2025 Programme

Making a storytime a rich and memorable experience!

Discover the world of funky allotments and adorable baby fruits and vegetables that’s brought to life by CBeebies' Mr. Bloom for EYFS! Unearth the secrets to Let’s Grow’s innovative educational resources and creative educational tools. The Let’s Grow team are excited to reveal all!

This panel discussion explores how difficult it can be for some dads just to be brave enough to do the morning drop off. How do we go from this to making dads feel worthwhile and part of the nursery relationship. To be viewed more than just a taxi service because mum is busy.

In this seminar Cheryl Warren will sit down with Dr Mine Conkbayir and sharing their lived and working experiences to help understand how we can truly listen to what our neurodivergent children are telling us they need through their behaviours. It can be tricky to understand neurodivergent differences, so this session will tell us about behaviours that stem from a need for survival as well as communication and how by seeing our children through a different neurodiversity affirming lens, we can meet their needs and reduce meltdowns and shutdowns. 

This presentation will look at implementing a holistic approach that takes account of the key developmental characteristics of babies, toddlers and 2-year-olds and that that includes all aspects of children’s experience in settings; inclusive environments, nurturing and respectful physical interactions in well-planned care events and the fundamental importance of effective key person relationships. We will also consider key issues for birth to three practitioners and strategies for maintaining positive professional relationships and continuing professional development.

The creation and continuous adaptation of high-quality purposeful play spaces within early childhood settings is vital to ensure children’s individual needs are met and their development nurtured. As the pressures on educators, settings and families increase I will unpick these challenges and consider how best our provision can respond to the ever changing landscape particularly with the upcoming expansion of 9 month old funding, school-based nurseries and wraparound provision.  

Inclusion is the current focus of the government - enabling as many children as possible to get the right support in the mainstream. However, in many cases the focus of supporting children with SEND is on accessing specialist support and navigating systems and processes that lead to that support. This session will look at what every educator can do to build high quality inclusive practice – which is the true foundation of inclusion before any specialist support is accessed.

Weaving sustainability into leadership and purpose.

This keynote will explore how play helps  babies and young children to understand and make sense of what they have been learning in ideas, feeling, relationships and  to realise what they know and understand, and to make connections. Froebel observed the importance of play in early childhood development. He understood that children learn things through their senses, movements and their interactions with the environment, people in their families, and community.  In order for children to use what they have seen or heard they have to make it part of themselves. They also have to put it together and understand it in some way. That's why they need play to coordinate their learning.

How to navigate the DfE qualification requirements and the routes to gain a F&R qualification with a focus on apprenticeships.

A panel from Pikler UK - Julia Manning-Morton, Rachel Tapping, Christine Wilkinson and Charlotte Shelley - will introduce the Pikler approach, with opportunities for audience questions and discussion.

Learning objectives:

• Learn how to design and set up aesthetically pleasing, practical, and enabling environments that support children’s learning.
• Understand how to adapt spaces in to reflect children’s interests and fascinations, and create opportunities for deeper research.
• Learn how to balance beauty and functionality to create spaces that engage both children and educators.

Do the small world play situations we have in our play spaces invite pretence, daydreams, inventions and the chance to act and to imitate? Children are often excited by castles or superheros because they represent a world of adventure, fantasy and mystery. This session will explore a wide range of ideas to spark the curiosity and creativity of every child.

In the earliest years of life, the natural world offers unparalleled opportunities for exploration, discovery, and connection. This talk delves into the profound impact of nature-based experiences on children under two, highlighting their developmental, emotional, and sensory benefits. Attendees will explore practical strategies for integrating natural elements into daily routines, creating enriching outdoor environments, and overcoming common barriers to outdoor play for infants and toddlers. Drawing on research and real-world examples, this session will inspire Early Years Practitioners to reimagine how the youngest learners can engage with and thrive in the natural world.

        We already know that every single one of us is responsible for doing our part so that we can leave a sustainable planet for future generations. But how important is it to begin sustainable practices in the early years, what does this look like and where do we start? This presentation is designed to help you feel less overwhelmed by the responsibility we hold and instead, help you feel empowered to do your part in creating a more sustainable future for the children who are in our hands of care and education. Whilst this session will start with the basics and will explore the meaning of sustainability and its importance within the early years, it will also provide you with a chance to explore many ideas that you can put into practice, such as ways to increase biodiversity in your nursery grounds and how to avoid waste.

Come with me and you'll be in a world of pure creativity!

Each month the children of Atelier Nursery make the most of their community and what it has to offer by visiting a gallery, museum, art installation, garden or theatre as part of our creative curriculum.  Their experiences are captured and brought to life back at nursery with the help of our Resident Artists and Atelierista.

Through digital media and our documentation boards, we will take you with us on the children’s creative journey as we share in the magical learning that’s takes place at our unique Gallery School.

We will share in a range of creative projects, discussing the role of the adult in facilitating creative learning. We will discuss how children immersed in a creative curriculum grow to be strong, confident and capable learners.

We will share how the children’s achievements are celebrated through our own annual exhibition.

From the initial planning to the gallery visits themselves, right through to the documentation and exhibiting of children learning, this workshop will leave you feeling like anything is possible!

Learning objectives: AI Tools to help daily operations in the Managers office. AI Tools to support children with SEND or EAL. AI Tools for Play, Smart Speakers, AI Bot Toys.

When looking at the 7 Areas of Learning within the Early Years Framework; ‘Personal, Social and Emotional Development’ is a Prime Area. ‘Literacy’ and ‘Numeracy’ are not. Yet how often do we see the latter prioritised over the former in our settings? Why is this? Whilst most would agree that PSED matters, there appears to be a potential lack of clarity and confidence in how best to go about teaching, developing and embedding these important tools and life skills with the children in our care. The good news is….it all happens through PLAY! Come along to this dynamic discussion session to hear more about the vital role of play for developing PSED and what you can do to support and grow this further in your setting. 

According to Speech and Language UK, 1.7 million children in the UK are behind in talking and understanding words. Childbase Partnership and the University of Northampton are conducting a national trial to determine the impact of environment on children’s speech and language development and close the post-pandemic ‘word gap.’

The 20-month Knowledge Transfer Partnership (KTP) study involves all 44 nurseries within Childbase Partnership and uses Dr. Tanya Richardson’s research and environment audit tool. This tool, which includes GoPro cameras to record and analyze children’s verbal interactions, is showing that high-quality environments can close the ‘word gap’ and give children the vocabulary to express themselves and access learning.

The study aligns with Childbase’s focus on speech and language development, imaginative, well-resourced environments, and highly trained practitioners. Dr. Richardson’s audit tool specifies 27 key elements, such as quiet spaces, freedom to move, natural resources, and an appropriate number of books, that nurseries should provide to optimize outcomes for children.

This presentation explores the importance of attachment and forming secure relationships with a key person in an enabling, sensory rich and nurturing environment.

We’ll consider how to provide a safe and stimulating environment where a baby feels confident to explore their curiosities, awe and wonder of the world through their senses.

Participants are sure to leave inspired with new ideas, delving in and enjoying the ride as they explore first-hand developmentally appropriate activities that stimulate all sensory systems.

This is an adventurous journey through the senses, unlocking the potential to boosting babies’ brain development.

This presentation will examine year-to-date market activity in the day nursery sector.  We will review activity since the start of 2025, buyer demand, appetite and pricing.  In addition, we will consider business performances and market outlook following the continued expansion of early years entitlement, the impact of employer NIC increases and impact of statutory guidance regarding early years entitlements.  

To have an ‘enabling environment’ is one of the four, statutory, Overarching Principles that are a key part of what must inform practice and provision across ECEC.  But how often do we step back and honestly reflect on what this really means?  What impact does our environment have on all who work within it?  Why is understanding this important? How do we know? And how do we inform what our environments to make them ‘enabling’?

In this seminar Cheryl will be sharing her lived and working experiences of ensuring connection, belonging and trust are the foundation of our practice and provision to ensure neurodivergent children thrive.  How we can and must provide a safe space with clear strategies that centre around knowing our children and creating early years settings that celebrate, affirm and validate who our children are.  Our children do well when they can, so let’s together create spaces where they feel they, absolutely can. 

Take a step inside the nursery that won of the Nursery World Award 2024 for working with Babies and Toddlers.

Together we will explore how the attachment theory is practically applied and the special role that the key person holds at Atelier Nursery where every child is cared for in a mixed age key family. We will share in the importance of trusting and positive relationships between key people, the child and their parents.

We will discuss the learning environment as a third teacher and how this supports rich interactions and purposeful learning.  We will share in the case studies of children and the planning approaches taken that see even the youngest of babies and toddlers use a pottery wheel and sewing machine!

You will have opportunity to discuss, share, and question the educators who are making the learning experiences at Atelier magical.

Cairneagle will discuss the current state and outlook for the UK nursery market in the context of the key national and local factors impacting the sector - these include funding and pricing, living wage and NI, demographics, supply, and staffing. Cairneagle will also discuss strategies for growth, including investment and M&A considerations.

What do our children need above everything else and how can we provide this in our settings? This session considers the 4 principles underlying the Early Years Foundation Stage, through an attachment lens. We will consider why connection is fundamental to children’s wellbeing, why joy is a right and why these are prerequisites to development and learning.   

This panel discussion examines the factors that shape emotional environments for children. Panellists will explore the roles of relationships, physical spaces, and pedagogical approaches in fostering environments where children feel supported and valued. A key theme will be understanding how children’s autonomy, agency, and choice are respected and encouraged across diverse spaces.

The discussion will also consider practical implications for developing enabling environments that empower children, nurture relationships, and support their ability to express themselves. Drawing on research and practice, this session invites educators, researchers, and policymakers to reflect on how to create spaces that balance structure with freedom, promoting both independence and a sense of belonging. Participants will leave with reflective insights to enable meaningful changes in their own contexts.

The ongoing development and training of practitioners, plays a crucial part of bringing this together, to build on knowledge, confidence and give practical advice and tools to work with.  How have we developed this at Bright Horizons?

Join our 4 panellists to explore all things EY PD.  Direct your questions, observations, barriers to our professionals in the field.

Overview of latest research, evidence and policy standards on Online Risks and Harms birth to 5 (inc. activity of a UK Digital Standards for Early Years Action Group)
Latest Digital and Online safety Education and policy resources for Professionals, Families and Children inc. UK LGFL policy templates for Nursery settings (Alex LGFL) and global examples from Australia’s statutory framework.
 

An insight into the importance of investing in your people. What options are available for you to be able to upskill your teams through formal qualification routes, as well as what possibilities exist internally to develop, promote and ultimately retain your top people.

Want to know how to encourage children to make independent decisions, experiment, and explore their ideas without the constraints of adult expectations? In this session we will give you real examples of how to use schemes as a starting point to foster imaginative thinking, risk-taking, and cognitive development through art-making.

We will focus on teachable art techniques and show you how to create environments that nurture autonomy and experimentation from babies through to pre-school.

Children with Special Educational Needs and Disabilities (SEND) have significantly fewer opportunities to engage in physical activity as they grow, limiting their ability to develop essential movement skills. Early experiences of movement and play are crucial for building core motor skills, which form the foundation for lifelong physical activity and well-being. These early opportunities not only support children in their motor development and physical literacy, but offer wider cognitive and social development opportunities, as well as improving health. Offering movement and play opportunities which are tailored to the needs of the child are essential to ensure that all children can develop the functional skills they need to move and participate in active lifestyles as they grow. In this talk, we discuss these issues drawing on personal and professional experiences, whilst also taking a look at some of the research evidence.

Montessori Global Education works closely with Home-Start West Somerset to enhance local, child-centred support for families with babies. This local partnership provides an excellent, real-world example of how joined-up, innovative Montessori training enables local stakeholders to better engage with families and their young children, tackling barriers to access and issues around inclusivity head-on.  

Having made a commitment to supporting and enhancing access to Montessori principles and practice, Home-Start West Somerset has unlocked the power of applying a child-centred approach - helping parents grow in confidence, strengthen their relationships with their children and widen links with the local community. 

The PRISM conceptual framework was developed by Battelley (2019) following an action research project with CREC (The Centre for Research in Early Childhood).  The framework places the child’s experience at the very core of their physical development.  This approach aims to:

• Support all children’s physical development and movement competencies
• Increase confidence in their overall abilities
• Extend social interaction
• Encourage the transfer of skills between lived experiences

Focusing on these aims will enhance physical competence and confidence and support emotional resilience.

When it comes to safeguarding and child protection, there is no such thing as standing still.  There is always a need to reflect, review, and refresh approaches to policy and practice.  This session summarises requirements for safer recruitment and candidate suitability, the need to follow up on child absences, and practice issues such as safer eating, toileting and privacy.  From September, new changes to the EYFS safeguarding and welfare requirements come into force.  This session looks at how all settings could approach training requirements, and how best to ensure these are appropriately deployed.  20 minute presentation, 10 minutes questions/discussion. 

In this presentation, Busy Bees will explore best practise ideas on building an inspirational team. Join us as share with you how we support and motivate our teams to empower them to provide the best start in life for our children.

Learning objectives: Describe ideas from key research and how that can be used to influence best practice in supporting outdoor learning in the early years. Describe a range of benefits of accessing o ...

Personal, social and emotional development (PSED) connects the whole curriculum. Through positive relationships with adults, children learn what their emotions are, how to regulate them and how relationships with their peers work.

Emotional self-regulation strongly predicts children's later success in relating to others and to their learning. However, post covid research shows that early years children are struggling with emotional self-regulation.

Coram educator-led workshops, comprehensive staff training and online resources enable 3-4 year olds to begin to build the foundations of self- regulation, by showing an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.

Join us and hear how Coram SCARF can support you to embed personal, social and emotional development at the core of your setting.

From April, eligible early years settings in England will be able to claim £570 per child per year – a 45% uplift. This provides a significant opportunity to invest in strategies – and sharpen focus - on improving learning outcomes for disadvantaged children. This session will help you to review your approaches, with a focus on developing quality and ensuring that every child gets a fair start.  

Join us as we discuss how supporting babies and Toddlers to develop a love of books and stories can help to set them up for a lifetime of learning. We will be sharing our reading pedagogy that is a key feature within our expertly developed curriculum 'Bee Curious' and exploring the benefits of reading with prosody. We will explore  research relating to reading, vocabulary and cognitive science, and discuss approaches that can be implemented.