Reforms to the schools and SEND systems in England to ensure that every child can achieve and thrive.

DfE school improvement support through the RISE programme, including universal and targeted support and dedicated guidance for improving provision in Reception.

Proposed changes to improve outcomes for children and young people with SEND, including: early, local and fair support, effectively grounded in evidence, and with shared accountabilities across local partners.

Non-statutory guidance from the DfE to help school leaders and those managing the use of the inclusive mainstream fund (IMF) in schools.

Non-statutory guidance to help settings and local authorities set up and deliver high-quality provision in inclusion bases, and improve existing provision.

Non-statutory guidance on the learning environment to support greater inclusion and positive learning experiences for all pupils, including children with SEND.

The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5.

This handbook supports EYFS practitioners in making accurate judgements about each child's attainment

To support teachers in making early years foundation stage profile (EYFSP) judgements

EYFS profile guidance from the DfE, with bite-sized videos and case studies to support practitioners in making assessment judgements.

Non-statutory curriculum guidance for the early years foundation stage

Information that academies, including free schools, colleges and any educational institution with academy arrangements.

The information that schools maintained by their local authorities.

Guidance for schools to meet existing expectations for teaching early reading

The writing framework outlines an approach to teaching writing based on evidence and existing good practice.

The education inspection framework sets out how Ofsted inspects registered early years settings, maintained schools, academies, non-association independent schools and further education and skills provision in England

Guidance for inspectors and providers on inspecting registered early years settings in England under the renewed education inspection framework, available for use from 10 November 2025

Guidance for inspectors and schools on inspecting maintained schools and academies in England under the renewed education inspection framework, available for use from 10 November 2025

This report reviews how schools secure key knowledge and skills for KS1 success

Part 1 - A series of research reviews focused on the pre-school age range, from birth to 4 years

Part 2 - Examine the factors that contribute to developing young children’s knowledge and skills in the 3 Prime Areas

Part 3 – This considers the 4 Specific Areas of Learning and how they are strengthened

This report builds on the English research review, published in 2022

This review explores the research literature relating to English

Non-statutory guidance for the Early Years Foundation Stage

Approaches and practices to supporting Early Mathematics from the EEF

Approaches and practices for supporting Early Literacy from the EEF

Five recommendations to support practitioners in developing the maths skills of children in Early Years & KS1

Support to help you put evidence-informed approaches into practice.

What research tells us about effective pedagogic practice and children’s outcomes in the Reception year

Teaching Four & Five Year Olds: The Hundred Review of the Reception Year in England