Featured Writing

A sector-focused article, exploring policy changes and their implications for the early years sector.

In a landmark school reform, Ofsted have scrapped single headline grades for schools, with immediate effect. For inspections this academic year, reports will conclude with four grades across the existing sub-categories. This will pave the way for the introduction of School Report Cards from September 2025, 'providing parents with a full and comprehensive assessment of how schools are performing and ensuring that inspections are more effective in driving improvement' gov.uk. 

In her message from the Secretary of State for Education, Bridget Phillipson said;

'It's important that I say up front that report cards won't be a soft option – they will clearly highlight areas where performance must be better for children, as well as things being done well. But they'll be a much less crude way to achieve that than a single word could ever be.'

Although this news has been well received by the education sector who have long argued that single-word grades fail to capture the complexity of a school's performance, it has been met with disappointment from those in the early years sector, not included in these changes yet. The Department for Education have said they are 'committed to removing headline grades for other settings inspected by Ofsted, including independent schools, early years settings, colleges, children's social care providers, and initial teacher training'. 

An early years sector leader also spoke of her disappointment to not be included, but continues to have high hopes for positive changes in the future; 

'This is a small step in a very long journey to change. It is frustrating that the early years isn't involved, however, we as an organisation are looking forward to seeing what the changes will be for early years, and hopefully they'll be more specific to the needs of our children and families'.  

Published September 2024

Content created as part of my role at the National Foundation for Educational Research (NFER). Excerpts of a summary of an NFER research report, written to support school and trust leaders in understanding key findings and implications. My role was to translate the research report into a clear accessible summary. 

Excerpt 1

Over the past five years, NFER has been working on The Skills Imperative 2035: Essential skills for tomorrow’s workforce, a research programme funded by the Nuffield Foundation, involving a comprehensive analysis of how job and skill requirements are likely to change in future.

This Research Bite highlights the key essential skills identified in the report and explores what schools can do to support the development of these skills, and also the recommendations we have shared with policymakers.

Job growth is expected to be in high-skilled occupations, whereas most other occupations are likely to decline. New data on the jobs market suggests that the labour market is changing in the way we predicted, but the pace of change has accelerated significantly in the last three years, with some groups declining three times as much as anticipated.

Excerpt 2

Considerations for schools

We spoke to school and college curriculum leaders, plus experts from independent organisations, to explore how schools and colleges currently support students to develop these essential employment skills (EES) alongside the core curriculum. We also asked what they would like to see change in the future and how they can be further supported.

We know that many school leaders are already supporting students to develop their EES by:

• Integrating EES across their curriculum.
• Offering separate skills-focused lessons or seeking to develop these skills through enrichment, speaking and listening opportunities, and careers education.
• Responding to the needs of their students, for example by supporting disadvantage students to develop these skills through enrichment opportunities.

Throughout this research, various barriers to developing EES were identified, as detailed in the main report. Solutions to overcoming these barriers in schools include:

1. Supporting EES development as part of a schools’ ethos and culture, and the language used by leaders, teachers and students.

2. Looking across the curriculum and identifying opportunities where EES can be developed further.

3. Monitoring students EES development systematically using a common skills

framework.

4. Providing opportunities for careers education and work experience when age-appropriate, and enrichment activities designed to support students’ broader social, personal and educational development.

5. Integrating enrichment activities into the school day where possible, to increase their accessibility to disadvantaged children.

A parent-focused article exploring the importance of play and practical ways to support children's development during the summer holidays.

'Play is the work of a child.' Maria Montessori

The summer holidays are looming and you are probably wondering how you can occupy your child(ren) through the whole of those wonderful, but long, 6 weeks! In the current economic climate where most households are still struggling with significant cost-of-living pressure, the thought of the summer holidays can be quite daunting. Many families plan for the summer meticulously, with childcare, holiday camps, big days out and holidays all organised. But this is not achievable for most family budgets - what now? A summer full of play!! Even for a family with a big budget, time to play should be planned in too! This article will explore the benefits of making time to play, and how to make the most of it.

Play - What is it and why is it important? 

It might seem like an obvious question—but play is more than just fun for children. It’s a powerful form of learning. The quote “Play is the highest form of research” by Albert Einstein sums it up perfectly. When children play, they’re putting into practice the concepts and ideas they’ve learned at school or experienced in everyday life. It helps them process the world around them and make sense of it.

Play is like one big experiment, and it’s how children - especially younger ones - learn best. 

Play for Older Children

As children get older, their play starts to look a little different - often including gaming. There’s nothing wrong with that, of course. It’s a valid, modern form of play and socialising. But creating opportunities for older children to play away from consoles and phones is also hugely beneficial, and entirely possible. It just doesn’t look the same as the play we see in younger children.

Think about it - do any of us ever really stop playing, or does the way we play simply evolve? 

Encouraging children to explore their hobbies can be a form of play. Whether it’s sports, art, or something else, practising and developing these skills can be just as beneficial as traditional play. You can also get older children involved in things like gardening, cooking, or even washing the car—these can all be playful and lots of fun! And if all else fails—how about Lego? We call it 'Lego Club' in our house: a big tub of bricks on the floor, some music on, and off we go. Before we know it, we’re chatting and laughing, working together, and building little Lego worlds.

Get Involved

We have so many time constraints as adults but try to embrace the summer holidays by getting involved in their play. I know - easier said than done. But with no homework due - maybe swap their school books for fun time with you? Play is so bonding and a great stress relief - for both of you! Why not jump in the paddling pool with them, kick the ball about, have a go at painting with them, draw, or ask them what they'd like you to join in with? 

Make it fun and give them the opportunity to be the 'boss' and direct you! Who knows, you might have fun and even learn something new! Praise your child and tell them how much fun you are having - this confidence boost from you will far out last the actual time you spent playing with them. 

Let Children Be Bored

Ok so we've all been there... 'what are we doing today?... I'm bored... There's nothing to do...' Great! Yes you read that correctly, great!!! Where there is boredom, there is creativity! In the modern world our gratification can be met almost instantly and we have a constant source of entertainment at our finger tips, there is often little time for children to be truly bored. 

This summer I challenge you to not solve your child's boredom for them, let them be bored. Most children have plenty of toys - give them time and freedom to just go play. Ignore the moans, the grumbles, and the sibling disagreements; just give them some time. More often than not, they’ll rediscover a forgotten toy, invent a new game, or find a completely different way to play.

Preparing for a Summer Full of Play

So have I convinced you that you don't need fancy plans this summer? That play really is the answer? Well, the good news is you don’t need to spend much to get ready. But you can prepare by having a pre-summer toy tidy up, so their toys are easily accessible and ready to be used. And a few simple extras can open up loads of new play opportunities: think paper, crayons or felt tips, outdoor chalks, a sand or water tray for the garden, Lego, dominoes, or even just a pack of playing cards.

A summer full of play will be a rewarding time - full of memories and reconnection. Keep things simple and don't give into their cries of boredom; they'll soon be making up games, causing mischief and having fun!

Content created for The Early Years Company. A campaign-style piece written to promote Early Years Wellbeing Week, focused on engaging early years settings through clear messaging, practical resources and accessible wellbeing guidance.

Early Years Wellbeing Week (7th-13th October 2024) is an annual initiative aligned with  World Mental Health Day, designed to support early years educators in managing the increasing demands of the role, raise awareness of mental health, and promote practical strategies for maintaining wellbeing. The theme for WMHD 2024 is 'It is Time to Prioritise Mental Health in the Workplace'. earlyyearswellbeingweek.co.uk

The initiative encourages settings to get involved through three simple steps: 

1. Plan something for your workplace community
2. Spread the Word
3. Get talking

To get started, you can explore a range of our practical resources designed to support your setting.

(Downloads consisted of a staff room poster, a team wellbeing quiz and a wellbeing toolkit)