Tom Sherrington
speaker
859 appearances
4 recordings
1 series
first heard May 2026
last heard 24 Jul
Tom Sherrington’s voice in public audio — every appearance, attributed to the second.
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recordings per month · last 12 monthsRecordings per month over the last 12 months — 4 in all, peaking in Jul 2026 with 2.
Appearances
Someone just told me the other day she just
Grab me at another research energy.
So I just want to tell you, love mine the gap.
It's it it just it just it's my best PD and it's like so great to hear people listening in.
Um so thank you to everyone listening.
Thanks to again to Daisy and
Make sure you catch up on all the back issues we've had just recently.
We've had an incredible run.
And we'll see you on the next episode.
Thank you.
Hello and welcome to Mind the Gap, making education work across the globe with me, Tom Sherrington, not in my normal place, as some of you will see if you're watching on YouTube, and Emma Turner. Hello, Emma. Hello, Tom. You're in my favourite city in the world today, up there in Liverpool.
I am in Liverpool and I'm looking forward to working with people here tomorrow. And today I was in Blackpool, so I've been doing the sites. And we are very pleased this evening to be talking to, drumroll, Dixie Louise Dexter. So, Dixie, welcome to Mind the Gap. Hi. Hi.
Well, I think there are some things which the children probably don't deserve to be revealed on a podcast. Can you believe it? Oh, my God, my mum does this podcast and she told everyone. That's probably unacceptable. But I've mentioned my own children a few times, but I don't think they know, so I'll keep it quiet. But anyway, so honestly, it's one of these things about this type of thing, podcasting generally, that...
You need to have people on who do the work because it's quite easy to talk to people who are experts in various things or read books and stuff. But to have someone who's actually in the work do it all the time is really exciting. And as we've said on a previous podcast, we're in the middle of writing an early years walkthroughs book. Yeah.
And I say we, I mean, I am involved, but I'm not the main expert. But it's really exciting to have a specialist person involved. So, Dixie, tell people about what you're up to, where you work, what your interests are. And bearing in mind that some people are diving in from Canada, Australia, US. They might not know our terminology and everything. So just tell people a little about what kind of work it is that you're doing.
So tell us a bit about the context of your school then. So, I mean, obviously, just give a flavour. So is it, you know, is it part of a whole primary all the way through, you know, up to year 11 or, you know, age 11? What's the setting?
Could you give me an example of something? Because I'm just thinking, you know, I mean, I've been to lots of receptions, like hundreds, and I've learned to appreciate what it is, but I don't know how to design it. I'm always watching what's already been designed. I wouldn't know where to begin, really. But you can sort of see differences. So something where you feel like we do this, but not everyone would, or we do this and
as well as their wellbeing and involvement when they're in the learning environment as well. How does that work then? So, I mean, this sounds really interesting to me. So I'm trying to picture it, but... Yeah. Because apart from when it's very enclosed, I sort of feel like presumably you can still see them. Yeah. So, I mean, I think this is so interesting. How does it help them develop the speech and language in those different types of spaces? I think because our classroom, it's...
I'm using my lack of expertise as a prompt for questions because I'm genuinely fascinated by it and I don't always understand it. So two things that I'm always intrigued by with this is, number one, that you still have some time with more formal like carpet time, story time, you still have some collective time.
there's that question of how much time they spend doing with the teacher in front of them, like on the carpet and how much time they're in the provision. And the second question is about how the children know when to move on and whether that's totally up to them or whether the teachers are going like, come on, he's done enough now, off you go. Like, so, I mean, just, just tell me a bit about how that works. Yeah, I think, um, so in time, the time in continuous provision,
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