Grounded in current national evidence, the course draws on recent DfE publications outlining changes to the EYFS—such as new requirements around safer recruitment, nutrition guidance and improved expectations for children’s learning, development and safety. Participants will explore what this means in practice and how to embed these expectations into daily routines, continuous provision and adult-child interactions.
The course is aligned with Ofsted’s 2025 Early Years Inspection Framework, which emphasises high-quality interactions, communication and language as the foundation of learning, and the importance of well-sequenced provision that meets children’s needs and ensures progress. The training also reflects Ofsted’s renewed focus on inclusivity, curriculum clarity, and developing environments that enable all children—including those with SEND and those experiencing disadvantage—to thrive.
Through practical examples, discussion, and reflection, teachers will deepen their understanding of:
· What effective adult-child interactions look like, including modelling, scaffolding, extending language and building vocabulary.
· How to design and deliver high-quality learning environments indoors and outdoors, rooted in current evidence about early learning and development.
· How to apply the observation–assessment–planning cycle meaningfully to support children’s progress.
· How to ensure provision meets the diverse developmental needs of children within the EYFS, enabling strong foundations for school readiness.
This course equips practitioners with the knowledge, confidence and evidence-based strategies needed to deliver high-quality, developmentally appropriate early years practice across the EYFS.
Why Attend?
Attending two sessions each term provides practitioners with the time and depth needed to confidently understand and embed all aspects of the EYFS framework and assessment processes. Each session is informative, and the opportunity to network with other teachers online adds valuable professional dialogue, reflection and peer support.
What will it cover?
· Develop a secure understanding of the observation–assessment–planning cycle and how to use it meaningfully to support children’s learning and development. · Strengthen knowledge and understanding of the EYFS statutory framework and its expectation· Explore the role of the adult in promoting high-quality interactions, supporting learning, and extending children’s thinking. · Learn how to create and sustain stimulating, well-organised learning environments indoors and outdoors that reflect children’s needs and interests. · Build awareness of typical developmental pathways within the early years and how to recognise and respond to children’s individual needs. · Understand how carefully planned activities, play experiences and continuous provision help secure progress across all areas of learning.
Any supplementary info
There will be opportunities for discussion during the session. Delegates are encouraged to use a devise with camera and microphone so that they are able to fully participate in the sessions. Evening dates coming soon. For more information about our evening sessions, please contact Kim Salisbury [email protected]
Who should attend?
Teachers who are new to Early years or returning to early years
Course frequency
1 session per half term
Cost
£300 per delegate.
All costs are subject to VAT.
Failure to cancel or non-attendance will incur costs.
All cancellations must be completed online at www.sil-ltd.co.uk/myaccount at least 48 hours in advance.
Testimonials
“Opportunities to share experiences and contribute to the session clearly focused on the needs/ request by delegates”.
“The delivery of session was excellent with a fantastic and engaging presentation – examples of resources and practical ideas of what is expected making it easier to implement in setting”.
