May 2026 - Issue 12
- Matthew K, Northall
- 4 days ago
- 16 min read
Newsletter
Issue 12 - May 2026
Introduction
Introduction
Its been a busy time for all of us and this latest newsletter is packed full of information. Thankyou to those of you who came to the Members Meeting on Friday 22nd May and for entering into the discussions so frankly and openly.
The minutes are below and a copy is attached to the email for you to download and digest at your own pace. Following amazing feedback the second ECSDN awards ceremony is to be held on Friday29th January 2027 so we can again celebrate as a network our wonderful members, staff, students and providers.
We would also like your nominations for award categories so if there is something you would like to see then please email admin@ecsdn.org.
Jo Steele (Administrator)
Graduate Practitioner Competencies On Line Drop In Session
PAWS Drop in We are holding an informal drop in session, Tuesday 16th June 10am-12pm via teams.
This is a chance have a chat about the GPCs and ask any questions you may have.
Please complete the form below and a link to the meeting will be emailed nearer to the time:https://forms.cloud.microsoft/e/8UKiVpzDyJ
Babies Outdoors: Free Resources
If you would like some free resources to share with Baby Room educators and students, please do have a look at the recently launched Babies Outdoors website Babies Outdoors.
The idea behind the website is to take small steps to add natural elements to outdoors spaces, whilst addressing the needs of both babies and the environment.
There are a range of useful resources, including a downloadable PDF of the babyNENE toolkit, short video clips of babies outdoors to inspire practice and a link to a free Open University course called Young Children, the Outdoors and Nature.
Early Years Open Space UK – A Different Kind of Professional Gathering
What if the most important conversations in early childhood haven't happened yet?
Early Years Open Space UK is a one-day gathering that brings together educators, leaders, lecturers, researchers, students, policy colleagues and everyone passionate about early childhood to explore the issues that matter most to our sector.
Unlike a traditional conference, there are no keynote speakers, workshops or fixed agenda. Instead, participants create the agenda together on the day, shaping conversations around the questions, challenges and opportunities that feel most important right now.
Using the internationally recognised Open Space Technology approach, this event creates opportunities for genuine dialogue, critical reflection and collaborative thinking across the early childhood community. Whether your interests lie in play, inclusion, SEND, leadership, workforce development, policy, sustainability, wellbeing, professional identity or something else entirely, there will be space for the conversations that matter to you.
This event is particularly relevant for university lecturers, researchers and Early Childhood Studies students. It offers a unique opportunity to engage with professionals from across the sector, connect theory and practice, contribute to important discussions, and help shape the future of early childhood education and care.
We particularly encourage lecturers to share this opportunity with Early Childhood Studies students and recent graduates. The Open Space format values every voice equally, making it an ideal environment for students to engage in meaningful dialogue alongside experienced professionals and sector leaders.
Saturday 20th June 2026Cosy Direct, Staffordshire
Tickets operate on a pay-what-you-can basis, with a minimum contribution of just £15, including lunch and refreshments, making this an accessible opportunity for both professionals and students.
Places are limited.
Find out more and book your place at:https://earlyyearsopenspace.com/
ECSDN Policy, Lobbying and Advocacy Strategy Group Response to the Schools White Paper SEND Reform Consultation May 2026
As a group, we have responded to a wide range of individual questions within the survey consultation relevant to the early years sector on your behalf as members. We have also sent our collective ECSDN response in one document, which we are sharing with you.
PLA Strategy Group Members
Dr Karen Boardman (Chair), Edge Hill University
Deborah Nye, Nottingham Trent University
Meredith Hare, Nottingham Trent University
Dr Jenny Robson, University of East London
Dr Charlotte Jones, University of Warwick
Nyree Nicholson, Lincoln Bishop University
Olivia Boulter, Anglia Ruskin University
As a Policy Lobbying and Advocacy (PLA) ECDSN Strategy Group, we welcome the government’s acknowledgement that the SEND system requires urgent reform. However, meaningful reform cannot be achieved without recognising the central role of the early years sector within these discussions. Any SEND strategy that begins from school age is already too late. We do welcome some new investment to strengthen SEND support in schools for Reception children in the EYFS and urge you to position Reception classrooms within the EYFS policy, not as standalone provision as part of the reform.
ECSDN Policy, Lobbying and Advocacy Strategy Group Response to the Schools White Paper SEND Reform Consultation May 2026
As a group, we have responded to a wide range of individual questions within the survey consultation relevant to the early years sector on your behalf as members. We have also sent our collective ECSDN response in one document, which we are sharing with you.
PLA Strategy Group Members
Dr Karen Boardman (Chair), Edge Hill University
Deborah Nye, Nottingham Trent University
Meredith Hare, Nottingham Trent University
Dr Jenny Robson, University of East London
Dr Charlotte Jones, University of Warwick
Nyree Nicholson, Lincoln Bishop University
Olivia Boulter, Anglia Ruskin University
As a Policy Lobbying and Advocacy (PLA) ECDSN Strategy Group, we welcome the government’s acknowledgement that the SEND system requires urgent reform. However, meaningful reform cannot be achieved without recognising the central role of the early years sector within these discussions. Any SEND strategy that begins from school age is already too late. We do welcome some new investment to strengthen SEND support in schools for Reception children in the EYFS and urge you to position Reception classrooms within the EYFS policy, not as standalone provision as part of the reform.
We have considered this consultation alongside recent policy developments including the new Ofsted Inspection Framework, the Curriculum and Assessment Review, the Children’s Commissioner’s Childhood Plan, and wider government ambitions around children’s wellbeing, inclusion and achievement to provide a wider context. Although each document sets out their own ambitions to ensure every child with additional needs receives more tailored support, we maintain that these ambitions will not change the system or reshape the culture of education systems without funding and a further investment in early years – an investment in quality graduates working with our most vulnerable children. It is important to recognise that any meaningful reform must begin with a stronger focus on the early years sector, given this is where young children’s developmental needs are often first identified and where early intervention has the greatest long-term impact (OECD, 2026). The findings of the OECD’s 2026 Report ‘Building Strong Foundations for Life’ strongly reinforce the need for SEND reforms to begin within early years provision, identifying the first five years of life as the “critical window of opportunity” for children’s learning, development and wellbeing, but also where significant vulnerability arises should children’s needs not be identified or supported early enough.
Early years graduate provision is central to providing early support to very young children and their families. SEND reform will only succeed if support is built around child development and families current experience of systems. The early years sector knows the importance of building positive and meaningful relationships with children and families within communication-first approaches, play-based support and early intervention. Practitioners can provide clear, accessible, timely information and helpful signpost to services. The content of SEND support and information provided should acknowledge: the pedagogical and developmental expertise of graduate -led early childhood provision; the importance of observation; play-based assessment and inclusive practice; and avoid framing SEND support as something that only begins with formal diagnosis or school entry. Families need much more than just procedural information. Any support needs to be communicated in a clear and confident way so that differences in development are not framed as deficits. Support also needs to recognise families’ emotional and practical needs. We already know that families need help to understand who does what within the SEND system. There needs to be named person or consistent contact particularly in early childhood to avoid families repeatedly retelling their story. Here is where our ECSDN graduate competencies ensure graduates have embedded person -centred skills to support children and families. Graduate-led early childhood provision is not an optional enhancement to SEND support; it is fundamental to high-quality early identification, inclusive pedagogy, family partnership and relational practice.
We are encouraged to see an ambition for schools to be inclusive by design, with SEND support placed at the heart of education rather than being added later. We also need to ask that politicians think carefully about early years settings and the early years workforce. Professionals working in nurseries, pre-schools, Reception classrooms and professionals working as childminders or nannies are already supporting children with many complex sensory, communication, behaviour regulation and developmental needs, more often without funding, specialist access or quality staffing levels required to meet these needs effectively. Our early years settings are expected to provide inclusive provision, whilst operating under significant financial pressures and managing the rising levels of SEND complexity, which needs to be carefully considered.
The White Paper’s emphasis on earlier intervention is welcome. However, early intervention can only be meaningful when early years settings have timely access to specialist advice, sustainable funding, and a stable, qualified workforce. Currently, many providers face long delays for speech and language support, paediatric referrals, and specialist assessments, often leaving families unsupported during the most critical developmental years.
We welcome the idea of an ‘Experts at Hand’ bank of specialists, allowing schools to access support without a formal diagnosis or EHCP. Will this also apply to our early years settings? If it is left until children reach Reception the opportunities for effective early intervention have already been missed. It is morally and economically sensible to invest in early years. Whilst many early years professionals are highly skilled and deeply committed to inclusive practice, the early years workforce continues to experience chronic underfunding, low professional status, recruitment instability and increasing emotional labour associated with supporting children with complex needs, alongside fragmented support systems. These issues impact on the ecology of provision and professionalism (Hannon, 2024; Moss, 2025).
We maintain that the early years workforce must be viewed as central to the SEND reform rather than an afterthought. Early Childhood Studies (ECS) degree programmes play a critical role in preparing practitioners to deliver high-quality, inclusive practice. ECS degrees provide a strong grounding in child development and SEND, including neurodivergence and early identification. Therefore, graduates are able to recognise emerging needs and respond effectively. Our graduates develop skills in evidence- based practice, partnership working and reflective leadership. These skills are essential to collate information and write the proposed Individual Support Plans for young children. To support both retention and career progression, a national SEND training entitlement should be introduced. This could be delivered as part of, or as CPD by Early Childhood Studies degree programmes.
We welcome reforms that will:
Increase funding specifically for early years SEND inclusion;
Fund workforce development at the centre of policy implementation;
Improve access to services for families;
Provide funded SEND training and SEND Advocacy training for the early years workforce (Boardman, Reraki, Dorrity and Duffy, 2026);
Cautiously approach reforms for families of very young children already struggling to navigate such complex systems where often children’s needs are not yet fully understood due to their young age;
Reduce waiting times for assessment and specialist referrals;
Strengthen meaningful transition support and collaboration between early years settings, professional experts and schools;
Recognise the importance of play and developmentally appropriate pedagogy;
Ensure national consistency so that families do not face both the postcode lottery and the professional lottery in existence for many disadvantaged families (Squires, 2025). If the government is serious about improving outcomes for children and families with SEND, then early childhood provision cannot remain peripheral to reform. Early years settings are not a preparatory stage before education begins; they are the foundation of children’s development, wellbeing, belonging and lifelong learning – the first point of contact for many families and communities. Sustainable SEND reform must therefore begin with investment in the earliest years, the workforce that supports them, and the relationships at the heart of inclusive practice.
References
Boardman, K. Reraki, M. Dorrity, L. and Duffy, J. 2026. Early Years SEND Advocacy Training: A research-informed perspective on building positive and compassionate relationships with children and their families. Chartered College of Teaching Impact. Issue 27. pp 37-40.
Hannon, L. 2024. The emotional ecology of 2-year-old day care. Early Years Stronger Practice Hub.
Moss, P. 2025. Ten propositions for a democratic politics of early childhood education. Contemporary Issues in Early Childhood, 26 (3), 426-432.
OECD. 2026. Building Strong Foundations for Life: Results from the 2025 Early Learning and Child Well-being Study, OECD Publishing, Paris, https://doi.org/10.1787/02bf8efe- en.
Squires, G. 2025. The problem is that inclusion in England is simply rhetoric with no real substance. British Journal of Special Education 52 (1): 192–196.
Early Childhood Studies Degrees Network: Student Publishing Opportunity - 15th Call for Student Papers.
We are having a few technical issues accessing the email 'studentpaperes@ecsdn.org' for receipt of the Call for Papers. If you have already submitted the form, please can you resend it to 'admin@ecsdn.org' Deadline for submission: Thursday 2nd July at 4pm. No papers will be accepted after this time.
Please note: We ask the student’s tutor to act as first reviewer by reviewing and selecting only one suitable paper per institution. All papers to be submitted by tutor with student copied in.
The requirements for the student publications are as follows:
Level 4 Reflection on aspect of practice/ role of the student practitioner: Word limit 1000-1500
Level 5 View or commentary on a contemporary issue: Word limit 2000 – 2500
Level 6 Report on leading practice underpinned by research or a reflection on the author’s own research: Word limit 3000 – 3500
Level 7 Report on author’s recent or current research findings: Word limit 4000 - 4500
To submit a paper and for further guidance on submission, please visit the following page: https://www.ecsdn.org/student-publication-guidance
Call for Papers - Norland Educare Research Journal
An international Journal on Home Based Education and Care
We invite submission of abstracts for research and academic thinking on childcare and education that takes place in, or from, the home base. Our remit is wide and includes child-minding, nannying, home education, kinship, family and professional education. It also encompasses the increasing innovations of settings that seek to emulate more homely themes, such as intergenerational care. We publish on a wide range of childhood subjects covering all aspects of home care and education including health, nutrition, sleep, and well-being as well as play, education and learning at home. We have an international reach and welcome work which highlights differing cultural, social, political and economic contexts. Please see our journal website for a full appreciation of our interests Norland Educare Research Journal - Norland, Bath.
Submissions may include empirical, conceptual, philosophical, or methodological studies, as well as systematic literature reviews, critical reviews, and position papers. We are always interested in work that is innovative, creative and questioning, as well as that which is underrepresented in the field.
We welcome papers from early career researchers and from students, and we offer a supportive publication pathway. Please see our bespoke abstract submission Calls for papers - Norland Educare Research Journal or email us at journal@norland.ac.uk with any queries.
Minutes from ECSDN Members Meeting 22nd May
ECSDN Members Meeting via Teams
22/05/2026
09.30 – 11.20
Minutes
Welcome and apologies for absence:
Attendees:
Tanya Richardson, Matthew Northall, Karen Boardman, Stacy Randall, Kerrie Lee, Aaron Bradbury, Martin Needham, Jo Josephidou, Verity Campbell-Barr and Angela Scollan.
Selena Hall – Wolverhampton University
Jo Dallal – Formally Kingston University and now Roehampton University
James Hughes - Kingston University
Ceri Morgan – Anglia Ruskin University
Louise Stafford - Oxford Brookes University
Zoe Scott – University of Derby
Laura Mitchell – West Suffolk
Rebecca Walters – Teesside University
Jo McNulty
Paula Daines – Anglia Ruskin University
Diane Harris
Meeting Minutes:
The last time together was the AGM in March, the fortnightly newsletter is sent out so today is for updates and coming together. The purpose to share things which are going well and any concerns with no fixed agenda.
Angela Scollan is now the Deputy Chair this is a new role. There are new groups now in place for the ECSDN. Alumni (Meredith Hare), International Group (Aaron and Martin Needham), Student Voice and Membership (Deborah Nye).
Updates from Tanya and Aaron - the first awards event had great feedback, members sharing it was lovely to celebrate as a network. Members want this so next awards planned for 29th January 2027. We would like nominations for award categories submitted by members please. Tickets are nominal in price, up to 150 places will be available which is an increase from the 120 at the 2026 event.
Birth to five matters – ECSDN is involved with the review, Ofsted and DfE are involved in these meetings. Aaron thanked people who are involved in panels and working groups representing the network. Play and advocacy are key for the updates and should be ready for July 2026, the network will send out the updates. Aaron and Tanya have had positive meetings with DfE and talked about graduates in the workforce and there will be another open conversation about the roles graduates can play in family hubs and more.
Tanya shared the structure of the year is being reviewed, to avoid bottle necks and give the dates to members way ahead to allow strategic planning. The executive away day is planned for the 3rd July and plans for the year ahead will be on the agenda. Students and graduates being the key focus of the network. Consultations with members will take place and there is a different remit for business plan alignment. The recognition of the roles and work completed was acknowledged.
Strategy Group Updates
Angela gave an update and shared her sadness to hear another ECS course is ending (Derby). Angela is in the Deputy Chair role now and will work with Tanya and Aaron. At the last meeting there is an awareness that Angela will join each of the strategy groups to look for themes for cross over and interconnection for the ECSDN, which could result in a publication, Angela is open to feedback about the role and the direction this could take from members.
Aaron will be stepping down as Co-Chair and Angela will move into this role, so the Deputy Chair vacancy will open for nominations.
Policy, Lobbying and Advocacy (Karen) – Recently appoint as chair but has been a member of the ECSDN for a long time. Karen is working with Matt to raise the profile of what the strategy group does, to show roles, impact of the graduate student. Students understand what policy, lobbying and advocacy is but not sure how they can influence policy. The group want to raise the profile of ECSDN, have worked on the white paper, this will be shared via the newsletter. Case studies are being further developed and the Community of Practice and is being set up by Deb Nye. This means Foundation Degree support is in place. A request for 4 meetings a year has been agreed. Karen will include her work with babies into the ECSDN work.
Research Knowledge Exchange (Jo) – This group has had changes to membership and leadership, on reflection this is due to career progress. The expertise is appreciated and acknowledged. Tim Clark has left the group and Eva the Co-Chair has stood down but remains in the groups. Conference – highlight of the year and most proud of inclusive nature, being online and free to attend. Wide range of participants with a mixture of experiences. Changes are coming, so the conference will move from January to the Summer (probably June). The next planned conference will be June 2027 date to be confirmed. Student papers – these are on the website since 2022 as well as papers uploaded as a journal format, developed with the 2023 volume 1. There will be changes for the way student papers will be uploaded and a call for papers will come out soon. The wider team of reviewers is required and do contact Jo or Eva if you would like to be involved.
Funding for small research projects – this is paused and will be discussed again in July 2026.
Sustainability (Kerrie and Angela) – Have different working groups and everyone gets acknowledged, worked with Matt to get the website updated and resources are now available. The 3 pillars and 17 SDGs are present. Blogs are produced for the website, first round table took place. ECCERA and book chapters also taking place. SDGs being mapped by settings to help with climate action plans in settings. Playful Green Planet space is being used by families and Kerrie is involved in this via her job and won the Social Impact of the Year award. Sustainability Resources | ECSDN
IT/Website update (Matt)- - Curious Minds Student Blog is on the website Curious Minds - Student blog | ECSDN and is for 750-word summaries which can be publicly available. Matt has been working with the Co-Chairs on updating the website.
Professionalism and Workforce (Verity and Sam) – Main focus is the competencies and thanks for the group & Matt and Sam. Verity shared the document via Teams and not much has changed, the key thing is the alignment to international work and there is the knowledge, practice and values columns. These are live on the website, and it is up to HEIs how to phase in and out the competencies. No one will be required to do a new validation. A summary of evidence guide will be developed in addition to the new booklet Graduate Practitioner Compencies_26 | ECSDN
A reminder that Helen will come out to do the audit and helps with sharing best practice. A quality mark (virtual badge) is available after the audit. Zoe asked about the frequency of the audits. Zoe shared it was a really positive experience. There is no cost and Helen can share good practice to support settings, an amazing critical friend, with language aligned.
Zoe shared she used pebble pad to upload GPCs previously. Derby now use Teams to upload work. The university will close down their Early Years degree within two years. Tanya shared the constitution is reviewed and this now means individuals membership is available, to ensure we keep expertise within the network. International Group (Aaron and Martin) – The international group is new and needs members. People that are interested should contact the group, Martin shared ideas about the scope of the group and development and there could be links with the sustainability group round tables. Martin shared his involvement with other groups and how these can lead to collaborate working. Financial pressures are being experienced around the world, so conference attendance is increasingly difficult. Martin has had requests to write a paper about what we do, as people in other countries would like to learn about what we do in this forum. Existing network/affiliation could be considered as part of the group so we can learn from each other.
AOB Aaron Bradbury - shared details that numbers are up with the closure of other groups, Early Years being in the news has created interested. Validation is due to take place and a new EE is appointed. Matt and Aaron shared online learning is being reviewed.
Paula Daines – gave an overview, finding the student demographics changing and experiencing more neurodiversity, talking about work with distance learning students to find the best way to study. The blended/accelerated days are showing there is a shift to best serve the students on campus. Our Head of School is campaigning about the GOS data. Research groups taking place, Montessori and NOF Conference and Nursery World presence are helping ARU with recruitment. Rebecca Walters – sad to hear about Derby, talked about the level of deprivation, the launch of the apprenticeship and seen an increase of interest. Links with local area increasing and helping and making a difference to students. The Early Childhood routes are significantly increasing as a result.
Verity Campell-Barr shared Estonia model is worth reviewing and is being replicated in Plymouth, going forward money will be invested by the Government. Verity is working Team Play-mouth.. strapline to be adopted if Verity gets her way. Making learning affordable and there is an earn as you learn and develop as they go… applications are up. Research is showing we can end up with cold spots and 50kms, so important to build the Early Childhood workforce: A Systematic review of early years degrees and employment pathways
Tanya shared a dual partnership with China is now happening, the modules are the same and the students will get certificates from both universities. An international college has been set up in China.
Aaron shared an air of caution about apprenticeships, and the standard is as a teacher and not an early year’s graduate. Aaron is going to run the standards and watching to see what happens. Aaron asked if Rebecca Walters could do an overview of apprenticeships for members.
Zoe shared Derby news and shared they still delivering a degree in Greece and there has been a successful visit. The online TopUp continues to take place. Derby is going down the teacher training route.
If you want to get involved with any strategy group then please email Jo Steele on josteele@ecsdn.org to express your interest.
Next Meeting - TBC all dates to be agreed at the July executive away day and then shared.
Comments