What really makes a difference in the early years? That’s the question the Education Endowment Foundation (EEF) set out to explore in a series of recent evaluations, and the results are both insightful and inspiring for anyone working in early years education. 

From boosting vocabulary to building early maths skills, the EEF’s research examined seven different programmes across more than 500 early years settings, including nurseries, school-based provision, and childminders. The goal? To understand what approaches are truly effective when it comes to supporting young children’s learning and development. 

With the Government’s Best Start in Life strategy putting renewed focus on the importance of high-quality early education, these findings couldn’t be more timely. 

Playing With Words: The Power of ‘Concept Cat’ 

One of the standout programmes was Concept Cat - an imaginative approach that helps three- and four-year-olds develop abstract vocabulary such as before, most, and large. 

Rather than relying on rote learning, Concept Cat uses stories, role-play, and simple repetition to help children understand new words in context. Trained remotely, staff from 89 settings implemented the programme over 30 weeks, with striking results: children made, on average, two months’ extra progress in vocabulary development compared to those not using the programme. For children receiving the Early Years Pupil Premium, that jumped to three months - although the sample size means this particular result should be interpreted with caution. 

Giving Childminders a Voice: Communication Friendly Home-Based Settings 

Professional development opportunities tailored for childminders are often thin on the ground - but the EEF is helping to change that. In its first childminder-specific evaluation, Elklan’s Communication Friendly Home-Based Settings programme offered training to 40 childminders working with children aged 0–5. 

Participants came away with improved confidence, knowledge, and practical strategies to support speech, language and communication. The feedback? Overwhelmingly positive. This pilot project marks a big step forward in recognising and supporting the vital role childminders play in early education. 

Storytelling Sparks Language Development in Early Years

Two more exciting programmes focused on harnessing the power of stories to boost communication: 

• Talk with Tales with Children (TWiTCH) encouraged practitioners to use familiar fairytales to promote discussion and language skills. Nearly all participating settings implemented the programme successfully, with staff reporting improved confidence in supporting children’s speech and language. 

• Tales Toolkit was another hit. This creative approach enables children to invent and tell their own stories using prompts for characters, setting, and plot. Practitioners said it was easy to use and reported visible improvements in collaborative play, especially for children with SEND or English as an additional language. However, staffing issues in some settings did affect how consistently the programme could be delivered. 

Exploring Early Years Maths: Three Approaches to Put to the Test

Alongside communication and language, three maths-focused programmes were also evaluated: 

• Maths Through Picture Books (MTPB) used books and the ShREC strategy (Show, Hear, Repeat, Explain, Comment) in small groups to help children in Reception who needed extra support. Practitioners praised the approach, and engagement levels were high. 
• Counting Collections took a whole-class approach to developing number sense in four- and five-year-olds through a four-part routine. Children involved made one month of extra progress - though the programme didn’t lead to additional gains for children eligible for free school meals. 
• The ONE blended maths with play-based activities to support executive function skills in three- and four-year-olds. While results showed no overall difference in progress, EYPP children made up to two months’ extra progress, and staff reported growing in confidence and knowledge. 

What’s Next? Scaling Up What Works

These recent evaluations mark an exciting new chapter in evidence-based early years education. Far from being the final word, they represent a springboard for future development. The Education Endowment Foundation (EEF) is now carefully considering which of the evaluated programmes have the potential for wider adoption across nurseries and early years settings in England. By scaling up the most impactful initiatives, the EEF aims to strengthen the sector’s overall understanding of what truly improves outcomes for young children. This next phase will focus on supporting practitioners with proven, practical tools that can be embedded into everyday practice, helping to close the gap in early learning and ensure every child has the best possible start. 

Did You Know?

Five of the evaluated programmes – Concept Cat, TWiTCH, Tales Toolkit, The ONE, and Communication Friendly Home-Based Settings – received joint funding from the Department for Education (DfE) through the Stronger Practice Hubs initiative. This partnership between the EEF and the DfE demonstrates a shared commitment to improving early years education by investing in projects that are grounded in research and real-world impact. These hubs play a vital role in supporting local early years providers with access to evidence-informed approaches, resources, and training. 

Why not explore the full evaluations and learn more about how these programmes could benefit your setting? Visit: educationendowmentfoundation.org.uk for more information.