Since November 2025, Ofsted has been using its renewed Early Years Inspection Toolkit to inspect nurseries, preschools, childminders and other registered early years settings.

The new approach marked a significant shift in the way inspections are carried out and reported. Instead of receiving a single overall judgement such as ‘Good’ or ‘Outstanding’, settings now receive a more detailed report card covering different areas of their provision.

Understanding the five Ofsted grades

The six graded evaluation areas use five possible grades:

Exceptional
The highest level of practice. This is intended to recognise provision of an exceptionally high standard nationally, where practice is considered strong enough to be shared more widely.

Strong standard
The setting has met the expected standard and demonstrates consistently strong, embedded and highly effective practice.

Expected standard
This is an important one to understand. ‘Expected standard’ is a positive outcome, not a middle-of-the-road or average grade. It means the relevant EYFS requirements and all the standards for that evaluation area have been met. 

Needs attention
The expected standard has not been met, but any breaches of EYFS requirements do not have a significant impact on children’s safety, wellbeing or learning and development.

Urgent improvement
Urgent action is needed. This may apply where breaches of EYFS requirements have a significant impact on children’s safety, wellbeing or learning and development, or where other serious concerns apply. 

It is worth remembering that the new grades should not be directly compared with the old ‘Good’, ‘Outstanding’ or ‘Requires Improvement’ judgements. Ofsted has specifically said that there is no direct read-across between the old and new systems. 

The seven areas Ofsted now looks at

The renewed framework gives parents and providers a more detailed picture of quality.

Early years report cards cover seven evaluation areas:

1. Safeguarding
2. Inclusion
3. Curriculum and teaching
4. Achievement
5. Behaviour, attitudes and establishing routines
6. Children’s welfare and wellbeing
7. Leadership and governance

Safeguarding is judged separately as either ‘Met’ or ‘Not met’. The other six evaluation areas are graded using the new five-point scale. 

This is important because there is no longer a single overall Ofsted grade for a setting. Instead, families can see more clearly where a nursery is performing particularly well and where there may be areas for improvement.

What does ‘expected standard’ actually mean?

For parents and practitioners, ‘expected standard’ is perhaps the most important grade to understand.

Ofsted describes it as the standard inspectors expect settings to meet. It means the setting is meeting the relevant legal requirements and the standards set out within the toolkit.

Inspectors use a ‘secure fit’ approach when grading. This means they consider whether all of the standards required for a particular grade have been met, rather than simply deciding which grade feels like the closest overall match. 

So, an ‘expected standard’ judgement should not be viewed as a disappointing result. It indicates that the setting is meeting the expected standard of education and care.

From 1 September 2026, Ofsted will begin using an updated version of the Early Years Inspection Toolkit, reflecting changes to the Early Years Foundation Stage (EYFS) and providing greater clarity around some of the areas inspectors will consider.

So, what does the toolkit mean in practice and what should early years leaders, practitioners and parents understand about the latest changes?

What is the Ofsted Early Years Inspection Toolkit?

The Early Years Inspection Toolkit sets out the areas Ofsted evaluates during an inspection and the standards used to grade them. It replaced the previous early years inspection handbook when the renewed inspection framework came into effect in November 2025.

The toolkit is not simply an inspection checklist. Ofsted says it can also be used by leaders to support self-evaluation and continuous improvement. 

A key principle of the renewed approach is that inspectors should build their judgements from what they see and hear in the setting.

Inspectors gather first-hand evidence through:

• Observing children and practitioners during everyday experiences and routines
• Professional conversations with leaders and staff
• Looking at how policies, systems and processes work in practice
• Considering children’s experiences, development and wellbeing
• Reviewing relevant documentation where necessary

Importantly, settings are not expected to produce paperwork specifically for an Ofsted inspection. Inspectors should focus on documentation relating to statutory requirements or information that forms part of a setting’s normal business processes. 

This means that strong practice should be visible in everyday life at the setting, not created specifically for inspection day.

Inclusion is a priority across the toolkit

One of the most significant themes running through the renewed framework is inclusion.

Ofsted considers how well settings identify and support children who may face additional barriers to their learning and wellbeing. This includes disadvantaged children, children with SEND, children known or previously known to children’s social care and children who may face other barriers.

Inspectors consider whether leaders:

• Identify children’s needs quickly and accurately
• Have high expectations for every child
• Reduce barriers to learning and wellbeing
• Make appropriate adaptations and reasonable adjustments
• Work effectively with parents and professionals
• Use specialist advice when necessary
• Monitor children’s progress and adapt support where needed

The message is clear: inclusion is not about providing a separate experience for some children. It is about ensuring every child can access an ambitious curriculum and has the support they need to shine.

Curriculum and teaching: what does Ofsted want to see?

The toolkit places significant emphasis on the quality and ambition of the curriculum.

Inspectors consider whether leaders have designed a curriculum that builds children’s knowledge and skills progressively across the seven areas of learning and development.

There is particular emphasis on:

• Communication and language
• Physical development
• Personal, social and emotional development
• Literacy
• Mathematics
• Understanding the world
• Expressive arts and design

The updated toolkit also makes clear that teaching is much broader than formal adult-led activities.

Teaching can happen through play, routines, conversations, storytelling, modelling, questioning, explaining, demonstrating, interactions and the environment itself. 

This means everyday moments matter.

A conversation at lunchtime, a practitioner modelling new vocabulary during play or encouraging children to revisit a mathematical idea can all contribute to the quality of teaching.

The September 2026 version also adds clarity around explicit teaching of mathematics. Inspectors will consider how well settings develop children’s mathematical knowledge, vocabulary, confidence and understanding through direct teaching, routines and play.

Communication and language remains fundamental

The updated toolkit places a particularly strong emphasis on communication and language.

Inspectors will consider whether the curriculum gives children frequent opportunities to hear, practise and use language, including through stories, songs, rhymes, shared reading and conversations.

The September 2026 toolkit clarifies that references to vocabulary mean English vocabulary.

For practitioners, this reinforces the importance of knowing which words and concepts children need to learn and deliberately creating opportunities for them to hear, understand, practise and use those words in different contexts.

Achievement is about what children know and can do

The achievement judgement is not simply about whether children have reached a particular developmental milestone.

Ofsted considers the knowledge and skills children develop across the seven areas of learning and development and how well they are prepared for their next stage of education.

Inspectors consider children’s different starting points, ages, stages and needs.

They will look at whether children:

• Develop age- and stage-appropriate knowledge and skills
• Build strong foundations in the prime areas
• Develop communication and interaction skills
• Become increasingly confident and independent
• Develop curiosity, perseverance and resilience
• Are prepared for their next stage of learning

Importantly, the toolkit recognises that children develop at different rates. What matters is whether leaders understand children’s needs and take effective action to support them.

Behaviour, attitudes and routines

The renewed framework also gives greater prominence to behaviour, attitudes and establishing routines.

For young children, this is not simply about whether children ‘behave’.

Inspectors consider how practitioners help children develop:

• Positive relationships
• Self-regulation
• Emotional awareness
• Confidence and resilience
• Independence
• Respect for others
• Positive attitudes towards learning

Routines are also important. Ofsted considers how settings work with families to promote attendance and punctuality and help children develop positive habits for future learning.

The approach is intended to be age-appropriate and inclusive. Practitioners are expected to make reasonable adjustments and adaptations where children need additional support, while maintaining high expectations.

Children’s welfare and wellbeing: a bigger focus from September

One of the most important changes coming into effect on 1 September 2026 relates to children’s welfare and wellbeing.

The updated toolkit reflects planned changes to the EYFS around safer sleeping, weaning and eating arrangements. Ofsted has added more detail to explain how inspectors will assess these areas in practice. 

From September, inspectors will look at whether settings understand and effectively implement statutory guidance relating to:

• Safe sleeping arrangements
• Weaning
• Safer eating
• Food and dietary requirements
• Allergy and choking risks
• Appropriate supervision during mealtimes

For babies and children under two, safe sleeping will receive particular attention.

Inspectors will consider whether children are placed safely to sleep, whether sleep spaces, bedding and temperatures are appropriate, and whether children are appropriately supervised.

The updated toolkit also considers whether children are supervised safely while eating and whether practitioners understand arrangements for allergies, food intolerances, dietary requirements and choking risks. 

These changes reinforce a simple principle: high-quality care is an essential part of high-quality early education.

Safeguarding: everyone’s responsibility

Safeguarding remains separate from the six graded evaluation areas and is judged as either Met or Not met.

The updated toolkit provides additional information about practitioners’ responsibilities to protect children from harm.

Ofsted’s expectations include an open safeguarding culture where staff feel confident raising concerns and understand the procedures they must follow.

Inspectors will consider whether leaders and practitioners:

• Recognise potential safeguarding concerns
• Understand their individual responsibilities
• Follow safeguarding policies and procedures
• Know when to seek help from external agencies
• Understand safer recruitment requirements
• Respond appropriately to allegations and concerns about adults
• Remain vigilant and maintain an attitude of ‘it could happen here’
• Listen to children, parents and practitioners
• Reflect on safeguarding practice and respond to challenge

The September update also clarifies that poor care practices can, in some circumstances, have implications for a setting’s safeguarding judgement, particularly where children have been harmed or are at risk of harm. 

Leadership and governance: knowing your setting

Leadership is another important part of the toolkit.

Ofsted wants leaders to understand their setting’s strengths, weaknesses, context and priorities and, importantly, to know whether the actions they take are actually making a difference.

This includes:

• Having a clear vision for children
• Understanding the EYFS and statutory responsibilities
• Identifying the right priorities for improvement
• Supporting staff wellbeing and manageable workloads
• Providing relevant professional development
• Working positively with parents
• Using resources effectively
• Ensuring governance arrangements provide appropriate support and challenge

The updated toolkit also places emphasis on professional learning around the curriculum, behaviour, inclusion and the care of babies, including safer sleeping, weaning and eating. 

The safer care requirements are perhaps the most significant changes for day-to-day practice, but the September update includes a number of other clarifications.

Ofsted has also:

• Added further information about provider exemptions from EYFS learning and development requirements
• Clarified the standards providers must meet alongside relevant EYFS requirements
• Added detail around personal education plans within inclusion evidence gathering
• Clarified how inspectors gather evidence around mathematics
• Updated guidance around children with SEND and inclusion leadership
• Added further guidance around virtual school heads and children known to children’s social care
• Updated guidance around inspector conduct and reasonable adjustments
• Added further detail about recruitment, DBS checks and paediatric first aid
• Clarified expectations around mobile phone use during inspections
• Updated guidance for settings where no children are present during the inspection timeframe

Ofsted has described these as part of its annual update process. Going forward, the intention is to update inspection materials annually ahead of the following September. 

How often will nurseries be inspected?

Inspection frequency has also changed.

From April 2026, Ofsted began introducing a four-year inspection window for providers on the Early Years Register, with implementation being phased in.

Under the current arrangements, settings that meet the expected standard or above across their evaluation areas will usually be inspected again within four years. Settings receiving ‘needs attention’ will usually be inspected within 12 months, while those receiving ‘urgent improvement’ will usually be inspected within six months. Ofsted can inspect sooner where concerns or risks require it. 

Newly registered providers will usually receive their first inspection within 18 months of registration. 

This means inspection reports should increasingly provide families with a more current picture of a setting’s quality.

Ofsted report cards: a clearer picture for parents

The move to report cards is one of the most visible changes for families.

Rather than one overall judgement, parents can see how a setting performs across individual areas of provision.

Report cards include narrative information explaining the grade, strengths and areas for improvement, helping parents understand more than a single headline judgement. 

Ofsted has also introduced QR code badgesfor early years settings. These can link parents and carers directly to the setting’s individual Ofsted reports page, making inspection information easier to access. 

What does all of this mean for early years settings?

Perhaps the biggest takeaway from the toolkit is that inspection preparation should not be about creating a perfect version of the setting for Ofsted.

Instead, the focus should be on ensuring that the quality of practice seen every day is strong, consistent and understood by the whole team.

Leaders should be able to explain:

What are we trying to achieve for children?

How do we know what children need?

How do we adapt our practice when those needs change?

How do we know our curriculum is working?

How do we know children are making progress?

How do we keep children safe and well?

How do we know our improvements are making a difference?

These questions sit at the heart of the toolkit.

What should parents look for?

For parents, the new system can provide a much richer picture of a nursery than the previous single overall judgement.

When reading an Ofsted report, consider:

• How well does the setting support children’s learning and development?
• How does it support children with different needs?
• What does the report say about children’s welfare and wellbeing?
• How strong are the setting’s safeguarding arrangements?
• How effectively does leadership identify and act on areas for improvement?
• What does the report say about the quality of relationships and interactions?
• Are there clear strengths that matter to your child and family?

And remember: an ‘expected standard’ grade is a positive judgement. It means the relevant expected standards have been met.

The renewed Ofsted framework is ultimately about more than passing an inspection.

The strongest message running through the toolkit is that quality should be visible in children’s everyday experiences, in the relationships they form, the language they hear, the opportunities they have to explore and learn, the support they receive and the way adults keep them safe.

The September 2026 updates strengthen that message further, particularly around safeguarding, safer sleeping, weaning and eating, inclusion and the quality of care.

For early years providers, the toolkit can therefore be seen not simply as something to prepare for, but as a useful framework for asking an even more important question:

Are we consistently giving every child the care, education, support and sense of belonging they need to shine?

That is what high-quality early years practice is really about and it is at the heart of what Ofsted is looking for.

Starting a new nursery is an anxious time for both parents and children, which is why a structured and generous settling in process is so important.

Every child is different and for that reason a good settling in process should take as long as you and your child need. Every child will respond differently; some will settle straight away and others will need more time and reassurance before they are ready to spend time away from you.

What are Settling in Sessions?

Settling in Sessions are designated days where you can attend nursery with your child before they start their regular attendance. They allow children to get used to the nursery environment, team and routine with the comfort of their parent/carer present, as each sessions go on the duration of time at nursery and away from their parent/carer will increase. We feel this sets your child up for the best start as it leaves them with a sense of understanding and comfortability with nursery life before their first day.

What does a thorough settling in process look like?

At Happy Days we have a unique settling in process that starts 6-8 weeks before your child’s start date, with the first few visits to nursery lasting only an hour, with you, their parent/carer, staying with them. We will work at your child’s pace, gradually lengthening the time they are in nursery and are away from their parent. The settling in process can take as long as your child needs.

The Settling in Process

Step 1: The Key Person

The first step in the settling in process is allocating your child to their Key Person.

At Happy Days, we are committed to adopting the Key Person approach to ensure that every child’s care is tailored to meet their individual needs. The Key Person will provide consistent and continuous care in order to support the development of close attachments which support a child’s emotional wellbeing, providing a secure base from which to learn. Children thrive when their needs are met by people they know, trust and respect.

Your child’s Key Person will build relationships with you so you feel reassured and confident that an adult who is tuned in to your child’s individual needs is caring for your child.

Your child’s Key Person will:

• Develop secure attachments with your child to support their emotional wellbeing
• Develop a collaborative partnership with you to ensure a continuity of care and learning between home and Nursery
• Effectively communicate with you on a daily basis regarding your child’s day and learning experiences
• Wherever possible meet the individual intimate care needs of your child
• Continually monitor and assess the developmental progress of your child
• Ensure that regular communication regarding your child’s development is shared with you
• Support your child’s positive transition into Nursery and when they transition to another room/school

We will allocate your Key Person based on your child’s personality, likes and dislikes and try and align these with the Key Person. Don’t worry if your child does not form an attachment with their Key Person initially, these relationships take time and will develop over the course of the settling in process. However, on the rare occasion a child does not form a bond with their Key Person a new one will be allocated and the settling in process will continue whilst your child gets to know their new Key Person.

You will be advised of who your child’s Key Person is prior to your start date and your Key Person or Nursery Manager will contact you to arrange your settling in sessions.

Step 2: Settling In Sessions

• Upon arrival at the setting the Nursery Manager will introduce you to your child’s Key Person and the rest of the room team
• Your Key Person will have an age appropriate activity ready for your child’s settling in session
• Together with your Key Person you will discuss the ‘Getting to Know Me Form’ to ensure that full information has been gathered in relation to your child’s individual needs
• We request that you bring along a picture of your family and any pets from home that we can keep at nursery
• The first session will be for a short period of time where we ask you to stay

What to expect on your first settling in session:

At the end of the first session, we will discuss how you felt the session has gone and arrange further sessions with the length and number of these depending on how your child has settled in their first session. Don’t worry, we will assess and review these sessions every time you and your child visit and slow down or speed up the process, depending on your child’s needs.

The aim is to increase the length of the settling in sessions and the period your child is away from you, whilst allowing your child to experience every part of nursery life including, meal times, sleep time, snacks, outdoor play, structured activities and more.

At the end of the settling in process, your child will be ready and eager to start nursery, enabling you to drop off on the first day confident that your child is happy, settled and well cared for.

Happy Days Settling in session FAQ

Q. Are they free?
A. YES!

Q. When do they take place?
A. 8 weeks before preferred start date whenever possible.

Q. How many do you have to do?
A. Duration is completely dependent on the nurseries recommendation and parents preference, however 8 weeks is our recommendation whenever possible.

Q. What if my child does not settle?
A. Every child is different and that’s why our settling in process can take as long as your child needs.

The First Day

We know that even though you and your child have been through the settling in process, the first day can still be an anxious time for you and your child. Your child’s Key Person will be there to greet you and your child and help them settle in quickly.

What to Bring to Nursery

• At least one change of clothes
• A sunhat during the Summer months
• A pair of wellies
• In colder weather, a woolly hat, gloves and warm coat (the children will explore the outdoor environment in all weathers)
• Any medication your child may need during the session (please see our Medication Policy)
• Any comforters your child may need throughout their time at Nursery

Top Tips

Focus on the positive: When getting ready for nursery having a positive conversation is very important. Having your child think about positive memories should help ensure they settle well and feel happy to wave goodbye in the morning.

Routine: Having a routine in the morning is also a good way of helping your child settle. Start by saying goodbye and explain when you will be back e.g. after lunch or after tea.

Screens are part of everyday family life. Most young children use screens in some form and for many parents they can be a useful tool for learning, entertainment and staying connected with family and friends.

However recent government guidance highlights that while screens are now a normal part of childhood, how, when and what children watch matters.

The first five years of life are a crucial time for brain development. During these early years, children learn best through talking, playing, exploring, moving and spending time with caring adults.

What Does the New Guidance Recommend?

Children under 2 years

• Avoid screen use where possible.
• Video calls and shared activities with a parent or carer are okay.
• Focus on face to face interaction, play, singing, reading and conversation.

Children aged 2 to 5 years

• Aim for no more than one hour of screen time each day.
• Avoid screens during mealtimes.
• Avoid screens during the hour before bedtime.
• Choose age appropriate, slower paced content.

Why does it matter?

Research suggests that too much screen use can reduce the time children spend:

• Talking and communicating with others
• Playing and being physically active
• Reading books and listening to stories
• Developing attention and concentration skills
• Getting the sleep they need

Studies have also found links between very high levels of screen use and delays in language development. Early years professionals have reported that some children are now arriving at school expecting books to work like tablets, attempting to swipe or tap pages rather than turn them.

Not All Screen Time Is the Same

The quality of screen use is just as important as the amount.

Better choices:
✓ Watching together and talking about what you see
✓ Slower paced, age appropriate programmes
✓ Video calls with family members
✓ Interactive content that encourages conversation and learning

Try to avoid:
✗ Fast paced, social media style videos
✗ Endless scrolling content
✗ Screen use during meals
✗ Screens as part of the bedtime routine
✗ Young children using devices alone for long periods

Watch Together When You Can

Children learn more when adults join in. Talking about what is happening on screen, asking questions and making connections to real life can help support language, thinking and understanding.

Simple questions such as:

• “What do you think will happen next?”
• “Can you spot the red car?”
• “How do you think that character feels?”

Can turn screen time into a shared learning experience.

Simple Screen Swaps

Small changes can make a big difference.

Instead of a screen, try:

• A bedtime story before sleep / Looking at books together
• Singing songs together
• Drawing or colouring
• Simple board games
• Outdoor play
• Talking about your day at mealtimes

You don’t have to be perfect. Even a few small screen free moments each day can support your child’s development.

A Message for Parents and Carers

Parenting in the digital age can be challenging. The aim of this guidance is not to blame or judge families, but to offer practical support. Every family is different. Focus on creating healthy habits, spending time together and making screen use as positive and purposeful as possible.

Remember: Talk more. Play more. Read more. Connect more.

These everyday interactions are some of the most powerful ways to support your child’s development.

Useful links

1001 Critical Days Foundation
www.1001criticaldays.com/press-releases/from-teddies-to-tablets-press-release

BBC News Article: Is screen time always bad and how do I manage it?
https://www.bbc.co.uk/news/articles/crk1e11ek8vo

The Conversation Article: UK parents urged to curb fast‑paced screen content for small children – neuroscientist who advised government explains why
https://theconversation.com/uk-parents-urged-to-curb-fast-paced-screen-content-for-small-children-neuroscientist-who-advised-government-explains-why-278732

Department for Education: New advice for parents on screen time for young children
https://educationhub.blog.gov.uk/2026/03/new-advice-for-parents-on-screen-time-for-young-children/

For many of us, sunshine means outdoor adventures, playground fun and family days out, but for young children, that same sunshine can pose serious risks if we’re not careful. Children’s skin is far more delicate than adults’ and even a single episode of sunburn can cause lasting damage.

The good news? Most skin cancers are entirely preventable through simple, everyday actions. By teaching sun safety early, both at home and in nurseries, we can help children develop habits that protect them for life.

Here’s everything parents and practitioners need to know to help children enjoy the sunshine safely.

Why Sun Safety Matters So Much in Childhood

• Most lifetime UV exposure happens before age 18.
  That means the sun safety habits we teach in the early years have a huge long-term impact.
• Children’s skin is thinner and more sensitive.
  It burns more easily and takes less time to damage. Even mild sunburn in childhood can double the risk of developing skin cancer later in life.
• You can’t always feel UV rays.
  UV radiation is invisible and can still cause harm on cloudy or breezy days, so protection is needed even when it doesn’t feel hot.

The “Five S’s” of Sun Safety

The Five S’s are a simple and memorable way to keep children protected:

1. Slip on protective clothing – choose lightweight, loose-fitting clothes that cover shoulders, arms, and legs.
2. Slop on sunscreen – apply generously and reapply every 2–3 hours, or more often if children are sweating or playing with water.
3. Slap on a wide-brimmed hat – it should shade the face, neck, and ears. Legionnaire-style hats are perfect for younger children.
4. Slide on sunglasses – children’s eyes are more vulnerable to UV damage too, so use wraparound styles with 100% UV protection.
5. Shade from the sun – especially between 11am and 3pm, when UV levels are at their strongest.

Sunscreen: What You Need to Know

• Choose a broad-spectrum sunscreen that protects against both UVA and UVB rays.
• SPF 30 or higher is ideal for children.
• Apply before going outside, ideally 20 minutes in advance, and reapply every 2–3 hours.
• Don’t forget often-missed areas: ears, neck, tops of feet, back of knees, and under straps.
• Check expiry dates — sunscreen loses effectiveness over time.

Top tip: For nursery-aged children, label a bottle of sunscreen with their name and keep it in their bag for easy reapplication.

Clothing & Accessories

When choosing summer clothes, look for:

• Tightly woven fabrics — if you can see through it, UV rays can too.
• Long sleeves and longer shorts — especially during midday playtimes.
• UV-protective swimwear for water play or beach trips.
• Sun hats with neck flaps for younger children who love to run around.

Planning Outdoor Play

Outdoor play is vital for learning and development, so instead of avoiding sunshine, plan ahead to make it safe:

• Check the UV index daily (many weather apps include it). When it’s 3 or above, it’s time to use sun protection.
• Create shaded areas in gardens or playgrounds with canopies, umbrellas, or natural shade.
• Adjust outdoor times — plan the most active play for morning or late afternoon.
• Encourage self-awareness — help children notice when they feel too warm, tired, or need a drink.

Hydration is Key

Children lose fluids faster in warm weather. Encourage:

• Frequent sips of water throughout the day.
• Easy access to bottles — personal labelled cups or bottles help children stay hydrated independently.
• Fruits and veggies high in water content, like cucumber, watermelon and oranges, as part of snack time.

Teaching Sun Safety Through Play

Sun safety doesn’t have to be serious, it can be fun!

Here are some ideas for parents and practitioners:

• Storytime: Read books about sunshine, weather, or holidays, and talk about staying safe.
• Role play: Create a “beach day” indoors and let children practise putting on hats and sunglasses.
• Songs and rhymes: Invent a simple “Slip, Slop, Slap” song to sing before going outside.
• Science play: Explore shadows and light with torches or sunlight experiments.
• Art and craft: Decorate sun hats or design posters reminding everyone of the Five S’s.

Building Consistency Between Home and Nursery

Children learn best through repetition. When parents and practitioners use the same routines, children internalise them quickly.

Try:

• A “sun hat station” near doors or garden areas.
• A sunscreen chart showing reapplication times.
• Sending gentle reminders home about sun cream, water bottles, and spare hats.
• Talking about why we protect our skin, helping children understand, not just follow rules.

Lead by Example

Children copy what they see! When adults model good habits, wearing hats, applying sunscreen and seeking shade, children see that sun safety is normal and important.

Every time we demonstrate positive behaviour, we’re giving children a skill that could protect their health for life.

The Takeaway

Sun safety isn’t about restriction, it’s about empowerment. By building knowledge, habits and awareness early, we’re giving children the confidence to enjoy the outdoors safely and happily, now and in the future.

☀️ Teach it early. Model it often. Make it fun. ☀️

—————————————————————————————–
Happy Days Nurseries Partner with SKCIN to Champion Sun Safety Education Across the Early Years Sector

There’s something special about story time. A familiar book, a comfortable space and a moment of calm connection can become one of the most powerful parts of a child’s day. While reading may feel simple, the impact it has on early development is anything but. The benefits of reading to children reach across communication, emotional wellbeing, imagination and confidence, helping children thrive both in nursery and at home.

At Happy Days Nurseries, storytelling plays an important role in everyday life. From shared group stories and cosy book corners to songs, rhymes and interactive storytelling, children are surrounded by language in ways that feel joyful and meaningful. These experiences help children build the foundations they need for learning, while also fostering a genuine love of stories.

Why reading matters so much in early childhood

In the early years, children’s brains are developing at an incredible pace. Reading aloud introduces children to new words, sounds and sentence structures, supporting language development long before children begin to read independently. It also strengthens listening and concentration skills, helping children learn how to focus, follow a sequence and make sense of what they hear.

One of the most important benefits of reading to children is the opportunity it gives them to explore emotions and relationships. Stories help children recognise feelings, understand different perspectives and develop empathy, whether it’s learning how characters solve problems, navigate friendships or manage big emotions.

What makes a perfect story for children?

Not all stories are created equal when it comes to engaging young minds. The stories children connect with most tend to have:

• Simple, rhythmic language that’s enjoyable to listen to
• Repetition that builds confidence and familiarity
• Characters children can relate to
• Opportunities for interaction, such as predicting what might happen next

Stories that invite children to join in, through actions, sounds or repeated phrases, encourage active participation rather than passive listening. This makes story time more engaging and supports confidence in communication.

Music and rhythm also play an important role. Songs, rhymes and stories with strong patterns help children tune into sounds, supporting early phonological awareness in a way that feels natural and fun.

The School Reading List has put together recommended book lists for children and teens, from early years right through to Year 11. Each age group has its own downloadable, bookshelf-style poster, making it easy to find stories that might spark interest or become a new favourite at home. Whether you’re enjoying picture books together or supporting older children to choose what to read next, it’s a gentle, practical way to encourage a love of reading for pleasure. Click here to discover your recommended books.

Creating meaningful story moments at nursery and at home

At Happy Days, stories are more than just books. They’re part of how children explore ideas, express themselves and make sense of the world. Storytelling might happen outdoors, through role play, during group time or woven into everyday activities. These shared moments help children feel secure, valued and confident to share their thoughts.

At home, reading together doesn’t need to be complicated. A short story, a favourite book read again, or even talking through pictures can all have a positive impact. The benefits of reading to children come from the shared experience, the conversation, the closeness and the enjoyment of spending time together.

Celebrating National Storytelling Week

National Storytelling Week is a wonderful reminder of the power stories hold in children’s lives. It celebrates reading, oral storytelling and creativity, encouraging children to explore language in ways that feel exciting and accessible. Whether through books, songs or imaginative play, storytelling helps children build skills they’ll use throughout their lives.

By making stories part of everyday routines, we’re helping children grow into confident communicators, curious thinkers and happy learners, one story at a time.

Understanding the risks, setting boundaries, and building healthy digital habits from the start

Screens are now part of everyday family life. From video calling relatives to watching a favourite programme together, digital devices can support learning, connection and enjoyment when used thoughtfully.

For young children, however, online safety is less about the internet itself and more about how, when and why screens are used. The early years are a crucial time for language development, emotional understanding and social skills, all of which grow best through real-world interaction. At Happy Days, we believe in supporting families with clear, practical guidance to help children build healthy digital habits from the very beginning.

Why online safety matters in the early years

Children under five learn best through:

• Face-to-face conversation
• Singing, stories and shared play
• Movement, exploration and hands-on experiences

When screen time becomes too frequent, too stimulating or unsupervised, children may have fewer opportunities to practise these essential skills. That’s why current guidance focuses on balance, not banning screens altogether. Used well, screens can be a shared, calm and purposeful experience, but they should never replace connection, play or interaction.

Simple screen time principles for under-5s

These core principles can help guide decisions at home:
Co-view whenever possible – watch together and talk about what’s happening
Keep it predictable – short, planned screen time works better than frequent, unstructured use
Avoid background TV – constant noise and movement can make it harder for children to focus or play
Balance with real-world experiences – stories, outdoor play, messy play and conversation should always come first
Notice behaviour – if your child seems overstimulated, unsettled or withdrawn, it may be time to review screen use

Choosing low-sensory, age-appropriate content

Not all children’s content is the same. Some programmes are fast-paced, noisy and highly stimulating, which can overwhelm young children.
When choosing content, look for:

• Slower pacing and gentle storylines
• Calm narration and natural pauses
• Simple visuals rather than rapid scene changes
• Everyday situations children can relate to

Many parents find that story-based, educational or nature-focused programmes support attention and understanding far better than high-energy entertainment.
A useful rule of thumb: if you find it overwhelming to watch, your child probably does too.

Using parental controls and safety settings

Even when children are supervised, turning on safety settings adds an important extra layer of protection.
Most devices allow you to:

• Set age restrictions on apps, games and programmes
• Block inappropriate content automatically
• Disable in-app purchases
• Set screen time limits or downtime periods

These settings are usually found in:

• Device settings (Apple Screen Time / Android Family Link)
• Streaming platforms (Netflix Kids, BBC iPlayer profiles, YouTube Kids)
• App stores (age ratings and download approvals)

Taking a few minutes to review these settings can make a significant difference and give families greater peace of mind.

Talking to children about online safety

Even very young children benefit from simple, repeated conversations about safety.
You might:

• Talk about staying close to a grown-up when using devices
• Explain that some things are “for adults only”
• Encourage children to tell you if something makes them feel worried or confused
• Use stories and characters to introduce safety messages

These conversations don’t need to be formal, they work best when they are natural, calm and ongoing.

How we support online safety at Happy Days

While children are with us, we support their understanding of online safety by:

• Having regular, age-appropriate conversations about staying safe
• Using stories and songs to introduce simple safety messages
• Ensuring staff are regularly trained in safe device use and digital literacy
• Using devices with robust content filters and blockers
• Taking part in national initiatives such as Safer Internet Day

Our Safeguarding Policy and Child Protection Procedures also cover the safe use of electronic devices, imagery, social media and online safety.

Trusted online safety resources for families

These child-friendly resources offer stories, videos and guidance to explore together:
Childnet – practical advice and videos for families
Smartie the Penguin – songs and stories about using the internet safely
DigiDuck Stories – five stories for children aged 3–7 with activity ideas
Internet Matters – clear, practical guidance on parental controls and screen use
NSPCC Online Safety – advice on starting conversations about online safety

A balanced approach

Screens are part of modern family life and that’s okay. The most important things for young children remain unchanged: connection, conversation, play and feeling safe.

By choosing calm, age-appropriate content, setting clear boundaries, and staying involved, families can help children develop positive digital habits that will support them as they grow.

Parenthood brings joy, love, and discovery, but it can also bring worry, exhaustion, and emotional overwhelm. Many parents experience feelings of anxiety or sadness at some stage in their early parenting journey. These emotions are completely normal, but when they persist or start to affect everyday life, it’s important to seek support and remember you’re not alone.

Understanding postnatal depression and anxiety

It’s estimated that around 1 in 10 mothers and 1 in 20 fathers experience postnatal depression. It often appears within the first year after birth, but symptoms can surface later too, especially during key milestones such as returning to work or preparing for nursery.

Postnatal depression can look different for everyone, but common signs include:

• Persistent sadness or emptiness
• Loss of interest or enjoyment
• Difficulty bonding with your baby
• Changes in sleep or appetite
• Feelings of guilt, hopelessness, or anxiety

Postnatal anxiety often overlaps, bringing worries that feel hard to switch off, “Am I doing enough?”, “What if something happens?”, or “Will my child be okay without me?”. These thoughts can become especially strong when parents begin thinking about handing their child’s care to someone else for the first time.

The emotional leap of starting nursery

Transitioning from full-time care at home to nursery life can be one of the biggest emotional milestones for parents. Even if you know your child will be safe and cared for, it’s completely natural to feel anxious, this is an act of love, after all.

You might find yourself worrying about:

• How your child will settle without you
• Whether they’ll eat or nap properly
• How they’ll be comforted if they’re upset
• If they’ll form secure bonds with new adults

These are universal worries. Every loving parent feels them to some degree. The goal isn’t to eliminate these feelings, but to learn ways to manage them compassionately.

Ways to soothe parental anxiety

Talk openly about how you feel
Share your thoughts with someone you trust, a partner, friend, GP, or health visitor. Speaking your worries aloud can make them easier to understand and manage.

Create calm, predictable routines
Children and parents find comfort in routine. Simple daily rhythms, like consistent nap times or quiet morning rituals, can bring a sense of control and calm.

Practice short separations
If you’re preparing for nursery, start with brief separations. A walk while a partner or relative looks after your child can help both of you build confidence gradually.

Stay connected, but present
Many nurseries now use secure family apps to share updates, photos, and milestones. Use these to stay informed, but try to give yourself permission to step back and trust the process.

Look after yourself, too
Small acts of self-care, a cup of tea, a walk, a good chat, can make a big difference. Rest is not indulgent; it’s essential for emotional balance.

Normalise your feelings with others
Join local parent groups, online communities, or baby sessions where you can meet others in the same boat. Simply hearing “me too” can lift an enormous weight.

Where to find professional support

If your feelings of anxiety or sadness persist or become overwhelming, please reach out for professional help. Early intervention makes a real difference.

• GP or Health Visitor: Your first point of contact for assessment and support.
• NHS Talking Therapies: Free, confidential support for anxiety and depression.
• Mind (mind.org.uk): Information and emotional support.
• PANDAS Foundation (pandasfoundation.org.uk): Dedicated support for perinatal mental health.
• DadPad App & Dads Matter UK: Tailored guidance for fathers and co-parents.

Final thoughts

Every parent’s journey is different. Whether you’re navigating the fog of postnatal depression, the jitters of separation anxiety, or simply the ups and downs of new parenthood, remember, your feelings are valid, temporary, and supported by a community of others who understand.

You are not alone.
You are doing enough.
And you’re doing better than you think.

At Happy Days Nurseries & Pre-Schools, we believe nurseries should sit at the heart of their communities. They are not only places where children discover and explore but also hubs of support and belonging for families. By working with local partners, charities, and families, we create environments where children shine and parents feel part of something bigger.

Why Community Engagement Matters in Early Years
The benefits of embedding nurseries within communities are far-reaching:
For children, it creates opportunities to build empathy, resilience, and confidence. Whether it’s reading to care home residents or planting flowers in a local park, these experiences shape not only their learning but their character.
For families, it creates a vital support network. Parenting can be isolating, but when nurseries provide Stay & Play sessions, coffee mornings, or practical advice on funding and transitions, families feel connected and reassured.
For the wider community, nurseries act as bridges. They bring together schools, charities, businesses, and residents in a way that strengthens everyone.
For the future, it sets an example. Children who grow up in nurseries that value community and sustainability carry those lessons forward, creating positive ripples for years to come.

Building Belonging from the Start
Starting nursery is a big milestone, and our role goes beyond simply providing childcare. Across our nurseries, we run free Stay & Play sessions, walk and talks, baby massage groups, and first aid workshops to support families from the very beginning of their parenting journey. These sessions are open to the wider community, not just those enrolled, offering parents the chance to meet others, share experiences, and feel connected.

Families also benefit from practical guidance, whether that’s advice on routines, funding, or transitions to school. By offering these early touchpoints, our nurseries ensure parents feel welcomed, supported, and never alone in navigating the challenges of family life.

Children as Community Citizens
We encourage children to see themselves as active citizens from the earliest age. Whether it’s intergenerational visits to local care homes, taking part in charity fundraising, joining in with litter picks, or planting flowers for pollinators, our children are involved in projects that nurture empathy, kindness, and responsibility.

Initiatives like our collaboration with the National Lobster Hatchery in Cornwall help children understand the importance of caring for their environment, while activities like creating “kindness rocks” to hide in local parks show them the joy of spreading positivity within their community.

Supporting Families in Meaningful Ways
We know parenting isn’t always easy, and our nurseries act as trusted partners for families. Many of our settings organise clothing swaps, food bank donations, and community fundraising events in aid of charities such as Children’s Hospice South West. Our Christmas and summer fairs bring together local businesses, schools, and families, creating spaces where the whole community can connect.

We also recognise the importance of communication and connection. In Bristol and Cornwall Happy Days has created an open Facebook group called ‘New Mums & Dads’ where parents receive updates, advice, and tips. Alongside this, our monthly podcast gives families access to expert knowledge on topics like preparing children for school, learning to swim from birth, or using music to support early language development.

Embedding Sustainability into Everyday Life
Sustainability is at the heart of our ethos, helping children understand that caring for the world starts with small, everyday actions. From achieving Eco-Schools awards to running Lending Libraries, organising clothes swaps, and creating wildlife-friendly gardens, our nurseries embed eco-friendly practice into daily routines.

By involving children directly, whether in recycling, planting, or helping with community initiatives—we help them grow into thoughtful, responsible citizens who understand the impact they can have on their environment and community.

Celebrating Community Success
Community is part of the Happy Days identity. By offering free sessions, supporting local causes, and building connections that last beyond nursery, we ensure every family feels part of something special. This commitment has been recognised nationally, with Happy Days Charlton Heights Nursery & Pre-School shortlisted for Community Nursery of the Year at the NMT Awards, celebrating the role we play in supporting families and strengthening communities.

At Happy Days, we see our nurseries as community anchors. By placing belonging, support, and sustainability at the centre of what we do, we help children, families, and communities shine together.

From November 2025, Ofsted will begin using a new Early Years Inspection Toolkit for all nurseries, preschools, and childminders. This change is designed to make inspections clearer, fairer, and more focused on what really matters — children’s experiences, safety, and happiness.

What is the new toolkit?

The Early Years Inspection Toolkit replaces the existing inspection handbook and provides a clear framework for how Ofsted inspectors will evaluate early years settings. Rather than focusing purely on paperwork, the new approach looks more closely at what children actually experience day-to-day — ensuring that environments are safe, nurturing, and inclusive for every child.

What inspectors will look at

Inspectors will consider how well children:

• Achieve – Are all children learning, developing, and making good progress?
• Belong – Do all children feel safe, welcome, and included?
• Thrive – Are children happy, confident, and developing the skills and knowledge they need for the next stage of learning?

Alongside these core areas, inspectors will also evaluate safeguarding, inclusion, curriculum and teaching, children’s well-being, and leadership.

What’s new about the grading system?

After each visit, settings will receive a report card showing performance in different evaluation areas rather than one overall grade. A new five-point grading scale will be introduced, replacing the previous “overall effectiveness” judgement.

This change gives parents and carers a clearer, more transparent overview of how their child’s nursery or preschool is performing in specific areas, highlighting strengths and areas for development.

What this means for parents and practitioners

For parents, this provides a more meaningful insight into a setting’s quality. Instead of a single word like “Good” or “Outstanding,” you’ll be able to see how your child’s setting performs in different aspects of care and education.

For practitioners and providers, it offers a fairer, more contextual assessment, acknowledging that every nursery is unique, with its own community, challenges, and successes.

How you can use this information

When reading Ofsted reports or speaking with your child’s nursery, consider asking:

• How does the nursery ensure every child feels included and valued?
• What does the curriculum look like in practice?
• How are children’s interests and progress supported each day?
• How does leadership reflect on and improve practice?

Why this matters

The new inspection framework reflects a wider shift across early years, from compliance to impact. It focuses on how children are supported to learn, develop, and thrive, and how each setting creates a safe, inclusive environment that helps children feel they belong.

Ultimately, these changes are designed to give both parents and practitioners a clearer picture of quality, ensuring every child has the best possible start in life.