Working with the Revised Early Years Foundation Stage: Principles into Practice – Julian Grenier, 2020 Published by Sheringham Nursery School
(available as a free download from http://development-matters.org.uk/, or from Amazon)
Celebrating Children’s Learning – edited by Julian Grenier, Sue Finch, and Caroline Vollans, Routledge 2017
Successful Early Years Ofsted Inspections: Thriving Children, Confident Staff – Julian Grenier, Corwin 2020 (2nd Edition).
Research and Briefings
Developing close, thoughtful attention to children and families in the early years pedagogy
This evaluation of the impact of Work Discussion (WD) Groups as a model of Professional Support and Reflection was funded by the Froebel Trust. The report was written by Peter Elfer, Sue Greenfield, Sue Robson, Dilys Wilson and Antonia Zachariou from the University of Roehampton.
The aim of WD is to enable practitioners to be more attuned to the child holistically, in the context of that child’s family culture and wider culture, in order to support their practice and strengthen outcomes for children. Here, WD is directly relevant to the implementation of Froebelian principles, not least that every child is part of nature, family, community, culture and society and the right of children to protection from harm or abuse and to the promotion of their overall well-being.
Pedagogical innovation and leadership in the early years
This report presents the findings of an independent evaluation study by the UCL Institute of Education of our “Outstanding Early Years Teaching” programme, and the participants’ experience of professional learning.
The researchers found that “Significantly, the findings showed evidence of participants’ applying their learning to changing and informing their settings’ practices, and for some, how this has resulted in initiating and leading change in key aspects of practice. Five key themes emerged: pedagogical tools to promote and extend children’s learning, shared and purposeful learning, reflective practice, twitter and virtual learning as an enabler and inhibitor, and perceived impact on practice and leadership. The findings highlighted the agency that was exercised by several practitioners in their development of pedagogical strategies to improve their practice and interactions with the children. Overall, participants were positive about the learning they had gained from being on the programme and appeared to benefit from the impact it had on their practice. The study provided strong evidence for sustaining and potentially scaling up of the early years teaching programme as a model of professional development and learning for nursery and preschool practitioners.”
Newham Reception Innovation Project
Find out how east London school leaders are seeking to ‘maximise pupil progress through play-based learning in Reception classes’. This project has been developed by early years consultant Helen Moylett and led by Kaizen Primary School.
Manor Park Talks
Professor Tina Bruce writes: ‘This booklet is designed to support practitioners in helping very young children to communicate and develop language in ways which are facilitated through play. It emphasises first hand experiences which are rich in sensory learning and in freedom of movement for the child. It will help practitioners to think their way through their practice, and be reflective practitioners. Who could ask for more?’
Manor Park Talks documents a highly successful community project in Newham, East London, that brought together early years settings, parents, childminders and schools – all with the shared aim of helping children’s early communication.
Like many other urban communities, Manor Park was characterised for a long time by many children starting school with communication difficulties. Working with parents as partners, and supporting each other to improve early years provision, the Manor Park Talks team succeeded in boosting children’s early communication. The gap between the most vulnerable children and the rest had narrowed significantly at the end of the project.
Dr Julian Grenier of Sheringham Nursery School and Children’s Centre in East London talks to Marianne Sargent about the East London Partnership, the National Teaching School led by Sheringham Nursery School with Kaizen Primary School.
Including Two-Year Olds in Schools: a briefing for school leaders
Schools are not the only organisations which can provide high-quality early education and care: but they are well-placed to do so. Is your school the right environment for two-year-old provision and what would you gain from offering it? This briefing was written by Helen Moylett and Dr Julian Grenier on behalf of Early Education and distributed in partnership with Nursery World