Welcome to the October edition of the Foundations Newsletter
We hope you have enjoyed the warm and dry weather we had in September and early October, although we now seem to be deep into autumn and all the wonderful learning opportunities it brings..

The latest EYFSP results for England have been published and show that the percentage of children achieving a good level of development continues to increase, with 66.3% of children achieving a good level of development.  This is a real testament to the hard work of our sector.

We would urge you to complete the country’s first national survey of food in childcare which is being carried out by the Children’s Food Trust and Nursery World the findings of which will be important in supporting the health of our children..
We hope you will find the information in the newsletter helpful and as always do keep in touch at You can also follow our twitter account  or facebook page for all the latest early years news. 
If you are looking forward to the half term break, enjoy

Best Wishes
The Children’s Partnership
Updates from the Government
Updates from the Sector
Latest Resources

Updates from the Government

Early Years Foundation Stage Profile results: 2014 to 2015
Last week saw the publication of the latest EYFSP results for England. The figures show that the percentage of children achieving a good level of development continues to increase, with 66.3% of children achieving a good level of development. This is an increase of 5.9% points from last year. Girls continue to do better than boys, but the gender gap has decreased for two of the three key measures. The gap between all children and the lowest 20% of attaining children has narrowed very slightly by 1.9% points from last year and stands at 32.1%.
Inspection outcomes of early years providers by staff qualifications
Ofsted has released data on inspection outcomes of early years providers by staff qualifications. The key message from the analysis of over 16,000 settings shows that inspection outcomes are better for providers on non-domestic premises where 75% or more of staff are qualified to level 3 or above.
Exploring opportunities for social investment in the early years – survey for owners of private or voluntary nursery organisations
The Department for Education and Cabinet Office are working together to explore opportunities for social investment (investment aimed at tackling social issues) in the early years sector, with a view to increasing high quality nursery provision in deprived areas.  They are keen to broaden the evidence base in this area and would like your help to find out more about the sectors experience of investment, plans for growth in deprived areas and the potential for social investment.   If you are the owner of a PVI nursery please complete this short survey by clicking the link here.  The closing date for the survey is 11th November.
Mandatory reporting of known cases of female genital mutilation (FGM)
The Serious Crime Act 2015 introduced a new duty on teachers, social workers and healthcare professionals to report to the police known cases of female genital mutilation (FGM) involving victims aged under the age of 18.

The Government has announced that this duty will come into force on 31 October 2015, and has published procedural information and advice about the new duty.  This can be found here.  

The Government recently completed consultation on multi-agency statutory guidance on FGM, and is currently considering responses to that consultation.  A report on the consultation, together with the statutory guidance will be published later this year.

Although relatively few early years practitioners will fall within the scope of the new duty as the definition of ‘teachers’ is based on who is within the scope of the National College for Teaching and Leadership definition, this is a useful reminder to all in the early years sector to look out for children who may be victims of, or at risk of, FGM, and to report concerns through their usual safeguarding channel.
Children’s Centre inspections
In July, childcare and education minister Sam Gyimah announced that he will be consulting on the future of children’s centres. The consultation will include a discussion of what accountability framework is needed to best demonstrate their effect. In light of this, the Department for Education has agreed with Ofsted to pause the children’s centre inspection cycle, pending the outcome of the consultation. The department does not think it is appropriate to continue to inspect under a framework that may be subject to change.

This means that any children’s centre inspections due in the 2015 to 2016 academic year under sections 2, 3 and 4 of the Children’s Centre (Inspections) Regulations 2010 will not now take place until after the conclusion of the consultation. Children’s Centres are expected to continue their work as usual during this pause, including collecting and monitoring of data in preparation for inspection. Ofsted will continue inspection of early years provision on the site of children’s centres as part of the new Common Inspection Framework, and will also continue to respond swiftly to any complaints or safeguarding concerns in children’s centres.
Consultation on amendments to the paediatric first aid requirements in the Statutory Framework for the Early Years Foundation Stage (EYFS)

Following a review of the paediatric first aid requirements set out in the Statutory Framework for the Early Years Foundation Stage (EYFS), the Government proposes to strengthen the current arrangements further by requiring that additional staff are trained in first aid.

This consultation document proposes to make it a requirement, in addition to existing EYFS requirements, that newly qualified early years staff (with a full and relevant level 2 or level 3 childcare qualification) must have either a full Paediatric First Aid (PFA) or an emergency PFA certificate before they can be included in the required adult: child ratios in an early years setting.
Nicky Morgan highlights guide for parents and carers 
Secretary of State for Education Nicky Morgan has highlighted the 4Children guide for parents and carers ‘What to Expect, When’ as an excellent resource to support literacy in the early years. Speaking  at an event she said:

“If a child fails to learn how to read, the consequences can be nothing short of devastating, holding them back for the rest of their lives. I am absolutely determined to make sure that every child, no matter where they live or what their background, learns to read, to read widely and to read well - giving them the best opportunity to get on in life.”

The role of parents in getting their children reading is seen as critical, and to help parents get more children reading before they start school, the DfE has created new resources in conjunction with 4Children to equip parents and early years providers with high-quality activities and resources that help their children master the essentials of language.

The booklet has now been updated with additional resources to support literacy in the early years and can be downloaded here

Updates from the Sector

Children’s Centre Census 2015
4Children has launched the 2015 edition of its annual Children’s Centre Census, which provides an overview of key trends and developments taking place in Children’s Centres across the country. This year, the Census found that two thirds of Centre managers have experienced a budget cut in this financial year. Of those who have experienced a budget reduction:
  • 57% say it will mean reductions to front-line services
  • 32% say they will be unable to reach as many families as before
  • 28% will have to reduce the number of locations they deliver from
  • 28% will have to start charging for services that were previously free
  • 20% will have to reduce their opening hours
As part of the research, 4Children also surveyed parents who use Children’s Centres to ask them about their experiences. This found that:
  • Over 90% said that attending a Children’s Centre had a positive impact on their child
  • 83% said that attending a Centre had a positive impact on their confidence and skills as a parent
  • 79% said that if they were unable to use their Centre it would make life harder for them and their families
Early Education
Making best use of Early Years Pupil Premium 
Our DfE funded Learning Together About Learning project is in full swing, and you can view our dedicated section on our website with some helpful ideas for making best use of Early Years Pupil Premium.  

We will be revealing details of upcoming EYPP events soon, but please check out our upcoming Autumn and Spring training programme in the interim.

Training and Events
For our full list of courses, including outlines and booking information, visit here. This includes our Achieving Excellence in the Early Years: a conference for primary heads and leaders which will be held in Sheffield on 2 December 2015. Book now to avoid disappointment.

Series of linked courses
New for 2016, we are offering a series of linked courses and sessions allowing you several opportunities to increase your knowledge in specific subject areas. Sessions can be booked individually, but we recommend attending the complete series for maximum benefit.  This also allows you to qualify for the multibuy discount with the code EEDISCOUNT3. You can commission these as training for your setting or within your local authority too. We currently offer:
  • Developing early writing: a series of three linked sessions with Jasmine Pasch, Anni McTavish and Julie Cigman
  • Leadership: a series of three linked sessions with Jane Cook
New early years language intervention
Following on from the success of the Talk Boost intervention for 4-7 year olds, which has been rolled out across more than 2,000 schools and helped over 30,000 children, we are pleased to announce the launch of Early Talk Boost. A targeted intervention aimed at 3-4 year old children with delayed language development helping to boost their language skills to help narrow the gap between them and their peers. Now available from I CAN – the children’s communication charity.

Initial findings show that after Early Talk Boost, children made statistically significant progress in their early language. On average they made six months progress after a nine week intervention helping them catch up with other children their age. This is twice the progress of children not having the intervention.
National Children’s Bureau  
The Integrated Review: Follow-up report on practice in two local authority areas
This is a follow-up study by the National Children’s Bureau for the Children’s Partnership that shows how the Integrated Review has been put into practice within two local authority areas: Islington and Warwickshire. These local authorities have implemented two different models for structuring the review. In Islington, a joint meeting structure is used where early years and health practitioners come together to deliver their own parts of the Integrated Review in one meeting with the parent and child.  In Warwickshire, early years and health practitioners have separate meetings with the parent and child, and share information with each other. 
The report will be of great use to local authorities implementing the Integrated Review and to practitioners themselves.
National Portage Association (NPA)
Having run a successful 2 year contract to ‘sustain and develop the Portage workforce’ the NPA are building on this work with a new project funded by the DfE VSC grant (2015-16).

3 levels of Portage training:
  • Portage Awareness Workshops*
  • Portage Workshops* – training delivered by NPA accredited trainers and parent trainers.
  • Training for Trainers Workshop
*FREE in areas with little or no access to Portage
If you are interested in accessing the training and/or developing Portage in your area please contact (South) (North & Midlands)
The NPA Stamp of Approval Scheme
The award is available to early years settings (including childminders and foster carers) whose staff have completed Portage training and demonstrate that they deliver high quality, inclusive early years education, based on the Portage model and Portage principles. For criteria and application information visit the Portage Support Hub
Children’s Food Trust
We know the impact of what children eat in their earliest years lasts a lifetime. That’s why we’ve joined forces with Nursery World magazine to launch the country’s first national survey of food in childcare. There’s some incredible practice out there but not enough credit given to the nurseries, pre-schools, children’s centres and childminders helping to give children the foundations of a good diet for life. So we want to hear all about setting’s approach to food: how they make it happen and the challenges they face in getting great food to children and encouraging them to eat well. What’s making that task harder? What would help you create the mealtime experience they want for the children they look after? And we’re particularly interested in two big topics: your kitchen facilities, and how they think the government’s 30 hours pledge will affect how you provide food. You can find the survey here.
National Literacy Trust
New tool set to raise literacy levels of pre-school children
A new way to develop the language, literacy and communication of children aged under three is being developed by the National Literacy Trust in partnership with two local authorities and five nursery teaching schools across England.

HELLO (Helping Early Literacy and Language Outcomes) is set to both improve quality and choice in early years provision in disadvantaged areas and improve the home learning environment by focusing on three areas of nursery work; practitioners’ skills, the setting and parental engagement. The tool will address the key challenge of improving early years literacy as Early Years Foundation Stage data shows that nationally, literacy is the area of early years development with the lowest proportion of children achieving at least the expected level - 66% in 2013/14 and 61% in 2012/13.   

The aim is to increase knowledge and confidence among staff in early years settings of how young children develop their literacy, language and communication skills and around the use of digital media alongside books in literacy development. HELLO will also increase staff confidence in engaging parents in developing their child’s communication and home language skills. The project will also embed findings from National Literacy Trust early years research with Pearson on the benefits of using digital media in early years settings.
National Society for the Prevention of Cruelty to Children (NSPCC)
The NSPCC report on universal services and neglect is now available online. Please go here and scroll down to find the report, entitled Realising the Potential: tackling child neglect in universal services. You will also find on our website other learning from our five-year programme on child neglect, including findings from the evaluations of our services with children and families.


Latest Resources

Early Years Foundation Stage Profile Results

What to Expect, When? (Updated) 


4Children in partnership with The Communication Trust
Early Identification in early language and communication - Supporting and upskilling the early year’s workforce
3rd November London5th November Leeds
Learning to talk is one of the most important skills a child will ever need.  They need to be able to communicate with people around them in order to learn, make friends, solve problems and have fun.  However, learning to communicate does not happen by accident, children develop their skills through supportive interactions from the adults around them.

It can be difficult to identify children who are not developing their speech, language and communication skills to the level that is expected for their age. There are an increasing number of children who are starting school without the communication and language skills they require; they are not ‘school ready’.  Therefore, early identification of speech, language and communication difficulties has become a crucial way of ensuring that children who are struggling to develop these skills, receive the support that they require as early as possible to minimise the potential impact of their speech and language difficulties. 
One of the prime areas of learning in the EYFS is ‘Communication and Language’.  It is therefore vital that the early year’s workforce have the skills necessary to support children’s speech and language, identify when a child is struggling at the earliest possible time and encourage parents to feel confident to support their children’s language and communication development.
At these seminars you will hear about:
  • Early language and communication in the context of the free 30 hours childcare
  • The importance of early identification of speech, language and communication needs (SLCN) and next steps
  • Upskilling the workforce and looking at what tools are available
  • Looking at how settings can support parents to encourage  their children’s  speech, language and communication development at home
  • Good practice case study examples
Who should attend?
  • Leaders and managers in all early years settings
  • Local Authorities
  • Workforce development Officers and Managers
  • Heads of Early Years
  • Children’s centres
  • Health visitors and professionals
These seminars will provide a unique opportunity to hear from experts in early language and communication, some good practice case studies and pick up some tools to ensure that your workforce have the skills to support all children’s speech, language and communication development, including those with SLCN.

Family Action
National charity Family Action has been funded by the Department for Education (DfE) to support school-based early years childcare settings to develop their inclusive practices for 0-5s with special educational needs and disabilities (SEND). As part of this project, we are running three free inclusion events.
‘Developing inclusive childcare practices for 0–5s with SEND’
  • 10 November 2015 - South (London)
  • 17 November 2015 - Midlands (Bedworth)
  • 24 November 2015 - North West (Leigh, nr Wigan)
This is a practice-sharing event for childcare providers wishing to develop a more inclusive setting. At the event you will have the chance to:
  • hear how providers we are supporting are developing inclusion in their early years setting
  • share your own experiences of developing inclusive childcare practices
  • take part in an interactive workshop
  • get practical ideas for developing inclusive practices.
The event is aimed at staff working in childcare settings for 0-5s that are on a school site (e.g. playworkers, nursery managers, children’s centre staff, PVI, holiday club staff). However, other providers will also find it useful (e.g. primary school wraparound staff who will be welcoming 3-4 year olds in the future).
To download a booking form, visit the Learning Exchange website.
PACEY’s autumn conference ‘Be happy, be healthy: supporting wellbeing in the early years' will be held at the Park Inn by Radisson in York on Saturday 7th November 2015
  • PACEY’s  President,  Penny Tassoni will be delivering a morning keynote on ‘Attachment matters: an exploration of the importance of positive relationships in  early childhood’. Lee Owston, Senior HMI Inspector from Ofsted, will explain all on the new Common Inspection Framework.
  • Expert speakers from the Institute of Health Visiting and the Royal College of Paediatrics and Child Health
This event will be a fantastic opportunity to focuse on your integral role of helping children be happy and healthy
Special rate of £125 for the readers of this newsletter by quoting ‘foundation years‘ when booking
To view our full programme please visit or email Lauren Sampson on to book your place
NLH Partnership
Workshop: Effectively tracking Children’s Centre impacts
Friday 27th November London – Monday 30th November Leeds
Effectively tracking the impacts of Children’s Centre work for children and families is an increasingly important part of the assessment of Children’s Centres’ performance, and Ofsted requires Centres to provide high quality impact ‘tracking’ evidence in order to gain a ‘Good’ or ‘Outstanding’ grade. This workshop focuses on the various types of ‘tracking’, to provide attendees with a clear understanding of how to develop and implement effective systems and processes for tracking Children’s Centre impacts. Attendees leave the workshop with a thorough understanding of how to effectively meet key tracking requirements. 
For more information email, or call 0207 7292206.
Conference 2016 - "Things Fall Apart": How to contain anxiety when the centre struggles to hold
Friday 26th February, 09:30 – 16:30, Oxford
Amanda Jones, Consultant Perinatal Psychotherapist,
Andrew Cooper, Professor of Social Work, Tavistock Centre and UEL
Joanna Chapman, OXPIP Therapist
The aim of our conference is to engage people providing care and support in thinking about how we can continue to provide critical, front line support to vulnerable people, at a time when services, structures and jobs are under huge pressure.

This conference is primarily for those working in the early years including Children’s Centre Workers, Health Visitors, Midwives, Social Workers and other professionals from a wide range of backgrounds and settings.

OXPIP's conference will provide a platform for leading speakers in the field to talk about the importance of reflective capacity, liaison and communication, as well as how we can preserve such space during a time of reducing resources and rising demands.
Tickets £50 and can be booked at /
Sightline Initiatives
Reading the World - Language, literacy and meaning-making in early childhood & primary education
Saturday 28th November 2015 10am-4pm, University of Greenwich, London
“Reading words, and writing them, must come from the dynamic movement of reading the world.” Paulo Freire, educator, in Language Arts, January 1985
Presentations from Reggio Emilia and the UK
  • A hundred languages of children learning: Elena Giacopini, Pedagogista, Municipality of Reggio Emilia
  • The right to meaning: Sally Jaeckle, MBE, Bristol Early Years Lead Officer; Chris Merrick OFSTED Inspector
  • What is it that makes me, me?: Deborah Wilenski and others, Reflections Nursery School, Worthing
  • Chairs: Professor Peter Moss, Institute of Education, London; Robin Duckett, Sightlines Initiative
The curiosity to understand
Educators and pre-three-year old children in an Environment of Enquiry
Sunday 29th November 2015 10am-4pm, University of Greenwich, London
£150 (if also on the ‘Reading the World’ conference) £190 (Sunday only)

A day for Sightlines Initiative network subscribers who are particularly working to develop their environments and pedagogy with children birth to two.

Together with Elena Giacopini, pedagogista of Reggio Emilia, we will work on selected questions and examples from participants’ own practice, as well as exploring the pedagogy of Reggio Emilia in their infant-toddler centres.
Reggio Study Week 2016
Sunday 17th - Friday 22nd April 2016
Loris Malaguzzi International Centre, Reggio Emilia, Italy.
A one-week study visit to learn about and be inspired by the world renowned educational approach of the preschools and infant toddler centres of Reggio Emilia. This course will explore the key principles underpinning the Reggio approach to early childhood education including:
  • History and background
  • Creativity and expressive languages of children
  • Listening to children
  • The environment as 'the third teacher'
  • Parents as partners
  • Democratic citizenship
  • Children as the subjects of rights
  • Children and educators as researchers
  • Observation, interpretation, documentation
  • Making learning visible
  • Professional dialogue
The course will involve:
  • Discussion groups
  • Visits to preschools and infant-toddler centres
Early Language & Communication
3rd Nov, 2015
Early Language & Communication
5th Nov, 2015
PACEY Autumn Conference
7th Nov, 2015
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