Deputy Headteacher Misba Mir explains why and how Carlton Junior and Infant School has developed an “idiom curriculum” to enhance learners’ understanding and use of figurative language across the school.

The idiom curriculum at Carlton Junior and Infant School has been designed to systematically develop pupils’ spoken language, reading comprehension and writing skills from Reception through to Year 6.

Why teach idioms?

Idioms and figurative expressions are commonly used in everyday classroom interactions and texts, yet their meanings are often not transparent. The explicit teaching of idioms supports pupils’ understanding that language can be used both literally and figuratively. This is particularly important for younger pupils and those developing early language skills, as idiomatic expressions frequently appear in stories, classroom discourse and wider reading material. Without direct teaching, idioms can present a barrier to comprehension. Regular exposure and discussion allow pupils to access texts more confidently and engage meaningfully with language-rich learning opportunities.

At our school, this focus on idiomatic language is particularly important as a significant proportion of pupils speak English as an additional language (EAL) and enter school with limited expressive and receptive vocabulary. Without explicit teaching, pupils with EAL are at risk of misunderstanding instructions, narratives and teacher modelling. 

What makes an effective “idiom curriculum”?

The idiom curriculum developed at Carlton Junior and Infant School ensures that idiomatic language is taught deliberately, in context and through repeated exposure, enabling pupils to develop a secure understanding over time. By introducing three idioms per year group and revisiting them regularly, the curriculum ensures that pupils build secure, cumulative knowledge of figurative language, which is a key component of language comprehension and fluency.

The curriculum is carefully sequenced to ensure progression. In the early years and Key Stage 1, idioms are introduced through practical, visual and oral activities that support understanding and vocabulary acquisition. As pupils move through Key Stage 2, they are encouraged to apply idioms in context, explore shades of meaning and consider how figurative language enhances effect and audience engagement in both spoken and written work. This progression reflects Ofsted’s emphasis on a coherently planned curriculum that builds knowledge over time.

The weekly inclusion of idiom teaching at the start of English lessons promotes regular retrieval and application. Recapping previously taught idioms each term strengthens long-term memory and supports pupils in making connections between new and prior learning. This approach aligns with evidence-informed practice and Ofsted’s focus on learning that is remembered and used fluently.

How does this support more able learners?

For more able learners, the idiom curriculum provides valuable opportunities for depth and challenge. These pupils are encouraged to analyse idioms, compare expressions with similar meanings, consider cultural and historical origins, and experiment with figurative language in their own writing. This allows more able learners to deepen their understanding of language structure and meaning, rather than simply accelerating through content. Such opportunities support higher-level thinking, precise vocabulary use and stylistic awareness, all of which are essential for advanced literacy outcomes.

Overall, this idiom curriculum supports high expectations for all pupils, promotes rich language development and ensures equitable access to figurative language. It contributes to pupils becoming articulate, confident communicators who can understand and use language effectively across the curriculum, in line with Ofsted’s expectations for quality of education and ambition for every learner.

NACE members can view Carlton Junior and Infant School’s idiom curriculum here.

About the author

Misba Mir is a Deputy Headteacher, English Lead and Year 6 Teacher at Carlton Junior and Infant School, West Yorkshire, with over 14 years of teaching experience. She leads on curriculum development and school-wide challenge, ensuring high standards, ambition and engagement for all pupils. Misba is passionate about fostering a positive learning culture, supporting staff development, and preparing pupils for success academically, socially and emotionally. Carlton Junior and Infant School has held the NACE Challenge Award since 2020 and is an active member of the NACE community.

Curriculum making: bringing an ambitious knowledge-rich curriculum to life

The Curriculum and Assessment Review published in late 2025 (DfE) sets out a bold and ambitious role for the English curriculum. As the report asserts:

“The refreshed curriculum must provide the knowledge and skills that will empower young people to thrive as citizens, in work and throughout life, in the light of the challenges and opportunities facing them today.” (p.47)

Realising this ambition in practice requires teachers to focus on what they are teaching, with an understanding of how our subject knowledge and skills can be empowering for young people. This means we need to think about knowledge less as a means to get through an exam, and more as a way to enable students to be productive, creative citizens of the modern world.

A curriculum is much more than a set of learning objectives or facts on a page. ‘Curriculum making’ describes the deliberate process that a teacher goes through to bring a curriculum to life. There are three main considerations, modelled by the overlapping circles in Figure 1: the subject, the student and the choices teachers make. 

 
Figure 1: Curriculum making – from Bustin (2024), p.73, based on Lambert and Morgan (2010)

The first consideration is the subject discipline itself. This includes the knowledge, skills and values that make up each school subject. The sort of knowledge that is inherent in this type of curriculum thinking is not an inert list of facts but is ‘powerful’ knowledge, a term from the work of Michael Young (e.g. 2008). This type of knowledge has derived from the disciplined thinking that comes from engagement with a school subject; it is the ‘best’ scholarly thought that has been developed within that particular discipline but is never a given as it can be replaced by better knowledge as more research is done. 

Powerful knowledge can include substantive knowledge – the claims of truth made by a subject; and procedural knowledge – knowing how to think with and through the subject, which often leads to distinctive subject-specific skills. Access to this sort of ambitious knowledge should be seen as a minimum curricular entitlement for all young people. Indeed, the Curriculum and Assessment Review contends that: 

“a curriculum centred on ‘powerful knowledge’ provides a shared frame of reference for children and young people from different backgrounds, enabling them to engage more effectively with issues affecting them and the world around them.” (p.45)

My own research with over 200 teachers across three schools, published in What are we Teaching? Powerful knowledge and a capabilities curriculum (Bustin, 2024) identifies how powerful knowledge might be expressed in different subjects across the curriculum.

A second consideration of curriculum making is the lived experiences of the young people themselves. Teachers understand their pupils, their motivations and their prior knowledge, which can be drawn upon to develop engaging lessons. Students’ own life experiences can also be a meaningful starting point for engagement.

The third consideration of curriculum making is teacher choices. Subject-specialist teachers are best placed to decide on the most appropriate pedagogy. This could include introducing more active learning activities, direct instruction, deliberate practice or factual recall. What is clear is that a lesson cannot be an ‘off the shelf’ presentation sent out to all teachers to deliver uncritically. Instead, it should involve a careful selection of content, framed for that particular class at that particular time. A lesson first thing on a Monday morning might look different to the same lesson taught on Friday afternoon.

It is the centre point of the diagram above where the possibilities of curriculum making can be realised. Teachers make choices about what to teach, and how to teach it, and it is through engagement with the powerful knowledge of subjects that students can develop capabilities to see the world in new ways: to spot fake news, to understand nuance in complex debates, to think critically and become autonomous, free-thinking individuals. Subject-specialist teachers, given the autonomy to design their own lessons and decide on their own pedagogy, are key to realising this vision.

References:
Bustin, R. (2024). What are we Teaching? Powerful knowledge and a capabilities curriculum. Carmarthen: Crown House.
Department for Education (2025). Curriculum and Assessment review. Available: https://www.gov.uk/government/publications/curriculum-and-assessment-review-final-report. Accessed December 2025.
Lambert, D. and Morgan, J. (2010). Teaching Geography 11-18: a conceptual approach. Maidenhead: Open University.
Young, M. (2008). Bringing knowledge back in: from social constructivism to social realism in the sociology of education. Abingdon: Routledge.

About the author

Dr Richard Bustin is Director of Pedagogy, Innovation and Staff Development and Head of Geography at Lancing College, UK. He is the author of What are we teaching? Powerful knowledge and a capabilities curriculum – available now from Crown House.

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Anjali Patel, Lead Advisory Teacher, Centre for Literacy in Primary Education (CLPE)

The Centre for Literacy in Primary Education (CLPE) is an independent UK charity, and English Association, dedicated to raising the literacy achievement of children by putting quality literature at the heart of all learning. 

It is a charity with a national and international reputation for providing excellent literacy training and resources for primary schools, based on extensive research and best practice.

CLPE’s core beliefs and mission align with those of NACE in that we believe it is every child’s right to achieve and to be given the opportunities and experiences necessary to thrive.

What is Power of Reading?

CLPE’s research around the importance of using quality texts as the basis for English planning and quality teaching, and to provide reflective professional development, is embodied in our flagship training programme: the Power of Reading. 

Built on 50 years of CLPE’s research, the Power of Reading explores the impact high-quality literature has on children’s engagement and attainment as readers and the link between reading and children’s writing development, supported by creative teaching approaches to develop a whole-school curriculum, which fosters a love of reading and writing to raise achievement in literacy. 

In short, we recommend the kinds of books that provide challenge and opportunity for sustained shared study in whole-class English lessons with detailed teaching sequences that enable teachers across all primary Key Stages to work in depth with the best children’s literature being published today. 

When ‘broad and balanced’ became overloaded and surface-level

So why do we believe should Power of Reading be at the heart of any English curriculum? 

At CLPE, our school members are integral to our work. We benefit from thousands of schools and teachers being part of that CLPE community and this means we can draw on our relationship with and research in these schools to design professional development programmes and teaching resources that remain relevant.

The Power of Reading programme is refined each year, informed by the evaluations of participants and to take into account new research or statutory guidance or developments from the DfE and Ofsted and to support our schools to interpret and implement policy and guidance with confidence and integrity to what we know works.

In recent years, the issues raised with us by teachers and leaders on our INSETs and training sessions has been overridingly related to concerns around understanding how to use language to communicate meaning and for effect, both orally and in writing; and in editing, refining and response to writing. Perhaps their views resonate with you?

“Children are not motivated to edit their work beyond proofreading for spelling or other ‘surface features’.”

“There is so much curriculum content, we are teaching too much at a surface level rather than teaching at depth, particularly in writing.”

“The EYFS curriculum is too constrained for periods of sustained shared thinking to happen. Reduced time is spent at play, with more carpet time ‘sitting and listening’.”

“Responses to texts don’t have depth, children aren’t able to go below the surface and be reflective and evaluative.”

“Some set structures and routines, e.g. ‘we have to do writing every day’, ‘we have to do grammar on a Wednesday’ are barriers to developing effective practice, particularly in writing.” 

“Not enough time and expertise in how to respond to writing as readers (teachers and children) – text references are features-based, not drawing on language and composition for effect.”

Providing depth to close the disadvantage gap

It is interesting to explore these commonly shared views through the lens of inclusion and to make the connection between being ‘more able’ and the kinds of experiences that lead to this opportunity to thrive and become highly literate.

Children from privileged backgrounds are more likely to experience the kinds of book ownership and book sharing experiences that support them to deepen their reader response and understanding of the world so that – in school – they can begin to explore how authors, illustrators or poets can achieve this response and how they themselves can make meaning for a reader in their own writing.

Children from disadvantaged backgrounds are more reliant on classroom routines and resources to be able to access and make connections with high-quality, representative children’s literature; to engage in daily book sharing experiences; develop deeper reader response through sustained book talk; and, as Frank Smith (1982) put it, ‘join the literacy club’ (1).

If teachers are saying they are constrained by an overloaded curriculum or lack opportunity to develop subject knowledge through quality professional development (2), the English curriculum will become increasingly disjointed and ‘surface’ level with a disadvantage gap that grows ever wider. When what all teachers want is to give every child the opportunity to work at greater depth whatever their starting point. 

The last thing we want is for only privileged children to be afforded the benefits of challenge and so we must provide an equitable curriculum that enables all children to be motivated to make and create meaning with rich texts through non-reductive teaching approaches and with expert teachers.

And this is why we believe at CLPE that the Power of Reading is as necessary today as it was 20 years ago, if not more so.

The impact of a reading-rich English curriculum

The Power of Reading programme stems from CLPE’s seminal research publication The Reader in the Writer (3). This research aimed to investigate how children's writing might be influenced by studying challenging literary texts in the classroom. 

The findings from that research serve as the backbone to CLPE’s training programme and they are at the heart of the Power of Reading teaching sequences that support our members to develop an evidence-led literacy curriculum in their own classrooms. 

After 20 years, and with thousands of teachers trained across the UK and internationally, the programme continues to evidence impact on teachers and children whose schools have participated in the training. All the evidence we collect to measure impact continues to teach us how powerful reading can be for both children’s academic attainment and wider learning and development.

An independent evaluation by Leeds Trinity University reported on the impact of using Power of Reading in 11 Bradford schools from Autumn 2018 to Spring 2019 (4). The report shows that children in these schools made accelerated progress and the achievement gap between advantaged and disadvantaged pupils was significantly narrowed.

 
More recently, in evaluating the impact of Power of Reading on children in the Early Years (5), the gap between disadvantaged children and their peers was smaller in research schools compared to all pupils within the local area. And when we compared the engagement and attainment of project children at the start and end of their Reception year, the findings were significant with double the number of children working at age-related expectations in Language and Literacy Areas of Learning.

Key recommendations for a challenging English curriculum

So what can we learn from this research to support classroom practice? 

If we can create an English curriculum that is evidenced to close the disadvantage gap through exposure to and engagement in high-quality texts leading to increased world and vocabulary knowledge and writing outcomes in which children make deliberate choices for their own readers, we are creating a curriculum in which all children have access to experiences that increase their self-efficacy and the chance to be more able.

Our Associate Schools – in some of the most disadvantaged communities in England – observe children working at and achieving greater depth and this is articulated beautifully in a recent case study from the team at Miriam Lord Community Primary School in Bradford. 

The Power of Reading practice and provision at Miriam Lord – and the outcomes observed – connect deeply with NACE’s core principles and can be framed as key recommendations for a challenging English curriculum:

• Ensure teachers have strong subject knowledge of high-quality children’s literature so they can give children access to a range of literary forms within and across all year groups.

“[The children] can talk with a greater depth of knowledge of authors… so their ability to compare themes, characters, likes, dislikes is so much better than it ever was and then that communicates into the writing.”

Find out more about our Power of Reading English curriculum maps.

• Choose books in which they see their own and other realities represented so that you can build authentic reader and writer identities in all children which allow them to develop and demonstrate their abilities. 

“The children need to see themselves in books – or at least an element of their lives – in books. They need access to books that they can connect to and that will draw them in and I think the book choices we give them here give them a bigger hook, certainly than the book choices I had when I was growing up.”

Find out more about CLPE’s Reflecting Realities Research.

• Use a range of non-reductive, social and creative teaching approaches to deepen children’s understanding and broaden their experiences, including drama, artwork and storytelling.

“It provides lots of opportunities for immersion and exploration which is really important for a number of children that come to our school because they’ve got deprivation of experience so they don’t get to have those exciting days out or lots of real-world experiences so the books give them that and then they get to participate in role play and activities which enthuse them which then feeds into their writing process.”

Find out about CLPE’s recommended teaching approaches.

• Follow an authentic writing process in which children are making meaning from well-crafted written language, then engage in making conscious choices with their own writing. Focus not on the ‘what’ but the ‘why’ when making such choices, within a community of readers and writers. 

“It puts children’s enjoyment at the centre of everything. It’s not focused solely on the final written output and the success criteria which was the case for a number of years and it made the whole writing process quite onerous and quite boring for children.” 

Find out more about CLPE’s reader into writing research.

• Make explicit the connections children can make between growing literacy knowledge and skills and in wider curriculum work so that children have opportunity to thrive across a range of contexts and throughout the curriculum. 

“It has wider themes threaded through it like geography, history, citizenship so it’s not just English as a stand-alone subject.”

Find out more about the Power of Reading books recommended for each Key Stage.

References
(1) Joining the Literacy Club. Further Essays into Education, Frank Smith (Heinemann, 1987)
(2) Independent review of teachers’ professional development in schools: phase 2 findings (Ofsted, May 2024)
(3) The Reader in the Writer, Myra Barrs and Valerie Cork (CLPE, 2000)
(4) Leeds Trinity University report on the impact of Power of Reading in the Exceed Academies Trust, Bradford (2019)
(5) The Power of Reading in the Early Years (CLPE, 2023)

Additional resources and support

• Find out how you can get involved in CLPE’s Power of Reading programme
• Join NACE and CLPE for a free live webinar on Tuesday 17th June

Plus: save the date! On Friday 3rd October NACE and CLPE are collaborating on a “member meetup” event (free for staff at NACE member schools) exploring approaches to sustain pleasure and challenge in reading and literacy across Key Stages 2 and 3. Details coming soon to the NACE community calendar.

“Our world is at a unique juncture in history, characterised by increasingly uncertain and complex trajectories shifting at an unprecedented speed. These sociological, ecological and technological trends are changing education systems, which need to adapt. Yet education has the most transformational potential to shape just and sustainable futures.” (UNESCO, Futures of Education)

NACE welcomed the opportunity to respond to the Curriculum and Assessment Review (which closed for submissions on 22 November), based on our work with thousands of schools across all phases and sectors over the last 40 years.

Our response first emphasised the importance of an overarching, strategic vision for curriculum reform based on:

• Evidence and beliefs about the purposes of education and schooling at this point in the century; 
• Knowledge of human capacities and capabilities and how they are best nurtured and realised;
• Addressing the needs of the present generation while building the skills of future generations;
• An approach that is sustainable and driven and coordinated by national policy;
• Appropriate selection of knowledge/content and teaching methodologies that are fit for purpose and flexibility in curriculum planning and implementation;
• Recognition of system and structural changes in and outside schools to support curriculum reform;
• Acknowledgement of the professional expertise and agency of educators and the importance of school-level autonomy;
• The perspectives and experiences of groups experiencing barriers to learning and opportunity (equity and inclusion).

Core foundations

NACE supports the importance of a curriculum built on core foundations which include:

• “Language capital” (wide-ranging forms of literacy and oracy) – viz evidence supporting the importance of reading, comprehension and vocabulary acquisition in successful learning and their place at the heart of the curriculum
• Numeracy and mathematical fluency
• Critical thinking and problem solving
• Emotional and physical well-being
• Metacognitive and cognitive skills
• Physical and practical skills
• An introduction to disciplinary domains (with a focus not just on content but on initiation into key concepts and processes)

The design of the curriculum needs to allow for the space and time to develop these skills as key threads throughout.

Whilst the current National Curriculum stresses the importance of developing basic literacy and numeracy skills at Key Stage 1, to open the doors to all future learning, schools continue to be pressured by the expectations of the wider curriculum/foundation subjects. This needs to be revisited to ensure that literacy, numeracy and wider skills can be securely embedded before schools expose children to a broader curriculum.

Content: knowledge and competencies

In secondary education an increasingly concept-/process-based approach to delivery of disciplinary fields should be envisaged alongside ‘knowledge-rich’ curriculum models already pervasive in many schools. Core foundation competencies and skills should continue to be developed, ensuring that learners acquire so-called ‘transformative competencies’ such as planning, reflection and evaluation. The curriculum must enshrine the ‘learning capital’ (e.g. language, cultural, social and disciplinary capital) which will enable young people to adapt to, thrive in and ultimately shape whatever the future holds.

Knowledge, skills, attitudes and values are developed interdependently. The concept of competency implies more than just the acquisition of knowledge and skills; it involves the mobilisation of knowledge, skills, attitudes and values in a range of specific contexts to meet complex demands. In practice, it is difficult to separate knowledge and skills; they develop together. Researchers have recognised how knowledge and skills are interconnected. For example, the National Research Council's report on 21st century competencies (2012) notes that “developing content knowledge provides the foundation for acquiring skills, while the skills in turn are necessary to truly learn and use the content. In other words, the skills and content knowledge are not only intertwined but also reinforce each other.”

Consideration needs to be given to breadth versus balance versus depth in curriculum design, alongside the production of guidance which articulates key and ‘threshold’ concepts and processes in subject areas. NACE training and development stresses the importance of teachers and learners understanding the concept of ‘desirable difficulty’ as this is essential in developing resilience and, therefore, supporting wellbeing. It is difficult to provide learners with appropriate levels of challenge/difficulty and time to work through these if curriculum content is over-heavy. In the later stages of schooling a greater emphasis could be placed on interdisciplinary links and advanced critical thinking competencies.

At all stages of education evidence-based approaches to pedagogy and assessment to maximise student learning should be incorporated into curriculum design. Such practices should also incorporate adaptations and recognition of different learning needs and address issues of equity and removing barriers to learning.

Summary

In schools achieving high-quality provision of challenge for all, the design of the curriculum includes planned progression and continuity for all groups of learners through key stages. Where school leaders understand the steps needed to develop deep learning, knowledge and understanding, rich content and secure skills are developed.

The Curriculum Review presents a much-needed opportunity to interrogate the purposes of curriculum and 21st century schooling, the fitness of the current National Curriculum and potential reforms needed. The review must be holistic, vision- and evidence-led, as well as recognising that a ‘national curriculum’ is only one part of the overall learning experience of children. Revised curriculum proposals and their implementation may also rely on reviewing and transforming existing school structures and systems as well as national resourcing issues to ensure more equitable access to high-quality education no matter where young people live and attend school. The proposals must also take account of ongoing teacher supply and quality issues and possible reforms to teacher education and professional development to match the aspirations of an English education system which is equitable, inclusive and one of the best in the world.

Most importantly, the new curriculum proposals must go much further than previously in trying to ensure that all young people leave school equipped to realise their ambitions for their personal and working lives, and to contribute to shaping their own and others’ destinies in a more equitable and caring society, along with the courage to face the unknown challenges which lie ahead.

NACE Associate Amanda Hubball, Deputy Head and More Able Lead at Challenge Award-accredited Alfreton Nursery School, explains why and how environmental education has become an integral part of provision in her early years setting.

1. What’s the intent?

The ethics of teaching children of all ages about sustainability is clear. However, teaching such big concepts with such small children needs careful thought. The intention at Alfreton Nursery School is to stimulate an enquiring mind and to nurture children to believe in a solutions-based future.  

Exposure to climate change from an adult perspective is dripping into our children’s awareness all the time. At Alfreton Nursery School we believe it is so important to take the current climate and give children a voice and a role within it. The invincibility of the early years mindset has been harnessed, with playful impact.

2. How do I implement environmental education with four-year-olds?

Environment

Just as an effective school environment supports children’s mathematical, creative (etc) development, so our environment at Alfreton is used to educate children on the value of nature. The resources we use are as ethically made and resourced as possible. We use recycled materials and recycled furniture, and lights are on sensors to reduce power consumption. 

Like many schools, we have adapted our environment to work with the needs of the planet, and at Alfreton we make our choices explicit for the children. We talk about why the lights don’t stay on all the time, why we have a bicycle parking area in the carpark and why we are sitting on wooden logs, rather than plastic chairs. Our indoor spaces are sprinkled with beautiful large plants, adding to air quality, aesthetics and a sense of nature being a part of us, rather than separate. Incidental conversations about the interdependence of life on our planet feed into daily interactions. 

Our biophilic approach to the school environment supports wellbeing and mental health for all, as well as supporting the education of our future generations.  

Continuous provision and enhancements

Within continuous provision, resources are carefully selected to enhance understanding of materials and environmental impact. We have not discarded all plastic resources and sent them to landfill. Instead we have integrated them with newer ethical purchasing and take the opportunity to talk and debate with children. Real food is used for baking and food education, not for role play. Taking a balanced approach to the use of food in education feels like the respectful thing to do, as many of our families exist in a climate of poverty.  

Larger concepts around deforestation, climate change and pollution are taught in many ways. Our provision for more able learners is one way we expand children’s understanding.  In the Aspiration Group children are taught about the world in which they live and supported to understand their responsibilities. We look at ecosystems and explore human impact, whilst finding collaborative solutions to protect animals in their habitats. Through Forest Schools children learn the need to respect the woodlands. Story and reference literature is used to stimulate empathy and enquiry, whilst home-school partnerships further develop the connections we share with community projects to support nature.   

We have an outdoor STEM Hive dedicated to environmental education. Within this space we have role play, maths, engineering, small world, science, music… but the thread which runs through this area is impact on the planet. When engaged with train play, we talk about pollution and shared transport solutions. When playing in the outdoor house we discuss where food comes from and carbon footprints. In the Philosophy for Children area we debate concepts like ‘fairness’ – for me, you, others and the planet. And on boards erected in the Hive there are images of how humans have taken the lead from nature. For example, in the engineering area there are images of manmade bridges and dams, along with images of beavers building and ants linking their bodies to bridge rivers.  

3. Where will I see the impact?

Our environmental work in school has supported the progression of children across the curriculum, supporting achievements towards the following goals:

Personal, Social and Emotional Development:

• Show resilience and perseverance in the face of challenge
• Express their feelings and consider the feelings of others

Understanding the World:

• Begin to understand the need to respect and care for the natural environment and all living things
• Explore the natural world around them
• Recognise some environments that are different from the one in which they live

(Development Matters, 2021, DfE)

More widely, children are thinking beyond their everyday lived experience and connecting their lives to others globally. Our work is based on high aspirations and a passionate belief in the limitless capacity of young children. Drawing on the synthesis of emotion and cognition ensures learning is lifelong. The critical development of their relational understanding of self to the natural world has seen children’s mental health improve and enabled them to see themselves as powerful contributors, with collective responsibilities, for the world in which they live and grow.  

Read more:

• 5 steps to embed metacognition in the early years

Plus:

• Explore NACE’s early years resources