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We are pleased to let you know that we are now hosting CAMHS Parent Drop-In Sessions for parents and carers who may be concerned about their child or young person’s mental health and wellbeing.

The sessions take place every Thursday, and appointments can be booked using the QR code on the attached poster.

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CONTACT: Building positive relationships with parent carers in Early Years (England)

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CONTACT: Building positive relationships with parent carers in Early Years (England)

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When: 16th September

Tine: 9.30am-12pm. Book on eventbrite

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Building positive relationships with parent carers in Early Years (England)

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Learn practical ways to support and foster positive working relationships with families of children 0-5 with disabilities & additional needs

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NASEN: Meeting the Needs of Every Child Free Online Training 17th September

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NASEN: Meeting the Needs of Every Child Free Online Training 17th September

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This FREE online session will provide practitioners with a thorough overview of inclusive practice for SEND in the early years.

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Meeting the Needs of Every Child (5:30pm - 7:30pm)

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This DfE funded online course is FREE to access and will provide practitioners with a thorough overview of inclusive practice for SEND in the early years.

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CONTACT: Brighter Beginnings: Understanding your Child’s sensory differences

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CONTACT: Brighter Beginnings: Understanding your Child’s sensory differences

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When: Tuesday 22nd September

Tine: 7pm-9pm

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Brighter Beginnings: Understanding your Child’s sensory differences

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If you have a child in early years (age 0-5) who struggles with processing sensory stimuli, this workshop could help you support your child

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NASEN: Meeting the Needs of Every Child Free Online Training 25th September 

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NASEN: Meeting the Needs of Every Child Free Online Training 25th September 

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This FREE online session will provide practitioners with a thorough overview of inclusive practice for SEND in the early years.

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Meeting the Needs of Every Child (10am - 12pm)

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This DfE funded online course is FREE to access and will provide practitioners with a thorough overview of inclusive practice for SEND in the early years.

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NASEN: Meeting the Needs of Every Child Free Online Training 29th September 

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NASEN: Meeting the Needs of Every Child Free Online Training 29th September 

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This FREE online session will provide practitioners with a thorough overview of inclusive practice for SEND in the early years.

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Meeting the Needs of Every Child (3pm - 5pm)

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This DfE funded online course is FREE to access and will provide practitioners with a thorough overview of inclusive practice for SEND in the early years.

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How to empower parents to support self regulation 

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How to empower parents to support self regulation 

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EEF has brought together resources for you to consider how best to support families to supportt their childs self regualtion.

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How to empower parents to support children’s self-regulation skills

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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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The National Education Nature Park which is a FREE programme for educational settings from EYFS to Colleges, funded by the Department of Education. This encourages exploration of Nature and Biodiversity across your settings. This is a key part of Understanding the World within the EYFS framework and linking into Physical, Social and Emotional development, as you know already.

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Boosting nature in education. Nature is in trouble, and we know that young people and educators want to act and make a difference for the planet.

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Well done to Rachel on her successful OFSTED Inspection . Rachel received Strong and Expected standards across the OFSTED Evaluation Areas.

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Lift Off To Language Training - Now Updated

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Lift Off To Language Training - Now Updated

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Lift Off to Language (LOTL) is a locally designed language booster group. It is designed to help educators support children in their setting to develop their language and communication skills.

We are excited to announce that we have updated our LOTL training and criteria.

LOTL is now a two-part training course:
✅ Part 1: Face-to-face training session (as we train LOTL 2’s and 3-5’s at the same time you can only train for one age group at the time).

✅ Part 2: Follow-up accreditation visit, where we observe a LOTL group in action in your setting

Please note:

·       There is an expectation that educators who complete the training will go on to run LOTL booster groups.

·       Managers should ensure the most suitable educator is booked onto the course and then ensure that there is support for the on-going quality planning and delivery of LOTL groups.

·       Educators must complete an accreditation visit to continue to run LOTL groups; observations should be completed during the following two terms after face to face training.  Certificates will only be awarded once a successful observation has taken place.

·       Groups should not be run by non-accredited educators (except for those waiting for their booked accreditation visit).

·       Under some circumstances, settings that do not fulfil the accreditation requirements will not be able to send further staff on LOTL training.

In this training, we will:

·       Describe the communication needs of 2-year-olds and 3-5-year-olds in your setting

·       Discuss the benefits of language groups and early intervention

·       Outline how to set up and run LOTL groups for either age group

·       Provide opportunities to plan and practise a LOTL session and explore how to adapt sessions for children’s differing needs

·       Identify strategies to support children’s language skills both within the group and in free play

·       Outline how you can share LOTL activities with parents so they can carry over activities at home.

Training details:
📍 Venue: Queens Park Family Hub
📅 Date: Tuesday 22 September

Time:  13:00 - 15:30

How to book:

Email: julie.comber@bedford.gov.uk

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CBeebies Parenting brings together expert advice, practical activities, honest parent experiences and familiar CBeebies faces, helping children and their grown-ups approach the milestone together.

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Stay tuned for tips and activities to support your child’s development.

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Mandy Cuttle Early Education and Childcare Advisory Team Leader defining a clear priority for Early Years Pupil Premium funding. Mandy Cuttler explains how she worked with a nursery to improve outcomes for disadvantaged children in receipt of EYPP. 

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Defining a clear priority for Early Years Pupil Premium funding

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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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EYFS Framework (Change made: Added a link to an online safeguarding training package).

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EYFS Framework (Change made: Added a link to an online safeguarding training package).

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The Department for Education (DfE) and the NSPCC launched a free online safeguarding training package for early years professionals. The direct link to register for this package is available on the

https://eysafeguardingtraining.vc-enable.co.uk/Register

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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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DFE Fully Funded employment-based Early Years Initial Teacher Training (EYITT) programme

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DFE Fully Funded employment-based Early Years Initial Teacher Training (EYITT) programme

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The programme is fully funded by the Department for Education and delivered online by experienced early years specialists, allowing you to continue working throughout your training. Eligible employers also receive a £7,000 employer incentive to support your participation.

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Equalitas Teacher Training - Teaching Apprenticeship Programme (TAP)

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Early Years Teacher Training - Our Programme - Equalitas

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Our EYITT programme is designed for graduates employed in an early years setting. Delivered online, you will gain Early Years Teacher Status (EYTS) alongside

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2026 - 2027

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Bedford Borough Early Years Academic Training Directory 2026-2027

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An Early Years Special Educational Needs Coordinator (EY SENCO) plays a key role in identifying and supporting children with special educational needs and disabilities (SEND). They work closely with families and professionals to make sure children receive the right support, helping to secure the best possible outcomes in their early development and learning.

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Early Years SENCO 2026 | Best Practice Network

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Applications are open for the Early Years Special Educational Needs Coordinator (EYSENCo) programme, a role that identifies and supports children with Special Educational Needs and Disabilities (SEND).

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Introducing the two-part model

The two-part model of inclusive teaching.

The model is designed to help teachers and leaders develop and articulate their approach to inclusive teaching, by reflecting on a small set of key, overlapping questions.

The model’s questions are also designed to reflect existing evidence – and evidence gaps – about the most effective ways to support pupils with additional needs.

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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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We are pleased to share our revised EAL Audit Toolkit, designed to support you to reflect on and strength your provision and practice for children and families with EAL.

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More depth and focus on Birth to 2

A new section on Digital Pedagogy

A new section on Sustainability

Stronger guidance on Equality, Equity, Diversity and Inclusion

New guidance on Reception and beyond

Research updated throughout

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Dated: 13 July 2026 Effective: 01 September 2026

Early years foundation stage statutory framework For childminders Setting the standards for learning, development and care for children from birth to five Dated: 13 July 2026 Effective: 01 September 2026

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Changes to the EYFS framework from 1 September 2026

Dated: 13 July 2026 Effective: 01 September 2026

Early years foundation stage statutory framework For group and school-based providers Setting the standards for learning, development and care for children from birth to five

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Families who contact the Family Information Service seeking childcare are signposted to the Bedford Borough Family Hub website. The website provides a searchable directory of registered childcare providers, including childminders, nurseries, and pre-schools, enabling families to find suitable childcare that meets their needs.

If you haven't already, and would like to advertise your early years setting on the Family Hub website please email fis@bedford.gov.uk

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Early Years Stronger Practice Hub for Bedford 

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Early Years Stronger Practice Hub for Bedford 

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The Speech and Language Therapy team would like to maintain an up-to-date email address for your setting to enable the secure and efficient sharing of correspondence, including therapy reports and other service-related communications.

Please can you follow this link to complete a very short form to share this information with our service.

Setting Email Address for Speech and Language Therapy Correspondence – Fill out form

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New Early Years Communication Champion Training

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New Early Years Communication Champion Training

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Please see attached flyer and information below in regard to the EY Communication Training.

“A comprehensive, evidence-based, FREE 2-day course, aimed at Early Years practitioners and their SENCos or Senior Leaders that will enable you  to identify and support children with Speech, Language and Communication Needs (SLCN) at the universal and targeted levels and guide you to make appropriate referrals when more specialist support is needed”

Date/Time and Venue: Mon 28 Sept 2026 and Mon 19 Oct 2026 9:15 am to 3:30 pm Priory House, Monks Walk, Chicksands, Shefford, SG17 5TQ

TO BOOK: Complete our online booking form at: www.bedslutonchildrenshealth.nhs.uk/champions-EY

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EY Communication Champion Training Poster 25-26 (1)

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Early Years Inclusive Funding (all you need to know)

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Early Years Inclusive Funding (all you need to know)

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The IEYF is designed to support providers to embed inclusion as part of everyday practice, rather than relying on separate processes or later interventions. How it should be used:

Workforce capability: whole‑team SEND training, SENCo support, embedding learning into day‑to‑day practice

Inclusive environments and routines: adapting provision, using structured approaches and communication supports

Early identification and intervention: staff time for observation, earlier responses to need, and integrated working with health services

Multi‑agency and family support: strengthening links with SEND services, Family Hubs and other local partners

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Design adaptations to support an inclusive and accessible environment in mainstream education settings.

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An Introduction to ACE's Early Trauma online course 

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An Introduction to ACE's Early Trauma online course 

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Online Learning

Course Discount and Bulk Use

The cost of the course is £5 through https://xeleratelearning.com/e-learning-aces/

Duration: Approximately 50 minutes.

Who is this course for?

Practitioners, professionals and volunteers who work with children, young people and their families.

How do I access the course?

You can access the course by clicking the link on the right hand side. You can use the course on a PC, or mobile device.

Will I get a certificate?

Yes, you can download your certificate if you answer 90% of the ‘Knowledge Check’ questions correctly.

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Sadly we are unable to maintain the course for free, due to funding. The cost of the course is kept at a low level of £5. There is a 25% discount for non-profit organisations (charities, schools, government, etc). For bulk orders and group pages please contact hello@xeleratelearning.com

£5.00. This course was funded by the Home Office Early Intervention Fund.
Who is this course for?
Practitioners, professionals and volunteers who work with children, young people and their families.
How do I access the course?
You can access the course by clicking the link on the right hand side. You can use the course on a PC, or mobile device.
Will I get a certificate?
Yes, you can download your certificate if you answer 90% of the 'Knowledge Check' questions correctly.

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Please ensure that this is displayed in your setting and that families know the responsibilities of Ofsted and how to contact them

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Do you need confidence for a successful admission to your setting when a family whose child has SEND or additional needs wishes to take up their Early Years Entitlements. We can help! contact Fis@bedford.gov.uk and they will get you to the right professional

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Government advice on working with children before and during hot weather

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Government advice on working with children before and during hot weather

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This page advises those working with children on how to reduce the risks of hot weather to the health of people they provide care for. This is part of the guidance for the hazard: heat.

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Who this guidance is for

This guidance is for those who manage or work in schools or early years settings and offers advice for looking after children in these settings during hot weather.

Children can be at risk from hot weather because of their physiology, behaviours and activity levels. Children potentially at greater risk include those aged under 4 years, with health conditions or taking certain medications.

Where a child has complex health conditions or clinical vulnerability, advice should be sought from their clinical team and shared with relevant staff. Further information about supporting children with medical conditions is available from the Department for Education (DfE).

Health risks from heat

Heat-related illness can range from mild heat stress to potentially life-threatening heatstroke. The most common risk from heat is dehydration (not having enough water in the body) and sunburn. If sensible precautions are taken, children are unlikely to be adversely affected by hot conditions. However, all staff should look out for signs of heat stress, heat exhaustion and heatstroke.

Heat stress

Children suffering from heat stress may seem out of character or show signs of discomfort and irritability (including those listed below for heat exhaustion). These signs will worsen with physical activity and if left untreated can lead to heat exhaustion or heatstroke.

For children and young people who use nappies, dark urine or dry nappies may indicate dehydration and the need for more fluids.

Heat exhaustion

Symptoms of heat exhaustion vary but include one or more of the following:

tiredness

dizziness

headache

nausea

vomiting

excessive sweating and pale, clammy skin

To cool a child suffering from heat exhaustion:

move the child to a cool area and encourage them to drink cool water

cool the child as rapidly as possible, for example, by sponging or spraying the child with cool water and placing cold packs around the neck and armpits, or wrapping the child in a cool, wet sheet and assist cooling with a fan

If you are concerned about symptoms, or they are worsening, seek medical advice by contacting NHS 111.

Heatstroke

Heat exhaustion can lead to heatstroke when the body is unable to cool itself down. Heatstroke is a medical emergency and can be fatal.

Symptoms of heatstroke may include:

confusion or lack of co-ordination

seizures (fits)

loss of consciousness

high body temperature - a temperature of or above 40°C (104°F)

red, hot skin that can be sweaty or dry

fast heartbeat

fast shallow breathing

diarrhoea

If heatstroke is suspected, call 999 and then cool the child down whilst awaiting medical assistance.

If a child loses consciousness, or has a fit:

1. Place the child in the recovery position.

2. Call 999 immediately and follow their instructions.

Protecting children outdoors

Teachers and other educational professionals who manage or work in schools or early years settings should sign up to receive Weather-Health Alerts from the UK Health Security Agency (UKHSA) and the Met Office. These alerts underpin the Adverse Weather and Health Plan.

Children should not take part in vigorous physical activity on very hot days.

Uniform rules should be relaxed, especially during amber or red Heat-Health Alerts (HHAs), and children should wear loose, light-coloured clothing to help keep cool and sunhats with wide brims to avoid sunburn.

Encourage children outdoors to stay in the shade as much as possible.

Apply sunblock or broad-band sunscreens with high sun protection factors (of at least SPF 30 and ultraviolet A (UVA) rating of 4 or more stars) to protect skin.

Sunscreen should be applied generously and reapplied every 2 hours, and after activities that remove them, such as swimming or towelling. Find more information on sunscreen and sun safety from NHS.UK.

Provide and encourage children to drink plenty of water and encourage them to drink more than usual in hot weather.

Protecting children indoors

During periods of high temperature:

if it is safe and appropriate, open windows early in the morning to allow stored heat to escape from the building

if possible, close windows during the day when it is hotter outside than inside whilst considering the need to maintain adequate ventilation and air quality

shade sun-facing windows if possible, and close indoor blinds or curtains to keep the heat out

switch off all electrical equipment, including computers, monitors and printers when not in use - do not leave equipment in 'standby mode' as this generates heat

if possible, use classrooms or other spaces which are less likely to overheat, and adjust the layout of teaching spaces to avoid direct sunlight on children

use oscillating mechanical fans to increase air movement if temperatures are below 35°C (above this temperature they may be counterproductive)

consider rearranging school start, finish, and play times to avoid teaching during very hot conditions

encourage children to eat normally and drink plenty of water

Further advice on keeping buildings cool can be adapted from UKHSA's Beat the heat: keep cool at home checklist from the Beat the heat: hot weather advice.

There is also guidance on:

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Looking after children and those in early years settings before and during hot weather: teachers and other educational professionals

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This page advises those working with children on how to reduce the risks of hot weather to the health of people they provide care for. This is part of the guidance for the hazard: heat.

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The SALT are introducing Chattercats for Year R from the autumn term. ChatterCats is a language-booster programme for children in Reception class.

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https://www.gov.uk/government/publications/tick-bite-risks-and-prevention-of-lyme-disease#:~:text=Tick%20awareness%20leaflet%20%2D%20co%2Dbranded

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Tick and Lyme Awareness For Education Settings

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Guidance for inspectors and providers on inspecting registered early years settings in England under the renewed education inspection framework - updated for September 2026

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Guidance for inspectors and providers on inspecting registered early years settings in England under the renewed education inspection framework, available for use from 10 November 2025.

Find guidance for early years inspections in England:

early years inspection toolkit - what inspectors and early years providers use to discuss the quality of provision on inspection

early years inspection operating guide - a step-by-step guide for inspectors on how to inspect a registered early years setting

information about early years inspections - for staff and leaders, parents and carers and the wider public

Education inspection framework

The education inspection framework explains why we inspect registered early years settings and other educational provision, including the legal requirements.

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Early years inspection: toolkit, operating guide and information

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Guidance for inspectors and providers on inspecting registered early years settings in England under the renewed education inspection framework, available for use from 10 November 2025.

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Please share the contact details with families and other professionals.

The Bedford Borough Family Information Service (FIS) offers free impartial advice about childcare and other services that support families and carers of children and young people and professionals who work with them.

Tel: 0800 023 2057

Email: fis@bedford.gov.uk

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Bedford Borough Local Offer is a website for children and young people with special educational needs or disabilities (SEND), their families and those working to support them. It has lots of information about the support services, clubs and activities that are available in Bedford Borough, as well as lots of other useful information and advice.

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You will need to be logged into the FSF to access

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An Early Help Assessment (EHA) is a holistic, multi-agency assessment undertaken to identify a child’s and family's strengths, needs, and any emerging concerns. It provides a coordinated action plan that enables practitioners from different agencies to work collaboratively, ensuring timely support and improved outcomes for the child and family,

Please see the links below to support your setting in understanding the importance of completing Early Help Assessments, how to complete a successful Early Help Assessment, and to access other useful information and guidance on supporting children and families.

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Please ensure that you have submitted your estimates; if these change, please email funding@bedford.gov.uk

The funding team are still working on Summer Term's Actuals to ensure that payments are accurate; Synergy will remain open for Summer Term until 17 July.

Please can we ask that you adhere to all deadlines, ESPECIALLY THE 5 WORKING DAYS FOR ADJUSTMENTS.

Please can we ask that you adhere to all deadlines, ESPECIALLY THE 5 WORKING DAYS FOR ADJUSTMENTS.

If a child leaves your setting, please log into Synergy, amend the last date of attendance and weeks attending and press send claim

If a child increases their hours, obtain a new parent declaration form with the new hours, attach this to the child on Synergy and press send claim; do not change any details.

If a child starts later at your setting, please add them in the normal way ensuring that the weeks attended and the attendance dates are correct

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Young carers can be as young as Five! Let families know there is support.

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This free online training(8 Modules) is designed to build and improve your understanding of child development.

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Early years child development training : Home page

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Drawing on evidence from the EEF and three years of implementation, Andrina Flinders describes how her nursery school used the Early Years Pupil Premium to deliver more effective language support for disadvantaged children.

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Improving Children's Language outcomes with EYPP 

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Improving Children's Language outcomes with EYPP 

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Improving children’s language outcomes with the Early Years Pupil…

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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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Child Safeguarding Practice Review Panel website and learning hub

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Child Safeguarding Practice Review Panel website and learning hub

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The Child Safeguarding Practice Review Panel website serves as a national learning hub designed to strengthen child protection practice across England by bringing together insights from serious child safeguarding reviews. It explains the Panel’s independent role in overseeing and commissioning reviews where children have died or been seriously harmed, and focuses on identifying system‑wide learning rather than apportioning blame.

The site provides accessible guidance for safeguarding partners and professionals, publishes national reports and thematic analyses, and hosts an online learning hub with practical resources on issues such as neglect, child sexual abuse, vulnerable babies, and safeguarding Black, Asian and Mixed Heritage children, all aimed at improving professional practice and outcomes for children.

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The site provides accessible guidance for safeguarding partners and professionals, publishes national reports and thematic analyses, and hosts an online learning hub with practical resources on issues such as neglect, child sexual abuse, vulnerable babies, and safeguarding Black, Asian and Mixed Heritage children, all aimed at improving professional practice and outcomes for children.

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Kim takes a look at at the latest guidance and takes questions from you about this important topic

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Book your place now!

29th January ~ 7.00pm till 8.00pm - Effective teaching in The Early Years: The Early Years Pedagogical Continuum and ShREC Approach

11th February ~ 7.00 till 8.00pm - Community of practice Nutrition - Following our webinar about the recent updates to Nutrition Guidelines, this is a chance to share, ask questions, delve deeper and get support on all things linked to nutrition in the Early Years.

11th March ~ 7.00 till 8.00pm Hearing the Voice of the Child

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Early Years Educator Webinars with Kim Barnetson

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Book your place now!29th January ~ 7.00pm till 8.00pm - Effective teaching in The Early Years: The Early Years Pedagogical Continuum and ShREC Approach

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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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Evidence Store covering 6 Themes supporting pedagogical practice.

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Evidence Store covering 6 Themes supporting pedagogical practice.

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Educators use a range of teaching approaches while working with children in the early years. We have summarised the evidence behind them. You can use the Evidence Store to find out:

Which approaches are effective, and why;

What the approaches might look like in nurseries, schools and for childminders;

How you can put the evidence into action.

Build your knowledge of this research evidence and combine it with your professional expertise to develop quality practice.

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Put evidence-informed approaches into practice.

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A four-step planning tool for better spending choices

This planning tool introduces key findings from high-quality research to help you reduce the learning gap between children from lower-income backgrounds and others.

The four-page resource guides you through how to be more strategic and make your plans stick.

Download the planning tool

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Case Studies on the Effective use of EYPP 

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Case Studies on the Effective use of EYPP 

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﻿Educators’ success stories

Improving children’s language outcomes with the Early Years Pupil Premium

Andrina Flinders describes how investing in staff development and targeted language support helped narrow the attainment gap for disadvantaged children.

Why strategy is more important than resources when using the Early Years Pupil Premium to close learning gaps

Nicola Cherry shares how a group of nurseries worked together to strengthen their EYPP strategies.

How investing our Early Years Pupil Premium in staff training boosted children’s outcomes

Headteacher Gemma Sutter explains how a focus on communication and language is improving outcomes for children from lower-income backgrounds.

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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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Please find attached REACHout's new training directory which has all of their recorded webinars organised into a wide range of topics- see below for an overview.

2 Babies

3 Childminder Specific Practice

4 English as an Additional Language

5 Health, Nutrition and Sustainability

6 Maths, Literacy and Cognitive Development

7 Neurodiversity, Inclusion and Mental Health

8 Pedagogy, Practice and Professional Development

9 Physical Development, Sensory and Wellbeing

10 Play, Creative and Open Ended Materials

11 Speech and Language

12 Connect With Us – Find all our events,

booking links & much more!

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Sorry, you do not have permission for that!

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We have placed cookies on your device to help make this website better. You can adjust your cookie settings, otherwise we’ll assume you’re okay to continue. (Privacy Policy)

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Every child in our local authority has the best possible start in life, enabling them to thrive and supporting them to be healthy, happy and ready to experience and embrace the wider world.

Read what that looks like for us in Bedford Borough...

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Scam text messages claiming to be from Ofsted

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Scam text messages claiming to be from Ofsted

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Please be aware

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Jayne Coward, Deputy Director for Early Years Regulatory Policy and Practice

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Scam text messages claiming to be from Ofsted

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We’re aware of a rise in scam text messages claiming to be from Ofsted, so we wanted to reassure you and let you know what you can do if you receive one. We know that receiving these scam messages will …

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Early Years Teacher Degree Apprenticeship 

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Early Years Teacher Degree Apprenticeship 

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University of Hertfordshire are doing some information webinars if anyone would like to join.

Wednesday 29th April, 12.30pm-1.30pm. Register here

Wednesday 20th May, 4.00pm-5.00pm. Register here

Monday 15th June, 1.00pm-2.00pm. Register here

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Please find attached two training flyer

One is Oral Health in Early Years training and the other is for Oral Health and Children with SEND - sessions for primary schools.

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Sorry, you do not have permission for that!

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We have placed cookies on your device to help make this website better. You can adjust your cookie settings, otherwise we’ll assume you’re okay to continue. (Privacy Policy)

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Early years register providers inspection requirements for Ofsted

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Early years register providers inspection requirements for Ofsted

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Ofsted will begin inspecting early education and childcare providers more frequently from April 2026, in line with the DfE's Best Start in Life strategy. Providers on the Early Years Register will be inspected at least once by March 2030 and then again within a 4-year period, replacing the current 6-year window. Ofsted will also inspect new providers within 18 months of registration, rather than the current 30 months. If Ofsted has concerns about a provider, inspectors will, of course, visit more frequently.

The new inspection windows will be phased in gradually. Providers who have already been inspected under the previous arrangements will gradually transition to the new 4-year window before 2030

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Early years register providers inspection requirements for Ofsted

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DfE requirements for Ofsted when inspecting early years childcare providers.

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We would like to share an opportunity for all Coram PACEY members to celebrate and promote the unique value childminding brings to families and communities. It is a great opportunity to celebrate and promote the unique value of childminding. The campaign highlights how childminders provide high‑quality, flexible childcare in small, home‑from‑home settings, offering children the time, care and attention they need to thrive. Coram PACEY has also created downloadable social media image templates that childminders can use on their own social media pages to help showcase their setting and share the magic of childminding with families in their community. Find out more and access campaign resources at: https://www.corampacey.org.uk/get-involved/campaigns-media/magic-of-childminding-campaign/

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Digital screens are a part of modern life, but finding the right balance between screen time and other activities for young children can be tricky. That’s why we’ve created this evidence‑informed guidance to support parents and carers in shaping healthy screen time habits for little brains.

https://beststartinlife.gov.uk/screen-time-under-5s/

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Please find the list of link workers that are attached to early years hubs

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Dingley’s Promise Inclusion Training for Wraparound Settings/Schools

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Dingley’s Promise Inclusion Training for Wraparound Settings/Schools

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If you wish to know more about this training or book you can also email Lorraine.bampton@bedford.gov.uk

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Safeguarding Bedfordshire up and Coming Training 

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Safeguarding Bedfordshire up and Coming Training 

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The updated Working Together to Safeguard Children Guidance has published today.

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Statutory guidance on inter-agency working to safeguard and promote the welfare of children.

Details

This guidance is for:

local authority chief executives

directors of children's services

safeguarding partners

teachers and education staff

social workers

health service professionals

adult services

police officers

voluntary and community sector workers in contact with children and families

It applies to:

A version of the guidance for young people and a separate version suitable for younger children are also available for practitioners to share.

Statutory guidance is issued by law - you must follow it unless there's a good reason not to.

Working together to safeguard children 2018

This is a factual update to Working Together to Safeguard Children 2018 to reflect recent changes to legislation, including:

Integrated Care Boards: from 1 July 2022, integrated care boards have replaced clinical commissioning groups as a result of the Health and Care Act 2022

Public Health England: has now been replaced by the UK Health Security Agency and the Office for Health Improvement and Disparities (OHID), which is part of the Department of Health and Social Care, and by the UK Health Security Agency. The Chief Public Health Nurse role has transferred to OHID

Domestic Abuse Act 2021: references to the Domestic Abuse Bill should be read as the Domestic Abuse Act 2021

UK GDPR: references to the GDPR should be read as the UK GDPR. The UK GDPR is the retained EU law version of the GDPR. The UK GDPR sits alongside the Data Protection Act 2018

Statutory framework

The updated statutory framework sets out the legislation relevant to safeguarding and it should be read alongside the statutory guidance.

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Statutory guidance on inter-agency working to safeguard and promote the welfare of children.

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Childminders claiming funding for relatives 

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Childminders claiming funding for relatives 

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Please can we remind you that in accordance with Section 16 and 18 of the Childcare Act 2006 childminders are not permitted to claim Childcare Funding Entitlements for a child who is related to them:

“The 2006 Childcare Act prohibits childminders from receiving funding for related children because the definition of childcare excludes care provided for a child by a relatives and parents.

The definition of “relative” in relation to a child means a grandparent, aunt, uncle, brother or sister, whether of full blood or half blood or by marriage or civil partnership”

For more information please see Find out what 'approved childcare' is https://www.gov.uk/help-with-childcare-costs

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You can get help paying for childcare if it's provided by a:

registered childminder, nanny, playscheme, nursery or club

childminder or nanny with a registered childminder agency or childcare agency

registered school

home care worker working for a registered home care agency

This is known as 'approved childcare'.

The rules about how childcare providers become approved are different depending on where you live.

You can check if a childcare provider is approved or search for one in:

If you want to claim 30 hours free childcare in England, the provider will also need to be on an Early Years Register with Ofsted or with a registered early years childminder agency - ask your provider about this.

Sign in to your childcare account

Sign in to your childcare account if you already get Tax-Free Childcare or 30 hours free childcare.

Childcare at school

You can only get help paying for care that is outside school hours, for example after school clubs or breakfast clubs.

You cannot get help paying for:

your child's compulsory education

private lessons during school time (for example, private music lessons during school hours)

If your child has not started primary school, you can get help paying for childcare provided by a school. This includes nursery school fees.

Childcare provided by relatives

If you live in England or Scotland

You can only get Tax-Free Childcare to help pay for childcare provided by a relative (for example, a grandparent) if they're a registered childminder and care for your child outside your home.

You cannot claim for 30 hours free childcare for childcare provided by a relative (for example, a grandparent).

You cannot get help for childcare provided by your partner. This is not accepted as 'approved childcare'.

If you live in England and get 30 hours free childcare, you can pay the childcare provider using Universal Credit, tax credits, childcare vouchers or Tax-Free Childcare.

If you live in Northern Ireland

You can only get help paying for childcare provided by a relative if all of the following apply:

If you live in Wales

You can only get help paying for childcare provided by a relative if they're a registered childminder and care for your child outside your home.

Foster carers

Childcare provided by a foster carer in England only counts if they're registered as a childcare provider. You can search for a registered childcare provider through Ofsted.

You may be able to claim if a foster carer provides childcare in Wales, provides childcare in Scotland or provides childcare in Northern Ireland.

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Help with the cost of paying for approved childcare - Tax-Free Childcare, 15 and 30 hours childcare, childcare vouchers, tax credits, Learner Support.

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OFSTED Inspections frequently asked questions

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OFSTED Inspections frequently asked questions

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Ofsted published the renewed inspection framework on 9 September 2025, they have put on lots of online and face-to-face engagement with early years settings to answer your questions. They have published the most frequently asked questions below, so you can see all the answers in one place.

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Since we published the renewed inspection framework on 9 September 2025, we've put on lots of online and face-to-face engagement with early years settings to answer your questions. We're publishing the most frequently asked questions below, so you can see all the answers in one place.

We'll regularly update this as we continue to inspect with our renewed approach, so do bookmark it and check back in future.

If you want to watch any of our webinars, you can find them on our YouTube playlist.

We update our early years YouTube playlists regularly:

1. When will my setting be inspected?

Currently, we inspect early years settings at least once in a 6-year window. However, from the new financial year (April 2026) we will receive funding to move to a 4-year inspection window. This was announced in the Department for Education's ' Giving every child the best start in life ' strategy. As part of this, we'll move to inspect newly registered settings within 18 months, rather than 30 months.

We're still working out what this will look like in practice and will update this blog with more information as soon as we can.

2. Who can take on the role of nominee and what do they do?

The nominee is a new, optional role in early years inspections. A nominee is someone working within your setting who acts as a link between the setting's staff and the inspector during an inspection. The nominee needs to be someone who knows the day-to-day running of the setting well. We explain more about the role of the nominee in our inspection guidance.

The nominee is not the same as the 'nominated individual' for registered early years settings.

You don't have to have a nominee; there is no disadvantage for you and your setting if you choose not to.

If you decide you would like a nominee, you can watch our nominee training video, which explains more about the role.

3. What happens on the planning call?

The planning call is important to help the inspector to:

understand your setting's unique context

gain an overview of your curriculum

explore your views on your setting's strengths and priorities for improvement

understand your approach to inclusion

discuss the arrangements for the inspection with you

The planning call lasts around 30 minutes and happens after your initial notification call, and before the inspector arrives at your setting. Before the call takes place, you'll have received an email to give you time to look at any guidance you need about inspection and to gather the information we need to help us understand the context of your setting.

The planning call will normally take place by video call, unless technology does not allow for this or you would prefer it to be by telephone call.

The inspector will explain the inspection process and the toolkit that guides evaluation and grading. They will also tell you where you can access the latest inspection documents. If the inspection is taking place because of a risk assessment, concern or complaint, the inspector will explain this. This, alongside all the other information about the context of your setting, will help to inform areas of inspection focus, which inspectors will agree with you.

Our early years inspection information explains how we notify you of an inspection and what information we'll need for the planning call. Our early years inspection operating guide for inspectors sets out what inspectors need to do when it comes to the planning call.

4. How do shared observations work?

We are no longer carrying out learning walks during early years inspections. Instead, inspectors gather most evidence through shared observations with leaders who know the children and setting best. This means that you can be alongside inspectors for as much as you can, or want to be.

If you're a leader working in ratio and you can't spend much time with the inspector, don't worry. You won't be at a disadvantage. Inspectors will be flexible and work around when you're available.

As part of shared observations, inspectors have ongoing discussions with you and your practitioners and will talk to parents. They'll want to speak with the practitioner designated to take the lead responsibility for safeguarding and talk with the special educational needs coordinator (SENCo), where appropriate. If you're a childminder, this is just you.

During shared observations, inspectors:​

track the experiences of a case sample of child(ren) relative to the size of your setting

focus on the outcomes and experiences of children, especially those who are disadvantaged, have special educational needs and/or disabilities (SEND), are known (or previously known) to children's social care, or who leaders have identified as being particularly vulnerable

observe children at play and in their daily routines

observe the interactions between practitioners and children

5. How will you evaluate my setting if no early years children are present?

If your setting has no early years children on roll and/or present on the planned day of inspection, we'll try to reschedule it. Inspectors want to see the impact of the provision on children that attend. ​

​If you don't know when you'll have early years children on roll again or if you're expecting to have children on roll on a specific date that is more than one month after the notification call, we'll carry out a 'no children on roll' inspection.

In these inspections, inspectors only grade the 'leadership and governance' evaluation area (you can find this in the early years inspection toolkit). This will determine whether your setting is meeting the requirements of the early years foundation stage (EYFS) and the Childcare Register (if applicable). They'll only be able to grade it as 'expected standard', 'needs attention' or 'urgent improvement' in this type of inspection. We'll then follow up with another inspection when children are on roll, and when that happens will depend on the grade.

6. How will you inspect before- and after-school settings and holiday provision?

If you're registered on the Early Years Register but only provide care exclusively for children at the beginning and end of the school day or in holiday periods, you only need to meet the safeguarding and welfare requirements of the EYFS. Therefore, inspectors do not grade the 'curriculum and teaching' or 'achievement' evaluation areas during your inspection.

This is the same for before- and after-school settings and holiday provision with children younger than Reception age. If you have one of these settings, you must have regard to, but do not have to meet, the learning and development requirements of the EYFS.

Inspectors do evaluate your safeguarding and welfare arrangements. They will confirm that your setting meets the requirements of the Early Years Register. If your setting is also on the compulsory or voluntary part of the Childcare Register, inspectors will also check it meets these requirements.

Inspectors may want to discuss:

key persons' knowledge of each individual child

how leaders decide on activities and routines to support children

how leaders collect and consider children's views

how well children keep themselves safe and healthy

the quality of support for children with SEND

how children are included in the setting's community

You can find out more in our webinar for out-of-school settings.

7. What do you mean by 'barriers to learning and/or wellbeing' and how do you define 'disadvantaged'?

Inspectors want to understand your setting's context, including your children, their needs and the specific families and community you serve.

Our inspections focus on the most vulnerable children, such as those who are socio-economically disadvantaged (as defined in our glossary of education inspection terminology), those with SEND and those who are known (or previously known) to children's social care. Inspectors focus on these children through various inspection activities and also use case sampling to gather first-hand evidence of their experiences. We want to find out how you're helping children overcome barriers they may face to their learning and/or wellbeing.

When we talk about barriers to learning and/or wellbeing, this means any factors that may make it difficult for a child to achieve as well as they should, and develop positive wellbeing.

Barriers can be caused by a child's individual circumstances, such as their health, development or emotional needs, or by external factors, including family, community or wider social conditions. They can include protected characteristics. There may also be barriers that children face that are specific to your setting's context. These may need tailored approaches to reduce their impact on learning and/or wellbeing.

8. How does case sampling of children work?

To help us select children for a case sample, inspectors will ask you to provide a list of children who:

are disadvantaged (including those who receive the early years pupil premium)

have SEND

are known (or previously known) to children's social care

face other barriers to their learning and/or wellbeing

Even if there aren't currently any children on roll who fall into these categories, you'll still need to show that you have systems in place to identify and support children who have these needs.

Our early years inspection operating guide for inspectors explains more about case sampling.

9. How do inspections work for co-childminders and childminders without domestic premises?

If you're a co-childminder, we'll normally inspect you together. In some circumstances, we may inspect you separately, especially if you work at different times of the week or from different premises.

Inspectors determine which childminder the parents contract with, who claims funding for the children, and which of you is the key person for which children.

If you're only assisting with the care of children who are the responsibility of another childminder, inspectors will consider you as an assistant for the purposes of the inspection.

You have a shared responsibility to safeguard children, as set out in the EYFS. If you share policies, procedures and resources with your co-childminder(s), inspectors will explore how each of you reflects on your practice and improves what you do, separately and collectively.

It's not possible to operate as a childminder and a childcare on domestic premises setting on the same premises at the same time. Therefore, if you provide or assist with care for children as a childcare on domestic setting and also hold a childminding registration, we'll need to inspect both registrations separately. Inspectors will determine when, where and how settings and childminders operate under which registration.

10. Is 'expected standard' a high standard?

Yes, 'expected standard' is a high standard. If your setting gets graded 'expected standard', it's meeting all the requirements of the EYFS for high‑quality provision. This means that children are healthy, safe, learning well and developing the knowledge and skills they need to start school. We've colour-coded 'expected standard' as green in our toolkit to visually indicate that you're on track and there are no concerns.

It's important to remember that inspectors are looking for a 'secure fit', not a 'best fit' for each grade. This means that each standard within each grade must be met before it can be given.

So, to get an 'expected standard' grade, you'll need to meet all the standards in that column. You'll see words such as 'typically' and 'generally' because the 'expected standard' is not about perfection. For example, you might have an area of learning that you're developing well but it doesn't yet quite meet the same standards as others consistently. So, if that was the case, the inspector may still grade your setting as having a secure fit with the 'expected standard'. To get a 'strong standard', then all standards for 'expected' would need to be met first.

11. Is 'exceptional' the new 'outstanding'?

There is no read-across from the previous grading system, so 'exceptional' is not the new 'outstanding'. It is also important to say that the 'expected standard' or 'strong standard' do not equate to the old 'good' grade.

'Exceptional' will be rare. When considering this grade, inspectors will consider whether your setting's specific practice could support system-wide improvement. 'Exceptional' means practice so unique that it should be showcased: among the very best nationally.

12. Is 'needs attention' the new 'requires improvement'?

As with question 11, the 'needs attention' grade is not equivalent to 'requires improvement'.

Inspectors are likely to grade an evaluation area as 'needs attention' when the 'expected standard' of the particular evaluation area is not met because inconsistencies in practice have a negative impact on children in general, or on a particular group.

The 'needs attention' grade is not a 'fail'. It's about early identification and setting clear actions on how to meet the requirements of the EYFS, before they become bigger problems that need 'urgent improvement'.

13. What are you doing to explain the new grade system to parents?

We've published a video, ' New Ofsted report cards and grades: a guide for parents ', which explains the changes for parents.

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Early years inspections: frequently asked questions

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Since we published the renewed inspection framework on 9 September 2025, we've put on lots of online and face-to-face engagement with early years settings to answer your questions. We're publishing the most frequently asked questions below, so you can see all the

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Ofsted has improved how they report the findings of education inspections.

They have designed the new-look report cards with parents and carers in mind, to give you a clearer picture of what’s working well and where the next steps for improvement are – at a childminder, nursery, school, college or apprenticeship provider.

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Understanding Ofsted report cards and grades

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This page explains Ofsted report cards for your child’s education or childcare, including a video and guidance on what’s changed from the old system.

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Bedfordshire Employment and Skills Academy (BESA) and our partner training providers can support you to access education and training to build skills that will improve employability, support career opportunities, and enhance wellbeing.

BESA delivers a range of short courses, qualifications, apprenticeships and employability support for residents, as well as support for local businesses

Enquiry form - www.centralbedfordshire.gov.uk/besa-contact-us

Email address - BESA@centralbedfordshire.gov.uk

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Bedfordshire Employment and Skills Academy | Central Bedfordshire Council

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Find out how we can help you with apprenticeships and getting into work.

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We now have recordings of the three webinars run by Tamsin Grimmer to share with you.

The titles are:

Attachment & Brain Development

Creating enabling environments including treasure baskets and heuristic play

Engaging with families and listening to the voice of the child

They are aimed at educators that work with babies so if you are interested in watching them or using them in a team meeting for CPD, please email dawn.wilson@bedford.gov.uk who will then share the link and the password.  They are all stored on the foundation stage forum so you must be able to access this; if you are not a member, please include that in your email

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The 0 - 19 team are carrying out health checks with many families who have 2 year olds.

Please check emails for contact from your link nursery nurse and respond; they would like to know if there are any 2 year olds that you are concerned about within your setting.

Phone: 0300 555 0606

Website: ccs.bedsandlutonchildrenshealthhub@nhs.net

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The Bedfordshire and Luton Children's Health HUB has been created to make contacting our services by telephone and email easier and more convenient.

There is one shared telephone number, and an email address to access some services, including:

Bedfordshire and Luton 0 to 19 Teams: Health Visiting and School Nursing (calls and emails)

Bedfordshire and Luton Children's Audiology including Newborn Hearing (calls and emails)

Bedfordshire and Luton Community Eye Service (calls and emails)

Bedfordshire and Luton Children in Care Service (calls only)

Bedfordshire and Luton Community Paediatrics Service (calls only)

Bedfordshire and Luton Speech and Language Service (calls and emails)

Our trained Hub administrators will be at the end of the phone to help, advise and signpost to the correct services.

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Access Bedfordshire and Luton children's services through our Health Hub. Call 0300 555 0606 or email ccs.bedsandlutonchildrenshealthhub@nhs.net.

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Please ensure that parents are aware that the eligibility code must be verified by their childcare provider before a child can take up the working parent entitlement.  Please ensure that settings check the codes on Synergy (eligibility tab).

For Autumn Term, all codes must start on or before 31 August; please ensure that families are being encouraged to apply for their working codes now and that any new codes are checked for eligibility before offering a space for September

Please ensure that you check any code using the eligibility checker on Synergy before promising a place and make a note of the dates, if there are no dates, check the NI number and CODE are correct plus the DOB of the child.

Please also remind existing working families to reconfirm their codes so that they remain eligible for next term; Synergy is up to date with the start, end and grace period dates for existing codes.  A child is unable to start a new setting if their code is in its grace period.

If you have issues confirming eligibility of codes or you need them updated, please contact funding@bedford.gov.uk

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It is crucially important that as part of safer recruitment any new committee members or trustees complete an EY2 form. Find out more about completing the EY2 form here:

Apply to join a nursery or other daycare organisation (EY2) - GOV.UK (www.gov.uk)

Who needs to submit an EY2 form, and tips for completing it – Ofsted: early years (blog.gov.uk)

If your daycare organisation is a committee-run childcare, you must tell Ofsted about anyone who is going to be a committee member or trustee.

Report changes to registered people in your nursery or other daycare - GOV.UK (www.gov.uk)
You can only report changes in your daycare if you are one of the following:
•the nominated individual of an organisation such as a company, charity or partnership
•the sole owner of the business

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Provider sign-for our email update for early years 

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Provider sign-for our email update for early years 

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Please sign up for email updates via the newsletter

Families can now see if they are eligible for working family funding here:

https://www.beststartinlife.gov.uk/childcare-early-years-education/15-and-30-hours-support

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We have updated the Easy explainer: early years funding rates - GOV.UK which is designed to support providers to understand the early years funding system. The update includes additional detail on why funding rates vary by age, including the interaction between ratios and funding rates, and what costs the hourly funding rates cover.

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Easy explainer: early years funding rates

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The early years funding rates are the rates that the Department for Education (DfE) pays to each local authority to fund the early years entitlements. This includes:

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Ofsted education inspection framework: nurseries, pre-schools, other registered early years settings

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Ofsted education inspection framework: nurseries, pre-schools, other registered early years settings

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DFE Ofsted webinar that discusses the new Ofsted Inspection Framework.

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Ofsted education inspection framework: nurseries, pre-schools, other registered early years settings

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The EYFS Profile report is now available on the FSF: https://eyfs.info/forums/topic/56592-eyfs-profile-report-2024-2025/ (you will need to be signed in to view, please contact your ACE Contact if you need to register)

This is an important document, intended to give settings, schools and LA officers wider comparisons in the geographical area in which they are situated.

This publication is restricted and should not be published or made available in the public domain and is strictly for internal use e.g. by Bedford Borough schools, settings and by colleagues within Children’s Services: Education, SEND and Schools.

Please spend time looking at the report to see the results of the reception children in the schools you work in, or schools that your children feed into.

Consider:

Was GLD below/inline/above Bedford Borough GLD?

What areas were lowest? How did boys do? How did disadvantaged children do?

Do results reflect the children you currently teach?

Do you need to make changes to your curriculum offer, teaching inputs, training of staff, support for parents?

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The EEF Guide to the Early Years Pupil Premium 

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The EEF Guide to the Early Years Pupil Premium 