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
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So I'm imagining, I mean, this echoes a lot of the conversations we had with Jude Arkwright, who's writing the early years book with us for walkthroughs. But we've visited her school, I have anyway, and she's this whole thing of continuous provision going through key stage one. So obviously, when you know that's going to happen.
I guess it changes some of the culture of reception as well, because you know it's going to play on it. And does that, tell us, because we need to explore these avenues. So you said when year one, is that when you start getting into mixed age classes? Yeah. So, you know, what's that like? I mean, how does it work there, you know, with the mechanics of that? You know, you've got
in that, in the provision. How explicit, I mean, how explicitly are you linking the activities that you can see to ideas to do with concepts in science and geography and so on and history? I mean, I'm interested in that. It sounds like a lot of
thinking has to go in to build that if that's what you're saying you build from there up you've got to say you've got to have a sense that in the long run they're going to like history is all about you know what cause and effect time talking about things before the olden days I mean so how does that even take shape for four-year-olds what sorts of things yeah absolutely so we try so with the history and geography we try and start that with themselves because that four-year-olds are egocentric they can only think about themselves a lot of them
That just brings it alive. It's brilliant. It feels very rich with lots of ideas and linking the words, ideas, like the spatial thing, but then doing it practical aspect. I mean, it sounds fantastic. I mean, ask your children, Emma, about Traitor's Gate. Are they going to remember that? The things they remember from being in that class. The number of times I've actually said to them, where did you learn that from? Maybe that's that.
Can I ask you a question? It's something I want to just ask you about. This is almost a question to both of you, I think, because I've been trying to do some research about early years because I like to know, I like to sound like I know what I'm talking about. So you come up with this thing, it's the three characteristics of effective learning, which is determined, I think it's a UK version. I mean, in other countries, I'm sure there are other versions, but
And so I don't know who originally wrote them, but whether it's the government or someone else. And so the three characteristics of effective learning in the early years are, and I won't test you on them because I've got them in front of me.
One of them says playing and exploring, and that's to do with how children engage with experiences, show curiosity, willing to have a go. So to me, that's like, okay, curiosity, having a go is one idea. The second one is active learning. So to me, I'm not just like work hard to separate these things. Active learning is about being motivated, sustaining effort, keeping trying things when they're tricky. So that's a thing. And the third area is,
It says creating and thinking critically how children make connections and solve problems and reflect. So to me, I'm thinking, okay, I'm working out how to separate those ideas. But when you're a practitioner, so how influential is that organising framework for you? Do you refer to it all the time? Are you all really familiar with it? Yeah. The characteristics of effective teaching and learning underpin our curriculum.
I can see it like it applies to teenagers having to carry on learning stuff they find hard. I mean, they're not, they shouldn't stop at five, should they? No. But the thing about like curiosity having a go, I mean, that's a different skill then, isn't it? Yeah. So for me, the subtle difference, well, is it that subtle? What's the difference between persevering and then
And because it's just that day-to-day vocabulary that we use all of the time, that the children know the words and what they mean and what they look like in practice. Right, OK, so that sounds really good. So it's interesting to see, like, every time you give an example, it just comes alive. It's brilliant. Yeah. Emma, I mean, what are your reflections? Because obviously this has been part of your practice as well.
we've just had, we're getting, we have these timings flash up from the producer. We've sort of got to wrap it up now, but I just, I just feel like, you know, as, as a, as a kind of, you know, an outsider looking in to that world, it always amazes me. And, um,
I feel exhausted by it when I watch it. I want you all sitting in rows so I can see your face. It's amazing. But that confidence is what I love about it. Everyone understands that Erdi is an engine room, it's a platform, but to do it well, and you describe it so brilliantly. So I love that experience coming through and the passion for it. And the fact that you've
that attention to detail are like you know tracking the kids from in their homes and their families and then building out from there making them feel secure and then the learning attacks i mean it's all just so well thought through um so i mean thank you thank you thank you so much for sharing that it's it's it's massively uh inspiring um it sounds like you enjoy it as well yeah yeah
Such lovely children come to you. That's what it is. Well, there were three particular ones who were striking hard. But apart from those ones. Honestly, Dixie, thank you so much for coming on Mind the Gap. It's been absolutely brilliant talking to you. Oh, thanks for having me. I've really enjoyed it.
Thanks, Dixie. And thank you, I've got to say, everyone else out there in the world of early years keeps doing that work. It's brilliant. And I think we've had a few guests in the last 12 months, definitely, who've shone a light on that area of the education world. I think it's so important that people understand it. And I love the fact that it's got conceptual frameworks, all the sort of things that sort of underpin it and it's so well considered.
So anyway, thank you so much to Dixie. Thank you to everyone listening. We think we're on a bit of a roll with Mind the Gap week to week. We've had brilliant guests. More to come. And we're thrilled with the listeners that we get. It's so exciting to hear people telling us about the episodes they've just listened to and the car and the questions. I just get it constantly. Every single week, people tell me
And that's very encouraging, very heartening. But it's all thanks to our brilliant guests. So thanks to everyone listening to Mind the Gap. And we'll see you again on the next episode.
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