Page 5 - EY NEWSLETTER Vol 8 Issue 2

EPG Staff Continuous

Professional Development

During this academic year, our teaching teams have embraced opportunities for
professional growth, exploring new strategies to enhance learning while continuing
to uphold the strong academic standards our families value. Building on
traditional foundations, we have taken steps to enrich classroom practice in ways
that re ect the latest research in early childhood education—ensuring that our
children not only acquire knowledge but develop a genuine love for learning.

With support from Dr Kathryn Peckham, our Chief Academic Of cer, we
introduced a carefully guided professional development programme for our
educators. Using a “train-the-trainer” approach, Dr Peckham worked closely with
our Instructional Coaches to explore approaches that support both structured
teaching and child-led discovery—offering the best of both worlds. One of the key
areas of focus was the concept of continuous provision, a widely recognised
practice in early years education that enhances traditional teaching by creating
rich, engaging environments where children can independently explore, practise
new skills, and build on what they’ve learned in class.

Following this training, our Instructional Coaches led collaborative sessions across
our branches, empowering teachers to thoughtfully design classroom spaces that
spark curiosity, encourage independent thinking and provide meaningful,
hands-on experiences. These learning environments support the development of
key academic, social and emotional skills—helping children to make connections,
solve problems and express their learning with growing con dence.

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