Safer Sleep Guidance in Early Years: What’s Changed and What Ofsted Will Now Inspect

Safer Sleep Guidance in Early Years: What’s Changed and What Ofsted Will Now Inspect

by | Jun 23, 2026 | Childcare News, Health and Well-being, Learner Resources, Ofsted, Parent Advice Feed, Running a Setting

Safer sleep guidance in early years is changing - and if you care for babies or children under 2 in your setting, you need to know exactly what's new. In March 2026, early education minister Olivia Bailey confirmed that the government is writing explicit safer sleep requirements directly into the EYFS statutory framework. From September 2026, these requirements become formally inspectable by Ofsted. Here's what that means in practice, and what you should be doing right now. 

 

Why the Safer Sleep Rules Are Being Updated 

The changes follow the death of nine-month-old Genevieve Meehan at a nursery in 2022 - a devastating tragedy that prompted the Campaign for Gigi, a sustained push by her family and campaigners to strengthen safe sleep standards across all early years settings in England. 

Until now, the EYFS required providers to place babies down to sleep in line with government safety guidance, linking to NHS advice. That wording left room for inconsistency. Minister Bailey's letter to early years leaders confirmed that this approach was not clear enough, and that the updated requirements - developed with the Lullaby Trust, medical experts, and Ofsted - will give providers specific, enforceable standards to follow. 

 

What the New Safer Sleep Requirements Say 

The updated wording applies to all children under 2 years old. Providers must ensure: 

  • Children are placed on their backs in their own separate sleep space 
  • The sleep space must be on a firm, flat surface - a cot, bed, or mattress on the floor 
  • Babies aged 1 year and under must only sleep in a cot 
  • Sleep spaces should contain only a firm, flat, waterproof mattress and lightweight bedding tucked in firmly below the child's shoulders 
  • A well-fitted baby sleep bag may be used as an alternative to blankets 
  • Where blankets are used, the child is placed feet-to-foot at the bottom of the cot, with blankets tucked in 
  • Sleeping children must be regularly supervised - sight and sound checks throughout nap times 


The Lullaby Trust has also clarified the position on specific items. Sleep pods are not acceptable. Car seats are only suitable while the child is in the vehicle, not as a sleep space in your setting. Sofas are not permitted - they do not meet the requirement for a firm, flat surface. 

safer sleep

When Do These Requirements Come Into Force? 

The DfE has confirmed that compliant safer sleep practice is expected now, not just from September. Current EYFS wording already requires you to follow NHS safer sleep guidance - and that guidance has always reflected the requirements above. The September 2026 date marks when the explicit wording lands formally in the EYFS statutory framework, and when Ofsted will be inspecting against the new, detailed criteria. 

In practice, that means Ofsted inspectors are already expecting to see safe sleep environments in your setting. If babies in your care are sleeping in sleep pods, on soft surfaces, or in car seats during the day, you are already non-compliant. 

 

What About Children Over 12 Months in Buggies or Prams? 

One area where questions have come in from providers relates to naps during outings. The current guidance draws a distinction by age: 

  • Children under 12 months who fall asleep in a buggy during an outing must be transferred to their designated sleep space when they return to the setting, even if it wakes them up 
  • Children over 12 months should where possible be transferred, but the requirement is less absolute 
  • A lie-flat pram or buggy should not be used as the child's main separate sleep space 


If children fall asleep on outings - during the school run, on walks, or at forest school - that is acceptable. The key principle is whether your setting has appropriate sleep spaces and whether you are actively using them. 

 

How Safer Sleep Guidance in Early Years Will Be Inspected by Ofsted 

Ofsted inspects early years providers against the full EYFS framework, including safeguarding and welfare requirements. From September 2026, inspectors will have explicit criteria to check sleep environments against - not just a general expectation that you follow NHS guidance. 

In practice, you should expect an inspector to look at: 

  • Your sleep spaces - are they cots with firm, flat, waterproof mattresses? 
  • Your bedding - is it lightweight and tucked in below the shoulders, or is heavy bedding being used? 
  • Your supervision procedures - are sleeping children being checked regularly and recorded? 
  • Your equipment - are sleep pods, car seats, or soft nest-style products present in your sleep room? 
  • Your policies - does your safer sleep policy reflect the updated EYFS requirements? 
  • Your staff knowledge - do your practitioners understand the rationale behind each requirement, not just the rule itself? 


Ofsted has already noted non-compliance in inspection reports where safer sleep procedures were not robust enough. Don't wait for an inspection to review your practice. 

 

Questions Still Being Worked Through 

There are some areas where providers have raised questions and where guidance is still being developed. These include: 

  • Forest school and outdoor sleeping - how do the requirements apply when children nap outside during outdoor sessions? 
  • Dummies - the position on their use has not been explicitly addressed in the new EYFS wording, though the Lullaby Trust does address this in their guidance 
  • Monitor systems - whether sight and sound supervision can be met via a baby monitor, or requires a practitioner to be present in the room 
  • Moses baskets and coracle beds - whether these meet the definition of a cot for children aged 1 and under 


Sector bodies including the NDNA and the Early Years Alliance are pressing the DfE for clear answers on these points. Check their websites and your local authority for updates as clarifications are issued. 

 

What to Do in Your Setting Right Now 

You don't need to wait for September 2026 to act. Steps you can take today: 

  • Audit your sleep room - remove any sleep pods, nest-style products, or items that do not meet the firm, flat surface requirement 
  • Check your mattresses - they should be waterproof and firm, meeting British Standards (BSEN standards codes are included in the new guidance) 
  • Review your safer sleep policy - update it to reflect the specific requirements for children under 2, including the cot-only rule for children aged 1 and under 
  • Brief your team - make sure every practitioner understands the requirements and the reason behind them 
  • Check your supervision logs - are sleeping children being checked frequently, and is this being recorded? 
  • Read the Lullaby Trust guidance for early years settings - use their search function to check specific items and equipment 

 

Supporting Your Team's Knowledge and Confidence 

Safer sleep is a safeguarding issue, and your practitioners need to understand it as one. Staff training on current safer sleep guidance in early years settings is one of the most direct ways you can reduce risk and demonstrate compliance to Ofsted. 

Parenta Training offers childcare apprenticeships and CPD pathways that cover safeguarding, EYFS compliance, and child welfare. If you're looking to build staff knowledge systematically - or to recruit practitioners who come trained in current frameworks - our team can help you explore your options. 

Stay compliant and inspection-ready ahead of September 2026. With safer sleep entering the EYFS statutory framework, your whole team needs to understand what Ofsted will inspect. Parenta's accredited courses keep practitioners current on health, safety and EYFS compliance. Explore our childcare courses or speak to us on 0800 002 9242.

A question for our readers: With the new safer sleep requirements becoming inspectable from September 2026, how confident do you feel about your setting's current sleep practices? Tell us what questions you still have in the comments below, or what you are putting in place to get ready.

 

Further Reading 

For the full detail on safer sleep requirements, visit the Lullaby Trust guidance for early years settings and the NHS advice on reducing the risk of SIDS. 

The Early Years Alliance has also published a summary of the ministerial announcement - you can read it at eyalliance.org.uk.

Ofsted updates: A reminder of what you need to know 

Ofsted updates: A reminder of what you need to know 

by | Mar 25, 2026 | Childcare News, Ofsted, Running a Setting

Ofsted inspections have long played an important role in maintaining standards across the early years sector. They provide reassurance for parents, accountability for providers, and guidance for improvement. However, in recent years, the inspection system has been under considerable scrutiny, with concerns raised about the pressure that inspections can place on education professionals and the need for clearer reporting for families. 

As a result, Ofsted has introduced a series of reforms adjusting how inspections are carried out and how results are reported. Many of these changes came into effect on 10 November 2025 and will continue to develop through 2026. For early years practitioners and managers, understanding these updates is essential in order to feel confident and prepared for future inspections. 

 

The renewed Ofsted inspection framework 

One of the most significant developments is the introduction of a renewed education inspection framework, which began to be used from November 2025 for early years providers, schools and further education settings. The revised framework aims to provide a clearer and more detailed picture of the quality of education and care offered by providers. It replaces earlier guidance documents and introduces updated inspection toolkits and operating guides for inspectors and providers. Although the fundamental principles of inspection remain the same – focusing on the safety, care and learning of children – the way results are communicated has changed significantly. 

 

Moving away from single-word judgements 

Perhaps the most widely discussed change, and the one which has attracted the most media attention, is the move away from traditional single-word inspection grades such as “Outstanding”, “Good”, “Requires Improvement” or “Inadequate”. Under the new system, settings will receive a detailed report card rather than a single overall judgement. We have previously written about this, and you can still read the article at: https://www.parenta.com/2025/09/22/ofsted-report-cards/. 

 

These report cards provide a broader picture of how a setting is performing. Instead of summarising performance with a single word, inspectors are now assessing a range of areas and will provide narrative explanations of strengths as well as areas for development. The intention is to give parents and carers a clearer understanding of what a setting does well and where it may be working to improve. 

 

A new grading scale 

Alongside report cards, Ofsted has introduced a new five-point grading scale for the different areas of inspection. A setting will receive a separate grade for each area of inspection, and these will now be colour-coded for ease of interpretation. The grades are now: 

  • Exceptional 
  • Strong standard 
  • Expected standard 
  • Attention needed 
  • Urgent improvement 

Each of these grades applies to individual areas rather than to the setting as a whole. This approach is designed to reduce the pressure associated with a single overall grade while also offering more detailed feedback. For example, a setting may demonstrate strong leadership but still need improvement in one specific area of provision. The new framework allows these differences to be recognised more clearly. 

 

Inclusion and well-being are now assessed separately 

Another key change within the renewed inspection framework is an increased emphasis on inclusion and well-being, including staff well-being. Inspectors are now expected to look closely at how settings support: 

  • Children with special educational needs and disabilities (SEND) 
  • Disadvantaged children 
  • Children from a wide range of backgrounds 

Inclusion is now considered a central part of high-quality provision, rather than an additional aspect of practice.  

There is also growing recognition of the importance of staff well-being. The inspection system has faced criticism in the past for contributing to stress and pressure within the education workforce. The updated approach aims to ensure inspections remain rigorous while recognising the realities of working in educational settings.  

 

Continuing importance of safeguarding 

Despite these structural changes, safeguarding remains a central focus of all inspections. 

Inspectors will continue to evaluate safeguarding separately and safeguarding arrangements are judged as either “met” or “not met.” For early years providers, this means maintaining strong safeguarding systems, clear policies, and training staff to understand their responsibilities, such as DSLs and DDSLs. Settings must demonstrate that children are safe, well cared for and appropriately supported at all times. 

 

Changes to Ofsted inspection frequency 

Another practical change affects how often settings may expect to be inspected. 

From 2026, routine inspections for regulated early years providers are expected to take place approximately every four years, rather than the previous six-year inspection cycle.  

For newly registered providers, inspections may now take place much sooner, typically within 12 to 18 months of registration, rather than in the past, when some settings were waiting up to 30 months for their first inspection. This change aims to ensure that quality is monitored more regularly and that new settings receive feedback earlier in their development. 

 

Preparing for Ofsted inspections under the new system 

Although the inspection framework is evolving, the core principles of high-quality early years practice remain unchanged and follow the statutory guidance set out in the EYFS. Settings that prioritise children’s well-being, strong relationships and effective learning environments in ways that are embedded in their ethos, culture and daily practice are likely to be in a strong position when the inspection comes round. Managers can help prepare their teams by focusing on several key areas, such as:  

 

Maintaining strong leadership: Clear leadership and strong teamwork are essential. Staff should understand the setting’s vision, values and approach to supporting children’s development and remain accountable for this 

Embedding inclusive practice: Settings should demonstrate how they support all children, particularly those with additional needs. This includes adapting environments, working closely with families and collaborating with external professionals where necessary. 

Supporting a varied curriculum: Ensuring your curriculum meets all the standards needed will help you offer the best learning environment for your children. Deep dives into certain areas still exist.  

Maintaining everyday records: Keeping records up to date and accessible as part of your daily practice will help you to be ‘Ofsted-ready’ every day of the year  

Supporting staff development: Ongoing professional development helps practitioners remain confident and up to date with best practice. Training, mentoring and reflective practice all contribute to strong provision. 

Reflecting on practice: Regular self-evaluation helps settings identify strengths and areas for improvement. Many settings already use reflective tools and quality improvement plans to support this process. 

 

The changes to Ofsted inspections are being implemented now, but the most important message is that the heart of inspection remains the same, in line with your setting’s goals and aspirations. And that is that all children receive safe, nurturing and high-quality early education. 

 

References 

Ofsted (2025). Ofsted confirms changes to education inspection and unveils new report cards. GOV.UK 

Department for Education / Ofsted (2025). Education Inspection Framework – renewed framework for inspections from November 2025. GOV.UK 

Early Years Inspection Toolkit and Operating Guide. GOV.UK 

Early Years sector summaries of the new inspection framework. s4s.wandsworth.gov.uk.

 

Other articles:
What to know about the April 2026 updates to inspection of local authority children’s services

 

Literacy Support For EAL Children

Literacy Support For EAL Children

by | Nov 20, 2025 | Guest Authors, Learner Resources, Ofsted, Running a Setting

For many children, starting nursery or school means learning English alongside their home language. Known as English as an Additional Language (EAL), this is a huge opportunity to support both language and literacy development—but it can also feel daunting. Parents often ask: “Should we only use English at home?” The answer is clear: every language a child learns is an asset for their communication and literacy skills.

A strong foundation in a child’s first language helps them develop important communication skills, build confidence, and strengthen family and cultural connections. Far from holding them back, using their home language gives children a valuable head start - it supports brain development, makes it easier to pick up new languages like English, and enriches their vocabulary overall. 

When parents continue to talk, read, and sing in their home language, children benefit in countless ways. They can share traditions with relatives, express themselves fully, and feel proud of their identity. At the same time, nurseries and schools provide a safe space to explore English, gradually weaving both languages together. 

The message for families is simple: don’t give up your home language. Nurturing it alongside English will open more doors for your child, both now and in the future. 

Why Home Language Matters 

Strong home language foundations: 

  • build vocabulary and grammar, 
  • support memory and flexible thinking (EEF, 2017), 
  • connect children with family and culture, 
  • give children pride in their identity (Cummins, 2001). 

Everyday Literacy Tips For Practitioners 

Children learning English as an Additional Language (EAL) flourish when their identity, home language, and culture are valued. Under the EYFS framework, practitioners can draw on simple but effective strategies that support communication and language, personal, social and emotional development, and understanding the world. 

  • Display children’s languages around the setting (Understanding the World / PSED): Use dual-language signs, labels, and displays to reflect the languages spoken by children and families. This promotes a sense of belonging and shows children their home language is valued. 
  • Allow longer wait time after questions (Communication and Language): Giving children extra thinking time supports their ability to process both the language and the content of a question, helping them to feel confident and successful. 
  • Use gestures, props, and visuals (Communication and Language): Pair spoken words with actions, facial expressions, pictures, and real objects. These visual cues bridge language gaps and make abstract ideas more concrete. 
  • Pair children with supportive buddies (PSED / Communication and Language): Encouraging peer support helps children settle, learn new routines, and gain confidence by seeing positive language and social behaviours modelled. 
  • Involve families (Understanding the World / Communication and Language): Parents and carers are children’s first teachers. Invite them to share stories in their home language, record rhymes, or contribute to cultural celebrations. This partnership not only enriches the setting but also helps children see that all languages and cultures are valued. 

By embedding these practices into everyday routines, practitioners help children develop strong communication skills, pride in their identity, and the confidence to thrive in both English and their home language. 

Everyday Literacy Tips for Families 

Supporting your child’s language learning doesn’t have to mean adding extra tasks to your day - it’s about making the most of everyday moments. Here are some simple ways families can help: 

  • Talk in your home language: Use your first language to describe daily routines, chat about what you see, or ask your child to retell their day. Mixing languages (sometimes called “code-switching”) is completely natural and shows that your child is making important links between both languages. 
  • Share stories every day: Reading together is powerful, whether it’s a favourite storybook, a dual-language book, or simply making up your own tales. Talk about the pictures, guess what might happen next, and encourage your child to retell the story in their own words. 
  • Spot print everywhere: Words are all around us - on food packaging, shop signs, buses, menus, and posters. Pointing these out helps children see that literacy is part of everyday life, not just something that happens in school or nursery. 
  • Celebrate all communication: Language development is about more than just words. Gestures, drawings, role play, and facial expressions all count as valuable ways for children to express themselves. 
  • Sing and rhyme together: Nursery rhymes, clapping games, and songs - in any language - all help children to hear and play with sounds. This builds strong foundations for reading and writing later on (DfE, 2021). 

Remember, these small, simple activities make a big difference. By weaving language into daily life, you’re helping your child grow in confidence, strengthen family bonds, and enjoy learning every step of the way. 

 

 

Discover how early years writing develops, what the new DfE Writing Framework means, and how parents can support confident, inclusive writing from the start.
Top tip: Audiobooks and story videos are brilliant when parents aren’t confident reading English aloud. Check out QR-coded books (just send the QR home) that can be popped in the home folders too - onlinestorytime  

 

"Language learning in the EYFS is joyful, social, and rooted in play." 

Dual-Language Books 

These are a powerful bridge between home and school. Try: 

Try this in your setting: Send dual-language books home so families can read in their strongest language, then revisit in English during circle time. 

Technology That Helps 

Used well, digital tools add an extra layer of support: 

  • Book Creator – families can co-create eBooks with photos, voice recordings, and text in two languages. 
  • Beelinguapp – side-by-side bilingual audiobooks. 
  • Storynory – free online audio stories for young children. 
  • Translation apps – useful for quick support, but best alongside real conversation. 

"Tech should add to interaction, not replace it." 

Case Study: Amina, Age 5 

At home, Amina’s mum reads Somali–English dual-language books each night and helps her create an “All About Me” book in Book Creator. At nursery, Amina’s teacher pairs her with a buddy in role-play. 

Outcome: Within months, Amina speaks confidently in Somali, uses English phrases with peers, and sees herself as a storyteller in both languages. 

Quick Reassurances 

  • “Won’t two languages confuse my child?” No - bilingualism strengthens learning (Cummins, 2001). 
  • “My child mixes languages.” This is normal and shows progress. 
  • “We can’t find books in our language.” Libraries, BookTrust, and online suppliers can help. Families can also make simple books at home with photos and captions. 

Final Thoughts on early literay and language

For EAL learners, early literacy and language learning should be joyful, social, and playful. By celebrating home languages, sharing stories, and making the most of both print and digital tools, we give children the best chance to thrive. 

Bonus Wakelet free gift EAL - Wakelet 

 

 

Parenta - Dr Sarah Moseley

About the author:

Discover insights from Dr. Sarah Moseley, an Educational Consultant dedicated to improving outcomes for learners with SEND. With over 30 years of experience in special and mainstream education, she provides training, coaching, and keynote presentations. Sarah bridges theory and practice, fostering high expectations and better outcomes for all pupils.

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Ofsted New Report Cards Confirmed

Ofsted New Report Cards Confirmed

by | Sep 22, 2025 | Ofsted, Running a Setting

This November, the much-anticipated changes to the Ofsted reporting system in England come into force. It’s the most significant change in decades. From 10 November 2025, the single-word overall judgments (e.g. Outstanding) will disappear. In its place will come new ‘report cards’, which aim to give parents and carers a much fuller and more visual picture of how education providers are performing. 

This is more than just a change in terminology. The reforms are designed to shift the focus from the previous ‘high-stakes’ one-word grading to a system which includes more constructive feedback and transparency, highlighting both the strengths and areas for improvement in a wider set of categories for each setting.  

While many educators will welcome this more nuanced approach, it will also bring new challenges, particularly for early years settings, where inspections are set to become more frequent.  

This article explores the key changes, the potential impact on early years providers, and practical steps to help you prepare. 

What is changing on the Ofsted report card? 

The new approach applies to early years settings, state-funded schools, and further education and skills providers from 10 November 2025. 

The main changes for early years are: 

  1. New ‘report card’ format with 5 grades and more categories

Instead of a single overall grade, providers will receive a report card covering six core evaluation areas, including a new area focused specifically on inclusion.  

Inspection areas are now: 

  • Inclusion (including how settings support children with SEND, disadvantaged children and those known to social care) 
  • Curriculum and teaching 
  • Achievement 
  • Behaviour, attitudes and establishing routines 
  • Children’s welfare and well-being 
  • Leadership and governance 

This is a notable shift and recognises that a strong education goes beyond academic outcomes, placing a clear responsibility on providers to prioritise equity, inclusion and well-being. 

Each evaluation area will now be graded on a new five-point, colour-coded scale: 

  • Exceptional 
  • Strong Standard 
  • Expected Standard 
  • Needs Attention 
  • Urgent Improvement 

This replaces the previous four-point scale of Outstanding, Good, Requires Improvement, and Inadequate. The intention is to give more nuance and less stigma, allowing providers to show where they are excelling while also identifying areas to develop. The broader categories also allow for more areas to contribute to the whole assessment.  

When viewing the online report card, readers will be able to click on each area for more information and clearer explanations of what inspectors observed during the inspection.  

The new Early Years Inspection Toolkit gives more details on the individual grading criteria that will now be used by inspectors for each of the assessment areas.  

Ofsted inspection report example
  1. Other assessments

Safeguarding will now be a standalone assessment and will only be graded as either met or not met. 

In addition, early years reports will give information on whether the setting met the criteria for: 

  • Compulsory Childcare Register  
  • Voluntary Childcare Register  

There will also be information on “What it is like to be a child at this setting” and a “Next steps” guidance for setting managers on areas to improve.  

You can watch a useful video walkthrough showing an example of the early years report card at: https://www.youtube.com/watch?v=iSupQZyrOkc  

  1. 3. More frequent early years inspections

One or the biggest changes is that early years settings will now be inspected on a four year cycle instead of every six years. The aim is to identify issues earlier and ensure children receive consistently high-quality early education from the outset and children don’t ‘fall through the net’ between inspections.  

This confirms the best practice attitude that settings must sustain quality continuously, rather than preparing intensively only when they are due an inspection. 

  1. 4. A focus on staff wellbeing

Ofsted has also promised changes to its approach following concerns about workload and inspection stress for staff and especially setting managers and owners. This includes: 

  • Extra inspectors on some inspections 
  • Limits on the number of hours inspectors can spend on site 
  • Clearer guidance on what inspectors will and will not expect 
  • A more collaborative tone 

These steps are intended to reduce stress and make inspections feel more supportive, though many leaders may understandably remain cautious and it will remain to be seen whether the aims are met in practicality.  

What this means for early years settings 

    At Parenta, we stress the importance of providing high-quality education and early years experiences always, so that they become embedded in your everyday practice and part of what you do on a daily basis. When you do this, preparing for an Ofsted visit should be about showcasing your day-to-day work and collating the required evidence from files and procedures that you do automatically, rather than a frantic rushing round at the last minute.  

    That said, these reforms bring both opportunities and challenges for early years practitioners and setting managers in that they are new and still to be tested and evaluated in practice.  

    Some of the positives include: 

    • A more balanced picture: Your strengths will be highlighted even if other areas need development 
    • Better parental understanding: Families can see what you are doing well and where you are working to improve 
    • More focus on inclusion: This could drive better outcomes for disadvantaged and SEND children 

    The challenges: 

    • More inspection pressure: With six evaluation areas, there is more to evidence and keep consistent over time 
    • Increased inspection frequency: Every four years may feel daunting, especially for small settings 
    • Documentation and data: You will need clear evidence of impact across all areas, not just early learning outcomes 
    • Staff anxiety: The new system may feel unfamiliar and lead to uncertainty at first 

    Preparing for the new Ofsted system 

      he good news is that there is time to prepare before the changes take effect and there will be no inspections before 10th November 2025. Reading the information in the toolkit and operating guides will help.  

      Here are practical steps to get your setting ready. 

      1. Audit your current practice using the new toolkit and assessment criteria.
      2. Strengthen inclusion, by reviewing and updating all your SEND and inclusion policies.
      3. Build your evidence base by referring to the toolkit. Inspections will be looking for clear, verifiable evidence of your strengths and progress. This does not mean endless paperwork, but it does mean ensuring your day-to-day paperwork covers all the requirements. 
      4. Communicate with parents and carers, informing them of the new system and explaining it. 
      5. Ensure you have systems in place to support staff well-being.

      Ofsted’s new report cards mark a major cultural shift. But with forethought and preparation, an inspection should give your setting a chance to receive feedback, identify improvements but also be recognised for the excellent work you are no doubt doing too.  

      More information 

      Ofsted changes to report card confirmed 

      Toolkit and operating guide 

      Early Years Writing & The New Framework

      Early Years Writing & The New Framework

      by | Jul 25, 2025 | Guest Authors, Learner Resources, Ofsted, Running a Setting

      As early years educators, we know that many parents think of “early years writing” as something that starts when their child picks up a pencil and begins forming letters. But in truth, writing starts long before that moment, in the stories they tell, the marks they make, and the way they begin to connect their ideas to the world around them. 

      With the Department for Education’s newly released Writing Framework, there’s a renewed national spotlight on how we support children to become confident, fluent writers from the earliest years. And for families navigating SEND or developmental differences, this comes with a big question: how do we make writing truly accessible from the start? 

       

      Early Years Writing Starts with Readiness – Not Just the Pencil Grip 

      Writing isn’t just about forming letters. It depends on a whole network of early skills, core strength, posture, fine motor control, focus, memory, language, and motivation. If any of these are still developing (and they often are!), writing can feel like a mountain to climb. 

      That’s why we talk about pre-writing. This includes: 

      • Climbing, crawling, and floor play to build upper body strength 
      • Threading, playdough, and tweezers to develop fine motor control 
      • Drawing big circles on easels or walls to support shoulder stability 
      • Singing and storytelling to build language and sequencing 

      These are not extras. They’re essential building blocks. And every time your child engages in these activities, they’re laying the foundations for writing success, even if they haven’t picked up a pencil yet. 

      If we consider a learner such as 4-year-old Alfie, more interested in mud pies than mark making. But when given tools like sticks, toy cars, or chalk outdoors, he happily makes trails, patterns, and “maps” in the sand. He’s sequencing, storytelling, building muscle memory, and laying the groundwork for writing through meaningful, playful experiences. 

       

       

      Discover how early years writing develops, what the new DfE Writing Framework means, and how parents can support confident, inclusive writing from the start.
      This echoes the message at the heart of Play Matters, the brilliant new resource by Ruth Swailes and Dr Aaron Bradbury, which brings together research and practice to show why play is not a break from learning; it is learning. It’s full of practical insight for parents and educators alike, with free resources and grounded advice to support joyful, child-led learning from the very beginning. 

      What Does the New Framework Say? 

      The DfE’s Writing Framework outlines what effective writing looks like from Reception to Year 6. It champions: 

      • Strong foundations in spelling and handwriting 
      • Sentence structure taught through talk and reading 
      • Motivation and confidence, not just accuracy 
      • Scaffolded support to help all children succeed 

      It recognises that writing is cognitively demanding and must be taught in small steps, with purpose and patience, especially in the early years. It also gives schools permission to adapt how writing is taught so that every child can make progress, including those with additional needs. We need to embed inclusive strategies that prioritise meaning, motivation, and access at the heart for all learners from the start.  

      As children develop as writers, it's vital we build not just accuracy but confidence and purpose, supporting all learners to find their voice on the page. 

      The Role of Assistive Technology in Early Years Writing

      For some children, especially those with physical, motor, or communication differences, traditional writing methods may not be the best place to start, and that’s OK. 

      Technology can help children express themselves in different ways: 

      • Symbol-supported software (e.g. Clicker) 
      • Alternative keyboards, voice-typing, or onscreen tools 
      • Eye-gaze, switch-access, or letter tiles for those not ready to write by hand 

      These tools aren’t “cheating”, they’re providing access. They let children get their thoughts out, tell their stories, and feel successful. And often, confidence through tech can lead to motivation to try more conventional writing over time. 

      UDL in Action: Everyday Early Years Writing Tips for Parents

      Universal Design for Learning (UDL) is a framework that encourages flexibility in how children learn and show what they know. At home, it might look like: 

      • Letting your child draw, build, or record a story instead of writing it 
      • Using visual supports like sentence starters or picture cues 
      • Giving them access to writing tools that match their needs, pencil grips, lined paper, tablets, or keyboards 
      • Reducing pressure and celebrating ideas, not just spelling 

      And perhaps most importantly, build writing around things they love. Whether it’s dinosaurs, baking, or Minecraft, motivation fuels progress. 

       

       

      Discover how early years writing develops, what the new DfE Writing Framework means, and how parents can support confident, inclusive writing from the start.

      Final Thoughts 

      We often talk about learning to write. But really, it’s about writing to learn, to connect, express, imagine, and belong. 

      Whether the children are just starting to explore mark-making, or finding their own way into writing with support, what matters most is that they’re seen, included, and celebrated as a communicator. 

      Let’s make writing work for every child, from the very start. 

      Find out more in my latest blog here!

      Parenta - Dr Sarah Moseley

      About the author:

      Discover insights from Dr. Sarah Moseley, an Educational Consultant dedicated to improving outcomes for learners with SEND. With over 30 years of experience in special and mainstream education, she provides training, coaching, and keynote presentations. Sarah bridges theory and practice, fostering high expectations and better outcomes for all pupils.

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      Early Years Maths: Storytelling & Sensory Play

      Early Years Maths: Storytelling & Sensory Play

      by | Jun 24, 2025 | Guest Authors, Learner Resources, Ofsted, Running a Setting

      Mathematics in the EYFS is about so much more than recognising numbers or counting to ten. For children with complex needs, SEND, or those still at the very beginning of their learning journey, mathematical understanding starts with hands-on, meaningful experiences. 

      Through play, movement, sensory exploration and - perhaps most powerfully - storytelling, young children begin to make sense of the world around them and lay the foundations for future early years maths learning. 

      In this article, we explore practical, inclusive ways for early years professionals and families to weave mathematical thinking into everyday routines. From setting up rich sensory environments to using stories that spark curiosity, you’ll find simple but impactful ideas to support all children - whatever their starting point. 

      Building early years maths through language and sensory experience 

      As Dr Joanna Grace reminds us, children transition from being sensory to linguistic beings through experience. Sensory engagement isn’t just about exploration - it builds the foundation for memory and language, which in turn support mathematical understanding. 

      Rosales (2015) introduced the idea of “mathematising”: helping children understand maths through everyday contexts. Whether it’s sorting socks, stacking tins, or singing counting rhymes, these real-world encounters embed essential early concepts like comparison, sequence, shape, and quantity. 

      The power of story in early years maths 

      Stories give a framework to learning, providing rhythm, pattern, context and meaning. A book like “How many legs?” invites children to subitise, estimate, and count, all while laughing and predicting outcomes. Stories support language, schema development, and memory retention. 

      Pairing stories with sensory props - fabric animals, voice changers, flashing lights, or environmental sounds - creates multi-modal learning. These immersive experiences are especially powerful for learners with sensory processing needs or those developing early communication. 

      My top tips for supporting early maths in the classroom and at home 

      1. Narrate everyday maths: “You’ve got three spoons! Let’s add one more.” Narrate routines with mathematical language 
      2. Turn books into experiences: Use books like “One is a snail, ten is a crab” with textured feet, torches for spotlights, or sound effects for each animal 
      3. Explore with light and sound: Use fairy lights for counting, LED strips for sequencing, or soundscapes to enhance story settings (waves, jungle, city sounds) 
      4. Create repetition through pattern: Tap rhythms, echo claps, or lay out repeating objects (e.g., red-blue-red-blue blocks) to reinforce pattern recognition 
      5. Support subitising: Point to small groups of objects and label them instantly: “Three!” before counting. Songs like “Five little ducks” support this skill 
      6. Sensory sorting and comparing: Offer real-world objects to sort by size, shape, or weight. Pasta, pebbles, socks, or fruit all work beautifully 
      7. Ask open-ended questions: “What’s bigger?”, “What do you think will happen?”, or “How many do we need?” 

      Cognitive flexibility and set shifting 

      Certainly! Here's an expanded, reader-friendly version tailored to the Parenta magazine audience, combining expert insight with practical relevance for early years professionals and parents: 

      Building cognitive flexibility through play and storytelling 

      Cognitive flexibility - sometimes called ‘set shifting’ - is one of the cornerstones of strong mathematical thinking. It’s the ability to switch between different ideas, approaches or perspectives when solving a problem. For young children, this might mean trying out a new strategy when one doesn’t work, using a different material to build a tower, or rethinking what ‘more’ and ‘less’ might look like in a different context. 

      In early years settings, we can nurture this vital skill through play-based learning and sensory-rich experiences. For example, when a child is sorting shells in the sand tray and suddenly decides to group them by colour instead of size, they’re demonstrating cognitive flexibility. Or when a story prompts them to see a problem from a character’s point of view and think creatively about how to help - it’s maths in action, wrapped in empathy and imagination. 

      Storytelling, especially when paired with movement, props and sensory materials, provides a powerful framework for this kind of learning. As children explore different characters, settings and challenges, they naturally begin to experiment with ideas and solutions. Over time, this helps them to become more confident, adaptive learners - ready to face new challenges, think critically and find joy in problem-solving. 

      By embedding these opportunities into everyday routines, early years professionals and families can make a real difference in supporting the development of flexible, resilient thinking - and laying the foundations for lifelong learning in early years maths and beyond. 

      Recommended resources for practitioners and families  

      • Mathsthroughstories.org - practical book ideas with early years maths links 
      • “Anno’s Counting Book” - a beautifully visual book for patterning and numeracy 
      • “365 Penguins” - rich in quantity, grouping and estimation 
      • Rhyming multisensory stories - creative cross-curricular sensory activities 
      • Education Endowment Foundation (EEF) - evidence-based guidance on early maths pedagogy 

      Final thoughts: make early years maths memorable, meaningful and multi-sensory 

      Every day offers rich opportunities to bring early years maths to life. Whether you’re in a classroom or kitchen, in a sensory room or on a walk, maths can be seen, felt, heard, and understood through play, story, light, and sound. 

      Let’s move beyond worksheets. Let’s build curiosity, joy, and mathematical confidence by starting where all powerful learning begins - with connection. 

      Parenta - Dr Sarah Moseley

      About the author:

      Discover insights from Dr. Sarah Moseley, an Educational Consultant dedicated to improving outcomes for learners with SEND. With over 30 years of experience in special and mainstream education, she provides training, coaching, and keynote presentations. Sarah bridges theory and practice, fostering high expectations and better outcomes for all pupils.

      Subscribe For Free!

      Discover More About Sarah

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