Key takeaways:

- Introduction and Context: Kate introduces the webinar, excited to have Julian Grenier, a long-time supporter of Tales Toolkit, speaking again. Julian, headteacher of Sheringham Nursery School and Children’s Centre, has a longstanding relationship with Kate from their early years work. His school recently gained research school status, and he’s a National Leader of Education, co-founder of the East London Teacher School Alliance, and a keynote speaker.

- Purpose of Research School: Sheringham became a research school to bring research closer to early years settings, aiming to improve children’s life chances. Julian emphasizes moving away from reactive, initiative-heavy practices (likened to a hamster wheel) to a reflective approach, using research to identify “best bets” for effective practice without replacing professional judgment.

- Challenges in Early Years: Julian highlights the persistent disadvantage gap in EYFS outcomes, unchanged for six years, projecting a 50-year timeline to close it by GCSEs. Issues like poor early communication and literacy (e.g., 15% of adults struggle with aspirin bottle instructions) underscore the need for high-quality early education, especially for disadvantaged children.

- Role of Research: Research offers guidance, not definitive answers, due to the complex, variable nature of working with young children. Julian cites Dylan William, noting that unlike physics, children’s behavior is unpredictable, requiring professional skill to adapt. Research schools connect practitioners to implement evidence-based practices effectively.

- Professional Development (PD): High-quality PD is crucial, focusing on sustained, relevant training (e.g., supporting communication, self-regulation, and early literacy/maths) rather than “edutainment” or one-off workshops. Julian advocates for long-term, collaborative PD, like Tales Toolkit’s year-round support, to ensure staff engagement and reflection.

- Practical Strategies:

1) Communication and Literacy: Prioritize language development alongside early literacy, using dialogic reading and small-group conversations to boost vocabulary and emotional resilience. Tales Toolkit’s scaffolding supports storytelling and communication, critical for disadvantaged children.

2) Early Maths**: Research (e.g., Jolene Dal, Sue Gifford) shows play-based maths alone is insufficient; structured activities (e.g., counting five pens during tidy-up) are needed to ensure consistent mathematical engagement.

3) Responding to ACEs: For children with adverse childhood experiences, calm, empathetic responses with clear routines reduce reactivity and support emotional development, reinforced by reflective practices like work discussion with mental health specialists.

- Community and Parental Engagement: Nurseries should collaborate (e.g., Sheringham’s year-long communication program with 20 settings) to share resources and PD. Engaging parents respectfully, valuing their contributions, and building confidence through two-way learning (e.g., Kathy Nutbrown’s approach) enhances home learning environments, particularly for disadvantaged families.

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