How to Prepare for an Ofsted Inspection in Early Years (2026)
Preparing for Ofsted should never feel like performing.
What is a Mocksted Inspection?
If you work in early years, chances are you’ve heard the term “Mocksted” mentioned more and more over recent years. But what actually is a Mocksted inspection — and how can it help your nursery or setting?
T Level Early Years Assessment: Balancing Paperwork, Practice and Professional Judgement
As exam season approaches within the T Level in Education and Early Years, attention often turns to workload, deadlines and assessment requirements.
Men in Early Years UK: Challenging Stereotypes and Strengthening Safeguarding in Childcare
Men in early years education remain significantly underrepresented in the UK, making up less than 3% of the childcare workforce. The ongoing debate around men in early years UK settings is shaped by societal perceptions, safeguarding concerns, and long-standing workforce challenges.
Safer Sleep in Early Years: EYFS Updates, Compliance and Best Practice for Nurseries
Recent updates to the Early Years Foundation Stage (EYFS) framework, particularly around safer sleep, have brought renewed focus to an essential aspect of early years practice.
The Cost of Sustainability: What Happens to Quality in Early Years?
Funding conversations in early years are often framed around sustainability — and understandably so. But increasingly, I find myself returning to a more critical question: what is the cost to quality?We know from longitudinal research (including the EPPE project) that the quality of early childhood education has a direct and lasting impact on children’s cognitive and social outcomes.And quality, in practice, is not abstract. It is built through: • knowledgeable, reflective practitioners • time to observe, assess and respond to children’s development • secure key-person relationships • ongoing, meaningful professional developmentThese are not “nice to haves” — they are the mechanisms through which outcomes are achieved.Yet across the sector, financial pressures are beginning to reshape daily practice: ratios stretched, time reduced, training limited, leadership pulled into operational firefighting.The risk is subtle, but significant — a gradual erosion of the very conditions that enable high-quality interactions.So perhaps the question is no longer just about funding levels, but about intent:What are we prepared to protect — and why?Because when we talk about funding in early years, we are ultimately talking about the experiences children have today, and the outcomes they carry for life.#EarlyYears #EarlyYearsLeadership #QualityMatters #EYFS #ChildDevelopment
The Pressures Facing the Early Years Sector – And Why Relationships Matter
The early years sector is being asked to do more than ever.More children with complex needs.More expectations from families.More scrutiny and accountability.And yet the core of early years practice has never changed.Children still need the same thing they always have: consistent, responsive relationships with trusted adults.When the sector is under pressure, it can be tempting to focus on systems, paperwork and compliance.But the foundation of quality remains relational.Children learn, explore and develop confidence when they feel emotionally secure.This raises an important leadership question for settings:How do we protect relational continuity for children when the sector itself is experiencing so much change?hashtag#EarlyYears hashtag#EarlyYearsLeadership hashtag#ReflectivePractice hashtag#ChildDevelopment💬 How are settings protecting relationships and stability for children at the moment?
The Power of Reflective Practice in Professional Growth
Reflective practice is one of the most valuable tools we have for deepening insight, improving decision-making, and strengthening the quality of our work. When we create intentional space to pause, question, analyse, and learn from experience, we move from “doing” to developing.I recently had the pleasure of delivering training for DT Associates on Reflective Supervision and Kolb’s Experiential Learning Cycle. The professional discussion was engaging, thoughtful, and genuinely energising — a fantastic reminder of how powerful reflective spaces can be when they’re done well.Huge thank you to everyone who attended and contributed so openly.If you’re interested in reflective practice, supervision, or professional development support, you can learn more about my work here: 👉 https://lnkd.in/edFH6k2chashtag#reflectivepractice hashtag#reflection hashtag#supervision hashtag#professionaldevelopment hashtag#kolb hashtag#experientiallearning hashtag#earlyyears hashtag#leadershipdevelopment hashtag#continuousimprovement hashtag#traininganddevelopment hashtag#lifelonglearning hashtag#circletrainingandsupport hashtag#dtassociates
Understanding behaviour: A lesson from the classroom.
A Monday morning lesson recently gave me a lot to think about.I’d planned something I’m genuinely passionate about – understanding behaviour – and expected an active, lively session. Instead, the room felt flat, and I found myself adapting ‘in action’, assuming it was simply “Monday morning energy” or my delivery.
Reflections on the new early years inspection toolkit
As with many of my colleagues in the early years sector, I’ve spent a lot of time recently reviewing the new Early Years Inspection Toolkit and reflecting on what the future of inspection may look and feel like in practice.
Have We Forgotten How to Let Children Play?
I
Bridging the Early Years Maths Gap: From Incidental to Purposeful Teaching.
It's common to see early years practitioners feel a little uneasy about introducing mathematics. It's easy to forget that we are the biggest resource, and maths is literally everywhere!I believe the core issue often isn't a lack of knowledge, but a lack of maths confidence—perhaps stemming from negative personal experiences in the classroom. We need to flip that narrative for our children!While dedicated maths areas are useful, the most impactful way to teach is by embedding mathematics in everything, everyday. We do this already with counting, comparing, patterns, and shape—we just need to become more aware of it! By understanding the "why" and making our teaching purposeful, not incidental, we can build incredible mathematical foundations.hashtag#EarlyYears hashtag#EYFSM hashtag#MathsConfidence hashtag#EarlyMaths