The Early Years: How to improve the social and emotional development of young children

4th August 2022 3 minute read

Blogs

Share this post:

 
The Early Years: How to improve the social and emotional development of young children

The continued effect of the pandemic on very young children is clear

Thrive Licensed Practitioner training

Thankfully for Amelia Joyner and Rebecca Openshaw, Leader of Cullompton Pre-School and Early Years Leader of St Mary's Academy Trust respectively, they caught on early to a secret formula: Thrive Licensed Practitioner training.

This revolutionary training equips you with the skills and knowledge needed to use Thrive as a whole-setting approach. It is designed to help you improve children's wellbeing and supports them to feel safe, secure and ready to learn. It’s why Thrive is the wellbeing provider of choice for over 75,000 senior leaders and classroom staff in the UK.

Now Amelia and Rebecca have:

  • Insight into ‘what to do’ and ‘how to be’ with each child to help them reach their potential
  • Age-appropriate action plans to prevent future interruptions or catch up on ‘not-yet-secure’ social and emotional development
  • Strategies to reduce anxiety and boost resilience, trust and willingness to learn
  • Detailed reports to evidence impact and track progression of groups or individuals  
  • Tools and strategies that help to boost job satisfaction and retention 

 Here's what they both said:

 

"Children come into our busy setting feeling overwhelmed. The Thrive Approach is the quickest way to help them move past that. We have a really broad range of children in the setting - children from really stable family backgrounds and children who are in child protection. I find that creating a really special relationship is key to everything. Once we’ve worked on that trust and being safe, that’s the beginning of it all. The children really move forward. The benefits of Thrive have been huge and everyone feels the value."

Amelia Jayner. Leader, Cullompton Pre-School

"I use Thrive as an essential part of day-to-day life. Catching children in these key times helps us to support their emotional development and build their confidence, curiosity and resilience. This has been all the more relevant and necessary with Covid.

Having knowledge of Thrive and the neuroscience around brain development has allowed us to remain supportive of children’s needs. The strategies, activities and ideas give a secure understanding of how we can support our foundation stage children in this key time of learning. It’s fantastic to see the huge impact it’s had."

Rebecca Openshaw. Early Years Leader, St Mary's Academy Trust

 

 

 

Over to you

When you’re ready to join the 2,800+ other settings taking a proactive approach to social and emotional development, click here to schedule a 30-minute Discovery Call with your regional expert. We want you to ensure that you’re spending your time, energy and funding wisely. These calls allow you to have your questions answered and establish whether or not we’re a good fit. Our team won’t sell to you, but they will let you know if they think we can help. 

Pass it on

Small actions can lead to a big ripple effect. If you enjoyed this post or found it helpful, please consider supporting us in our mission to help every child and young person feel safe, supported and ready to learn by sharing it using the social media buttons below.

Want to join a like-minded community of senior leaders and classroom staff benefitting from insights and strategies to improve attendance, behaviour and attainment? Add your email address below. (It’s easy to unsubscribe).

 

Sector updates delivered straight to your inbox

Subscribe to the Thrive newsletter and receive our latest sector advice direct to your inbox

Subscribe today

 

Related content

What are Inclusion Bases in schools? DfE guidance explained

16th July 2026 | Blogs

What are Inclusion Bases in schools? DfE guidance explained

Understand what Inclusion Bases are, who they support, how they link to DfE guidance and what schools should consider when developing or reviewing targeted provision.

Read full article →

Secondary school Inclusion Bases: what the government expectation means for leaders

16th July 2026 | Blogs

Secondary school Inclusion Bases: what the government expectation means for leaders

Explore what secondary school Inclusion Bases mean for leaders, including how to review targeted provision, connect support to classroom practice and evidence impact.

Read full article →

Kellie’s story: Building confidence and leadership through a Thrive apprenticeship

16th July 2026 | Blogs

Kellie’s story: Building confidence and leadership through a Thrive apprenticeship

Discover how Student Support Lead, Kellie Brick, completed her Thrive apprenticeship with distinction, growing in confidence and bringing new expertise to her school’s alternative provision.

Read full article →

CONTACT US