Early Years

Wednesday

15th Apr 2026

What neuroscience tells us about teaching young children
We know that the youngest pupils’ brains work differently to adult brains, and scientific research has now uncovered some of the secrets to keeping early years children engaged in their learning, argues neuroscientist Sam Wass
Brain montage

Tuesday

24th Mar 2026

The benefits of ‘loose parts’ play in the early years
Undirected play with small materials can support a wide range of learning outcomes, but practitioners need time and support to use the approach well, writes Lucy Fox
EYFS loose parts

Monday

16th Mar 2026

How schools can show parents the value of play
Some parents query why their child is still playing rather than engaging with formal teaching. Paul Ramchandani explains how EYFS professionals can help change their view
Paul Ramchandani on his bike

Thursday

5th Mar 2026

How to get early years specialist provision right
Hackney’s first early years additional resource provision opened in September. Its headteacher tells Tes how the specialist setting and curriculum are supporting some of the youngest children with complex needs
Child with puzzle

Friday

20th Feb 2026

Why we need workforce reform in the early years
The needs of children starting school now are different than they were a few decades ago. So it’s time for us to make staffing changes, too, suggests Julian Grenier
Young boy tying shoe laces

Wednesday

28th Jan 2026

Why SEND reform depends on the early years
Because the EYFS shapes children’s first learning experiences, it is where the SEND crisis begins – so it needs to be a key focus in fixing the problem, writes Julian Grenier, who offers three ways to improve practice
Child's footprints in sand

Thursday

15th Jan 2026

The transformative effect of reducing Reception class sizes
Shackleton Primary more than doubled the number of its children reaching a good level of development after cutting its Reception classes from 30 to 20. Ellen Peirson-Hagger hears how it achieved this improvement
EYFS: How reducing Reception class sizes helps young children's development

Wednesday

3rd Dec 2025

Why we teach without screens in Reception
When one early years class was relocated to a room without screens or wi-fi, it created the conditions to test the benefits of going screen-free, writes Lucy Fox
child with blocks

Thursday

27th Nov 2025

What does the curriculum review mean for EYFS?
As the latest early years profile results are published, Julian Grenier outlines four key areas of the recent curriculum and assessment review worth interrogating
Early years toy blocks

Wednesday

19th Nov 2025

How an EYFS profile tool could cut SEND referrals
The tool, developed at the University of Birmingham, is designed to identify the developmental needs of children who might otherwise go ‘under the radar’
Early years pupils in PE

Friday

19th Sep 2025

Do we really need to teach children how to feel?
Programmes teaching early years children to manage their emotions could be having unintended consequences, warns Gemma Kirby
Two little boys

Tuesday

26th Aug 2025

How to use continuous provision in Year 1
Schools are increasingly opting to use continuous provision beyond the early years, says KS1 lead Katie Jenkins, who shares her top tips for getting this approach right for Year 1
Year 1 children in activity area