Out There Kindergarten, Stapleton will share how they engage parents and how they plan seasonal celebrations with families. You will also have an opportunity to have a tour of the outdoor environment and ‘go beyond the garden gate’ with a walk to the local woods.

Our city’s data tells an important story: we’re proud of our rich diversity, but we also know that some children still face barriers to equal opportunities. This programme is about changing that—together. 

Why does this matter? 

Because inclusion isn’t just a box to tick. Every child deserves to feel valued, respected, and supported from the very beginning of their learning journey. When we embed equity and diversity in Early Years practice, we lay the foundation for lifelong success.  

This Equality, Diversity and Inclusion (EDI) programme will support settings to meet not only their professional and moral responsibilities, but also their statutory duties. It aligns EDI practice with the Ofsted Inspection Framework and draws on key national and local guidance, including Working Together to Safeguard Children (2026), Birth to 5 Matters, Bristol Belongings strategy, and the Best Start in Life. 

What’s on offer? 

This six-part programme supports early years practitioners across Bristol to deepen their understanding of identity, inclusion, and anti-racist practice. Through reflection, practical strategies, and engagement with policy, curriculum, and national guidance — including Birth to 5 Matters — we explore how values, environments, and everyday decisions shape children’s sense of belonging. Each session offers space to learn and lead, building confidence to create settings where every child and family feels seen, valued, and supported. 

While sessions can be attended individually, they have been thoughtfully designed to complement one another, offering a deeper and more cohesive learning experience when attended as a full programme. 

Be part of the change. 

Be part of the change. 

Join us in shaping a more inclusive future for our city’s youngest learners. 

1. It starts with us – personal reflection on bias and positionality. 

 

Anyone working with 3-4 year olds in an Early years setting or school in a Bristol school 

To connect, establish a sense of place and empower the professional voice of Nursery Educators and practitioners based in Bristol.  To reflect on the quality of EYFS provision and pedagogy, share best practice, ambition and strengthen leadership. To create a professional development community that offers opportunities for collaboration, ideas, support, research and specialism to benefit children.

https://teams.microsoft.com/meet/367178700115780?p=jnxAqlx5IH0hj4yZiA

Who are these for?

These networks are for all DSLs, Deputy
DSLs /SLT who may make up wider safeguarding teams in Early Years settings.

We encourage every setting to make
representation at each round of meetings. 

Why should I engage?

The networks fulfil duties under
statutory guidance Keeping Children Safe in Education Part 2 – the management of
safeguarding: 

• To keep
  up to date with local safeguarding arrangements and provide a mechanism to
  engage with the Local Safeguarding Partnership (Keeping Bristol Safe
  Partnership). 
• To
  ensure knowledge and skills are adequately updated (in addition to the
  requirement to update formal training every 2 years).
• Provide
  a chance to develop and share good practice and contribute towards a
  community of practice.
• Develop
  working relationships with the local safeguarding advisors and statutory
  agencies 

Structure of meetings

These happen on-line on a Tuesday AM and
Thursday PM ( in the same week) in the autumn , spring and summer term (3 times
a year) and last for no longer than 2 hours.

Standing Agenda

• News
• Updates
  from the Local Safeguarding Partnership
• Topical
  Safeguarding issues.
• Multi-agency
  updates. 

The Terrific Twos Network is an opportunity for early years practitioners and leaders in Bristol to connect with others around our shared passion for working with two-year-olds. Whether you are experienced or new to working with two-year-olds; whether you work in a setting, school or childminder provision, this is your chance to focus in on this unique age group, visit other settings and gain peer support in your role. Facilitated by local specialist leaders for birth to three years,

https://teams.microsoft.com/meet/31475391724669?p=rUWnwUH5oEA49NZ1QC

These networks are for all DSLs, Deputy
DSLs /SLT who may make up wider safeguarding teams in Early Years settings.

We encourage every setting to make
representation at each round of meetings. 

Why should I engage?

The networks fulfil duties under
statutory guidance Keeping Children Safe in Education Part 2 – the management of
safeguarding: 

• To keep
  up to date with local safeguarding arrangements and provide a mechanism to
  engage with the Local Safeguarding Partnership (Keeping Bristol Safe
  Partnership). 
• To
  ensure knowledge and skills are adequately updated (in addition to the
  requirement to update formal training every 2 years).
• Provide
  a chance to develop and share good practice and contribute towards a
  community of practice.
• Develop
  working relationships with the local safeguarding advisors and statutory
  agencies 

Structure of meetings

These happen on-line on a Tuesday AM and
Thursday PM ( in the same week) in the autumn , spring and summer term (3 times
a year) and last for no longer than 2 hours.

Standing Agenda

• News
• Updates
  from the Local Safeguarding Partnership
• Topical
  Safeguarding issues.
• Multi-agency
  updates. 

Are you curious about behaviours that you are noticing in your setting and the underlying causes?  Behaviour circles are run ‘in person’ in each of the localities; North, South and East/Central across the year.  Sessions run for 2 hours and they provide a safe and confidential space to bring scenarios and questions to local colleagues and PSED Local Specialist Leaders (LSL’s) to reflect, discuss and unpick experiences helping practitioners to give the best support to children. 

Welcome to Our City‑Wide Early Years Equality, Diversity and Inclusion (EDI) Continuous Professional Development (CPD) Offer 

Our city’s data tells an important story: we’re proud of our rich diversity, but we also know that some children still face barriers to equal opportunities. This programme is about changing that—together. 

Why does this matter? 

Because inclusion isn’t just a box to tick. Every child deserves to feel valued, respected, and supported from the very beginning of their learning journey. When we embed equity and diversity in Early Years practice, we lay the foundation for lifelong success.  

This Equality, Diversity and Inclusion (EDI) programme will support settings to meet not only their professional and moral responsibilities, but also their statutory duties. It aligns EDI practice with the Ofsted Inspection Framework and draws on key national and local guidance, including Working Together to Safeguard Children (2026), Birth to 5 Matters, Bristol Belongings strategy, and the Best Start in Life. 

What’s on offer? 

This six-part programme supports early years practitioners across Bristol to deepen their understanding of identity, inclusion, and anti-racist practice. Through reflection, practical strategies, and engagement with policy, curriculum, and national guidance — including Birth to 5 Matters — we explore how values, environments, and everyday decisions shape children’s sense of belonging. Each session offers space to learn and lead, building confidence to create settings where every child and family feels seen, valued, and supported. 

While sessions can be attended individually, they have been thoughtfully designed to complement one another, offering a deeper and more cohesive learning experience when attended as a full programme. 

Be part of the change. 

Be part of the change. 

Join us in shaping a more inclusive future for our city’s youngest learners. 

 

2. Inclusive environments – from mirrors to windows – reflection on the messaging of our environments 

 

This practical, reflective session invites early years educators to explore how their environments — physical, emotional, and relational — communicate powerful messages about identity, belonging, and inclusion. Drawing on current research and lived experiences, we’ll examine how our own values and assumptions shape the spaces children encounter, and how we can create settings where every child feels seen, understood, and safe. Participants will leave with renewed confidence to embed authentic representation and cultural responsiveness into everyday practice. 

This DfE funded professional development workshop is the first
part of the DfE’s three-part support package for reception assessment across
2026-2027 focussed on raising achievement and giving every child the Best Start
in Life. The Autumn Reception Assessment workshop supports confidence and best
practice in formative assessment and its role in facilitating progress towards
a good level of development. Each session,

• includes opportunity for reflection, professional
  dialogue and action planning,
• builds a shared understanding of children’s development
  for learning in reception,
• promotes the importance of using formative assessment
  to inform planning and adapting teaching and provision.

All reception leaders and teachers are invited to attend a
workshop. There are six dates to choose from – teachers should book one only
and may attend the session easiest for them to get to.

This DfE funded professional development workshop is the first
part of the DfE’s three-part support package for reception assessment across
2026-2027 focussed on raising achievement and giving every child the Best Start
in Life. The Autumn Reception Assessment workshop supports confidence and best
practice in formative assessment and its role in facilitating progress towards
a good level of development. Each session,

• includes opportunity for reflection, professional
  dialogue and action planning,
• builds a shared understanding of children’s development
  for learning in reception,
• promotes the importance of using formative assessment
  to inform planning and adapting teaching and provision.

All reception leaders and teachers are invited to attend a
workshop. There are six dates to choose from – teachers should book one only
and may attend the session easiest for them to get to.

This DfE funded professional development workshop is the first
part of the DfE’s three-part support package for reception assessment across
2026-2027 focussed on raising achievement and giving every child the Best Start
in Life. The Autumn Reception Assessment workshop supports confidence and best
practice in formative assessment and its role in facilitating progress towards
a good level of development. Each session,

• includes opportunity for reflection, professional
  dialogue and action planning,
• builds a shared understanding of children’s development
  for learning in reception,
• promotes the importance of using formative assessment
  to inform planning and adapting teaching and provision.

All reception leaders and teachers are invited to attend a
workshop. There are six dates to choose from – teachers should book one only
and may attend the session easiest for them to get to.

Are you working with babies in an early years setting or as a childminder? Join our Baby Practitioner Cluster Meetings for an opportunity to visit a different setting, connect with fellow practitioners, and share both the celebrations and challenges of working with our youngest children. 

Organised by the Bristol and Beyond Early Years Stronger Practice Hub in collaboration with Bristol Early Years Area Networks, these sessions offer: 

• Inspiration from seeing a range of provision types 

• Focused discussions on key topics relevant to your work with babies 

• Reflection time to consider what’s working well in your setting and where support might be needed 

• Networking opportunities to build ongoing relationships with other practitioners, share ideas, and seek advice beyond the meetings 

Each session is designed to be both practical and a supportive, helping you strengthen your practice through shared experience and collaboration. Facilitated by local specialist leaders for birth to three years

Are you working with babies in an early years setting or as a childminder? Join our Baby Practitioner Cluster Meetings for an opportunity to visit a different setting, connect with fellow practitioners, and share both the celebrations and challenges of working with our youngest children. 

Organised by the Bristol and Beyond Early Years Stronger Practice Hub in collaboration with Bristol Early Years Area Networks, these sessions offer: 

• Inspiration from seeing a range of provision types 

• Focused discussions on key topics relevant to your work with babies 

• Reflection time to consider what’s working well in your setting and where support might be needed 

• Networking opportunities to build ongoing relationships with other practitioners, share ideas, and seek advice beyond the meetings 

Each session is designed to be both practical and supportive, helping you strengthen your practice through shared experience and collaboration. Facilitated by local specialist leaders for birth to three years 

This DfE funded professional development workshop is the first
part of the DfE’s three-part support package for reception assessment across
2026-2027 focussed on raising achievement and giving every child the Best Start
in Life. The Autumn Reception Assessment workshop supports confidence and best
practice in formative assessment and its role in facilitating progress towards
a good level of development. Each session,

• includes opportunity for reflection, professional
  dialogue and action planning,
• builds a shared understanding of children’s development
  for learning in reception,
• promotes the importance of using formative assessment
  to inform planning and adapting teaching and provision.

All reception leaders and teachers are invited to attend a
workshop. There are six dates to choose from – teachers should book one only
and may attend the session easiest for them to get to.

This DfE funded professional development workshop is the first
part of the DfE’s three-part support package for reception assessment across
2026-2027 focussed on raising achievement and giving every child the Best Start
in Life. The Autumn Reception Assessment workshop supports confidence and best
practice in formative assessment and its role in facilitating progress towards
a good level of development. Each session,

• includes opportunity for reflection, professional
  dialogue and action planning,
• builds a shared understanding of children’s development
  for learning in reception,
• promotes the importance of using formative assessment
  to inform planning and adapting teaching and provision.

All reception leaders and teachers are invited to attend a
workshop. There are six dates to choose from – teachers should book one only
and may attend the session easiest for them to get to.

This DfE funded professional development workshop is the first
part of the DfE’s three-part support package for reception assessment across
2026-2027 focussed on raising achievement and giving every child the Best Start
in Life. The Autumn Reception Assessment workshop supports confidence and best
practice in formative assessment and its role in facilitating progress towards
a good level of development. Each session,

• includes opportunity for reflection, professional
  dialogue and action planning,
• builds a shared understanding of children’s development
  for learning in reception,
• promotes the importance of using formative assessment
  to inform planning and adapting teaching and provision.

All reception leaders and teachers are invited to attend a
workshop. There are six dates to choose from – teachers should book one only
and may attend the session easiest for them to get to.

We believe Expressive Art and Design is not only a specific area of the EYFS framework, but a prism through which all other areas of learning can be illuminated and enhanced.   Without the due space for it, and without the practitioners’ confidence and continuous research and experimentation, there is a risk for art and craft practice to be relegated to a minor part of the curriculum, and/or to be reduced to the tokenistic production of things ‘to take home’.  

Since 2020 The Red House has been investing in the creation of a multi-purpose art space, inspired by Reggio Emilia principles, and dedicated to open-ended art practice led by the enjoyment of the process and the children’s interests. We would like to share some of our research and experience with other teachers and practitioners, offering some basic training in areas of art they may not be confident in, or would like to explore further.  

The course is articulated in five practical sessions where the participants will have the opportunity to reflect on art provision and express themselves through known and new art techniques.

Modroc  

The meeting offers EYFS updates and a theme that has been identified as a current priority for schools. We often showcase good practice and share case studies from Bristol schools. We also consider research that supports effective practice and pedagogy in the unique role of EYFS leadership in schools. It is a fantastic way of networking with other leaders in a supportive environment

The meeting offers EYFS updates and a theme that has been identified as a current priority for Reception in schools. We often showcase good practice and share case studies from Bristol schools. We also consider research that supports effective practice and pedagogy in the unique role of Reception Teacher. It is a fantastic way of networking with other educators in a supportive environment

Welcome to Our City‑Wide Early Years Equality, Diversity and Inclusion (EDI) Continuous Professional Development (CPD) Offer 

Our city’s data tells an important story: we’re proud of our rich diversity, but we also know that some children still face barriers to equal opportunities. This programme is about changing that—together. 

Why does this matter? 

Because inclusion isn’t just a box to tick. Every child deserves to feel valued, respected, and supported from the very beginning of their learning journey. When we embed equity and diversity in Early Years practice, we lay the foundation for lifelong success.  

This Equality, Diversity and Inclusion (EDI) programme will support settings to meet not only their professional and moral responsibilities, but also their statutory duties. It aligns EDI practice with the Ofsted Inspection Framework and draws on key national and local guidance, including Working Together to Safeguard Children (2026), Birth to 5 Matters, Bristol Belongings strategy, and the Best Start in Life. 

What’s on offer? 

This six-part programme supports early years practitioners across Bristol to deepen their understanding of identity, inclusion, and anti-racist practice. Through reflection, practical strategies, and engagement with policy, curriculum, and national guidance — including Birth to 5 Matters — we explore how values, environments, and everyday decisions shape children’s sense of belonging. Each session offers space to learn and lead, building confidence to create settings where every child and family feels seen, valued, and supported. 

While sessions can be attended individually, they have been thoughtfully designed to complement one another, offering a deeper and more cohesive learning experience when attended as a full programme. 

Be part of the change. 

Be part of the change. 

Join us in shaping a more inclusive future for our city’s youngest learners. 

 3. Inclusive curriculum: decolonising the early years curriculum. 

 

This session introduces practical, meaningful ways to diversify and decolonise the early years curriculum. We’ll examine how stories, resources, and pedagogical choices shape children’s developing identities and worldviews, and how to move beyond tokenism toward authentic representation. Participants will explore strategies for embedding diverse voices, experiences, and knowledge systems into everyday learning, ensuring all children see themselves — and others — reflected with respect and depth.  

Are you working with babies in an early years setting or as a childminder? Join our Baby Practitioner Cluster Meetings for an opportunity to visit a different setting, connect with fellow practitioners, and share both the celebrations and challenges of working with our youngest children. 

Organised by the Bristol and Beyond Early Years Stronger Practice Hub in collaboration with Bristol Early Years Area Networks, these sessions offer: 

• Inspiration from seeing a range of provision types 

• Focused discussions on key topics relevant to your work with babies 

• Reflection time to consider what’s working well in your setting and where support might be needed 

• Networking opportunities to build ongoing relationships with other practitioners, share ideas, and seek advice beyond the meetings 

Each session is designed to be both practical and a supportive, helping you strengthen your practice through shared experience and collaboration. Facilitated by local specialist leaders for birth to three years 

We believe Expressive Art and Design is not only a specific area of the EYFS framework, but a prism through which all other areas of learning can be illuminated and enhanced.   Without the due space for it, and without the practitioners’ confidence and continuous research and experimentation, there is a risk for art and craft practice to be relegated to a minor part of the curriculum, and/or to be reduced to the tokenistic production of things ‘to take home’.  

Since 2020 The Red House has been investing in the creation of a multi-purpose art space, inspired by Reggio Emilia principles, and dedicated to open-ended art practice led by the enjoyment of the process and the children’s interests. We would like to share some of our research and experience with other teachers and practitioners, offering some basic training in areas of art they may not be confident in, or would like to explore further.  

The course is articulated in five practical sessions where the participants will have the opportunity to reflect on art provision and express themselves through known and new art techniques.

 Sewing: needlecraft and machine sewing.  

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We believe Expressive Art and Design is not only a specific area of the EYFS framework, but a prism through which all other areas of learning can be illuminated and enhanced.   Without the due space for it, and without the practitioners’ confidence and continuous research and experimentation, there is a risk for art and craft practice to be relegated to a minor part of the curriculum, and/or to be reduced to the tokenistic production of things ‘to take home’.  

Since 2020 The Red House has been investing in the creation of a multi-purpose art space, inspired by Reggio Emilia principles, and dedicated to open-ended art practice led by the enjoyment of the process and the children’s interests. We would like to share some of our research and experience with other teachers and practitioners, offering some basic training in areas of art they may not be confident in, or would like to explore further.  

The course is articulated in five practical sessions where the participants will have the opportunity to reflect on art provision and express themselves through known and new art techniques. 

 Papier mâché.  

Welcome to Our City‑Wide Early Years Equality, Diversity and Inclusion (EDI) Continuous Professional Development (CPD) Offer 

Our city’s data tells an important story: we’re proud of our rich diversity, but we also know that some children still face barriers to equal opportunities. This programme is about changing that—together. 

Why does this matter? 

Because inclusion isn’t just a box to tick. Every child deserves to feel valued, respected, and supported from the very beginning of their learning journey. When we embed equity and diversity in Early Years practice, we lay the foundation for lifelong success.  

This Equality, Diversity and Inclusion (EDI) programme will support settings to meet not only their professional and moral responsibilities, but also their statutory duties. It aligns EDI practice with the Ofsted Inspection Framework and draws on key national and local guidance, including Working Together to Safeguard Children (2026), Birth to 5 Matters, Bristol Belongings strategy, and the Best Start in Life. 

What’s on offer? 

This six-part programme supports early years practitioners across Bristol to deepen their understanding of identity, inclusion, and anti-racist practice. Through reflection, practical strategies, and engagement with policy, curriculum, and national guidance — including Birth to 5 Matters — we explore how values, environments, and everyday decisions shape children’s sense of belonging. Each session offers space to learn and lead, building confidence to create settings where every child and family feels seen, valued, and supported. 

While sessions can be attended individually, they have been thoughtfully designed to complement one another, offering a deeper and more cohesive learning experience when attended as a full programme. 

Be part of the change. 

Be part of the change. 

Join us in shaping a more inclusive future for our city’s youngest learners. 

4. Anti-racist practice – digging into a proactive approach to challenging racism in the everyday. 

Are you working with babies in an early years setting or as a childminder? Join our Baby Practitioner Cluster Meetings for an opportunity to visit a different setting, connect with fellow practitioners, and share both the celebrations and challenges of working with our youngest children. 

Organised by the Bristol and Beyond Early Years Stronger Practice Hub in collaboration with Bristol Early Years Area Networks, these sessions offer: 

• Inspiration from seeing a range of provision types 

• Focused discussions on key topics relevant to your work with babies 

• Reflection time to consider what’s working well in your setting and where support might be needed 

• Networking opportunities to build ongoing relationships with other practitioners, share ideas, and seek advice beyond the meetings 

Each session is designed to be both practical and a supportive, helping you strengthen your practice through shared experience and collaboration. Facilitated by local specialist leaders for birth to three years 

Are you curious about behaviours that you are noticing in your setting and the underlying causes?  Behaviour circles are run ‘in person’ in each of the localities; North, South and East/Central across the year.  Sessions run for 2 hours and they provide a safe and confidential space to bring scenarios and questions to local colleagues and PSED Local Specialist Leaders (LSL’s) to reflect, discuss and unpick experiences helping practitioners to give the best support to children. 

https://teams.microsoft.com/meet/34586732293006?p=q94DOpNo1eghRgDbrc

Who are these for?

These networks are for all DSLs, Deputy
DSLs /SLT who may make up wider safeguarding teams in Early Years settings.

We encourage every setting to make
representation at each round of meetings. 

Why should I engage?

The networks fulfil duties under
statutory guidance Keeping Children Safe in Education Part 2 – the management of
safeguarding: 

• To keep
  up to date with local safeguarding arrangements and provide a mechanism to
  engage with the Local Safeguarding Partnership (Keeping Bristol Safe
  Partnership). 
• To
  ensure knowledge and skills are adequately updated (in addition to the
  requirement to update formal training every 2 years).
• Provide
  a chance to develop and share good practice and contribute towards a
  community of practice.
• Develop
  working relationships with the local safeguarding advisors and statutory
  agencies 

Structure of meetings

These happen on-line on a Tuesday AM and
Thursday PM ( in the same week) in the autumn , spring and summer term (3 times
a year) and last for no longer than 2 hours.

Standing Agenda

• News
• Updates
  from the Local Safeguarding Partnership
• Topical
  Safeguarding issues.
• Multi-agency
  updates. 

The Terrific Twos Network is an opportunity for early years practitioners and leaders in Bristol to connect with others around our shared passion for working with two-year-olds. Whether you are experienced or new to working with two-year-olds; whether you work in a setting, school or childminder provision, this is your chance to focus in on this unique age group, visit other settings and gain peer support in your role. Facilitated by local specialist leaders for birth to three years,

https://teams.microsoft.com/meet/34586732293006?p=q94DOpNo1eghRgDbrc

Who are these for?

These networks are for all DSLs, Deputy
DSLs /SLT who may make up wider safeguarding teams in Early Years settings.

We encourage every setting to make
representation at each round of meetings. 

Why should I engage?

The networks fulfil duties under
statutory guidance Keeping Children Safe in Education Part 2 – the management of
safeguarding: 

• To keep
  up to date with local safeguarding arrangements and provide a mechanism to
  engage with the Local Safeguarding Partnership (Keeping Bristol Safe
  Partnership). 
• To
  ensure knowledge and skills are adequately updated (in addition to the
  requirement to update formal training every 2 years).
• Provide
  a chance to develop and share good practice and contribute towards a
  community of practice.
• Develop
  working relationships with the local safeguarding advisors and statutory
  agencies 

Structure of meetings

These happen on-line on a Tuesday AM and
Thursday PM ( in the same week) in the autumn , spring and summer term (3 times
a year) and last for no longer than 2 hours.

Standing Agenda

• News
• Updates
  from the Local Safeguarding Partnership
• Topical
  Safeguarding issues.
• Multi-agency
  updates. 

Welcome to Our City‑Wide Early Years Equality, Diversity and Inclusion (EDI) Continuous Professional Development (CPD) Offer 

Our city’s data tells an important story: we’re proud of our rich diversity, but we also know that some children still face barriers to equal opportunities. This programme is about changing that—together. 

Why does this matter? 

Because inclusion isn’t just a box to tick. Every child deserves to feel valued, respected, and supported from the very beginning of their learning journey. When we embed equity and diversity in Early Years practice, we lay the foundation for lifelong success.  

This Equality, Diversity and Inclusion (EDI) programme will support settings to meet not only their professional and moral responsibilities, but also their statutory duties. It aligns EDI practice with the Ofsted Inspection Framework and draws on key national and local guidance, including Working Together to Safeguard Children (2026), Birth to 5 Matters, Bristol Belongings strategy, and the Best Start in Life. 

What’s on offer? 

This six-part programme supports early years practitioners across Bristol to deepen their understanding of identity, inclusion, and anti-racist practice. Through reflection, practical strategies, and engagement with policy, curriculum, and national guidance — including Birth to 5 Matters — we explore how values, environments, and everyday decisions shape children’s sense of belonging. Each session offers space to learn and lead, building confidence to create settings where every child and family feels seen, valued, and supported. 

While sessions can be attended individually, they have been thoughtfully designed to complement one another, offering a deeper and more cohesive learning experience when attended as a full programme. 

Be part of the change. 

Be part of the change. 

Join us in shaping a more inclusive future for our city’s youngest learners. 

5. Fundamental British Values – exploring the policy, its ethos and implementation with an inclusive perspective.   

 

This session unpacks the ethos, intentions, and challenges of the Fundamental British Values policy, exploring how it can be implemented in ways that genuinely promote inclusion and belonging. We’ll examine common misconceptions, consider how the values connect to children’s lived experiences, and identify approaches that avoid stereotypes or exclusion. Participants will leave with practical ideas for embedding the values meaningfully, respectfully, and in alignment with anti‑racist practice.