ADVERTORIAL


Exciting times for Early Years at White Rose Education


Our funded trial with The EEF goes from strength to strength The Reception Jigsaw has already shown to have significant impact on teachers and children, so we were delighted when we were asked to scale this trial up to access more schools and show greater impact. As you read this our specialists are delivering training and school support to teachers nationwide!


We’re thrilled to reveal that the Reception Jigsaw has been added to the EEF promising Programmes list. This shows the great work of the trial and how you as teachers can identify evidence -based programmes to support high quality teaching, targeted academic support or wider school strategies. See the evidence in detail on The EEF website


The programme is unique in that it consists of 5 training sessions delivered face to face where we know impact is the greatest and carries most momentum when all get that first-hand experience and opportunity to partake in the activities and learning. These sessions are then each supported with coaching sessions which are also face to face and actively in the school environment. These help to action the gap tasks given on training but also can be bespoke so the needs of schools are really be supported and actions implemented.


Lots of super maths is going on! Here’s some of our feedback from schools taking part in the trial:


“We loved the practical ideas to take into the classroom. I was impressed with the explanations around the terminology, and how the concepts can be applied into the classroom.” Thornhill Lees Infant and Nursery


“The session was hands on, informative and highlighted the importance of early number. The resources and activities demonstrated were so useful for intervention techniques within Year 1. The breakdown of the different principles of counting was so useful to learn about and also helped to diagnose errors.”


Garden Village Primary Academy


“The session was jam packed with ideas to make maths teaching fun and engaging, with the underpinning pedagogy discussed. We were given detailed advice to support the development of areas of provision, with a focus on the opportunities for developing the children’s mathematical thinking in all areas and throughout the school day.” Christ the King Primary


We will be excited to share the results as well as the report in due course!


Our work continues to support the Early Years sector Are you a school that is developing Nursery provision? Do you have provision already and want to ensure seamless transition between Nursery and Reception?


The school-based Nursery capital grant is making a difference to thousands of families across the country and will continue to do so by supporting families in disadvantaged areas to better access early years provision. Quality school- based Nursery provision is popular with parents. It can mean a single point of contact, supporting the wellbeing of children and continuity of care from the beginning of a child’s education. Knowing that their child is getting the best start is important to parents as well as their children being in an educational setting.


Having parents know that their child’s educational wellbeing and knowledge of that pedagogy is in place a great asset to a school. White Rose Education produced our Nursery Maths schemes with all this in mind and offers small steps in learning where teachers and practitioners can see children’s starting points in maths.


Our Nursery scheme flows seamlessly into our Reception content and supports both experienced and new teachers with effective pedagogy, vocabulary, teacher guidance and a range of activities to support early maths.


All activities are practical, with no screens, and support hands-on, play-based learning. A wealth of books and rhymes are used to support early language and talk as well as to underpin early mathematical skills and concepts.


To take a further look at our schemes and guidance please visit our website. uhttps://whiteroseeducation.com/


February 2026 www.education-today.co.uk 7


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