Best Start in Life - Delivery plan Stoke-on-Trent

1. Provide access to high-quality inclusive early education and childcare, delivered by an appropriately skilled and valued workforce.

Action 1.1

Clear, accessible, consistent messaging provided year-round for families.
Action Why Who Where Improvement Aim
1.1 Ready, Steady Learn campaign: empowering parents and communities to improve children’s transition into school and access to the curriculum at age 2, 3 and 4. Lower than typical starting points on entry to school reported in baseline assessments. Progress at age two reported by early education settings in 2025 indicates: *57.2% with communication and language meeting ARE *70% with personal, social and emotional development meeting ARE *82% with physical development meeting ARE CAFS early years leads, including Early Help, Social workers, Family Hubs, Early Years SEND officers and Early Years quality and access staff Reception Ready workstream – education strategy Clear, accessible, consistent messaging provided year-round for families.

How

  1. Family Hubs social media to target messaging to parents of early years children. By when: May 2026
  2. Home learning Environment workstream – Family Hubs. By when: May 2026
  3. Schools use resources available to them (e.g. Liquid Logic) to source information ahead of children’s transition into school. By when: May 2026
  4. Communication campaign promoting value of early education and access to entitlements for all families. By when: May 2026
  5. Campaign/messaging promoting interaction and communication from/before birth. By when: May 2026
  6. Consistent narrative across services that empowers parents. High value of parent role in child development made clear and accessible. By when: May 2026
  7. Best Start in Life parent hub. By when: May 2026
  8. Registrars cascade information at new birth registrations including My First Library Card initiative (free membership to libraries and access to thousands of resources) - promote that again on socials and within the family hubs (posters, leaflets etc). By when: May 2026

Action 1.2

Our early years workforce including childcare providers will be qualified and skilled, confident about and trained in their role in supporting children to make the transition starting reception.
Action Why Who Where Improvement Aim
1.2 Ready, Steady, Learn campaign: workforce development to improve children’s transition into school and access to the curriculum at age 2, 3 or 4. Lower than typical starting points on entry to school reported in baseline assessments. Progress at age two reported by early education settings in 2025 indicates: *57.2% with communication and language meeting ARE *70% with personal, social and emotional development meeting ARE *82% with physical development meeting ARE Family Hub, school and nursery networks, EY Inclusive Learning Service, Education standards and partnerships Family Hubs Thrive at Five Schools and early years provider networks Our early years workforce including childcare providers will be qualified and skilled, confident about and trained in their role in supporting children to make the transition starting reception.

How

  1. Efficiencies in information and resource sharing between EY services ahead of children’s transition into school. Awareness building with schools re Liquid Logic, Provider Portal for admissions, Family Hub services, Early Help, pathways for referral. By when: September 2026
  2. Development of a Ready, Steady, Learn toolkit, timeline for activities, milestones, where to find help, attendance support. By when: September 2026
  3. Revision of transition document & EY setting/school transition event brought forward to immediately follow release of admissions lists. By when: September 2026
  4. Consideration given to in-year transitions ref Rising 3s provision. By when: September 2026
  5. Baby Practitioner training. By when: September 2026
  6. Portage offer. By when: September 2026
  7. Termly EYILS visits to children in nursery settings. By when: September 2026
  8. Opportunities for practice sharing explored between schools causing concern and schools outperforming others within a ward of concern. By when: September 2026

Action 1.3

Monitoring shows effective implementation with positive impact on progress. 75% minimum achieve expected level in the Communication and Language ELGs in 2028.
Action Why Who Where Improvement Aim
1.3 Improving opportunities for communication and language development in early education settings CL is a Prime Area of Learning in EYFS, foundational for progress in all other areas of learning from age 0-5. Progress at age two reported by early education settings in 2025 indicates: 42.8% with communication and language below EYFS ARE Early Communication Screening for tis cohort indicates 49% children scoring red or amber 25% Reception Year children did not meet the Early Learning Goals for Communication and Language at EYFSP in 2025 31% Reception Year children eligible for FSM did not meet the Early Learning Goals for Communication and Language at EYFSP in 2025. EY Quality, schools, early years providers, speech and language therapy, EYILS, Family Hubs, Thrive at Five Target group 1: PVI settings in wards of concern Target group 2: PVI settings in wards where GLD 25 is 61%-70% Monitoring shows effective implementation with positive impact on progress. 75% minimum achieve expected level in the Communication and Language ELGs in 2028. Incremental increases seen prior to this in 2026 and 2027.

How

  1. Sustaining & expanding implementation of child development resources: early communication screen, Stoke Speaks Out interventions, Early Talk Boost, communication screen at 12 months. By when: August 2027
  2. Use of EYFS assessment data to support and challenge provision for 2 year olds on an individual provider basis. By when: August 2027
  3. Development and cascade of Stoke Speaks Out level 4 audit and quality mark (for environments supporting CL development) for early education providers. By when: August 2027
  4. EYILS Early Communication group for parents of children presenting with complex communication and interaction needs. By when: August 2027
  5. Working with University of Oxford to expand Talking Time offer (building on Thrive at Five). By when: August 2027

Action 1.4

EY professionals are equipped to make accurate assessments of children’s personal, social and emotional needs and deliver a curriculum and environment impacting positively on well-being, relationships, behaviour and attitudes. 85% minimum achieved expected level in the PSED ELGs in 2028.
Action Why Who Where Improvement Aim
1.4 Improving opportunities for personal, social and emotional development in early education settings PSED is a Prime Area of Learning in EYFS, foundational for progress in all other areas of learning from age 0-5. 30% children accessing early education did not meet EYFS age related expectations at age two in personal, social and emotional development in 2025. 19% Reception Year children did not meet the Early Learning Goals for personal, social and emotional development at EYFSP in 2025 22% Reception Year children eligible for FSM did not meet the Early Learning Goals for PSED at EYFSP in 2025 24% of boys in the Reception Year did not meet the Early Learning Goals for personal, social and emotional development at EYFSP in 2025 EY Quality, schools, early years providers City-wide offer. Target group 1: PVI settings in wards of concern (annex 1) Target group 2: PVI settings in wards where GLD 25 is 61%-70% EY professionals are equipped to make accurate assessments of children’s personal, social and emotional needs and deliver a curriculum and environment impacting positively on well-being, relationships, behaviour and attitudes. 85% minimum achieved expected level in the PSED ELGs in 2028. Incremental increases seen prior to this in 2026 and 2027.

How

  1. Implementation of child development resources – cascade in progress. By when: August 2026
  2. Use of EYFS assessment data to support and challenge provision for 2-year-olds on an individual provider basis. By when: August 2026
  3. Implementation of PSED programmes for 2–5-year-olds – cascade in progress. By when: August 2026

Action 1.5

Families and early education providers are confident to give children the range of opportunities necessary for appropriate gross and fine motor development. 85% minimum achieve expected level in the Physical ELGs in 2028.
Action Why Who Where Improvement Aim
1.5 Improving opportunities for physical development in early education settings PD is a Prime Area of Learning in EYFS, foundational for progress in all other areas of learning from age 0-5. 18% children accessing early education did not meet EYFS age related expectations at age two in physical development in 2025. 20% Reception Year children did not meet the ELGs for Physical Development at EYFSP in 2025 25% Reception Year children eligible for FSM did not meet the Early Learning Goals for Physical Development 27% boys did not meet ELG for fine motor skills at EYFSP 2025 Close links between physical development and achievement of the writing ELG particularly evident in EYFSP outcomes for boys EY Quality, West Midlands Stronger Practice Hub, schools, early years providers Home learning environment workstream and family hubs. City-wide offer. Target group 1: PVI settings in wards of concern (annex 1) Target group 2: PVI settings in wards where GLD 25 is 61%-70% (annex 3) Families and early education providers are confident to give children the range of opportunities necessary for appropriate gross and fine motor development. 85% minimum achieve expected level in the Physical ELGs in 2028. Incremental increases seen prior to this in 2026 and 2027.

How

  1. Implementation of child development resources – cascade in progress. By when: August 2027
  2. Use of EYFS assessment data to support and challenge provision for 2 year olds on an individual provider basis. By when: August 2027
  3. Best Bets for Boys training programme. By when: August 2027
  4. Port Vale Physical Fun Day (for EY professionals, children and families). By when: August 2027
  5. Ready, Steady, Learn messages and family information regarding risk assessment, health and safety. By when: August 2027
  6. Physical development focus family hub sessions. Promotion of process for referral into family hub groups and services with families, health and schools. By when: August 2027

Action 1.6

72% minimum achieve expected level in the Literacy ELGs in 2028.
Action Why Who Where Improvement Aim
1.6 Improving opportunities for literacy development in early education settings Literacy is an EYFS Specific Area of Learning which contributes to the Good Level of Development. 34% Reception Year children did not meet the ELGs for Literacy at EYFSP in 2025 Mathematics is an EYFS Specific Area of Learning which contributes to the Good Level of Development. 41% Reception Year children eligible for FSM did not meet the ELGs for Literacy at EYFSP in 2025 42% of boys in the Reception Year did not meet the ELGs for Literacy at EYFSP in 2025 EY Quality, school networks, PVI provider networks Stronger Practice Hub and EY Quality Library Service, National Literacy Trust Headteacher briefings including Stronger Foundations HMI briefing School networks for EY leaders and Reception Year teachers 20 target schools with 2025 writing ELG expected outcomes above 60% but below 72.9% ambition. 20 further target schools with 2025 writing ELG expected outcomes 60% or below. 72% minimum achieve expected level in the Literacy ELGs in 2028. Incremental increases above 67% seen prior to this in 2026 and 2027.

How

  1. DfE Writing Framework: requirement for daily handwriting teaching in the Reception Year in addition to phonics programmes. By when: July 2027
  2. Clarification of assessment criteria for the Writing Early Learning Goal ensuring consistency and accuracy. By when: July 2027
  3. Best Bets for Boys training programme. By when: July 2027
  4. National Year of Reading. Stoke 100 Reads campaign. By when: July 2027
  5. CPD for EY practitioners: Best Bets for Boys training programme. Also: Poetry basket, EAL lullabies and stories, CLL curriculum toolkit. By when: July 2027

Action 1.7

75% minimum achieve expected level in the Mathematics ELGs in 2028.
Action Why Who Where Improvement Aim
1.7 Improving opportunities for mathematical development in early education settings 28% Reception Year children did not meet the ELGs for mathematics at EYFSP in 2025 33% Reception Year children eligible for FSM did not meet the ELGs for Mathematics at EYFSP in 2025 32% of boys in the Reception Year did not meet the ELGs for mathematics at EYFSP in 2025 EY Quality, schools, PVI providers Maths Hub North Midlands School & EY provider networks CPD accessed by target settings. 75% minimum achieve expected level in the Mathematics ELGs in 2028. Incremental increases seen prior to this in 2026 and 2027.

How

  1. Plan for EY Quality training focus for EY settings including early mathematics audit tool for PVI settings. School based networks facilitate sharing of best practice. By when: July 2027
  2. Further analysis to identify focus settings to be completed based on EYFSP outcomes 2026. By when: July 2027
  3. Schools made aware of Maths Hub North Midlands funded Reception Year offer – CPD for teaching staff. By when: July 2027

Action 1.8

All eligible children will be able to take up their entitlement to funded early years offers in a flexible manner which suits the needs of both the family and the child.
Action Why Who Where Improvement Aim
1.8 Provision of sufficient high-quality early education High-quality, responsive and play-based Early Education and Care are known to contribute to good outcomes for children. High quality early education and care sets children up for success when they arrive at school and is a critical driver for child development, particularly for disadvantaged children affecting long term success. Building on the early year's community of practice will enable best local practice can be shared cross settings. Place planning and sufficiency team, EYILS, EY Quality City-wide Increase in children accessing their early learning and care entitlement. Increase uptake early education entitlements for 9+ months, Early Learning for 2-year-olds and universal 3-4 nursery offer. Increase number of Ofsted good/outstanding rated providers. All eligible children will be able to take up their entitlement to funded early years offers in a flexible manner which suits the needs of both the family and the child.

How

  1. Supporting sufficiency of EY providers via DfE expansion projects. By when: October 27 (termly EY census)
  2. Campaign/messaging promoting early education eligibility and application process from birth. By when: October 27 (termly EY census)
  3. SEN Inclusion Funding (SENIF) process focuses more on the impact of interventions and use of funding, helping settings to become more reflective of what difference it is making. By when: October 27 (termly EY census)
  4. SHINE nursery audit and award. By when: October 27 (termly EY census)
  5. Updated SEND training offer for PVI providers. By when: October 27 (termly EY census)
  6. EYQI support and monitoring visits including cycle of health check audits in line with Ofsted inspection framework 2026 for PVI nurseries and childminders. By when: October 27 (termly EY census)
  7. Upscaling existing LA networking opportunities for EYPs. By when: October 27 (termly EY census)

Action 1.9

All eligible children will be able to take up their entitlement to funded early years offers in a flexible manner which suits the needs of both the family and the child.
Action Why Who Where Improvement Aim
1.9 Improve quality and access to high-quality early education and childcare High-quality, responsive and play-based Early Education and Care are known to contribute to good outcomes for children. Consistent practice across all settings delivering evidence-based education and care for babies and young children will enable children to reach optimal development. CAFS early years leads, including Early Help, Social workers, Early Years SEND officers and Early Years quality and place planning and sufficiency staff PVI and Schools Home Visits Childminders All Ofsted registered nursery settings with a grading meet either the Good/Outstanding or Expected/Strong gradings. Increase in children accessing their early learning and care entitlement. All eligible children will be able to take up their entitlement to funded early years offers in a flexible manner which suits the needs of both the family and the child.

How

  1. Update the assessments of the existing early years sufficiency and capacity and identify remaining cold areas especially the 2 YO offer across the city. By when: October 2026 – October 2027
  2. Develop strategic plan to build capacity where needed including utilisation of capital funding available. By when: October 2026 – October 2027
  3. Develop partnerships between child minders and family hubs and schools to utilise spare nursery/school places including potential childminder hubs. By when: October 2026 – October 2027
  4. Supporting the recruitment of childminders. By when: October 2026 – October 2027
  5. Implementing child development resources supporting standardisation of age-related expectations 0-5 across EY services. By when: October 2026 – October 2027