The First Five Years: Building the Foundation for Lifelong Success

The first five years of a child’s life are nothing short of transformative. During this time, the brain develops more rapidly than at any other period, laying the groundwork for lifelong learning, behaviour, and health. These early experiences shape how children grow, learn, and relate to the world around them—making early years settings a powerful and critical influence in their lives.

Why the First Five Years Matter

According to research by Harvard University's Center on the Developing Child, more than 1 million new neural connections form every second in the first few years of life. These connections are built through interactions with caregivers, environments, and experiences—highlighting the essential role that early years practitioners play in nurturing young minds.

The foundations for language, emotional regulation, social skills, and cognitive development are all established during these early years. Children who benefit from high-quality early years experiences are more likely to achieve better outcomes later in life, including improved academic performance, better employment prospects, and stronger mental health.

The Role of Early Years Settings

Early years settings—nurseries, pre-schools, and childminders—are more than just places where children spend their day. They are carefully structured environments designed to stimulate, support, and develop children holistically.

In 2022, Ofsted published its research review titled “Best Start in Life: a research review for early years”, which consolidates evidence on what high-quality early years provision looks like and why it matters. The report makes it clear: high-quality early years provision makes a significant difference, especially for disadvantaged children.

Ofsted’s review highlights that the most effective settings:

• Provide warm, responsive interactions with children

• Offer a well-sequenced and ambitious curriculum

• Focus on developing communication and language

• Build strong partnerships with parents and families

• Use effective assessment to understand and meet each child’s needs

  
  

Making a Difference for Every Child

Creating equitable outcomes means recognising that each child is unique, with individual strengths, needs, and starting points. For some children—particularly those from disadvantaged backgrounds, children with SEND, or those learning English as an additional language—early years settings can be a vital leveller.

How can settings ensure they are making a difference for every child?

1. Focus on Relationships: Strong, consistent relationships between practitioners and children form the cornerstone of quality provision. When children feel safe and valued, they are more confident to explore, learn, and thrive.

2. Support Communication and Language Development: Ofsted’s review emphasises that language is the foundation for learning. Practitioners should model rich vocabulary, encourage conversations, and create language-rich environments.

3. Deliver an Intentional and Inclusive Curriculum: A well-planned curriculum that considers children’s interests, backgrounds, and developmental stages helps ensure no child is left behind. It should be ambitious, yet achievable, for all.

4. Work in Partnership with Families: Engaging families as partners in their child’s development enhances learning and provides consistency between home and setting. Practitioners can empower families with knowledge and strategies to support development at home.

5. Invest in Continuous Professional Development (CPD): Skilled staff are critical to quality. Investing in CPD ensures practitioners are equipped with the latest evidence-based approaches and can reflect on and improve their practice.

   
   
   
   

The Research Is Clear

Studies like the Effective Provision of Pre-school Education (EPPE) project have long shown the long-term benefits of high-quality early education. Children who attended high-quality pre-school settings showed better outcomes in reading, maths, and social development well into primary school.

Similarly, UNICEF’s work on Early Childhood Development supports the idea that investing in early years isn’t just beneficial—it’s cost-effective. For every £1 spent on early years education, there is a significant return in terms of reduced social care costs, improved public health, and higher lifetime earnings.

A Shared Responsibility

Giving every child the best start in life is not the sole responsibility of early years providers. It’s a collective effort—families, communities, local authorities, and policymakers must all work together. But the impact that early years practitioners make cannot be overstated. Each moment, interaction, and opportunity they provide contributes to a child’s lifelong trajectory.

Final Thoughts

The first five years of life are too important to leave to chance. High-quality early years provision can—and does—change lives. It helps to close the gap before it widens and provides every child, regardless of background, with the foundation they need to flourish.

As Ofsted’s review reminds us: the best start in life is not a privilege—it should be the norm. And in every high-quality early years setting across the country, that belief is put into practice every single day.

The Early Years Coach is invested in helping to shape young lives and create better futures for children. Please get in touch if you would like to find out more about our coaching and support services. You can visit the website at www.the-earlyyearscoach.com to become a member and start making a difference.