Everything Has It’s Place in time – or does it? 

We’ve spoken a few times before about the restrictions following a rigid ‘Topics & Themes’ plan can impose on settings, practitioners and children alike and how there doesn’t have to be a specific ‘time’ you celebrate or introduce a theme if it is not relevant or of interest or benefit to your children.  (We have…

Revised EYFS 2021

Our sector has been full of updates, guidance, legislation and changes over the past year or so as a result of the pandemic, all of which we have all adapted to and taken on board, using our own professional knowledge and judgement and following rules and restrictions the best we can in the most difficult…

Lockdown 2.0

When the Prime Minister announced the second national lockdown on Saturday evening, we, like the rest of the country were fed up and despondent, but so relieved to be able to remain open for all children, As a setting, we closed for the duration of the previous lockdown and so this will be our first…

Balancing Mixed Age Groups

We’ve touched before on how we, as a home-based Childcare setting, meet the needs and reap the benefits of our children growing up within a mixed age group throughout their Early Years. But how does mixing ages present itself when the age gap is significantly greater and more apparent, as is currently the case as…

‘Catching Up’ – Life After Covid-19

This week, the term ‘catching up’ in relation to children’s learning has been thrown around countless times by the Government and Education ministers.What exactly are they referring to? Why do they feel that as the country begins to exit the lockdown, that the main priority for children is to ‘catch up’ academically? As we’ve touched…

Our First Week Post Covid-19

Like many Early Years Settings and schools, we re-opened our setting on the 1st June 2020, albeit at reduced numbers and with only one childminder working currently until all of our families return. However, we spent the lockdown period planning, arranging, cleaning, organising and preparing for this moment to ensure it was the safest and…

Meeting Children’s Emotional Needs in light of Covid-19

As we prepare practically to re-open the setting on the 1st June (if the Government deem it safe to do so) we have risk assessed, put plans in place for hygiene and safety to ensure we are minimising the risk of infection once we re-open, but another important aspect of the return to the setting…

Promoting Positive Approaches to Food & Mealtimes

With Covid-19 throwing all of our lives into disarray, routines out of the window, and contributing to noticeable changes in our children’s routines and behaviours – perhaps mealtimes have become a struggle in your household or setting. Many of our current cohort are at the age and stage where they may become more ‘vocal’ in…

Activity Guide: 3-5 years.

As reality sets in and we all begin to adjust to our new ‘normal’ of being and working from home with young children in tow, we thought we would offer some virtual support and advice on ways in which to keep the Under 5’s occupied at home. We will be posting an age group per…

Activity Guide: 2-3 years

As reality sets in and we all begin to adjust to our new ‘normal’ of being and working from home with young children in tow, we thought we would offer some virtual support and advice on ways in which to keep the Under 5’s occupied at home. We will be posting an age group per…

Activity Guide: 1-2 Years

As reality sets in and we all begin to adjust to our new ‘normal’ of being and working from home with young children in tow, we thought we would offer some virtual support and advice on ways in which to keep the Under 5’s occupied at home. We will be posting an age group per…

STEM projects

When we think of STEM projects, we often think of busy boys in Reception designing, constructing and problem-solving using hands-on malleable materials, but what about STEM projects within our Early Years? Do these types of activities and projects have a place with our younger children? Are these skills beneficial to children’s learning and development within…