early years alliance - Sponsored

Childcare & Education Expo: Bringing Excellence to Midlands

Tanya_temp — Wed, 17 Jul 2024 13:52:53 +0000

Childcare & Education Expo dominated the early education event scene, early this year, with a record-breaking 3,395 attendees making their way through the doors of Olympia London. The popular trade show has been running since 2010, welcoming over 40,000 professionals over the years.

This September, the event returns to its second location of 2024, taking place at Coventry Building Society Arena on the 27^th – 28^th September 2024. Following the success in London, the organisers are excited to introduce more new features, content and opportunities for attendees, with visitor numbers expected to continue rising.

Unique Support for the Early Education Sector

Unlike other trade shows in the industry, Childcare & Education Expo is dedicated to supporting the early education sector to thrive. The shows are designed based on extensive research and feedback from visitors and advisory boards. Those attending will find countless opportunities to support the development of their educational settings, industry knowledge and connections.

What to Expect at the Midlands Event

For those who missed out on the London show or live closer to Coventry, the event offers the exciting opportunity to get involved in the action. Alongside the vibrant exhibition and shopping village, visitors will see the return of the much-loved CPD seminar programme accredited by The CPD Group and free interactive workshops.

Nursery Owners, directors and managers can find support to drive their businesses forward at the exclusive Early Years Breakfast Summit. Influencers within the activity, nursery and indoor play sectors can also connect at Morton Michel’s Lunch Summit.

Emma Barrett, the events Managing Director, said, "We are thrilled to bring even more interactive elements and opportunities for support this year, ensuring that everyone leaves with valuable insights and connections."

With a focus on innovation, the event will include new features such as the Ofsted Advice Corner, Share & Support Hub and What’s My Why Wall, with more details to be announced soon.

Notable Speakers and Entertainment

BBC news star Kate Silverton, now a child therapist and Sunday Times Best Selling Author of parenting books, will be delivering her insightful seminar ‘Why There’s No Such Thing as Naughty’. Visitors will also enjoy new entertainment from the infamous Britain’s Got Talent ‘Hoop Guy’.

Convenient and Accessible Venue

Located in the heart of the UK, the Coventry Building Society Arena offers easy travel by car or public transport. Visitors looking to benefit from both days of the event can stay onsite at the DoubleTree by Hilton Hotel. The venue also features an onsite sports bar, restaurants, coffee bar and casino.

Connect, Learn, Discover: Secure Your Spot Early

Childcare & Education Expo stands as the premier platform for professionals to connect, learn and discover. Whether you are seeking fresh ideas, new resources or meaningful connections, this event is designed to inspire and equip you with the tools you need to succeed.

As Emma Barrett puts it, "Every year, we see how these connections and experiences transform settings and inspire innovation in early education."

To find out more about this event visit childcareandeducationexpo.co.uk and to register for your free tickets head here: forms.reg.buzz/childcare-expo-midlands-2024/eya

For any media enquiries, please contact:

Kara Neill

Marketing Manager

Kara.neill@broadway-events.co.uk

Sponsored

Baby room ideas

Tanya_temp — Wed, 03 Jul 2024 10:53:23 +0000

Looking to create a baby room in your early years setting? Creating a baby room requires a lot of thought and planning. It needs to be a safe and welcoming space with high-quality and versatile resources. This blog from leading early years resource provider TTS highlights some of the things to consider such as the children's needs, layout and learning opportunities.

Although we know that the adult make an important contribution to any learning environment, this blog will share some other ideas for us to consider when creating a baby room. It will focus on key elements that can impact a child’s learning and development. These include layout, colours, furniture, learning areas, and resources.

What is a baby room?

The baby room in an early years setting is where the journey begins: a space where basic needs, comfort, stimulation, meaningful interactions and safety intertwine. With extra funded hours now provided for our youngest children, more babies will have the opportunity to attend a range of settings. By creating a home-from-home environment, this will help children with transition, giving them a nurturing experience.

The baby room in an early years setting not only caters for babies, but can often include children up to the age of two. Making sure that the furniture and resources are purposeful and meet the needs of all children often takes a lot of time and thought.

Why is the layout of a baby room important?

As early educators, an important part of our job is creating a nurturing environment: a space that makes children feel happy, safe, and settled and gives them a sense of belonging.

The layout of the room can impact how the children interact and learn. A room that is too busy or cluttered can be overstimulating, overwhelming and detract from the learning opportunities. It can also restrict the development of gross motor skills such as crawling, cruising or walking.

Since babies spend a considerable portion of their day in this space, prioritising safety and creating a nurturing environment is crucial. The room should exude warmth and inclusivity while remaining functional and organised.

Lighting the space

Make the most of natural light and consider the room's temperature. Additional soft lighting, such as lamps or glow resources, can alter the ambiance and be an alternative to bright, harsh lights. Lighting can serve as a cue for rest periods or offer opportunities for exploration.

How do you personalise the space?

Personalise the space based on your understanding of the children in your setting. There is no one-size-fits-all approach; it’s about identifying what your children need to grow, develop, flourish and learn. Consider how the environment reflects the children’s needs, likes, dislikes, ages, and behaviour.

What should I consider when setting up learning areas in a baby room?

Setting up mini-learning areas within the room can help us cater to our children's different needs while creating an engaging environment. Consider the following:

For older babies, is there a comfortable place where children can independently rest or nap? A space that can double up as a cosy nook where children can take time out to process their thoughts, share a book, recharge, or play independently.

Have you included a sensory area? Somewhere children can interact with tactile materials like fabrics and interesting objects with different textures and weights. You might consider adding contrasting bold materials to develop visual stimulation and focus for younger babies.

Is there provision for varied construction activities, small world, creative, messy play, etc? How do you cater to the whole child’s needs and ensure they are immersed in rich, rewarding, quality experiences? Once again, the adults are the facilitators of this provision, but having an environment that supports and enhances this is paramount.
For many, having a home corner is important. The children see this as a familiar, welcoming space and are often able to relate to it and model the behaviour they have encountered.
Consider the floor space. Is there enough room for gross motor activities such as tummy time, baby gyms, rolling, crawling, or climbing? Can the children explore movement in a range of ways that are consistent with their developmental capabilities?

Baby room furniture and furnishings

Furniture that promotes independence and learning

When thinking about the furniture in a baby room, consider the practical aspects and the learning opportunities it can offer. Things to think about may include:

What is in the eyeline of non-mobile babies? Can they see what their surroundings offer? As educators, we must try hard to see the environment from the child’s perspective. Get down to the children's level to observe the room as they see will see it.
Use furniture that can be used in different spaces and in a range of ways.
Can children self-access and easily find resources, making their own choices about what to explore and play with? Are they able to see and reach what is on offer?
Does the furniture promote physical development? Is it safe for the children to pull themselves up or cruise along?

What practical furniture do we need?

Think about furniture that supports the practitioner while meeting the children’s basic comfort and needs. These include:

Providing seating for the adults. For example, do they have somewhere comfortable to sit when feeding or comforting a child?
Have you got storage that allows easy access to nappies, wipes, and other essential equipment?
Consider incorporating furniture that promotes independence for the younger children while also considering the physical needs of staff. This could include changing mats available at different heights or walk-up changing tables that the children can access with support when ready.

Soft furnishings

Many nurseries opt to use neutral colours in the baby room as this provides a calmer environment. Coloured or patterned fabrics, such as cushions, can be incorporated for the children to explore without it being overstimulating.

Babies can spend a lot of time on the floor. Consider the surfaces they sit, kneel, crawl, or walk upon. They need to be varied, welcoming, comfortable, and durable.

Using safe resources and toys in a nursery setting

Safety and risk assessments are major considerations for all children, especially babies. Ensure that everything is tested and developmentally aligned for the children. This plays a huge role when setting up a baby room. Children playing with a toy at home will differ from multiple children using it daily. Resources need to be well-made, versatile, and as open-ended as possible. How a 6 month old baby interacts with a resource may be significantly different from that of a 10-month-old, but it may still appeal to the children and build on their developmental skills.

Age-appropriate toys and resources for babies in EYFS

Shake, rattle, and roll

Babies are born with an innate sense of curiosity. When creating environments, we must provide resources that nurture this desire. Do you have objects or items in the room that provide a richness of textures, sounds, and sights that babies can safely explore and investigate?

Items such as wooden shakers or treasure cylinders not only captivate the interests of the children as they observe the contents within but offer opportunities for them to explore sounds and movements. Open-ended resources provide flexibility and freedom, encouraging children to investigate and build upon emerging developmental skills. Objects, such as rattles and shakers, fascinate babies. They enjoy the sounds they make and experiment by rolling, shaking, stacking or banging them together. Place different items in a treasure basket to create an engaging learning experience where children can use their senses to explore.

Posting pots

Posting pots are another great resource that can be used in various ways. For example, a baby might start by holding and exploring the shapes before determining if they can be posted, rattled, or removed from the containers. Alternatively, they may enjoy watching the object disappear as the adult posts the shape into the hole. As children develop, their movements and hand-eye coordination will become more refined. As their skills develop, they can extend their learning further by matching and posting the shapes into the correct box by themselves.

Reflective materials and mirrors

Resources with different finishes, such as metallic surfaces, not only offers babies different materials to explore but are great for investigating different textures, shapes, and sizes. Children can experiment to see which ones roll or stack.

Reflective materials encourage babies to gaze at their image and can be placed around them during tummy or floor time, encouraging them to reach out and grasp. Alternatively, the metallic donuts and threading beads can be hung to make a mobile or attached to a baby gym.

Add mirrors to your provision to engage children in exploration and stimulate curiosity. Provide hand-held mirrors or place wall mirrors at child height to encourage babies to explore facial expressions, gestures, and differences. Mirrors with rims are ideal for placing objects on, encouraging babies to move to retrieve the object. Mirrors also help to promote self-awareness and a sense of self in young children.

Resources to support physical development

As babies start to experiment with different types of movements, why not add different surfaces at various levels for crawling and clambering on. Soft play equipment is perfect for safe exploration and development of skills.

Immerse children and staff in a space where they will feel nurtured, valued, and supported by providing a safe environment with the best resources. After all, research shows the importance of the first five years, so let's grasp every opportunity to give our children a strong foundation with which to build the future they deserve.

Written by Michelle Reid. Michelle has over 20 years of experience working as a nursery nurse and qualified teacher in the early years and primary sector.

Further information

If you are interested in finding out more about delivering high-quality provision for babies and young children, don’t forget to book your place at our upcoming �� Connect Roadshow, Babies and beyond: discover the power of the first 1001 days – click here for more information and to secure your space.

Sponsored

No more missed opportunities

Tanya.Svilar — Wed, 17 May 2023 10:28:34 +0000

Sponsored content

Pernille Schmidt Ripp, brand writer at Famly, explains why she thinks community building starts in the news feed.

Ask any early educator and they can tell you exactly how vital strong communication is for creating a thriving provision. After all, nearly 80% of our time is spent engaging in some form of communication. Whether verbal or not, how we communicate with our families directly impacts whether or not they trust the decisions we are making when it comes to caring for and educating their children.

For families where a common language is not shared with their child’s provision, feeling included and building trust can be harder to achieve. But we know that when caring for someone’s child successfully, two of our most important ingredients are trust and strong relationships.

The number of languages spoken in the UK is staggering. More than 300 languages are spoken in London alone and, across the country, it’s estimated that one in 10 people speaks a language other than English. This makes communication a significant challenge, as parents may not feel comfortable communicating in English and professionals may struggle to understand what is being said. This can lead to feelings of disinterest, inadequacy, or even exclusion – the opposite of what we want families to feel!

So how often do we consider how language barriers stop some families from feeling fully welcome? Small conversations often get lost in translation, yet it is these everyday conversations that often have a large impact on a child’s and family’s sense of belonging.

The many ways we communicate

The power of small everyday messages cannot be understated when thinking of your early years provision. How we invite parents to partner with us through our updates, picture captions, and invites speaks volumes about the relationship we would like to build.

Noticing the factors that perhaps stop us from deepening our interactions can be the spark for change. In fact, the first step toward change is a simple acknowledgment that there more than likely is room for improvement.

Here are a few things to consider:

Who can read and fully understand the announcements we post?
Do we tend to speak less to those where English is not their first language when parents visit our settings?
Are our news feed messages briefer without the rich details we might offer to those we know speak our language?
Do we consider bringing in interpreters when there are events for families as a way to signal that truly everyone is welcome?

How technology can help

Modern technology has made it possible for us to communicate more effectively, regardless of the language we speak. That’s exactly why at Famly we’ve built and launched our new live translation tool.

With this tool, families can choose their preferred language and then instantly translate any messages, news feed posts, or observations. Since communication is a two-way street, they can also reply in their chosen language and the nursery staff can translate it into their chosen language.

Removing the need for an interpreter or the limits on how detailed a message can be, can be a powerful tool of inclusion. Knowing that you have help from technology to communicate accurately and well can offer peace of mind when working with multilingual families.

Offering instant translation for everyday interactions may not seem like much. But to those where communication has felt limited, it can mean the difference between families feeling supported by the staff and setting or looking elsewhere.

How are you building relationships with your multilingual families in your setting? We’d love to hear your ideas: send an email to me at ptr@famly.co.uk.

Get 50% off Famly packages

We're working in partnership with leading early years software provider Famly to give �� members 50% off for the first six months of their Essentials or Premium packages.

Find out more and sign up for a free demo using the link in the Members' Area

Sponsored

Is your early years property sitting on thousands of pounds in unclaimed tax relief?

caroline.graham — Wed, 19 Oct 2022 15:10:31 +0000

Sponsored content

If you own your nursery, pre-school or other early years facility, you could be due a tax repayment and future tax savings from HMRC.

Identifying and unlocking these tax savings requires experts in surveying and a form of tax relief known as ‘capital allowances’.

As it is not a service provided by an accountant, many owners of business properties have not made a claim and are completely unaware of the tax savings they could be benefitting from.

What are capital allowances?

Capital allowances are a form of tax relief for plant & machinery used in your business. Your accountant will claim capital allowances for you on items like cars, furniture, computer equipment etc to reduce your taxable profits.

Capital allowances CAN’T be claimed on buildings, but they CAN be claimed on ‘Fixtures’ embedded within the fabric of the building. Items like electrical & heating systems, kitchens and bathrooms, even the door handles and carpets.

Essentially, if the property was turned upside down, it’s the fixtures that did not fall out that would qualify.

Capital allowances are available to all business, whether you are a sole proprietor, partnership or a Ltd company.

Landlords of commercial properties can also claim.

Why are they underclaimed?

When you buy a building (or even build an extension), the price for the different fixtures embedded in that building are not itemised out! A surveyor is required to assess the values for capital allowances claims.

Capital allowances within buildings is also a specialist area of tax legislation that is often overlooked or misunderstood by accountants and tax advisors. It’s not new and it’s not a tax scheme, it’s just historically only been claimed by the biggest businesses and wealthiest investors.

Another common misconception is that making this type of claim would affect the capital gains position at the time of sale. In fact, this is not the case. You may still claim the full price you paid to buy the property against the sales proceeds even if you have claimed capital allowances.

What does this mean for childcare property owners?

Capital allowances can provide substantial tax savings for childcare property owners. For buildings that qualify, a claim could result in a tax deduction of typically 25% of the original property purchase price (or construction cost). In some cases a cash tax refund can be claimed for tax that has been unknowingly overpaid.

Making a claim

You are probably thinking this sounds really complicated and time consuming! In fact, it really isn’t!

All that is required is a copy of your latest accounts and tax returns.

A surveyor would also visit the nursery to carry out a site survey. A detailed report is then prepared that is submitted to HMRC to support the claim for tax relief.

How do I find out if I can make a claim?

To maximise your claim and ensure you stay compliant with UK tax legislation, it is recommended that you contact a specialist firm. A capital allowances tax specialist will be able to quickly identify whether you can make a claim and how much you could be due back.

There is no time limit to make a claim providing you still own the property and the fixtures in the tax year you submit the claim. This means that even if you bought your property in the 1980’s, 90’s or sold it up to two years ago, you may still be able to make a claim. A claim may also still be possible if the original fixtures have since been repaired or replaced.

It’s worth noting that this is not something an accountant would usually claim due to the need for specialist tax knowledge and surveying skills. Much like a GP would refer a complex case to a medical specialist (such as a radiologist), sometimes accountants need support from tax specialists to ensure the best possible outcome is achieved.

Finding a capital allowances specialist

There are a handful of firms in the UK that specialise in making this type of claim. When considering the options it is recommended that you do your due diligence to ensure that the firm chosen has the right level of expertise as well as providing excellent customer service.

Always check their credentials. Look for firms who are registered with the Chartered Institute of Taxation (CIOT). Do not work with firms that cannot provide accreditation or proof of professional indemnity insurance.

Another good source of judging a firms’ credibility is to ask for previous client reviews or testimonials. Using online review sites like Trustpilot is a good way to understand the service experienced by other business owners.

Credible capital allowances advisors will also offer a full end-to-end service – not just provide a report. A full service would include undertaking a survey, the capital allowances report, calculating the tax and dealing with HMRC on your behalf. The best providers will also include an aftercare service with on-going support to help when it comes to applying the tax savings to future tax payments.

This article was written by Jay Hogan of Zeal Tax, a leading capital allowances specialist in the UK, to help �� members understand their tax relief entitlement.

You can contact Jay by calling 01562 60777 or email jay@gozeal.co.uk.

Zeal Tax offers a free, no obligation consultation and estimate of the tax savings and refund you could achieve.

Plus �� members receive a 10% discount on their fee. Members can find the discount count in the Members' Area on the My EYA portal.

Sponsored

Protecting your early years setting from Autumn and Winter bugs

caroline.graham — Thu, 15 Sep 2022 23:00:00 +0000

As we move into Autumn/Winter sickness and bug season it is helpful to take measures to try and protect children and staff as much as you can.

Cleaning and disinfecting are part of a broad approach when it comes to keeping children and staff free from seasonal germs and Covid-19.

Here is a helpful checklist for trying to keep your setting virus and Covid-free.

Know the difference

Knowing the difference between cleaning, disinfecting and sanitising is a good start in understanding what protective routines you need in your early years setting.

Cleaning is a process that removes dirt and grime from work surfaces. The process does not necessarily kill and remove germs, just removes dirt and grime.

Disinfecting is the process whereby you use chemicals to kill and remove germs and viruses on surfaces and objects.

Sanitizing lowers the number of germs and viruses on surfaces by either cleaning or disinfecting.

Areas that need attention

Areas that come into contact on a frequent basis need particular attention, to prevent the spread of germs, viruses and other air borne diseases such as Covid-19.

Typically, an early years setting procedure will need door handles, desks, computer keyboards, hands-on learning equipment, faucet handles and lockers to be cleaned regularly.

However, this comes at a cost to include time, staffing and cost.

Many viruses can linger on surfaces for up to 48 hours and has the ability to infect students quickly and effectively; potentially spreading viruses throughout the whole room and further into the setting.

Safeguarding staff, children and nurseries

When safeguarding your staff and children, effective processes need to be adhered to — processes that are efficient and affordable.

A simple and effective solution is electrostatic cleaning, that provides disinfection by electrostatic charge.

The method of electrostatic cleaning is applied from an electrostatic gun, that finely covers everything with disinfectant molecules.

This method is the best way to cover a large area, quickly and effectively, compared to using other cleaning methods.

Electrostatic sanitisation technology has been successfully used in various NHS Trusts and is endorsed by the MHRA and the British Infection Association.

It is 100% safe and eco-friendly and provides up to 28 days protection for killing 99.999% of viruses and bacteria.

As the most advanced method for tackling viruses, the certified chemicals that are contained in a very fine mist allows antimicrobial droplets to stick to any surface, leaving behind a microscopic layer of antibacterial and virus killing protection.

Future proof from future disruption

The Autumn/Winter term will potentially be a difficult period for nurseries to navigate, as Covid-19 cases slowly rise.

And with the cost of living crisis, parents will be even more compelled to send their children to school even if they are unwell, putting your setting at further risk of sickness.

If you are an employer, you are responsible for the safety of staff and children, so you will need to ensure you've taken all appropriate steps to operate safely.

Mitigating the impact on your staff and children with an effective sanitisation and infection control plan should be a priority before the dreaded viruses and germs return.

This was a sponsored post by ElectroClean

ElectroClean helps schools, early years settings, universities and soft play areas keep their staff, infants and pupils safe through advanced sanitisation and infection control. It is proud to have helped the education sector recover from the pandemic, reducing absences, protecting staff and reduce costs.

Its electrostatic sanitisation technology is a sustainable solution against Covid-19, norovirus, flu and other bacteria and viruses.

�� members can get 6 sprays free when you buy 12 sprays.

Sponsored

Why sand is so handy for some summer fun

caroline.graham — Wed, 10 Aug 2022 09:24:04 +0000

Sponsored by Hope

Sand can be an extremely useful resource when it comes to early years play.

Not only are there plenty of opportunities for open-ended play, but sand can help develop lots of key skills such as improving fine and gross motor skills, sensory experiences, and the opportunity for imaginative and explorative play.

With summer now in full swing, here are some sand play activity ideas to keep your children entertained.

Coloured sand bottles

Instead of throwing away used jars or plastic bottles, why not repurpose them with your toddlers using coloured sand? This fun activity can be done with ready-made coloured sand or sand coloured with chalk. It’s incredibly simple too:

Get a variety of coloured sand.
Pour the sand into your jar or bottle using a funnel.
Layer the colours and vary the amount of each sand colour you use.

And just like that your children will have a decorative piece of art to bring a spot of colour to their setting!

Treasure hunt

A treasure hunt is such a simple yet effective activity to get children to put their motor skills and coordination to use. Using a sandpit or a tray, bury various trinkets such as shells, rocks, gold coins and various other loose parts that can be found as treasure. Get creative with it!

Have your child dig and rummage through the sand either with their hands, shovels, or spades in search for their treasure and see how long it takes for them to discover it all. This is a great activity for independent play and strengthening sensory development.

Sand kitchens

An alternative to a mud kitchen could be a sand kitchen. This can be a fun messy play and sensory activity which can offer hours of pretend play. Variations of sand can be used from smooshy to slinky sand to natural and coloured sand. Incorporate water for mixing and kitchen utensils for chopping, slicing, and moulding different shapes for food.

Beach tuff tray

When you can’t go to the beach, why not bring the beach to you?

You can never go wrong with a tuff tray activity as they offer plentiful amounts of fun. Have your little ones create their own beach scene using a variety of resources such as shells, sea animal figures, stones, and even include blue slinky sand to act as the sea.

Visit the Hope website for sand, water and messy play resources or look at Instagram @hope_earlyyears for lots of creative inspiration.

Sponsored

What is the Muddy Puddle Teacher approach?

caroline.graham — Thu, 14 Jul 2022 23:00:00 +0000

Sponsored content

By Sarah Seaman BSc PGCE MA

What is a Muddy Puddle Teacher?

In a nutshell, it is an outdoor learning approach that uses natural materials to teach from EYFS to KS2.

I created the Muddy Puddle Teacher Approach and at the heart of all we do is our Three Muddy M’s:

Mother Nature
Mental Health
More Kids Moving

Where does our story begin?

In 2018 I left my indoor classroom teacher post for a whole country teacher post. I had been a classroom teacher for almost 11 years, and I had worn various hats, as is required as you move up the pay scale these days.

But one hat that I wore with pride was my outdoor learning crown and I was known at my infant school as the ‘outdoor princess’.

Since I was small, I have always had a strong connection with animals and nature. I particularly loved horses and, coming from a working class family at the time with little money to spare, I spent most of my childhood mucking out stables to get that free ride that made my week.

Going outside was my haven, not knowing then that I was dyslexic. Outside I could express myself, felt free and creative, plus I could spend time in nature.

When I saw that children showed progress, engagement and overall more positive behaviours when outside, I knew I had to take this further.

So that is exactly what I did.

In 2018 I left the classroom and in Mosborough, Sheffield, with the support of the council, I set up an outdoor classroom and I taught all of the curricula outside.

I experimented, made mistakes, learned, made mistakes again and I improved.

After gaining an alarming 30,000 followers on a small Facebook group I had created in three months, I realised how much this was needed!

I started to notice that what I had actually created with all this time outside was an easy-to-use outdoor learning approach that worked for educators like me but also tackled many educational issues such as obesity, mental health, speech and language and provided support to children with SEND.

I launched The Muddy Puddle Teacher Approach in 2019 and the rest is history.

Joining the MPT tribe

On our website The Muddy Puddle Teacher we provide accredited CPD online training on Outdoor Learning and various other areas our approach touches upon.

This includes sustainability, biodiversity and Zero Waste Teaching, but also areas such as Muddy Phonics, Muddy Maths and more.

We also have over 600+ resources including worksheets, lesson plans and schemes of work.

We have two options in how you achieve this: online or we can come to you.

So far we have 16K active subscribers on our site and in just two years we have trained more than 70 schools who now are branding The Muddy Puddle Teacher crest with muddy honour.

I also have my first book out with Bloomsbury, The Muddy Puddle Teacher.

Where can I get free help and support?

We are devoted and passionate that this is a beneficial approach.

People can follow us on our social media channels, get inspired by our free ideas and download free resources from our site.

If you are interested in our training but feel like the time isn’t right, just know that we are here for you and will help you in any way until then.

Because the time will come! You can also even try a FREE mini-muddy boot camp.

Free ideas to help you get the early years outside this summer

Whenever I am planning for learning outdoors, I instantly look to the weather. Not to look for rain and plan indoor activities, but to focus on what opportunities this weather bring and how I have to tailor my lesson towards this. In summer typically we get sun, warm weather and rain.

So here are some of my best tips:

It is important for children to learn about shade and that shade is necessary, so get those cardboard boxes out and decorate them with falling bits of nature by gluing them on. Talk about the word ‘camouflage’ and how animals build habitats like this as they also need shade. Move to make the smaller scale and shaded places for smaller animals. How will they do this?
Sun also brings shadows and children love to get chalk out and draw around shadows of objects and themselves. Why not make some shadow characters, by drawing around a friend’s shadow and giving them features? From this, create a class story by adding these characters, giving them names and allowing each child to create the next part of the story and so on.

Rain is a great opportunity to help children learn and talk about the water cycle. Help them understand that the rain comes from the clouds and forms a puddle before going back up into the sky. It is also a great opportunity to link in capacity so grab some containers and catch the drops as children will love it. Then add all the drops into one pot and record the volume. Do this each day when it rains and compare.

This is a sponsored blog post from Bloomsbury - publishers of The Muddy Puddle Teacher

Sponsored

The benefits of outdoor play in the early years

caroline.graham — Sun, 19 Jun 2022 23:00:00 +0000

Sponsored content

Now more than ever, we must recognise the importance of outdoor play when it comes to the impact it has on early years development.

Not only does it act as an integral part of a child's learning opportunities, but it can help massively benefit children's mental and physical health and wellbeing.

Mental health issues among children are rapidly on the rise, so it's important for us to find ways to combat this, ensuring that mental wellbeing is at the forefront of children’s learning, through early years and beyond.

Spending time outdoors can have a positive impact on both mental and physical health at any age, so it's important that we encourage it from a young age.

Encouraging essential physical fitness

Spending time outdoors daily helps keep children fit and healthy physically. Encouraging children to run, jump, climb and chase develops good physical fitness, as well as helping aid in critical development such as stability, bone density, and muscle development. Staying healthy from a young age can help prevent future problems too. To encourage this, create games and activities to get everyone involved.

Provides a break from the everyday

Time spent in nature provides children with the opportunity to switch off and give their brains a well-earned break from the demands of everyday life. Allowing children playtime helps them burn off energy and improve their ability to concentrate, helping them to excel in the classroom. The outdoors presents a different and exciting environment where children can have fun, letting imaginations run wild and offer an escape from reality.

Helps to reduce anxiety and stress

Exercise releases chemicals helping us regulate our mental health. Participation in just ten minutes of physical activity can have a significant impact on the psychological and emotional wellbeing of children - boosting self-esteem, lowering anxiety, and reducing stress. The outdoors is the perfect place to encourage and engage children in physical activity. Providing different equipment and making it easily accessible enables physical activity and the benefits it brings whilst improving physical development too.

Aids in topping up vitamin D

This important vitamin is crucial for child development, helping to maintain a healthy body and mind, and one of the best natural sources is the sun. Vitamin D helps our bodies to regulate calcium and phosphate, keeping bones, muscles, and teeth healthy. Vitamin D increases the production of serotonin, essential for stabilising our mood and is linked to happiness. Serotonin affects our brains and nervous system, aiding cognitive development, improving memory and concentration.

Supports emotional and social skills

Playing outside offers children a chance to explore and process feelings in a situation that they can control. The increased space lends itself well to group activities providing opportunities to practice empathy and develop an understanding of others. Outside is the perfect place for children to make friends, helping develop their social and emotional skills, by engaging in group activities and problem-solving.

Facilitates discovering the natural environment

Having an outside area allowing children to connect with nature and explore different types of plants can have a calming effect. Spending time outdoors allows children to explore their natural environment and the world around them. Creating a sensory garden featuring plants known for their calming properties such as lavender or rosemary provides a quiet and safe space for children to time-out, explore the environment around them, and discover sensory information, such as scents and sounds.

This blog was supplied by YPO - a supporter of the ��'s National Week of Play (13-19 June 2022)

Sponsored

6 ways to reduce plastic in early years settings

caroline.graham — Tue, 28 Sep 2021 12:22:17 +0000

This is a paid-for post by Scrubbingtons

While recycling is a big part of doing good for our planet, reducing consumption is even more impactful. And there’s no more important category of waste to reduce than single-use plastic.

Single-use plastic includes products such as straws, bags, and bottles; pretty much any plastic item that’s made for temporary use.

Did you know it takes 450 years for a plastic bottle to break down?

We’ve put together some ideas to help you reduce the amount of plastic used in early years settings:

Use plastic-free stationery supplies

Look out for stationery that comes in plastic-free packaging, such as single pencils, erasers and pens. You may not associate it with plastic, but many pencils have a plastic coating, so look for 100% plastic-free pencils.

When it comes to paper, there’s a lot of potential to reduce waste.

Children use a huge amount of paper – drawing paper, toilet paper and paper they wipe they hands with – if all of these things are recycled or chlorine-free then it can make a big difference.

Choose plastic-free display options

Adding laminate to paper makes it a lot harder to recycle and biodegrade. Place card or paper notices in reusable plastic pockets for temporary protection, then you can take them out of the pockets and replace them with new displays when needed.

Encourage less plastic at snack and lunchtimes

Ban plastic straws, plates and cups. Clingfilm and plastic wrappers cannot currently be widely recycled in the UK, so encourage families who provide lunches to wrap sandwiches in foil or reusable beeswax wraps, and switch yoghurt pots to fruit in a reusable storage container.

Tea and coffee

Instead of having milk delivered in plastic bottles, try to source milk delivered in returnable and reusable glass bottles. Many tea bags have plastic in them, so try to find tea bag brands that use eco-friendly materials.

Educate children about plastic waste

Education really is key, so ensure you discuss the importance of recycling with your children. Teach children what recycling means, which materials can be recycled and how to recycle everyday products. You can also encourage them to consider how plastic can damage the environment and what choices they can make to help to reduce this damage.

Refillable products for early years settings

Scrubbingtons makes a range of washing products especially for pre-school and primary school children and they are on a mission to help everyone be more sustainable and thoughtful about their plastic use.

They use 50% recycled plastic in their bottles and they can be refilled from easy-to-pour refill pouches.

Scrubbingtons Bug Off foam hand sanitiser has been specifically developed for children with no harsh alcohol. It is designed to keep younger skin safe without stinging or leaving kids with chapped hands. It is proven to be just as effective as alcohol-based products, tested to kill 99.9% of bacteria and viruses, without the harsh effects of alcohol. And the foam means it is less messy than liquid soaps, it lasts twice as long - and children love it.

The 500ml bottle with pump is ideal for classrooms and early years settings.

For a 20% discount on all products go to the Members' area of the EYA portal and use the discount code.

Or to discuss further discounts for early years settings please email katie@scrubbingtons.com

This is a paid-for post by Scrubbingtons

Sponsored

Why music is a magical way to boost the mental wellbeing of your children and staff

caroline.graham — Tue, 08 Jun 2021 08:50:25 +0000

This is a promotional post by Boogie Mites

You may think that music provision is the last priority on your list given everything that’s going on at the moment.

But now more than ever, regular music practice in early years can help you deal with the current challenges as a result of the pandemic.

Here we highlight the three main benefits.

Benefit 1 - Lifting moods and minds

We know that there's a big concern around mental wellbeing at the moment and music can provide a great way for you to boost the morale and the wellbeing of both your practitioners and your children.

Scientific studies show that when we make music together we produce the hormones serotonin adrenaline and these hormones work to energise us and make us feel good.

They also create a feeling of group togetherness or bonding so when you upskill your staff to lead active music-making as part of everyday activities you’re bringing all that energy and feel good feeling into your settings.

Benefit 2 - Building foundations for learning

Another concern is around the children who have lost learning time during the lockdown.

Neuroscience studies show that daily active music making strengthens cognitive function, builds strong foundations for literacy and maths and helps close the attainment gap.

When you give your practitioners the confidence and resources to make active music making part of your everyday schedule of activities you are giving your children the opportunity to boost brain development and catch up on their learning.

Benefit 3 - Home help

The third important benefit that music can provide is in the area of home learning.

The last few months have shown us more than ever that parents are a child's primary teacher.

So how do you help your parents to support their child's learning at home?

Music offers an accessible way to engage parents and to equip them with the skills they can use at home to promote their child's learning.

Shared music sessions, parent evenings, weekly activities to practice at home - the benefits of music-making can be shared with parents allowing you to provide the best possible wrap-around support for development in the early years.

Let Boogie Mites help you get started on your musical journey…

You don’t need to be a trained musician to lead effective music practice in early years but with the right training and support you can make a magical musical setting creating bonds and memories in a way that only music can.

There couldn't be a better time for early years settings to invest in music training and we have a long-term commitment to our customers for example during lockdown we supported many nursery groups with online music and movement sessions and ongoing virtual training.

Our core music programmes developed for use in early years settings are as follows:

Teenies Programme – under 2’s

Minis programme – 2-3’s

School Ready Programme – 3-5 years

In our training courses we share the neuroscience evidence that supports regular, effective music practice in early years as a beneficial boost to foundations for literacy, maths and learning generally. We also consider the social, emotional, confidence, physical and wellness benefits, linking development to the EYFS.

We use props and instruments made from recycled materials and encourage use of digital resources so that our music provision has zero carbon footprint and can be enjoyed inside and outdoors as fun, playful, uplifting activities.

Understanding the valuable part that music and movement can play in early years development and accessing effective resources, is vital for harnessing the power of music as a tool to support each child, particularly those who may need the boost at this key stage.

We also have an ongoing training support package which includes modular training for new staff support for parent engagement and even a referral partner arrangement so that you can generate funds for your setting.

Meet Directors Sue and Harriet

Excellent. Very interactive, physical, great resource, super ‘feel good factor’ for everyone taking part. It will have an impact on all areas of learning but especially PSED and CLLD. A really innovative approach to music in Early Years.

Martine Horvath, East Sussex Early Years Advisor

Boogie Mites is a perfect package, fostering intellectual, social and emotional, motor, language, and overall literacy skills. In addition to the other benefits of music, Boogie Mites provides us with pure joy. Truly music brings people together and bridges geographical boundaries. I am so glad I discovered Boogie Mites!

Rohini, NutSpace Education Centre, India

“The children showed a great interest in learning the new songs and music and it was evident towards the end of the six weeks that the children were making progress within their specific areas alongside their prime areas as so many targets were achieved. It has been a really fun course that is easy to understand, implement and teach to others..”

Molly, Secret Garden Nursery, Nottingham

Start your training

If you would like to attend training covering the Boogie Mites full School Ready Music programme (3-5’s) pack and licence (25 songs) supporting development of strong foundations for phonics, or our Minis (2-3’s) or Teenies (under 2’s) programmes - see our training course dates here.

They can provide inset, Saturday or evening training for your team or for a cluster of local settings.

Email sue@boogiemites.co.uk to enquire.

Contact details

Visit the Boogie Mites website

Visit the Boogie Mites YouTube channel

Visit the Boogie Mites Facebook page

Sponsored