Kent Early Years and Childcare Provider Association
The Kent Early Years and Childcare Provider Association last met on 29 April, received updates on and was able to discuss:
• the latest information and developments relating to the Government’s new free entitlements and wraparound provision agendas (please look out for our regular updates on these)
• the KCC Early Years Review, which at the time had received 138 responses and has since (on 5 May) closed. Follow-up information and any next steps are now expected early in July
• the Kent Early Years Stronger Practice Hub, now in its final six months, with discussions particularly around what its legacy might look like. Again please look out for regular bespoke communications.
Feedback from Provider Association representatives who had been in attendance at the March Briefing and Networking Sessions about the discussions with delegates included:
• a general sense of ‘lowness’ in the sector
• ongoing concerns about recruitment and retention
• requests for, wherever possible, KCC to make funding information available earlier
• people feeling overwhelmed by what feels like such a lot of change.
There was also a suggestion that Briefing and Networking Sessions be recorded and available afterwards to those who had not been able to attend. This is being explored.
Finally, the Association said goodbye and thank you to Nicola Bellman (Ashford) and Sally Heath (Canterbury). New representatives for these districts will now be sought in the usual way, so if you are an early years group provider in either of these districts, please look out for the comms about this! The Association was also very pleased to welcome Sue Atkinson as childminder representative for West Kent.
The Association next meets in July.
National News and Updates
Department for Education Consultation on Safeguarding Requirements in the Early Years Foundation
Stage (EYFS)
On Monday 22 April, the Department for Education (DfE) launched a consultation on proposals to strengthen the safeguarding requirements in the EYFS. These proposals have been informed by extensive engagement with providers, health professionals, sector stakeholders and safeguarding experts and using lessons learned from previous incidents.
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Watch the DfE vodcast to understand the changes, before responding to the consultation Early years foundation stage (EYFS) safeguarding - GOV.UK (www.gov.uk)
The consultation closes on 17 June 2024. Please do endeavour to find the time to respond if you possibly can do.
Wraparound Childcare Programme
In Spring 2023 the Government announced its ambition that all parents and carers of primary school-aged children who need it will be able to access term-time childcare in their local area from 8am - 6pm, so that parents can access employment and improve labour market participation. The £289m investment into the programme aims to remove the financial barriers so that schools and providers can improve the availability of provision for parents, addressing immediate demand and driving future demand by ensuring there is sufficient supply of places.
As many of you will be aware, the Early Years & Childcare Service conducted an extensive audit with schools, providers and childminders around the supply of wraparound places. A Kent wide parental demand survey was also circulated at the start of the year asking parents to tell us which school their child/ren attended and what their wraparound childcare needs were. Kent County Council’s (KCC’s) Kent Analytics then assessed the data in order to help the identification of where we have gaps in provision.
In order to meet the Government’s expectations for the programme the Early Years & Childcare Service aims to:
• plan for the creation of new provision and places where these do not currently exist
• plan for the expansion of places where provision exists but is not meeting demand
• plan for the extension of opening hours where provision exists but is not operating 8am - 6pm
There are two streams of funding that can be accessed if you meet the criteria, referred to as Programme Funding and Capital Funding
Programme Funding can be used to help cover initial start-up/running costs including a contribution towards staffing, premises, equipment/resources, consumables such as food, training/recruitment and transport if required such as the hire of a minibus.
The Programme Funding will be tapered with the highest level of funding available in the first term of opening and reducing each term. This reflects the expectation that
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Programme Funding is used to fund set-up and running costs of new and expanded wraparound places and that, as take-up of provision increases, and therefore income from parental payments increases, the level of grant funding needed to contribute to running costs to ensure sustainability reduces.
Childcare provision funded from this grant must meet the definition of wraparound childcare, ie, be available directly before and after the school day, from 8am to 6pm (or equivalent, if data shows that local demand is for different hours) during school term time for primary school-aged children. It may be run on a school site or at another setting. It should not require parents to pick their children up from school and drop them off at another location. Programme Funding cannot be used to contribute to the running costs of existing wraparound childcare places.
Capital Funding can be applied for to support building modifications to create new wraparound places or to increase places if demand currently exceeds the space available. As well as building adaptions it could also include outside lighting to enable outdoor space to be used year round. Capital Funding will also be available to purchase fixed assets, examples include tables, chairs, larger resources and storage.
The funding is available to schools, providers and childminders. Where provision is not being delivered directly by a school, registration on the Early Years Register with Ofsted is required. Where applicants have existing provision, this must have received an Ofsted judgement outcome of good, outstanding or met. Those who are in receipt of a requires improvement or who are ungraded will be given consideration dependent on the sufficiency need in their area. Those who have received an Ofsted judgement outcome of inadequate or not met are not eligible to apply.
Parents are expected to pay for wraparound childcare but support with costs will be available through Government subsidies such as Tax-Free Childcare and the childcare element of Universal Credit. As a result, applications will only be approved to those who register to receive Tax-Free Childcare and who agree to provide the necessary evidence for a parent to claim through Universal Credit.
The first step in the process of applying for funding is to contact the Early Years & Childcare Service’s Sufficiency & Sustainability Team to express your interest and a Childcare Sufficiency Officer (CSO) will then be in contact. If you are an existing provider and are applying to expand the number of places you offer or to extend your opening hours, in agreement with the CSO you will be required to submit a PreApplication Form to a funding panel and agreement will be made as to whether you can proceed to the next stage.
Where a school has been identified as not having access to a provision, they will be required to inform us whether they wish to set up the provision themselves or
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whether they would like to advertise for a third party provider. If the school chooses to advertise, their details will be published on The Education People website. We will share a link to this when it is live. Providers will need to check the webpage regularly and follow the application instructions set out by the individual school. On making an application to the school, please also inform the Sufficiency & Sustainability Team so that we can supply you with the necessary funding paperwork. Once you have received an agreement in principle that you are the successful provider the funding application can be submitted to the funding panel for review.
The Early Years & Childcare Service will shortly have available a pre-recorded funding webinar to guide you through the process including more detailed information on eligibility, what can and cannot be funded, financial documents that will need to be completed and submitted as part of the application and how any funding granted will be monitored. Details of a pre-recorded webinar on setting up a high-quality, inclusive and sustainable wraparound childcare provision will also be available in the next few weeks. Links will be sent in response to a request through the Sufficiency & Sustainability Team inbox.
Applications for funding will be approved in principle by the Early Years & Childcare Service on KCC’s behalf. Funding will not be released to applicants until final DfE approval of KCC’s Programme Delivery Plan has been received in June/July 2024. Successful applicants will be required to sign a legally binding contract with KCC, which sets out the terms and conditions of the award.
For any queries relating to the Wraparound Childcare Programme please contact sufficiencyandsustainability@theeducationpeople.org
Free Early Education – Important Information
Providers Taking Free Early Education Children from the Age of Two Years Old and the Benefit of Registering for The Working Parent Entitlement for Nine Months and Above
Currently, providers who are Ofsted registered to take two-year-olds and offer the two-year-old Working Parent Entitlement can only claim Free Early Education (FEE) for children in the term following the child’s second birthday. For example, a child turning two at the end of April and eligible for the Working Parent Entitlement will only be able to access their FEE in September.
However, from September 2024, with the introduction of the new 15 hours Working Parent Entitlement for children nine months and above, providers could register for this new entitlement and offer FEE for children from the date they turn two years old. For example, a child turning two at the end of September and eligible for the Working
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Parent Entitlement for this age range (from nine months) can access their FEE from the point they turn two years old, providing their eligibility code is valid from the start of term (start date of code 31 August or before) and has not lapsed into a grace period.
Should an eligible child turn two years old after headcount week, they can be added as a late joiner if they have not already claimed FEE within the current term in a Kent setting. The provider must be registered to offer the new 15 hours Working Parent Entitlement for children nine months and above.
Further information will follow with regards to updating the Synergy FIS provider portal to enable you to register to offer the nine-month working entitlement.
Early Years Initial Teacher Training - Questions and Answers
The Early Years Initial Teacher Training course (EYITT) replaces the Early Years Professional Status qualification (EYPS).
How long does it take to complete?
The course is 12 months in length.
What will this qualification enable me to do?
This qualification will enable you to teach children up to the age of five. This qualification is not the same as Qualified Teacher Status.
It will mean you become an expert in the teaching of children from birth to five years of age. You would be able to teach reception class children in academies and free schools as well as early years settings.
What are the entry requirements?
• Bachelor’s degree (in any subject)
• GCSE grade C/grade four or above (or recognised equivalent) in English language, maths and science. (If you do not have the required GCSEs, then you can opt to complete an equivalency test).
What are the routes into training?
There are two routes you can take.
The Graduate Entry Route (GE) which is fully funded by the Department for Education (DfE). Up to £5,000 bursary for people not currently employees in an early years setting, 120 days of placements Full-time training Monthly training days or
The Graduate Employment Based Route (GEB) which is fully funded by the DfE £7,000 employer incentive which is paid monthly to your employer for the duration that you are actively engaged in the training programme. Thirty days of placements
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over the 12 months in a second setting placement including reception/Key Stage 1
Experience is needed in at least two settings (one of which must be reception). One to two training days a month.
You can work towards Early Years Teacher Status whilst being employed in an early years setting/school.
The employee incentive funding can be used for:
• supply cover while the trainee is attending EYITT training
• salary enhancements
• employment costs
• National Insurance
• additional training costs and other overheads
You cannot use the employer incentive for:
• sick pay
• maternity or paternity pay
• assets, for example, books, toys and equipment
• internal training costs that do not relate directly to EYITT training, such as additional continuing professional development
• staff costs that are not related to supply cover
• costs that have occurred outside of a trainee’s training period
• costs the trainee may incur outside of training, such as travelling to work or placements
• employment costs and cover for other members of staff.
International students
International students can be offered funded EYITT places as long as the applicant meets:
• all the academic entry criteria for the EYITT course
• the relevant immigration permissions
How do I apply?
You can select a training provider from the EYITT training providers list
Staffing Ratios and Qualifications - Things to Think About
We have received some enquiries related to clarity on ratios and qualifications.
When planning your staffing and ratios you may count students on long-term placements and volunteers (aged 17 or over) and staff working as apprentices in early education (aged 16 or over) in the ratios at the level below their level of study, if you are confident that they are competent and responsible.
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For example, a student or apprentice studying towards an approved Level 3 qualification (including qualifications at levels 4, 5 and 6) may count within the Level 2 ratio. A student or apprentice studying towards an approved Level 6 qualification (one that gives them the status of EYTS or QTS) may count within the Level 3 ratio.
Further information can be found on the Ofsted early years blog
The 2024 Speech, Language and Communication Early Years Summit - Monday 27 May to
Friday
31 May
The summit is completely free to watch online and features well-known experts like Julia Donaldson, Elisabeth Jarman, Maggie Johnson, Sejal Payne, Professor Sam Wass, Molly Potter and many more, all sharing their insights, top tips and advice on the vital topic of Speech, Language and Communication for young children.
Please visit the event website to register for free access.
Kent News and Updates
Disability Access Fund (DAF) Funded Emporium Subscriptions
Kent County Council (KCC) is reviewing the early years support linked to SEND and subsequently the offer of a DAF funded Emporium subscription is currently on hold. Subscriptions already in place are not affected by this.
EatSafe: Safer Eating in Early Years Settings
EatSafe is a Kent Safeguarding Children Multi-agency Partnership campaign focused on safe eating in non-familial early years settings. Every day around 40 under-fives are rushed to hospital after choking on something or swallowing something dangerous. A child dies in the UK every month from choking and hundreds more require hospital treatment. Food is often the most common cause. Young children have narrow airways and are still learning to chew, breathe and swallow in the right order.
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Food is an important part of children’s development and wellbeing. Families take different approaches to weaning and feeding their children. Young children will have different eating needs at different times. It is important that children are supported and safeguarded when they are being cared for in non-familial contexts, to eat and be fed in line with their own developmental needs.
In September 2021, Oliver Steeper was nine months old when he choked whilst being fed at nursery. He died in hospital six days later. Following Oliver’s death, the Kent Safeguarding Children Multi-agency Partnership undertook a rapid practice review. In response to direct learning from the review the EatSafe campaign has been developed.
The campaign guidance has been designed around three core principles
• Understanding each child and their individual eating needs and how this can change over time.
• Developing an organisational culture which supports safer eating including how food is prepared, staff responsibilities, and competency.
• Safeguarding mealtimes for children by ensuring appropriate equipment, environment, and supervision.
A core message of the EatSafe campaign is a reminder that parents place their trust in providers to keep their children safe. They trust that staff and practitioners are knowledgeable, qualified and able to ensure the safety and wellbeing of their child.
As part of the campaign the ‘TRUSTS’ cycle was created to remind settings and practitioners of the approach they should take to ensure safer eating becomes an embedded aspect of their care practices.
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• Talk to parents – talking to parents is the starting point. Any discussions with parents should ensure clarity about the child’s eating needs, what parents expect the setting will be providing and what the setting is able to facilitate and how.
• Record and review – it is important to ensure that appropriate records are kept about each child’s eating needs. This could include a section on the setting registration forms about what types of food or stage of weaning the child is at, alongside other dietary needs prior to starting at the setting. This information can be transferred, alongside information gained from discussion with parents, to the child’s records so relevant staff are able to access it. These records would need to include how the child’s needs will be met and what action will be taken and by who. Any records would need to be checked with parents to ensure accuracy in understanding. Regular reviews would also need to be undertaken with parents and appropriately documented to ensure understanding of new or changing needs for each individual child.
• Understand needs – in order to fully understand a child’s food and eating needs, information needs to be gathered on any allergies or dietary restrictions, cultural needs (that may relate to food or eating), family preferences (whilst it may not be practical to tailor food to all preferences there may be some foods that parents may be unhappy for their child to be given due to choking risks) and any other dietary needs that may exist for a child.
• Stage of introducing solids – it is important to focus on the stage a child is at and not their age and what might be assumed about the type or texture of food that they will therefore be eating. There are a range of factors that can affect the texture of and types of food that are suitable to a child, including, short- and long-term medical needs and developmental needs. It is also necessary to think about drinks as well as food, particularly for children transitioning from mainly milk to food, or those children with specific needs related to development, disability or medical issues.
• Texture and consistency – having a clear understanding of what texture food and drink needs to be provided to a child means discussions can be had with parents to agree how this will be achieved.
• Share in setting – it is important that the relevant information about a child’s food and eating needs are shared appropriately in the setting with the child’s key person and any staff who will be preparing food or supervising eating. Staff should be clear on what they are responsible for in terms of food preparation and feeding. Use of a kitchen crib sheet like the EatSafe template can help to ensure clarity for staff about their role and responsibilities both during food preparation and when supervising eating.
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The EatSafe resources for early years providers can be found on the Kent Safeguarding Children Multi-agency Partnership website. The resources include:
• guidance for early years settings on ensuring measures are in place to support safer eating for children including the development of a setting food policy
• a visual guide to food and drink textures and consistency
• a practitioner resource pack which includes relevant food safety advice, first aid advice and signposting to training and information on choking hazards and recognising and responding to choking
• a kitchen crib sheet that can be used to clearly document children’s food and eating needs including texture and responsibility
• question prompts for parents on safe eating that can be asked when considering childcare.
There is also a free recorded webinar for early years practitioners which provides further information on:
• the importance of understanding individual children’s eating development
• the principles of developing a culture which promotes safer eating
• what is required to safeguard mealtimes for children.
Are You Claiming or Thinking About Claiming the Quality Leadership Supplement?
This involves employing a member of staff who has a teaching qualification. To be in receipt of the quality supplement at the rate of 30p you will need to employ a Qualified Teacher Status (QTS), Early Years Professional Status (EYPS), Early Years Teacher Status (EYTS) or Early Years Initial Teacher Training (EYITT), who is employed not on statutory teachers’ pay and conditions. To apply for the higher rate of £1.20, you will need to employ a teacher employed on statutory teachers’ pay and conditions. Information about schoolteachers’ pay and conditions can be found on the GOV.UK website.
The leader must be directly employed by the setting and must significantly influence the learning of all children within the setting so that the quality of teaching is consistently strong, enabling all children to make good progress and develop the key skills needed for next steps in their learning, including for starting school. The qualified leader may hold a full-time or part-time permanent contract. They must also work at the setting 75% of the total funded hours per week with 50% of these hours spent leading the learning experience by working directly with the children.
You will need to complete and sign a proforma to show how you meet the requirements and provide the leader’s qualification certificate.
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If the qualified leader leaves the setting, you must inform the ASK Early Years Work Force - TEP earlyyearsworkforce.ask@theeducationpeople.org. If you employ a replacement leader you will need to send updated information and a copy of their qualification certificate.
Focus on Out of School Providers
There have been further inspections across the county for some new registration and 2018 inspected settings, all with impressive inspection reports. This has resulted in an amazing result of 97.4% of out of school settings in Kent having a met judgement. Congratulations to all of Kent’s out of school settings - what an incredible achievement.
Year 6 children who are attending out of school settings now know which secondary school they are going to and are in preparation for this transition. Some of these children will have attended the out of school setting since reception. There may be some lovely photos or memorabilia that reflect the children’s time at the setting. Why not encourage them to start a memory scrap book to remind them of their time in the setting when they leave? Staff and friends can contribute as well, adding photos, comments, artwork, certificates or evidence of the preparations or celebrations held to support their transitions. This could also be started in reception and go on throughout the child’s time at the setting too. What a wonderful way to depict all the fun memories.
Remember to share your activities, play opportunities, special events and celebrations on our Facebook page. This is a great place to showcase the wonderful things that are happening in your setting and share ideas with other settings
The Early Years & Childcare Service’s Out of School Adviser continues to offer support for settings through Annual Conversations, with dates being offered and appointments made. The principal aim of these visits is to reduce the risk of falling below a ‘met’ judgement. During these visits there is the opportunity to explore and understand the setting’s approach to the monitoring of the quality of provision, the safeguarding and welfare requirements and its place within the self-evaluation and setting improvement. In addition to the Annual Conversations, the Out of School Adviser continues to support newly registered out of school settings until their first Ofsted inspection. If you have any questions about our visits, please email the EY improvement box EYImprovement@theeducationpeople.org
Focus on Childminders
Ofsted Recommendations
The Early Years & Childcare Service’s Childminding Team continues to review recommendations following childminder inspections; this enables us to determine
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any patterns or reoccurring recommendations or actions. Over the last few months, we have seen an increase in recommendations relating to the planning of activities and to teaching, for example:
• focus more precisely on what children need to learn next when planning activities, to help extend and embed their learning
• strengthen teaching, particularly during spontaneous activities, to build more effectively on children's interests and extend their thinking and learning
• review how activities are planned so that all children, particularly the youngest, can fully participate
• strengthen the teaching of communication and language, to extend and increase young children's vocabulary.
It is worth reflecting on how you are meeting these recommendations Would this be something an inspector might pick up at your setting?
DBS Checks for Childminders
Please note that the email address for the ID checking form has changed to ofsteddbs@securitywatchdog.org.uk. For more information please take a look at the associated Government guidance.
The Role of the Local Authority Designated Officer – LADO
There is a duty to report (including self-reporting) any incident in which an adult has or may have behaved in a way that could put a child at risk of harm.
Failure to report or respond to such concerns would constitute a failure in professional responsibilities to safeguard children and promote their welfare.
Statistically, referrals and consultations from childminders to the LADO are very low
Now this of course could be because there is no cause for concern; however, the county’s LADO team has shared that they would still expect to receive more consultation or referral requests than are being sought. So, what constitutes the need for a LADO consultation or referral? The LADO must be contacted if you, someone you live or work with, or another childcare worker has an allegation made against them that suggests they have:
• behaved in a way that has harmed a child, or may have harmed a child
• possibly committed a criminal offence against or related to a child
• behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children
• behaved in a way that indicates they may not be suitable to work with children (includes transfer of risk, risk by association)
• behaved in a way that could be considered a low-level concern.
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What is a low-level concern?
The term ‘low-level’ concern does not mean that it is insignificant, it means that the behaviour towards a child does not meet the threshold set out in Keeping Children Safe in Education 2023, paragraph 445.
A low-level concern is any concern - no matter how small, and even if no more than causing a sense of unease or a ‘nagging doubt’, that an adult has acted in a way that is inconsistent with the staff code of conduct, including inappropriate conduct outside of work and/or, does not meet the allegations threshold.
The Professional LADO Referral form for the County LADO Service (CLS) is available via the Kent integrated children's services portal. This is the same portal for submitting requests for support to the Kent Front Door Service
All professional referrals to the CLS must be submitted via the Kent integrated children's services portal. This system was introduced in January 2023 and since April 2023 referrals from professionals via the CLS mailbox are no longer accepted or processed.
The LADO service has produced the following helpful leaflets providing information about the service and how allegations are managed
Managing allegations of abuse against staff and volunteers’ leaflet (DOCX, 122.1 KB)
Position of trust meetings leaflet (DOCX, 118.6 KB)
Allegations against those who work or volunteer with children leaflet (DOCX, 126.4 KB)
Do's and don'ts leaflet (DOCX, 121.1 KB)
Information to Share with Families
Working Parent Entitlement – Applications from 12 May
Did you see our email sent on 7 May in relation to the new Working Parent Entitlement? The email included a link to the Parent FAQ document which can be found here.
The Lullaby Trust
The Lullaby Trust has published a guide to buying safer sleep essentials, which families can download from their website.
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How Early Years Settings Are Inspected – A Guide for Parents
Guides for parents: how early years settings are inspected has recently been updated with information about how Ofsted inspect and report on safeguarding. There is also clarification on how often they inspect and about speaking to the inspector during inspection.
Steps to Starting School
Our NHS colleagues have shared some infographics with us promoting Steps to Starting School. These are in a variety of formats for you to share with families on your social media platforms or on display in your setting:
Steps to Starting School Infographic TWITTER
Steps to Starting School Infographic INSTAGRAM
Steps to Starting School Infographic FACEBOOK
Steps to Starting School Infographic in House Print
Good Practice
Recruiting and Retaining Good Staff: Succession Planning
Succession planning ensures there are people who have been trained and are knowledgeable to step into critical roles as and when they occur. Similarly, it involves recognising internal employees who are capable and ready for advancement in their career, then training them to assume roles within the organisation.
Recruiting and retaining good staff can be a challenge and it may feel unproductive to attribute time to succession planning; however, research indicates that if a succession plan is in place, it could help maintain an excellent workforce with highquality staff.
Why do we need succession planning?
Succession planning supports the EYFS statutory requirement (DfE Published 8 December 2023) to have a qualified manager and a deputy. The statutory framework (3.37) states, ‘ Managers should have at least two years’ experience of working in an early years setting or have at least two years’ other suitable experience.’ The statutory framework (3.37) also states, ‘The provider must ensure there is a named deputy who, in their judgement, is capable and qualified to take charge in the manager’s absence.’ Having a succession plan in place could enable a seamless transition of a deputy manager to step into the position of the manager if the need arises.
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Things to think about below.
• The process should be flexible. You may need to re-evaluate your plans if staffing needs change over time.
• Focus on the development of skills and behaviours. Use individual staff supervisions or appraisals to focus on the training needs of your staff team
• Prepare for temporary absence or the permanent exit of members of staff. Plan in advance, for example, think about who will take on the workload of the SENCO if they suddenly have to leave the setting
• Think about continuity and consistency in your setting. Children need consistent adults providing care in the setting. Do you have a robust key person approach and buddy system?
How it might be managed
Although some approaches have been directed at schools, they are also applicable to nursery settings. Frank Hartle and Katherine Thomas for the National College for School Leadership defined a six-step approach of what you can do to develop tomorrow’s leaders.
1. Create the culture for growth
2. Audit – where are you now?
3. Define what kind of leaders you want.
4. Identify what talent you have already got.
5. Assess how well individuals are already doing.
6. Grow your leadership talent
Settings should regard leadership skill development as a key strategic issue. The development of staff to take on more senior roles should be seen by all setting leaders as a major part of their leadership role. The key to effective leadership development is to identify potential leaders, invest in their development by ensuring they have opportunities to use their newly acquired skills in preparation for them to hold leadership positions.
All settings need great staff who are proud to be part of its organisation. Succession planning is essential because it ensures effective staffing throughout your setting, it makes recruitment easier as it attracts candidates to career progression opportunities, training, and continuous professional development. It also assists with retention of staff. Staff who feel they are being invested in are likely to be more engaged and feel a sense of commitment, loyalty and satisfaction. An effective workforce drives high standards and quality provision, which are critical to achieving better outcomes for children
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References:
Department for Education (2023). Statutory Framework for the Early Years Foundation Stage. Section 3.28.
Thomas, K., 2003. Growing Tomorrow’s School Leaders: The Challenge.
Music in the Early Years
The importance of children being able to listen, decode and understand music has really gained momentum over the past decade. A vast amount of research has been undertaken and personal anecdotes on the impact music has had on children’s lives, especially their wellbeing through things like music therapy have been recorded.
Music in the early years requires practitioners to be patient and at times demands ear protection as children beat the drum and shake the maraca with all their might! However, this is done owing to the smiles and squeals of delight heard as they ‘play’ their instruments. It is in these moments that practitioners can see what children gain but with good planning music can become so much more.
Early Education and Nicola Burke created Musical Development Matters (MDM) in 2018 as a legacy to the Tri-Music Together project1. It explores ways practitioners and parents can foster children’s musical development and how it weaves though all areas of learning. It introduces the vocabulary around music and explores how to use this within everyday practice.
Why Is Music in the Early Years Seen to Be So Important?
Everyone is aware of the impact music has on children’s early communication and language skills. However, did you know that there is a correlation between musical experiences and accelerated brain development? It also helps strengthen memory skills too. Owing to the wealth of research in this area, a field study called ‘neuromusicology’ was created which used brain imaging to explore the effects music listening and playing had on humans2 It concluded that music activities affect every known part of the brain. This seems an important fact when, as early years practitioners, you are trying to obtain the best outcomes for all children. One of the unexpected outcomes from some of the research conducted showed how the child and adult relationships were enhanced when music was shared through listening playing or dancing.
1 Tri-Music Together – Press release about the project outcomes
2 Child Development Institute – Music is an important ingredient for child development and parent/child relationships.
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What Is Classed as a Musical Instrument?
Babies
I think we can all agree that a musical instrument can take on many forms, from a pot with a wooden spoon to a violin. You do not need an extensive supply of musical instruments as children can make their own The thing that makes the difference is how the practitioner supports and interacts with their music playing.
We know babies remember and connect with ‘womb’ sounds and these sounds bring comfort to our very youngest of children. Music teaches babies about the skill of listening and responding to what they hear. It is also a medium to explore things like collaborative play or pitch.
Toddlers
They are usually avid music players creating music with everything and anything. You may also hear them singing to themselves as they play. Toddlers are keen to explore and create music and this may involve an element of technology like CD players or microphones. It is a way they can express themselves and the world around them. It continues to be a way to assist communication and language skills.
Preschoolers
Through listening and playing music, three- and four-year olds have a lot to gain as it gives them a foundation to phonics through sound discrimination, intonation and rhythm. Whether using body percussion or musical instruments, they all aid children’s development.
Music at any age has its benefits but like anything you do there needs to be intent and understanding as to why you are using and how it is to be used. Leaving music on in the background will not aid children’s development but rather hinder, as they find it harder to discriminate background noise, and as a result do not listen effectively to the adults and children around them.
If you think and plan carefully how and when you will use music in your setting, you will optimise on its learning potential.
Please note: There are many different types of licences detailed on the Gov.uk website but the main two that childcare providers need to consider relate to playing music and video.
• Music Licence (PPL and PRS) https://pplprs.co.uk/
• Motion Picture Licence (MPLC) https://www.themplc.co.uk/
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https://www.gov.uk/guidance/licensing-bodies-and-collective-managementorganisations
Time for reflection
What music resources do we have available?
How do we optimise our music experiences with children? How do we share the importance of music with our families?
How could we support the learning of music in the home?
Do all staff understand the importance of music with the early years?
Do we plan musical opportunities for all children of all ages within the setting? Do any staff play a musical instrument? Do they play them to the children?
Music
Briefing and Networking Sessions
Our regular Early Years & Childcare Briefing and Networking Sessions provide a good opportunity to keep your setting and staff up to date and to network with colleagues from other settings.
Why not book a place on the next round of sessions and benefit from the opportunity to network and hear important updates? In line with provider feedback and to maximise ability to attend, these sessions will continue to be held virtually via Zoom and you can access your place by clicking on the titles below.
We are also running an additional evening Briefing and Networking Session specifically for eligible childminders and out of school settings who may find it difficult to attend the weekday afternoon sessions.
EYC Briefing and Networking – Childminders and Out of School Thursday 6 June 2024
– 9.30 pm
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EYC Briefing and Networking
North Wednesday 5 June 2024 4 – 6 pm EYC Briefing and Networking – West Tuesday 11 June 2024 4 – 6 pm EYC Briefing and Networking
East Wednesday 12 June 2024 4 – 6 pm
–
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EYC Briefing and Networking – South Thursday 13 June 2024 4 – 6 pm
7.30
Contact Us
Alex Gamby Head of Early Years & Childcare
Threads of Success
Threads of Success Recruitment Hub
Alex.Gamby@theeducationpeople.org
https://www.theeducationpeople.org/our-expertise/earlyyears-childcare/threads-of-success/ ThreadsofSuccess@theeducationpeople.org
https://www.theeducationpeople.org/our-expertise/earlyyears-childcare/recruitment-hub/
Sufficiency and Sustainability sufficiencyandsustainability@theeducationpeople.org
Education for Sustainable Development esd@theeducationpeople.org
Improvement and Standards eycimprovementservices@theeducationpeople.org
Equality and Inclusion eyinclusion@theeducationpeople.org
Collaborations eycollaborations@theeducationpeople.org
Childminding childminding@theeducationpeople.org
Emporium emporium@theeducationpeople.org
Workforce Development earlyyearsworkforce.ask@theeducationpeople.org
Kent Children & Families Information Service kentcfis@theeducationpeople.org
Management Information/Free for Two Team miearlyyears@kent.gov.uk
KELSI http://www.kelsi.org.uk
Schools e-bulletin http://www.kelsi.org.uk/working_in_education/news.aspx
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Alex Gamby Head of Early Years and Childcare