Sleep is one of the biggest topics of conversation for parents of young children. From newborn night wakings and unpredictable naps to bedtime battles and early mornings, getting enough rest can sometimes feel like an impossible task.

And with so much advice available online, it can be difficult to know what is normal, what actually works and which advice you can trust.

The reassuring news is that children’s sleep is not a one-size-fits-all experience. Every child is different, and what works for one family might not work for another.

At Happy Days Nurseries, we understand how important sleep is for children’s development, wellbeing and happiness. That’s why, in our recent podcast series, Better Sleep for Children Under 5, we spoke with Hayley from The Nap Nook, a qualified holistic sleep consultant, and Alex from our Quality Team to explore everything from gentle sleep support to safe sleep practices in nursery settings.

We’ve brought together some of the key advice and practical tips from the series to help you feel more confident supporting your child’s sleep at home.

Understanding what is normal when it comes to children’s sleep

One of the most reassuring messages from our conversations with Hayley was that sleep is a biological function, not a skill that children need to be taught.

Babies and young children naturally have different sleep patterns from adults. Their brains are developing rapidly, their needs are constantly changing and their sleep can be influenced by everything from temperament and feeding to their environment and stage of development.

For example:

• Newborn babies have very small stomachs and need frequent feeds, meaning waking throughout the night is completely normal.
• Babies often seek comfort and reassurance from their caregivers, including during the night.
• Toddlers may experience changes in sleep as they become more independent, develop new skills and experience separation anxiety.
• Preschool children can have changing sleep needs, including gradually dropping their daytime nap.
  

It’s also important to remember that sleeping through the night isn’t a milestone that every child reaches at the same age.

Some children naturally sleep for longer stretches, while others wake more frequently and need additional support.

The takeaway? Try not to compare your child’s sleep with another child’s. There is no single perfect sleep pattern, and differences don’t automatically mean something is wrong.

Creating a bedtime routine that works for your family

A consistent bedtime routine can be a really helpful way to prepare your child for sleep.

Research suggests that regular bedtime routines can support better sleep, helping children understand what comes next and providing an opportunity to slow down after a busy day.

The key is to keep things simple, predictable and enjoyable.

A gentle bedtime routine might include:

• Bath time: A warm bath can provide a lovely opportunity to wind down.
• Getting ready for bed: Put on pyjamas and brush teeth.
• Quiet time: Enjoy a story, some gentle music or a cuddle.
• A little connection: Spend a few minutes talking about the day or enjoying some quiet time together.
• Bedtime: Settle your child into their sleep space in a calm, reassuring way.

For younger babies, a short routine of around 20 minutes may be enough. As children get older, you might find that around 20–30 minutes works well.

These are helpful starting points rather than strict rules. Some evenings will be different, and that’s absolutely fine.

The most important thing is creating a familiar sequence that helps your child feel safe, settled and ready for sleep.

Night wakings: Why do they happen?

Night wakings can be one of the most exhausting parts of parenting, particularly when you’re experiencing broken sleep night after night.

However, waking during the night is a normal part of children’s sleep.

There are lots of reasons why your child might wake, including:

• Hunger or needing a feed.
• Feeling too hot or too cold.
• Discomfort, illness or teething.
• Changes in their development.
• Feeling unsettled or needing reassurance.
• Wanting to reconnect with you.
• Finding it difficult to settle back to sleep independently.

Rather than immediately assuming that your child has developed a bad habit, it can help to consider what might be behind the waking.

If night wakings are becoming particularly difficult, think about whether anything has changed recently. Has your child started nursery? Are they learning a new skill? Have their daytime naps changed? Are they feeling under the weather?

Sometimes small adjustments can make a difference.

And remember, offering comfort when your child wakes is not creating a bad habit. Responding to their needs is an important part of helping them feel secure.

If sleep difficulties are persistent or you’re concerned about your child’s health, speak to your health visitor or GP.

Understanding your child’s temperament

Something Hayley highlighted during our podcast series was the importance of understanding your child’s individual temperament.

Every child responds to the world differently, and this can have an impact on how they approach sleep.

Some children are naturally more adaptable and happy to settle independently, while others need more reassurance, closeness and support.

You may have come across the terms:

• Dandelion children: Often described as more adaptable and easygoing.
• Tulip children: May sit somewhere in the middle, with some sensitivity to their environment.
• Orchid children: Often described as more sensitive and responsive to their surroundings.
  

These are informal ways of describing differences in temperament, rather than medical or diagnostic categories.

Understanding your child’s personality can help you recognise what they need at bedtime and how best to support them.

For example, a more sensitive child might benefit from extra reassurance, a familiar bedtime routine and a gradual approach to any changes.

A child who is more adaptable might be comfortable with a little more flexibility.

There is no right or wrong approach. It’s about getting to know your child and responding to their individual needs.

When is it time to drop a nap?

Nap transitions are another common challenge for parents, particularly as children move from babyhood into toddlerhood.

Although every child is different, there are some general ages when nap changes often happen:

Nap transition Approximate age
Four naps to three Around 4 months
Three naps to two Around 7–9 months
Two naps to one Around 16 months
One nap to no daytime nap Around 2.5–3 years

These are only approximate guides. Some children will transition earlier, while others will continue napping for longer.

So, how do you know when your child might be ready?

Look out for signs such as:

• Taking much longer to fall asleep at nap time.
• Regularly refusing a particular nap.
• Having difficulty settling at bedtime.
• Waking later than usual after daytime naps.
• Struggling to fit their usual naps into the day.

It’s worth looking at these patterns over time rather than making a change based on one difficult day.

Some children will still benefit from a short daytime nap beyond the age of three, while others will gradually stop needing one.

Quiet time can also be a helpful alternative when your child no longer wants to sleep during the day.

Overtiredness: Is it always the problem?

Parents often hear the term ‘overtired’, particularly when discussing difficult bedtimes.

But Hayley shared an interesting perspective during our podcast: the idea that a child can become so tired that they are physically unable to fall asleep isn’t supported by strong evidence.

When children are tired, they can sometimes become upset, unsettled or dysregulated. This can make settling down more difficult.

Rather than worrying about getting every nap and bedtime exactly right, focus on helping your child feel calm and secure.

You could try:

• Reducing noise and stimulation.
• Moving into a quieter environment.
• Offering a cuddle or reassurance.
• Spending a little time together reading a book.
• Keeping your voice and movements gentle.

Remember, missing a nap or having a later bedtime occasionally doesn’t mean you’ve ruined your child’s sleep routine.

Children are resilient, and flexibility is an important part of family life.

Safe sleep: Creating a safe environment at home

While supporting your child’s sleep is important, safety should always come first.

During our podcast series, we spoke about the importance of following evidence-based safer sleep guidance, particularly for babies under 12 months.

The Lullaby Trust recommends six key principles to help reduce the risk of sudden infant death syndrome (SIDS).

The six safer sleep principles

1. Always place your baby on their back

Place your baby on their back at the beginning of every sleep, both during the day and at night.

Once your baby can roll independently from their back to their front and back again, you can allow them to find their own sleeping position. Continue to place them on their back initially.

2. Keep the cot clear

A baby’s sleep space should be clear of unnecessary items.

Avoid:

• Pillows and duvets.
• Cot bumpers.
• Soft toys and comforters.
• Loose or bulky bedding.
• Sleep positioners, wedges and nests.

3. Use a firm, flat mattress

• Your baby’s mattress should be firm, flat and waterproof, and fit the cot correctly.
• Avoid inclined or raised sleeping surfaces.

4. Keep your baby smoke-free

Avoid exposing your baby to cigarette smoke, including during pregnancy and after birth.

5. Avoid overheating

Keep your baby’s head uncovered and avoid excessive clothing or bedding.

The recommended room temperature for babies is generally 16–20°C. Check whether your baby feels hot or sweaty by feeling their chest or the back of their neck.

6. Share a room with your baby

The safest place for your baby to sleep for at least the first six months is in their own separate sleep space, such as a cot or Moses basket, in the same room as you.

It’s also important to remember that babies should not be left sleeping in car seats, bouncers or other seated devices once they are no longer travelling or being used as intended. Transfer them to a suitable flat sleep space.

For more detailed advice, visit The Lullaby Trust or the NHS safer sleep guidance.

Safe sleep in nursery: What should parents expect?

Choosing a nursery is a big decision, and naturally, parents want to know that their child will be safe, comfortable and well cared for throughout the day.

Sleep is an important part of nursery life, particularly for babies and younger children who still need regular daytime rest.

At Happy Days Nurseries, safe sleep is taken extremely seriously, and our teams follow the relevant Early Years Foundation Stage (EYFS) statutory requirements alongside our nursery policies and procedures.

From 1 September 2026, updated safer sleep requirements were introduced into the EYFS framework in England.

Here are some of the key things parents should know.

Safe sleeping spaces

For babies aged 12 months and under, the EYFS requires a cot, which can include a cot, carrycot, Moses basket or travel cot.

For children under two, sleep spaces must be separate, clear, flat and firm.

Sleep spaces should have:

• A suitable firm, flat, waterproof mattress.
• Appropriate lightweight bedding, firmly tucked in and no higher than the shoulders, or a correctly fitted baby sleep bag.
• No unnecessary items such as pillows, toys, loose bedding or cot bumpers.

For children over 12 months, suitable separate sleep spaces can include a bed or appropriate mattress on the floor.

Back sleeping
Children under two must be placed on their backs at the beginning of every sleep.

If a baby can independently roll from their back to their front and back again, they can find their own sleeping position.

Room temperature and ventilation

Creating a comfortable sleeping environment is important.

For babies aged 12 months and under, the recommended room temperature is 16–20°C.

Nursery teams should also ensure that:

• Children’s heads remain uncovered.
• Babies are not dressed in excessive layers.
• Sleeping areas are appropriately ventilated.
• Cots and sleeping spaces are positioned safely away from potential hazards.

Supervision and monitoring

Children must always be within sight and hearing of staff when sleeping.

Babies under six months must have an adult with them in the same room for every sleep.

All sleeping children must be checked frequently, with additional attention given to individual needs and circumstances.

Working together with parents

We know that children can have different routines at home and in nursery.

That’s why communication between parents and nursery teams is so important.

During settling-in sessions, we work with families to understand their child’s usual sleep patterns, preferences and individual needs.

This helps our practitioners provide familiar, reassuring routines while ensuring that all sleep arrangements meet the relevant safety requirements.

Parents can also ask their nursery team about their sleep policies, supervision arrangements and how sleep checks are recorded.

You can read more about the updated requirements in the Department for Education’s safer sleep guidance for early years providers.

Choosing a trusted sleep consultant: What should parents look for?

Sometimes, despite trying different routines and approaches, sleep can continue to feel difficult.

If you’re considering additional support, choosing the right sleep consultant is important.

Hayley shared some useful advice about what parents should look for when deciding who to work with.

Check their qualifications

Ask about their training, qualifications and professional background. Look for clear information about the course they’ve completed and the organisation awarding their qualification.

Make sure safety comes first

Any sleep advice should be consistent with current safer sleep guidance. Safe sleep practices should never be compromised to achieve longer stretches of sleep.

Be cautious of unrealistic promises

Every child is different, and nobody can guarantee that your baby will sleep through the night within a particular timeframe.

Be wary of consultants promising instant results or suggesting that all children should follow the same rigid routine.

Look for an approach that suits your family

Think about whether their approach reflects your parenting values and your child’s needs.

A good consultant should listen to your concerns, consider your child’s temperament and provide realistic, compassionate support.

Make sure they understand their professional boundaries

Sleep consultants should not provide specialist medical, feeding or nutritional advice unless they hold the appropriate qualifications. They should be willing to refer families to other professionals when needed.

It’s also worth remembering that the infant sleep consultancy industry is not formally regulated in the UK, so checking qualifications and experience is particularly important.

Looking after yourself as a parent

Perhaps one of the most important messages from our podcast conversations was that parents need support too.

Broken nights, early mornings and constantly responding to your child’s needs can be exhausting.

It’s easy to become so focused on improving your child’s sleep that you forget about your own wellbeing.

Where possible, try to:

• Share night-time responsibilities with another parent or trusted adult.
• Take opportunities to rest when support is available.
• Ask family and friends for help.
• Make time for small moments of relaxation.
• Remember that you don’t have to get everything right.
  

If you’re feeling overwhelmed, speak to someone you trust or reach out to your health visitor or GP.

And most importantly, remember that this stage of family life will change. Your child’s sleep will develop as they grow, even if it doesn’t always feel that way at the moment.

A final word from Happy Days

The biggest message from our Better Sleep for Children Under 5 podcast series is that every child is different.

There is no perfect bedtime routine, no universal nap schedule and no single approach that works for every family.

What matters is understanding your child’s individual needs, creating reassuring routines, responding to them with care and always putting their safety first.

If sleep is proving difficult, you don’t have to navigate it alone. There is support available, and asking for help is a positive step.

At Happy Days Nurseries, we believe that children shine when they feel safe, secure and supported. Sleep is an important part of that, and working together with families helps us give every child the care and reassurance they need.

Want to hear more?

You can listen to our Better Sleep for Children Under 5 podcast series for more insights from Hayley at The Nap Nook and Alex from our Quality Team by clicking here.

Whether you’re preparing for a new arrival, navigating toddler sleep or simply looking for reassurance, we hope our conversations help you feel more confident on your family’s sleep journey.

Sweet dreams!

Important note: This article provides general information and is not a substitute for individual medical advice. Always follow current safer sleep guidance and speak to your health visitor or GP if you have concerns about your child’s sleep or wellbeing.

We are delighted to announce that following a recent Ofsted inspection, Primrose House Montessori in Hayward’s Heath, part of the Happy Days Nurseries Group, has been recognised as meeting Ofsted Strong Standard in all areas. This is wonderful news, and the glowing report is a reflection of the hard work and dedication our fantastic team continuously deliver.

The heart of the report truly captures what we strive for every day. Inspectors noted that the relationship between staff and children were incredibly warm and that children arrive full of energy, eager to start their day at Primrose.

Ofsted has recently changed the way they look at how nurseries perform, moving away from single-word grades and instead now evaluating against specific quality standards:

🔵 Exceptional: Significantly exceeds expectations.
🔵 Strong Standard: Securely above the expected quality.
🔵 Expected Standard: Consistently and reliably meets all requirements.
🔵 Needs Attention / Urgent Improvement: Areas where further work is required.

By achieving the Strong Standard grade across all six areas assessed, Primrose House Montessori has proven to be a high-quality early years provider.

Alongside the Strong Standard grading, our safeguarding standards are shown to be ‘Met’, and our established open culture in which safeguarding is everyone’s responsibility results in our children being made safer and feeling safe. This achievement reflects the high priority we place on the safety and well-being of every child in our care.

In the report, Inspectors recognised that ‘Children play harmoniously and cooperate beautifully’, and that ‘All children are well supported to understand their growing emotions’.

It was noted that ‘All children receive support to become confident communicators’, and that ‘Staff heavily prioritise communication and language in all interactions. Children receive support with how to say words and sounds more clearly.’

Our staff team were heavily praised by the Inspector who commented that ‘Key persons form deeply secure attachments with children from their very first day’, that ‘Relationships between staff and children are incredibly warm and responsive throughout the nursery’, and that ‘Leaders and staff prioritise children’s welfare and wellbeing, implementing highly effective care routines.’

The report also highlighted several more key strengths:

• Staff’s knowledge of the children and understanding of the curriculum implementation mean that children benefit from highly effective learning.
• Partnerships with parents and carers and outside professionals are a major strength. Leaders maintain a highly effective two-way flow of information. 
• There is a focus throughout the nursery on independence. This ensures that all children are very well prepared for the next stage of their education, including school.

Happy Days Operations Manager, Pam Webber commented: “We are so proud that Ofsted recognised what a special community we have here at Primrose House. This report is a tribute to our team’s dedication to making our setting a place where every child can truly shine. We look forward to continuing this journey alongside our wonderful parents and carers.”

Read the full report here.

To learn more about the way Ofsted reports work now, visit our blog.

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.