When the Teacher Assessment Framework (TAF) for writing was released in 2015 (then updated in 2018), there was almost a collective gasp from teachers across the country regarding the apparently heavy grammar weighting. ‘Why has composition and effect disappeared? What about authorial intent? What does it mean to exercise an assured and conscious control over levels of formality.’ Grammar needn’t be controversial, as it is implicit in spoken and written communication and quite simply makes meaning of words. 

I wonder whether we may simply need to re-frame our thinking around the teaching of grammar. Our chosen approach can provide a ‘tool’ for the writing job at hand. What if we avoid the ‘tick-box’ approach which oftens sees grammar taught discretely and aims to provide evidence of grammar objectives? By teaching children how to use grammar for effect within their writing – carefully considering its impact on the intended audience – we may just see those desired skills of composition and effect come through. What if we focus our teaching time on developing children as authors? It is almost akin to the chicken and egg analogy. What comes first in creating a successful piece of writing and consequently a successful writer – grammar or composition? It is true that one relies heavily on the other. 

What does the key stage 2 teacher assessment framework (TAF) tell us?

Let’s take a closer look at those meatier key stage 2 TAF statements which do not appear to explicitly reference grammar:

Working at the expected standard

The pupil can…

• write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)
•  in narratives, describe settings, characters and atmosphere
• integrate dialogue in narratives to convey character and advance the action

All three of these statements necessitate an understanding of how to use grammar in writing. For example, if pupils are being taught how to write a diary, they need to understand how to manipulate language for informality. As such, they would benefit from learning how to make use of the (always joyous to teach) apostrophe for contraction. In contrast, if children are learning to write a newspaper article, they will need an understanding of more formal aspects of language such as the passive voice, as well as direct and reported speech, impersonal tone and so on. Children will only be able to describe settings, characters and atmosphere if they understand how to successfully use noun and prepositional phrases to give detail, and how the manipulation of clause structure can help develop mood. 

Focus on ‘the why’

Let’s take the fronted adverbial which takes pride of place in year 4. I would hedge my bets that many children would be able to explain the function of this piece of grammar quite confidently:

‘It tells us where, when or how…’

I wonder, however, if we posed this question to the children: ‘So why do authors choose to use them?’ whether they could answer so confidently? We must consider that if children are not taught how to apply grammar through their writing - the effect the device creates and, consequently, how the grammar choice affects the experience of the reader - they cannot truly understand its purpose.

Connect reading and writing

“Every hour spent reading is an hour spent learning to write; this continues to be true throughout a writer’s life.” – Robert Macfarlane.

How can grammar be taught through writing, for children to better understand its purpose and effect? Quite simply - by reading. If we provide children with high quality models for writing, from high quality texts, they will be able to see how authors manipulate and utilise grammar for effect. What better way for children to develop as writers, than to explore how other writers use grammar to convey a message to the reader?

Let’s delve into the opening page of The Children of the King by Sonya Harnett. 

“She heard it: footsteps in the dark.”

Consider the rich conversations that could be had with children concerning the use of grammar in this opening line alone. The use of the short, one clause sentence immediately hooks in the reader with a feeling of impending threat. We could explore the use of the colon to join the two ideas together and to introduce the ‘it’ that she was hearing with a dramatic pause, maintaining the brevity of the sentence. We could delve into the use of the prepositional phrase ‘in the dark’ which instantly helps to create an image in the reader’s mind. 

“Cecily Lockwood, aged recently twelve, quailed in the darkness beneath her bed and listened to the steps getting closer.”

In this second sentence, we see the use of an embedded clause giving us additional information about our female protagonist – key to introducing the character. The use of a multi-clause sentence creates a contrast from the previous single clause sentence, ensuring cohesion for the reader but continuing to develop that feeling of suspense in the setting. These are both examples of how the effective use of grammar can build mood and atmosphere at the start of a story leading to… don’t worry, no spoilers here!

This is not just the case in key stage 2. The national curriculum programmes of study for years 1 and 2 focus on the building blocks for writing: securing sentence structure, embellishing this with the introduction of coordinating, and some subordinating, conjunctions for pupils to communicate their intended message to the reader. If we are to nurture aspiring authors at the earliest point in their schooling, pupils need to understand how to purposefully communicate that message, by noting how successful writers use sentences for effect.

The opening two sentences from The Gruffalo by Julia Donaldson demonstrate both single and multi-clause examples for pupils to consider.

“A mouse took a stroll through the deep dark wood. A fox saw the mouse and the mouse looked good.”

Imagine the rich discussion that could be had with the children about why the author may have chosen to start with this simple sentence: perhaps to create the setting for the reader to visualise. Why might the author have used the coordinating conjunction ‘and’ in the second sentence to link two ideas? Perhaps so that the reader understands the relationship between and fox and the mouse. Do you notice how the author has repeated ‘the mouse’ for emphasis across the two clauses? Have you spotted how the noun ‘wood’ has been expanded to help the reader visualise? Normalising the discussion of grammar as part of the writing process across all primary classrooms is essential so children are consistently taught how their writerly choices impact their writerly goals.  Yes, read it first and enjoy the writing as a reader, then dive back in to consider it as a writer.

Going for greater depth

If we consider our high attaining writers, or those walking that greater depth line, their choice of grammar (and its impact on the reader) is the driver to securing this standard. There is no coincidence that the opening statement of the key stage 2 greater depth standard states: 

“Pupils can write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation, structure)”

‘Drawing independently on what they have read’ is at the forefront. If children receive a diet of connected reading and writing teaching, which explores a range of grammatical techniques, they can innovate on these examples, making choices, so their writing is geared towards their audience and purpose - their writing goal.

What does the research tell us?

Through their 14 key principles, The Writing For Pleasure Centre, highlights the significance of reading when nurturing aspiring writers. The principles outline the importance of connecting reading and writing and allowing children to think of themselves as writers. Reading aloud others’ work can increase engagement as well as having an impact on increasing the range of grammatical features used in their writing.  

Professor Debra Myhill, Director of the Centre for Research in Writing at University of Exeter, has undertaken extensive research on this topic. She states that “Using authentic texts... shows developing writers how different grammatical choices change how their writing communicates to a reader.  We see this as a way to empower young writers and help them understand the power of choice.”  Her LEAD principles offer a useful structure for the teaching of ‘Grammar as Choice’ and the University of Exeter website offers up plenty of resources to exemplify the approach.

A grammar toolkit

Children could consider grammar as a toolbox of cumulatively acquired skills allowing them to select the most appropriate skill to communicate their intended message. Using metacognitive talk with children when we are modelling writing is a great way to teach children about how they have the authorial choice when it comes to utilising grammar:  

‘I have used a single clause sentence here, but an embedded clause could add some crucial information for my reader…’

When grammar is woven into the writing process, we can support children in understanding how its effective use can communicate the author’s meaning and purpose to the reader. 

A final thought with thanks to Pablo Picasso.

If we teach children to learn the rules of grammar, with a view to their impact on the reader, only then can they learn to bend and break them. We may associate Picasso with the ‘simple’ line drawings on the right of this image. Indeed, all of these images were created by Picasso. He learned all the skills necessary for accuracy within his compositions and then chose those he wanted to use to best suit the purpose and intended effect. I would argue that writing is no different – that is how we can create a new generation of authors. 

References: 

Literacy for pleasure: reading and writing connecting – The Writing For Pleasure Centre (writing4pleasure.com)
Read, share, think and talk about writing – The Writing For Pleasure Centre (writing4pleasure.com)
Resources for Teachers | Writing resources for teachers | University of Exeter
Grammar for Writing? An investigation into the effect of Contextualised Grammar Teaching on Student Writing. Jones, S.M., Myhill, D.A. and Bailey, T.C. (2013), Reading and Writing 26 (8) 1241-1263

What makes good teaching?

I have been thinking hard about pedagogy and recently revisited Rosenshine’s Principles of Instruction. He draws on multiple sources to try to identify what makes good teaching. He identifies ten instructional principles and summarises what most effective teachers do.

He says:

“The most effective teachers ensured that their students efficiently acquired, rehearsed, and connected background knowledge by providing a good deal of instructional support. They provided this support by teaching new material in manageable amounts; modelling, guiding student practice, helping students when they made errors and providing sufficient practice and review.” (₁)

Simple right? Wrong!

Teaching is a complex process

We all know that teaching is a complex process; not only do we need to consider the learning point we are trying to teach, but we also have 30 ‘variables’ in the classroom that all come with their own learning needs, knowledge, and experience. We need to think carefully about how we are going to deliver the learning and provide appropriate rehearsal. In this blog, I want to focus on one aspect: modelling. More precisely, initial models that support and scaffold thinking – where our thinking can be exposed.

Carefully planned modelling to make the implicit explicit – talking out loud

Tom Sherrington (₂) talks about the importance of teachers modelling their own thought processes and says that this supports students in developing their capacity for metacognition and self-regulation.

He states that effective teachers are able to able to narrate the decisions and choices they make by making the implicit explicit. In the EEF guidance report on metacognition and self-regulated learning (₃), it says that teachers very rarely plan this explicit modelling as it comes ‘naturally’ but when not planned, it risks keeping many things implicit. For pupils (novices) to become experts, they need to know how the expert (the teacher) thinks and acts. The implicit needs to be made explicit.

Modelling – bridging the gap between the teacher model, guided practice and independent rehearsal

I want to share some simple ways to use practical resources with jottings and / or speaking frames to help plan for explicit modelling of thinking. I believe that these can bridge the gap between teacher modelling, guided practice, and independent rehearsal. Therefore, they help to secure learning. 

This example supports understanding of ‘ten and some more’; understanding how the unit of ten is created. It exposes the fact that the numbers 11-19 are a ten and some ones. This simple frame makes the link between the practical resource (in this case, a beadstring), the calculation, the language and the part, whole model.

All show eleven as ten and one more. Whilst articulating my thoughts, I would make explicit the links between different representations; specifically, the fact they are all representing the same value – eleven – in different ways.        
 

The use of language needs to be carefully considered and connections between symbols / models and the language made explicit. For example, the + symbol in the calculation, the ‘and’ in ‘10 and 1 more’ and the lines that link the parts to the whole in the part, whole cherry model all represent that 10 and 1 are combined to make 11. 

Modelling how to find fractions of amounts

In this video, finding fractions of amounts is modelled. A drawn model is used alongside the speaking frame. 

In this video, the same learning – calculating fractions of amounts - is modelled using double-sided counters and jottings to track the solving of the problem. 

Articulation of what is known and unknown (and therefore what needs to be found out) features in both examples.

Modelling how to find the difference between amounts

In this example, calculating the difference between amounts is the focus of the learning using money as the context. 

The part, whole bar model makes explicit the fact that the difference is the missing part when comparing the whole and the known part.

The speaking frame supports the calculation of the difference as finding ‘how many more’ - counting on from the known part (30p) to the whole (60p). 

It then links this to difference and then the subtraction calculation. 

After practice, so understanding of difference is secure, the link between finding the difference and finding change using money can be made.

Connecting finding the difference and calculating change

For example, if some toy cars costing £8 are paid for with a £20 note, what would the change be? 

This can be put into an initial sentence to make what is known and unknown explicit.

I know the cost - £8; I know the amount paid - £20.

The part, whole bar model helps us to identify what is unknown – the change or difference.

The link between the model and the calculation should be familiar from the previous practice so the change can be found and the problem solved. 

Do children understand the concept or are they simply completing a task?

The element we have looked at in the blog may last only a couple of minutes within your lesson, but the initial explicit model is essential to enable pupils to understand the learning and not just complete the task. Time during planning is needed to ensure that the initial model used enables you as the teacher to articulate your thinking as the expert.

Five things to remember when planning the modelling in maths:

To effectively plan the initial explicit model and articulation of your thinking:
1.    Be clear about what the focus of the learning is and ensure the learning is front and centre in the model – not the task. 
2.    Link practical resources, language, models and calculations and make the connections between them explicit within your articulated thinking. 
3.    Make the initial scaffold that is used within explicit teaching reusable so it can be used within guided and independent practice.
4.    Have the scaffold written on a large scale that can be seen by all children. It can go on your working wall and can be referred to regularly. 
5.    Take time to plan what you are going to say; write a script if it helps. This will ensure that you model using precise and accurate mathematical vocabulary. 

Feeling inspired?

Join the HFL Education Primary Maths Team for up coming training and events. 

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References

1.    Rosenshine, B. (2012) Principles of instruction, Research based strategies that all teachers should know. American Educator
2.    Sherrington, T (2019) Rosenshine’s principles in action. John Catt Educational Ltd. @teacherhead 
3.    EEF guidance report: Metacognition and self-regulated learning Metacognition and Self-regulated Learning | EEF (educationendowmentfoundation.org.uk) 


 

The HFL Education Festive 5 maths challenge is back by popular demand.

With opportunities to make connections across the maths curriculum, rehearse key skills and continue to develop mathematical oracy,-  what’s not to enjoy?

Greater depth thinking is complex. It’s more than just knowing ‘more stuff’.

Key behaviours include being able to:
•    be curious by asking interesting, mathematical questions 
•    communicate ideas and discoveries with increasing clarity
•    collaborate with others effectively
•    spot patterns and use them
•    connect different mathematical concepts and domains together, causing ‘aha’ moments when they recognise that they have seen something similar before 
•    examine arguments and provide counter-arguments with some proof
•    evaluate their own learning to refine their thinking.

The HFL Education maths team are passionate about the importance of providing all children with opportunity  to develop these behaviours.

So how can the Festive 5 maths challenges support with this?

This is a great opportunity to rehearse and recall multiplication and division facts which, as we know, are key foundational facts for maths in key stage 2.

Connections to make in order to solve this problem:

•  Known facts
  Do children recognise that the output numbers are all multiples of 7?
• The relationship between the input and output
  Can children use what they know about the multiples of 7 to identify the connection to the input number?

Possible problem-solving strategies:

• Solve a simpler but related problem (see the KS1 version in the slide deck)
• Working backwards
• Draw a diagram
• Make a table
• Try then improve

Key sentence frames:

I noticed that…
I know… so… 
The rule is…

As a further challenge, children could choose their own input numbers for the machine and calculate the output or in fact, create their own machine with its own rules.

One of the recommendations from Ofsted’s ‘Coordinating mathematical success: the mathematics subject report’ (July 2023) was that in primary schools:

“geometry knowledge is sequenced throughout, rather than at the end of, each year’s curriculum”

Symmetry appears explicitly in the Year 2 and Year 4 National Curriculum programmes of study. This challenge would provide an introduction for Year 2 and a rehearsal opportunity in Key Stage 2.

Connections to make in order to solve this problem:

• Symmetry in 2-D shapes presented in different orientations

Possible problem-solving strategies:

• Solve a simpler but related problem (starting with 2-D shape symmetry)
• Draw a diagram
• Try then improve
• Make a model

Key sentence frames:

• I can start here because…
• Mine is different because…
• It worked because…
• I have checked by…

Download the full set of slides (including solutions to the problems) : 

The HFL Education Primary Maths team can work with you in school to develop reasoning and problem-solving across the maths curriculum through The Reasoning and Problem-Solving Package.

To keep up to date: Join our Primary Subject Leaders’ mailing list

To subscribe to our blogs: Get our blogs straight to your inbox

References:

Ofsted (2023) Coordinating mathematical success: the mathematics subject report. 
Available at: www.gov.uk/government/publications/subject-report-series-maths/coordinating-mathematical-success-the-mathematics-subject-report 
(Accessed: 23 November 2023)

Background

Where did our number system come from?

Our base-10 number system was founded in India and is known as the Hindu Arabic Number System. Mathematicians used it in the Early Islamic civilisations, and it was fundamental to the mathematical discoveries in the House of Wisdom in Baghdad.

From there, mathematicians from Baghdad, such as Al Khawarizmi, introduced this system to Europe where it was quickly favoured over the much more complex Roman number system they had been using.

Did you know that algebra originated in the Early Islamic Civilisation, with Al Khwarizmi being coined the ‘father of algebra’?

Al Khawrizmi was fundamental to the introduction of algebra to Europe. By using algebra to support generalisations, he was able to formulate a range of equations and algorithms throughout his time working in the ‘House of Wisdom’.

Taking this into the maths classroom

Fundamentally, algebra is the way in which mathematicians can explain the patterns found in numbers and the way that they behave when manipulated. When you think about it in this way, children’s experience of algebra begins with noticing pattern in the early years and builds through primary to using simple formulae in year 6.

Below, I am going to explore a way of using algebra in the classroom in upper KS2.

First things first. If your school teaches children about the Early Islamic Civilisation in history, you could begin by making the link between what we do now, and how this has been influenced by the discoveries of mathematicians from this era, such as the previously mentioned Al Khawarizmi.

This could include: 

• calculating exchange rates
• calculating taxes 
• working with scale when designing new football stadiums or train stations.

Next, you could review simple formulae and model how you are able to swap unknown values for letters. This could be in the context of perimeter as a familiar concept from year 4, moving towards a different context such as finding a total cost.

Children could then be supported to ‘have a go’ at applying this to another area of maths - spotting patterns and reasoning using algebra.

Below are questions that you may like to try with your class.

Sammy noticed that when you square the number 4, the product is one more than when you multiply the numbers either side:

4 x 4 = 16
3 x 5 = 15

If you take a number and square it, is it always one more than when you multiply the numbers either side?

Why?

Build it, draw it, and see if you can use letters to show it.

Jeremiah noticed that the multiples of three follow a pattern: 

Jeremiah thinks this pattern is the same for the multiples of all odd numbers.

Do you agree?

Why?

Build it, draw it, and use letters to show it. 

University of Cambridge: "Take Three Numbers" questions for your classroom in a printable sheet

Caution! Be prepared

Ensure you have had a go at the problem yourself first so that you can identify any possible barriers and scaffold the learning accordingly.

Speaking frames may be useful to support children in framing their thinking, or recording frames with familiar models to enable children to make connections.

To explore scaffolding further: Differentiation in maths - scaffolding or metaphorical escalators!

Support to develop reasoning and problem solving in your school

Find out how the HFL Education Primary Maths Team can work with you in school to develop reasoning and problem solving through the HFL Education Curriculum Impact Packages: 

To keep up to date: Join our Primary Subject Leaders’ mailing list

To subscribe to our blogs: Get our blogs straight to your inbox

Originally published: 14/11/2023

Do you remember your first day at school? I do… I remember hanging on to my mummy’s coat for dear life, begging her to take me home where I felt safe. Once I was finally in school, I have memories of staring out of the window, feeling alone and longing for her to return. I remember the different smells, the overly bright colours, and the overwhelming noise. For some children, particularly our most vulnerable, this feeling can endure for far too long. Every day can continue to feel like their first day.  

In this blog, we will explore the significance of cultivating a nurturing community for each and every child. We will consider the impact of the positive relationships and enabling environments that create a sense of safety and belonging for all children, allowing them to thrive. 
 

Schools and settings are busy places. Often, adults have little time to stop (let alone stop, feel, think, and do) to consider what each child in their setting has experienced before school that morning, the previous evening or what is going on in their life. Do we truly recognise how powerful our interactions with them can be as key adults in their early years? 

Let us return to my first day of school once more. What else do I remember? 

I remember a gentle touch on my shoulder, a warm smile, and the calming words of my teacher, reassuring me that “I am here to help, talk to me and I will listen.” The gentle taking of my hand to lead me into my first ever classroom. The sense of belonging I felt when I saw what I had drawn during my home visit displayed proudly next to my peg. My creation was given value and respect. What also remains is the sound of the calming music, the reassuring smile, words, and consistent patience that would help me to find my calm and become a valued member of the class. 

A sense of belonging is fundamental to human nature, and it begins to take root in the early years of life. When children feel connected to their surroundings, they develop a solid foundation for positive mental health and social development. A supportive environment fosters feelings of security, acceptance, and the confidence to explore the world around them. 
 

The child’s perspective 

Do you ever stop and look at life from the perspective of each and every child in your setting? Find time to see the world at each child’s level (figuratively and quite literally!). What do you feel, see, and hear, at this level? Where is your safe space? Who can you go to for support and safety? Are cues and displays accessible and meaningful? Do they help to guide you in the absence of an adult? Do you see yourself represented in books, displays and areas? Do you feel like you belong?  

Now go outside and do the same. Step outside of the school building during morning drop-off, playtime and home time and take in the level of noise: cars zooming past, children running around, laughing, shouting. Do you feel safe and secure? Many children find the unstructured moments in the day a real challenge, and it’s important that we consider what is in place to support them here too. 

In her paper, Mårdsjö Olsson of Gothenburg University, talks about the adults being sensitive to the individual experiences and needs of each child, and consider what is going on in their world. ‘The teachers who are sensitive to the children and the world around them become acquainted with their thoughts, questions, and skills to be able to interpret and support their needs.’ 

Positive relationships 

Picture the following examples for a moment: 

It's PE day. A child in your class doesn’t have the correct kit, again. Do we empathise and understand why, or do we judge, talk about them, and perhaps even reprimand them?   
 
The class is already in full swing, and a child is late for school. They're greeted by an eye-rolling adult, reminding them they are late again!   
 
The child, not only new to the school setting, but new to the country, and now thrown into a world of language that they do not understand.   
 
A child, who is experiencing trauma, and as a result is hyper- vigilant, withdrawn, afraid, just waiting for something to go wrong…. 

The attitudes of staff, the power of positive relationships and the enabling environment where our children learn, can be transformative for the joy and wellbeing of every child. Paul Dix believes relationships are key. In his book, ‘When the Adults Change, Everything Changes,’ Dix shares his thoughts on behaviour management in school and aims to end the search for a change in children’s behaviour, his focus is on the adults.  

How the adults react and respond to children’s individual needs or behaviour can have an incredible impact on the wellbeing and academic success of children. When they show kindness and reflect on the needs of the child, trust develops over time.  

We know that secure attachment is vital for children’s wellbeing, learning and achievement.  

Welcome! 

Is your learning environment warm, inviting, and inclusive? Is it relevant and relatable? Creating a diverse and inclusive environment in early years settings is crucial for the holistic development of children. It helps to develop a positive sense of identity, learn about diverse cultures, and fosters a welcoming atmosphere for all families. Embracing and understanding cultural identity can positively influence a child's self-regulation by providing a sense of pride and acceptance. 

Imagine a child coming into your setting after experiencing trauma. You are their calm and safe place. Having soothing, mindful, music playing in the background could be enough to decrease the child’s anxiety in that moment.  

Create a permanent safe space within the setting and allow time for reflection within routines, where children have an opportunity to talk, feel and recognise their emotions. Self-regulation is vital, so they can recognise and understand their emotions, and learn what strategies support them to self-regulate. 

Self-regulation and belonging 

We know behaviour is a form of communication, yet we can sometimes be too busy to stop and reflect on why a child’s behaviour is challenging. Do we stop to consider the experiences of the child who behaves unsafely, runs, hides, or remains silent? Trying your best to teach a class when this behaviour is happening is a real challenge. We understand; but we want it to stop. Often, we may even consider removing the child from our classroom. ‘What about the rest of the children?’ we might say. 

Self-regulation and a sense of belonging are interconnected aspects of a child's social and emotional development in the early years. When children feel a sense of belonging, it positively influences their ability to self-regulate. Does your learning environment enable this? 

Check in with me 

The ‘DfE’s Best Start in Life Part 2’ discusses giving young children from 2 years old emotional awareness and the impact this can have on their wellbeing and learning and achievement as they get older. Children need opportunities to practise these techniques through daily routines, role play and effective interactions with adults. ‘Adults can then prompt children to use the strategy they have learned when needed.’  

We can teach children strategies to understand and control their emotions. Introduce self- regulation into routines. On entry to the setting, children can be encouraged to move their name or photo onto a visual or zone to represent how they are feeling. This will give opportunity for the adults to check in with the children on entry and give them the language of self- regulation. Children can check in throughout the day and move their photo to a different zone if their feelings change. Over time, with adults reinforcing language and understanding, they will recognise and understand when they are becoming less regulated. ‘They become aware and are able to do something about it in the moment.’ 

Empower me 

Do you offer tools in the safe space to aid the child to be calm and aid self-regulation? Teach simple mindfulness techniques within the daily routines such as counting back from 5 and deep breathing exercises. Using timers will encourage children to return to the rest of the group when they are ready.  

Children may find it difficult to express themselves and talk about how they are feeling. Emotion cards may help to identify big emotions and let them know it is normal and natural to feel.  
 
When situations arise that may not have gone to plan – does the child feel that there is an opportunity for reflection and repair and do adults use these as a learning opportunity?

Show me: consistent routines and expectations 

Consistent routines and predictable environments provide a sense of security for children, promoting a stable emotional state. Do you display visuals at the child’s level? Can they easily see and access them at any point during the day? When embedded into consistent routines, a visual timetable will empower children to know what to expect next. Children can become anxious when they do not know what is happening. The symbols should be removed once an activity finishes, so the children are prewarned that the next activity will be starting. Visual timetables can help to break down the day, so children understand transitions which in time helps to reduce anxiety.  

‘The positive impact of implementing a visual timetable, accessible for all children in a setting, is to promote two-way communication between practitioners and children, to increase independence, instil confidence and to reduce anxiety that can occur between transitions. (Freeman et al, 2009).’

Inclusive practices 

Implement inclusive practices that consider the individual needs and abilities of each child. Provide accommodations and adaptations to ensure that all children can actively participate in activities. 

Encouraging self-expression 

Whether through roleplay, art, music, or storytelling, encouraging self-expression is key to unlocking a child's individuality. Creative outlets provide a space for children to communicate their thoughts, feelings, and unique perspectives. 

Family involvement

Involve families in the learning process. Create opportunities for parents and carers to participate in classroom activities, share their skills or cultural traditions, and feel like valued members of the educational community. 

Actions speak louder than words 

Do you embed a sense of belonging for children within daily practice and does the ambition within your curriculum reflect this? Nathan Wallis, author of Belonging and the Brain talks about the link between ‘brain development and belonging.’ Essentially, fostering a sense of belonging promotes brain development. ‘If we don’t put a sense of belonging into the lower brain, then we’re not going to get up to the higher brain.’ He believes it’s really essential to the wellbeing and academic success of a human being. 

Aaron Bradbury reminds us that we have to be mindful that young children are still finding their place. ‘We need to listen to the child and see what they are saying, doing and most importantly, how the practitioners are dealing with the child’s uniqueness.’  
Nurturing a sense of belonging in the early years is crucial for a child's overall development and well-being. Creating an environment where children feel valued, accepted, and connected contributes to their social, emotional, and cognitive growth.

As early years practitioners, we have the incredible opportunity to help shape the minds and experiences of young children during their crucial formative years. In this blog, we will explore what open-ended play entails, discuss how you can support it and delve into the benefits that this type of play supports. 

The EYFS states that ‘In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately. Three characteristics of effective teaching and learning are:

• playing and exploring - children investigate and experience things, and ‘have a go’
• active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
• creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things

What better way to meet the characteristics of effective learning than by offering children the opportunity to have open ended play. 

So, what do we mean when we say open ended play?

Open-ended play refers to unstructured play experiences that encourage children to explore, create, use their imagination freely, solve problems and use those critical thinking skills. It will of course be linked to your curriculum aims; you are just providing open ended opportunities to get there rather than structured activities with predetermined outcomes.  Open-ended play involves materials, environments, and experiences that can be interpreted and used in multiple ways, allowing children to express their ideas and emotions. It is not pre planned ‘we are going to make this today’ nor does it have a closed outcome covering one of the seven areas of learning. In open-ended play, there is no pressure or expectation of an end result or product, and it can encompass all areas of learning.

As I say to many of the settings I support, think about the process, not the end product. Who is the end product for? A parent, the display board, a nursery scrap book. I would invite you to ask yourself what the children learnt from the ‘process’ of having to make an end product.

Some of the Benefits of Open-Ended Play:

Open-ended play offers children the opportunity to encounter challenges and find solutions on their own. This natural problem-solving approach aids in developing critical thinking skills and resilience from an early age. It can help children tap into their limitless imagination, transforming ordinary objects into extraordinary creations. Take a moment to think about the resources you provide, for example a small world car garage is always going to be just that. 

Recently, on one of my visits, I watched a small group of children transform six crates into an aeroplane, a sweet shop, surf boards, a car, and a desert island. As the children engaged in this type of play, it nurtured their social skills, as they learnt to negotiate with each other about what they were going to make. They co-operated with each other as they all worked collaboratively to create different structures. The play supported children’s language, as they communicated with each other discussing their ideas and giving instructions.  Children acted out different role play scenarios, which encouraged dialogue expanding their vocabulary. They were in fact playing and exploring, actively learning as well as creating and thinking critically.

See the benefits for yourself

Professor Ferre Laevers is a known pioneer in Early Years, and his name is synonymous with the Leuvan Scale . He proposes 'emotional wellbeing' and 'involvement' as being central pillars to children's learning and development.

Laevers created a 5-point scale to measure both wellbeing and involvement. If there is a lack of wellbeing and or involvement, it is likely a child’s development will be threatened.

‘The higher the levels of wellbeing and involvement we can achieve for the child, the more we can add to the child’s development’.

I would challenge you to perhaps use these scales and see the benefits for yourself.  Comparing the results against a fully structured adult led activity to an open-ended child led activity.

Doesn’t everything just end up in a mess?

Open ended play is not a ‘free-for-all’, yes it can get messy as children learn and explore but a good practitioner is key to this process, children still need adults to provide an enabling environment where there are enough of the right resources that provide provocations that allow skills to develop. An enabling environment will also support children when it comes to packing away. Cleary labelled areas will help children to know where to return items once they have finished playing.

How can I support open ended play?

Young children need time and space to actively play, follow their imaginations and be as creative and experimental as they can possibly be. Adults need to be able to identify when to step in, possibly when help is required or to move the learning forward and when to step back, if children are engaged and learning on their own. 

A great way to assist open ended play and enhance children’s learning is to ask open ended questions or comment on what children are doing. 

It’s important to remember that ‘play is the highest form of research’ (Albert Einstein), so they need to be allowed to choose where they play rather than instructed to sit at a table for a pre-planned activity. Children maybe at the transportation stage, carrying resources from one area to another. Don’t try to stop them unless it is going to cause a major problem. If they have an idea they are working on, they may need to use an item from another area. For example, a child engrossed in world building in the small world area may want a few more blocks from the construction area for their house.

Some examples of open-ended play are, the mud kitchen, den building, loose parts large and small, sand and water, a deconstructed role play area (an area that is not set up but provides all the props for children to decide what and how to play) an open mark making, a music zone/stage the opportunities are endless.

When given the freedom to explore and imagine, guided by attuned adults, children will discover the world around them, develop physically and intellectually, and gain confidence.