Active Futures is a training programme designed to develop the skills of the early year’s workforce, ensuring that children engage in regular and developmentally appropriate physical activities. The programme aims to foster a culture of physical activity and empower early years settings to master appropriate active environments.
The challenge
The Active Futures training programme was introduced to address the following aims:
- To influence change in the workforce practice to confidently embed key physical activity messages and strategies into their daily routines, ensuring that children engage in regular, developmentally appropriate physical activities that promote their overall health and well-being.
- To foster a culture of physical activity whilst empowering early years settings to master appropriate active environments that prioritise physical development to support children’s, families and practitioners’ health and developmental outcomes both now and in the future.
- To develop a network of champions to support one another in the long term and advocate for physical activity in early years across Norfolk.
The solution
At the time the training took place, Cerys was a practitioner in the setting. Six months later, she progressed to a lead role due to her exemplary leadership skills and her role in championing the training. Cerys reported that her confidence in applying Active Futures practices was a 4 on a scale of 1 to 10 before the training. She was eager to uncover more learning to bring back and embed in the nursery.
Confidence and Knowledge After Training
Change in understanding of the training topic after completing the training.
Six months after the training, Cerys reports that her confidence level has increased to a 10. She can now incorporate physical activities effortlessly. Cerys mentions that a lot of planning takes place, both in advance and spontaneously, with a focus on the specific benefits for each child. She aims to empower the children to embrace changes in activities and further their physical learning, involving them in the process.
Cerys also notes that she has applied aspects of the training to her own health and wellbeing, such as incorporating wind-down time at home, similar to what she provides for the young children in the setting.
The impact
Cerys leads the Active Futures and Yoga & Mindfulness role in the setting. Cerys has developed various skills and has also showcased her strengths meaning her colleagues come to her for ideas of embedding physical activities. Being the lead has inspired Cerys to provide exciting and engaging opportunities for the young children, not only through her engagement with the children but her colleagues too.
Implemented changes in practice as a result of the training
The setting has implemented many aspects from the training. For example, they have embraced the forest school element available to them, adapting practices to encourage the children to experience risky and adventurous play, such as climbing, obstacle courses, and den building using materials like bark for the door of the den.
It’s great to see what we have learnt from the training is having a positive impact on the children too.
Staff are now more confident in taking a step back while children engage with adventurous resources in the garden. For instance, children are encouraging one another to climb higher.
Let’s Play Together Bag
One child takes the bag home each week, providing opportunities to experience resources and games they may not have access to at home. Cerys has included cards to help children regulate their breathing and more, benefiting both the children's and parents' overall wellbeing. Some resources support imaginative play and the children's own interpretations.
Additionally, there's a "50 Things for Norfolk" guide to give parents ideas for activities in their community. After all children have taken the bag home, one resource is changed to maintain familiarity with most resources while adding excitement for a new one. Parents are encouraged to take videos or photos of their children playing with the resources at home and share them with the setting via Tapestry.
Challenges implementing changes and how this was addressed?
Cerys reports that, like any change, the introduction of the Active Futures training program has been an adjustment for the children. The key has been finding the right ways and resources to adapt activities to meet the children's needs. If a child is not interested in a particular activity, it's about using the skills gained from the training to adapt the activity to something the child is interested in, while still incorporating active learning.
For example, during a yoga session, some children were distracted by musical instruments. To address this, we incorporated the instruments into the session, which helped keep the children engaged. The training has provided us with a wealth of skills and knowledge to creatively adapt activities and better support the children's development.
How is the new approach being sustained?
Being the lead of Active Futures has inspired Cerys to help all the children and support their ideas, fostering a sense of community around physical and active learning. When she introduces an activity, the children immediately recognise it and look forward to participating, especially with yoga. Parents are excited to see what their children are doing in the yoga sessions and often share that their children practice yoga at home, which shows the program's positive impact both in the setting and at home.
Children are also eager to take activities home. For example, one little girl has really enjoyed playing football with Cerys at the setting. Her interest has grown so much that her family has asked about local opportunities for her to continue playing football.
I get an activity out and the children immediately know, and they look forward to it, especially with the yoga. Parents come in and are so excited to see what they are doing in the yoga session and tell me what they’ve done this at home and that they’ve learnt this from yoga. It’s definitely helping the children benefit at home as well the setting, which is incredible to see. “
Changes in the children's development or behaviour since implementing the training?
Cerys has observed clear changes in the children's emotional regulation. They are now able to apply the skills demonstrated by the practitioners on their own. Additionally, there has been a noticeable increase in the children's confidence regarding their physical development. For example, they are more willing to engage in risky and adventurous play, asking themselves questions like, "Can I climb higher or should I not?"
The children are also developing stronger social connections, supporting and celebrating each other's achievements. Importantly, they are embracing the key skill of giving things a try.
Training influence on the overall approach to early years education in the setting?
Cerys reports that completing the training has significantly influenced her approach to Active Learning. She now explores many more ways to engage the children compared to what she knew before. The training has opened her mind and encouraged her to think outside the box, using different strategies to further benefit the children's development.
One of the plans they have implemented is to regularly review, check, and challenge their initial strategies. Each month, they assess what they have done, consider what they could do differently, and make adjustments to ensure the children experience better overall progression.
It’s opened my mind and made me think outside of the box on difference strategies to benefit the children and their development further.
Feedback from colleagues, parents, or supervisors regarding the changes.
Parents have provided lots of positive feedback, noting significant improvements in their children's physical abilities at home, in parks, and in soft play areas. They also appreciate how the emotional regulation techniques learned through yoga are supporting their children at home.
Colleagues are really enjoying watching and participating in the Active Futures training and are eager to implement it themselves. They often seek support from Cerys. The training has been a fantastic team-building opportunity, filled with laughter and allowing everyone to embrace their inner child. It was great to discover activities that we can do with the children in the setting and enjoy ourselves.
Lessons learned
Looking back, what aspects of the training were most beneficial?
The training has deepened their understanding of key theories and practices, such as the Early Years Foundation Stage principles, which include active learning, creating and thinking critically, and approaches to risky and adventurous play.
Cerys, the Champion for Active Futures, focuses on creating a positive culture rather than solely delivering the programme. They exemplify connectivity outside the setting by using Tapestry to extend activities beyond the nursery, further enriching the children's experiences.
They discovered cost-effective resources that they were previously unaware of, which has been incredibly beneficial. The opportunities they can now provide for the children seem endless.
The setting received additional resources (parent play resource box) and wider signposting, which Cerys reports “made us feel secure and ready to progress.”
The follow-up sessions have been particularly valuable. They allow us to self-reflect on what we've implemented, engage with the training providers on a deeper level, gain new ideas, and address any challenges we encounter. Staying up to date with new ideas and training to continually enhance their knowledge, which in turn supports the children's development.
Overall, the training has had a profound impact on their practices and the children's development, providing the practitioners with the tools and confidence to create a more enriching and supportive environment.