In this recorded session, Sarah Clarke joins our Talking About… Babies Network to explore the vital role of attachment in early development, sharing practical strategies for supporting secure attachments with babies and creating emotionally responsive environments that nurture the strong, trusting relationships which underpin lifelong health and development.
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In this staff meeting template, explore the Characteristics of Effective Learning through four practical activities, including an obstacle course, video, group reflection and learning walk. Designed to fit into 45 minutes, it supports your team to reflect on how your environment and interactions nurture children’s curiosity, engagement and resilience.
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In this case study, Amber, a teacher from St Pauls Nursery School in Bristol, shares how the Emotion Coaching CPD programme transformed her practice, helping her support children’s emotional regulation and resilience, strengthen family partnerships, and shift her whole team’s approach to children’s feelings.
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RECRUITING NOW FOR LEARNING LEADS – Deadline is 9am on the 17th June Advance Your Career and...
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In this case study, Amy Marsh, Head of Nurseries and Preschools at The Priory Learning Trust, shares her experience attending the Sensory Processing Immersion Morning at Springboard Opportunity Group, and how it shifted her thinking from managing children’s behaviour to understanding the biology behind it.
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Maths Champions is a fully-funded online professional development programme developed by the NDNA, with support from the EEF. Proven to boost children’s maths and language attainment by an average of three additional months, it’s one of a number of evidence-based CPD programmes currently open to early years practitioners across our region.
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This case study examines Sarah Ellis’s professional development as Nursery Manager at Bristol Children’s Playhouse, focusing on improving services for two-year-olds. By engaging with the Bristol Early Years All About Twos guidance and participating in the Getting it Right for Twos programme, she aimed to enhance team understanding in key developmental areas.
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Ruth Glover, CEO of Springboard Opportunity Group, emphasises understanding behaviour in early years as a form of communication linked to sensory experiences. She advocates for a sensory-informed approach to better interpret children’s needs, proposing strategies to create supportive environments. By viewing behaviours as signals rather than challenges, educators can enhance inclusion and self-regulation, ultimately aiding children’s learning and development.
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In this recorded session, Dr Mona Sakr explores how to make outdoor experiences truly meaningful for babies, including a practical framework for ensuring every child feels safe, loved, and ready to learn in the natural world. Perfect for childminders, baby room practitioners, and nursery staff working with our youngest children.
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In this blog post by Caren Egan, an early years leader with over 25 years of experience, she reflects on navigating the evolving inspection landscape with confidence and clarity. From the updated EYFS framework to the new five-point grading scale, Caren explores what genuine quality looks like on the nursery floor every day, and why high standards are not about inspection readiness, but about keeping children’s wellbeing and learning at the heart of everything we do. If you are a leader or manager in early years, this is a must-read for staying grounded, supporting your team, and leading with purpose through a period of real change.
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Will Purcell, Early Years Teacher at Archfield House Nursery in Bristol, shares how implementing the EEF’s ShREC approach transformed adult–child interactions in his setting. Focusing on Share attention, Respond, Expand, and Conversation, Will and his team have seen real changes — children sustaining longer exchanges, showing greater confidence, and making noticeable progress in language development. Read how embedding this evidence-informed framework into everyday practice has strengthened staff confidence and deepened connections with the children in their care.
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