Masterclass: Supporting children to fulfil their potential

Julian Grenier is the headteacher of Sheringham Nursery School and Children’s Centre in Newham, east London. Sheringham is a Research School. Julian was appointed by the Department for Education to lead on the 2020 revision of Development Matters, the non-statutory guidance for the Early Years Foundation Stage in England. Julian has worked in the early years for over 20 years and has a Doctorate in Education from the UCL Institute of Education (University of London). He was awarded a CBE for services to early years education in the Queen’s Birthday Honours, 2022.

Sue Asquith is an award-winning international early childhood consultant, with over 24 years of experience in the early years sector as a registered childminder, mentor affiliated with local children centres, college lecturer, associate trainer and assessor for various childcare charities. She has also worked on several DfE funded projects. Her work includes writing and delivering training, consultancy visits, writing blogs and delivering keynote speeches, seminars and workshops at conferences in the UK and around the world. Her book Self-Regulation Skills in Young Children was published in April 2020.

Phil has been working in the early years for over thirty years. Starting as a teacher, he has been a headteacher, a local authority deputy director and the CEO of a multi-academy trust. Phil is a Senior His Majesty’s Inspector for early education. He is Ofsted’s specialist in Early Years and Primary education and is part of the team who develop and monitor the inspection framework for both schools and early years.

Caprice Fox is a Black, queer cisgender woman and her pronouns are she/her. She has been a primary school educator in Bristol for the past six years and for the past two years has worked for a charity, Black Mothers Matter UK, as a group facilitator and content creator. She works passionately to support under-represented groups who do not see themselves in the classroom as well as supporting educators to have diverse and inclusive learning environments and ensuring they are being actively anti-racist in their practice.