There are many ways to boost traffic to your website but here, we look at five specific points to get you started.
1. Get Social
Social media marketing is a perfect place for sharing your setting information to a huge audience.
If you don’t already have a Facebook account for your nursery/preschool this is a great place to start. Create a Facebook ‘business page’ and look to add this to your local community group. It’s a great, FREE, way to showcase your setting. You can use this platform to advertise availability in your setting and keep parents updated with your latest news and events – just don’t forget to link to your website!
LinkedIn is a great place to showcase your setting to similar industry professionals and share content. It is also a great place to advertise jobs and network. If you have a LinkedIn account, encourage customers and colleagues to give your nursery/pre-school a recommendation, this helps to establish a credible/reliable setting and earn trust.
2. Mix It Up!
Make sure the content on your site is varied to ensure it is interesting to a variety of potential and existing parents and carers. Include videos, images, short news stories with longer sections of text, FAQs, data for fees and funding and key CTA (call to action). Having useful, interesting and important information will keep parents on your site for longer and encourage an enquiry.
3. Capturing Headlines
These are a vital part of your content. Ensure your headings are compelling to your prospective/existing parents: your content is far more likely to be read if the heading appeals.
4. Don’t Forget to Link!
You should be concentrating on not only increasing good quality backlinks to your website (from trusted, well-known related sites) but ALSO linking internally from content within the site. This not only helps with SEO but also results in better navigation/user experience for your existing/prospective parents and carers.
5. Research Your Competition
Look at your competitors’ websites – what do they have on their site that might be missing on yours? Are they on social media? What are they talking about? How are they engaging with parents in your area? Where are they listed? Find out what parents/carers and industry professionals are talking about and include this in your online content.
Cambridge University has paid tribute to expert on play and early childhood, Dr David Whitebread, who has died.
Dr Whitebread championed learning through play and was an influential academic and researcher in developmental psychology and early childhood education. His death was announced by Cambridge University where he has worked since 1986.
Dr Whitebread, who was internationally recognised as a leading authority in the understanding of self-regulation and metacognition in young children, taught in primary schools for 12 years before joining Cambridge University.
This background in primary school teaching gave him many of his biggest professional strengths, according to Professor Susan Robertson, head of Faculty of Education at Cambridge University, as it imbued him with “a deep understanding of educational practice, wide collaboration with teachers, and a fun-loving, playful way of conducting his teaching and projects”.
She said: “David’s passing is a huge loss to the psychology and education community, and he will be hugely missed by everyone who knew him at the Faculty.
“Our thoughts and deepest sympathies are with his wife, Linda Whitebread, their daughters Elisabeth and Sarah, and with David’s friends, former students, and colleagues.”
Iram Siraj, Professor of Child Development & Education, University of Oxford, tweeted: “I am stunned and deeply saddened to hear that Dr David Whitebread’s died this week. He was one of the best ECEC experts and a wonderful, kind and funny man. He contributed greatly to understanding of self-regulation and children’s metacognitive talk.”
Dr Whitebread was well-travelled, giving lectures and undertaking consultancies in many countries, including Australia, Bangladesh, Canada, Chile, China, India, Poland, Uganda, the USA, and Tanzania. He was also actively involved in research and international outreach programmes with the LEGO Foundation, establishing a long-lasting collaboration which impacted the lives of many children by providing opportunities for learning through play.
The full story, as reported by daynurseries,.co.uk, can be found here.
Ofsted’s Gill Jones, Deputy Director, Schools and Early Education has posted a new blog on the update of the education inspection framework (EIF) handbooks. In the blog, she sets out some of the main changes to the early years handbook, and reminds us of how inspection will work from this term onwards:
“Throughout the spring, our inspectors have kept going with their regulatory work, responding to concerns by visiting or contacting early years providers. In January, we confirmed that we would not be introducing the temporary measure of non-graded assurance inspections and would instead return to our routine graded EIF inspections when we thought the time was right.
The sector has been clear that it would like us to resume routine inspections under the EIF as soon as it’s safe to do so. We know that providers prefer to receive a graded overall effectiveness judgement following inspection. Providers use overall effectiveness judgements to give reassurance to parents and to apply for funding from local authorities.
In March, we announced that graded inspections of some registered early years providers will begin from 4 May. We’ll continue to carry out urgent inspections where there are significant concerns about a provider.
As you would expect, we’ll prioritise the safety and welfare of everyone involved, following the most up-to-date guidance from Public Health England and provider-specific arrangements.
We’ve built on what we’ve learned from carrying out interim visits and research calls. We have carried out some on-site fieldwork to help us decide what minor amendments we needed to make to the inspection handbook, given the COVID-19 (coronavirus) context, and to inform our inspector training.
We will continue to be sensitive to the challenges presented by the pandemic and will always take that context into account. We know that providers have worked hard to provide a safe place for young children during these difficult times, helping working parents and the community to withstand the pressures.
Timing of inspections
We will carry out all inspections on site wherever possible. However, we may sometimes need to carry out elements of the inspection through video/telephone calls. Inspectors will agree this with the provider at the start of the inspection. We will usually only use off-site activity to involve parents/carers and those with leadership responsibility who are unable to attend the setting.
Last autumn, we confirmed that we will move to a six-year inspection window. This means that each provider has their own inspection window determined by their last inspection judgement. As we prepare for a return to full EIF inspection, we’ll take a proportionate and risk-based approach to who we inspect first.
We will prioritise providers who:
were judged less than good at their last inspection, which includes those who received an interim visit in the autumn term
have recently registered and not been inspected, and whose first inspection is overdue
were not inspected in the last inspection cycle due to the pause in routine inspection.
We will also continue to carry out any urgent inspection where we have significant concerns about a provider.
While we understand that some providers may have concerns, it’s important we do the right thing for children, right now. We know that the EIF, built on research and inspection experience, is the right tool for us to find out how well settings are helping children to thrive, both emotionally and in their education. It’s particularly important that children from poorer families, who may have lost out on the vital foundations of early learning during the pandemic, get back on track, so the educational gap does not get wider. We want to make sure that no child gets left behind.”
Read the full blog, as published on the Ofsted website, here.
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