Early Years

When developing their own assessment approaches, EYFS settings must ensure they are inclusive, responsive and adaptable, says Stephen Kilgour

In the early years, curriculum shouldn’t be either play-based or adult-led, but a mixture of both, writes Julian Grenier

Rising costs are making school trips more difficult, and money’s not the only barrier, says Helen Pinnington, who shares her advice on how to find the ‘magic’ in planning a trip

In EYFS children need lots of opportunities to explore and play with numbers in order to develop number sense - here one early years lead shares the activities she uses

Looking at the way children learned thousands of years ago may be the key to encouraging today’s EYFS pupils to drive innovation and fight the climate crisis in their later lives, says Paul Howard-Jones

As long as children write in a legible way, is it really necessary to teach them to write in cursive? Definitely not, argues trainee teacher Aimee Robinson

Developing children’s oracy, imagination and sequencing skills is the key to supporting them to become great storytellers, says Jess Gosling

It may not be statutory to teach foreign languages in key stage 1 but there are simple things teachers can do to embed language in their classrooms, writes Dr Elizabeth Malone

Too often, computers are deployed in early years classrooms with little thought about the quality of learning opportunities they provide, says Helen Pinnington

Research shows that teacher belief in a child’s abilities can act like ‘rocket fuel’ for those growing up in poor communities, so staff must take conscious steps to challenge deficit narratives, says Julian Grenier

A new research project hopes to improve the potential of children in the first five years of life - by adding lessons to the key stage 3 science curriculum about how to talk to babies and toddlers. Christina Quaine speaks to the researchers behind the project

Whole-class story time is still very popular in schools, but research shows that sharing a story in small groups of three or four children is much more beneficial for language development, says Julian Grenier