambition that 75% of 5-year-olds in England have a good level of development by 2028.

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Resources that can be used in stand alone literacy lessons

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Welcome to The Literacy Shed - the home of visual literacy. Here at Literacy Shed we aim to provide teachers with high quality films and animations that can be used in the primary classroom to enhance the teaching of reading and writing. All of the films on the site we think are suitable for primary aged children although some films may not be suitable for younger children. We urge that teachers watch any films before showing them to children.

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A website for teachers filled with ideas for literacy teaching using visual resources such as film, animation, photographs and picture books.

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Free weekly online webinars starting from Sept

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Free online safety webinars for schools | NSPCC Learning

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Attend our online webinar series made in partnership with Vodafone and learn about key topics such as online grooming, scams and the viewing of harmful content.

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Guidance: Child safety: small hazards, big harm

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Guidance: Child safety: small hazards, big harm

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Child safety: small hazards, big harm

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OPSS is leading a fresh campaign to raise awareness among parents and carers about the potential dangers to children from swallowing small objects.

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Video to go alongside the Child safety: small hazards, big harm guidance.