Thriving Together:

In this episode of Thriving Together, Emily and Carli are joined by a local Area SENCO to explore one of the four broad areas of need identified in the SEND Code of Practice: Communication and Interaction.This 40-minute episode is part of our four-part series and focuses on developing a deeper understanding of how communication and interaction needs can present in the early years, and how practitioners can respond effectively.Together, we discuss:• What we mean by “communication and interaction” within the EYFS context• The range of needs children may present with, including speech, language and communication needs (SLCN) • How these needs can impact children’s learning, relationships, play, and engagement• The importance of early identification and responding to emerging needs• The role of the Area SENCO in supporting settings, children, and families• Practical, inclusive strategies to support communication and interaction in everyday practice• How to create communication-friendly environments that enable all children to participate fullyOur guest shares valuable insights from their work with settings, highlighting effective approaches and real examples of inclusive practice.This episode is ideal for early years practitioners, SENCOs, and leaders who want to strengthen their understanding and provision for children with communication and interaction needs.🔗 This is the first episode in our four-part series exploring the broad areas of need:1. Communication and Interaction (this episode)2. Cognition and Learning3. Physical and Sensory4. Social, Emotional and Mental HealthJoin us as we continue to work towards inclusive, responsive provision where every child can thrive.

In this episode of Thriving Together, Emily and Carli are joined by colleagues from the Early Years SEND team and the PASS (Physical and Sensory Support) team to explore one of the four broad areas of need identified in the SEND Code of Practice: Physical and Sensory.As part of our four-part series, this episode takes a deeper look at how physical disabilities and sensory impairments can impact children’s learning, development, and access to early years provision.Together, we discuss:• What we mean by “physical and sensory” needs within the EYFS context• The range of needs children may present with, including physical disabilities, visual impairment, hearing impairment, and physical difficulties• The importance of early identification and partnership working with specialist teams• Practical, inclusive strategies settings can use to support children effectively• How to create enabling environments that remove barriers and promote participation for all childrenOur expert guests share their insights, experiences, and examples of good practice, helping to bring this area of need to life for practitioners and leaders.This episode is ideal for early years practitioners, SENCOs, and leaders who want to strengthen their understanding and inclusive practice when supporting children with physical and sensory needs.🔗 This is the third episode in our four-part series exploring the broad areas of need:1. Communication and Interaction2. Cognition and Learning3. Physical and Sensory (this episode)4. Social, Emotional and Mental HealthJoin us as we continue to work towards inclusive, responsive provision where every child can thrive.

In this episode of the Thriving Together podcast, we are joined by Joanna Wlaszczyk , Lead for the EAL Team in Herefordshire, for an in-depth conversation about supporting children with English as an Additional Language in early years and school settings.Over the course of this hour-long episode, we explore practical guidance, inclusive practice, and the vital role of partnership with families.What we discuss in this episode:Understanding EAL in the Early Years and SchoolsWhat EAL means in practice and the diversity within EAL learnersValuing home languages, culture, and identityCommon myths and misconceptions about EAL and language developmentGood Practice in Supporting Children with EALCreating language-rich, inclusive environmentsQuality first teaching strategies that support language developmentObservation and assessment: understanding progress without over-identifying needSupporting communication, confidence, and belongingSupport from the Herefordshire EAL TeamOverview of the role and remit of the EAL TeamHow settings can access advice, guidance, and supportWorking alongside practitioners to build capacity and confidenceWorking in Partnership with Parents and FamiliesBuilding trusting relationships with familiesValuing parents as experts in their childSupporting communication when English is an additional languagePractical approaches to engagement, translation, and communicationKey Messages for PracticeWhy inclusive EAL practice benefits all childrenThe importance of understanding context, not just languageBuilding confidence in staff to support EAL learners effectivelyThis episode is ideal for early years practitioners, school staff, DSLs, SENCOs, leaders, and anyone working with children and families.It offers both strategic insight and practical advice to support inclusive, culturally responsive practice.

A focused 30‑minute episode with Fiona WoodAs part of our Early Years Maths mini‑series, Emily and Carli are joined once again by Fiona Wood for a practical, 30‑minute deep dive into one of the most important — and often misunderstood — foundations of mathematical development: subitising.Subitising is far more than “quick counting”. In this episode, Fiona — Early Years Improvement Advisor, Assistant Maths Hub Lead for the SHaW Maths Hub, consultant editor for Numberblocks, and author of Mastering Number for Reception — unpacks what subitising really is, why it matters so much in the Early Years, and how it underpins later success in number, calculation and problem‑solving.Together, the conversation explores:What perceptual and conceptual subitising actually look like in young childrenWhy subitising is a key development trajectory, not a tick‑box skillCommon misconceptions that lead practitioners to rush or overlook itHow subitising supports counting, number sense and confidenceWhat strong subitising practice looks like in play, routines and everyday interactionsHow practitioners can spot, support and extend subitising without formalising maths too earlyGrounded in research, national guidance and real Early Years practice, this episode is designed to build practitioner confidence and sharpen understanding — without adding pressure or workload.Whether you’re new to Early Years math's or refining practice within your setting, this short, focused episode will help you do fewer things better — starting with getting subitising right.Perfect for busy practitioners who want clarity, reassurance, and practical insight in just 30 minutes.

A 1‑hour conversation for Early Years educatorsSo many adults wince when they hear the question: “Are you good at maths?”In this honest and thought‑provoking one‑hour podcast episode, hosts Emily and Carli unpack why this question still carries so much baggage — especially in the Early Years.They’re joined by Fiona Wood, renowned Early Years Improvement Advisor, Assistant Maths Hub Lead for the SHaW Maths Hub, consultant editor for Numberblocks, and author of Mastering Number for Reception.Together, Emily, Carli and Fiona explore why Early Years maths is under such national focus, from Ofsted and the DfE to research linking early mathematical experiences with long‑term life chances and wellbeing. They dig into the realities practitioners face: low confidence, fixed mindsets, unhelpful labels and the lingering impact of adults’ own school experiences.Across the episode, listeners will reflect on:Why maths in the EYFS is not about worksheets or formal teachingHow attitudes and language shape children’s mathematical identitiesWhat inclusive maths practice really looks like — and why equity matters more than equalityKey research influencing practice and inspection expectationsWhat Ofsted means by “teaching” in Early Years mathsWhere settings should start when they want to improve — doing fewer things, betterLocal and national support available to build practitioner confidenceThis episode is reflective, reassuring and rooted in real‑world practice. It reminds us that maths is for every child — and every adult. With the right understanding and approaches, maths becomes meaningful, joyful and deeply empowering.Whether you’re a classroom practitioner, leader or advisor, this episode will leave you feeling clearer, calmer and more confident about maths in the Early Years.

Following the release of the updated Early Years Foundation Stage (EYFS) framework on 14 July 2025, which comes into effect on 1 September 2025, Emily and Carli discuss what’s changing and what it means for your setting.Whether you're a childminder, part of a group or school-based setting, an early years educator, or part of a leadership team, this episode is for you.We’ll highlight the key changes and begin to explore the practical implications. So grab a drink, a pen, and some paper — and get ready for some bitesize insights to support you on your journey.Don’t forget to book onto one of our briefings on 24th September for more in-depth information and support.The episode is approximately 37 minutes long.

An essential summer topic - Sun safety for early years providers, in this episode Emily and Carli are joined by Vicki Major, a public health improvement coordinator from Herefordshire Council. They will be taking a deep dive into why sun safety matters for young children, what to look for on sun cream bottles, how much sun cream should be used, and examples of good practice from our early years providers.