Rethinking What We Value in the Early Years

In this interview, Sarah Cobb, Head of Little Pips Nursery in Pocklington, highlights the importance of redefining "school readiness" by focusing on emotional, social, and developmental growth in the Early Years.

Following Georgia Lambert’s recent article in The Times (13 June), "Rich pickings for toddlers at the Nobu of nurseries", we were pleased to see national attention turning to the value of high-quality, Reggio Emilia-inspired early education. While the article focused on a London-based setting, it’s important to highlight that this pioneering, child-led approach is gaining momentum well beyond the capital.

At Pocklington School in East Yorkshire, we are preparing to open Little Pips Nursery in September 2025 – a new setting underpinned by the principles of the world-renowned Reggio Emilia philosophy. Rooted in respect for the child, creativity, purposeful environments, and the belief that all children have innate potential, Little Pips aims to offer a rich, research-informed learning experience tailored to the needs of today's young learners.

More than simply preparing children academically, Little Pips is focused on supporting their emotional, social and developmental growth, laying the foundations for lifelong learning and confidence.

In this interview, we speak with Sarah Cobb, Head of Little Pips and a highly experienced Early Years educator, about the thinking behind the nursery’s launch, the importance of redefining school readiness, and why outstanding early education must be recognised as essential.

Q: Sarah, you've spent over two decades in Early Years education. What's your response to the government's renewed focus on school readiness?

A: I welcome it. School readiness matters, and it matters deeply. But I believe it's time we moved beyond narrow, traditional definitions of readiness. We need to shift our focus to the people, environments, and philosophies that truly support a child's development from the very beginning.

Q: What makes the Early Years such a critical stage of a child's development?

A: The science is clear. The brain develops more rapidly between birth and five than at any other point in life. Harvard's Center on the Developing Child reports that over a million neural connections are made every second during this time. If we understand that, then Early Years education can no longer be seen as optional or secondary. It's the foundation for everything.

Q: How do you think Early Years professionals are perceived in the UK?

A: Unfortunately, they’re often undervalued, even in the language we use. In countries like Italy, where the Reggio Emilia approach began, these educators are called teachers, and they are respected as such. In the UK, we still hear phrases like "just care" associated with nurseries. Yes, care is part of it, but it's a small part. These professionals are teachers who shape minds, nurture creativity, and lay emotional and cognitive foundations.

Q: What does excellent Early Years teaching actually look like in practice?

A: It’s complex, responsive, and highly intentional. A skilled nursery teacher is observing, assessing, and planning learning in the moment. For example, a child playing with water might inspire a week of exploring vocabulary like "full" and "empty" or concepts like volume. It's just as intellectually rich as any subject at secondary school, only communicated through different languages such as play, movement, and emotion.

Q: Tell us about Little Pips Nursery. What sets it apart?

A: Little Pips isn't just a nursery preparing children for school. It’s reimagining what preparation should look like. Rooted in the Reggio Emilia philosophy, we place the child, and the adult, at the centre. Our educators are not technicians ticking boxes. They are co-constructors, researchers, and guides. That belief is reflected in how we invest in people, training, and our environment.

Q: You’ve created quite a unique space. Can you describe it?

A: We've built something special. Children have daily access to 50 acres of woods, climbing structures, and water pumps. Indoors, we have light-filled atelier spaces for painting, sculpture, and music. These aren't luxuries. They’re vital learning experiences that support brain development, language acquisition, and resilience. It's not whimsy. It's neuroscience in action.

Q: How does being part of a school campus enrich the experience?

A: It gives children a real sense of belonging. They interact with older students, join in arts weeks, and play in shared spaces. When they move up to "big school," it isn't a leap into the unknown. It's a natural continuation of their journey.

Q: What are your views on balancing play with academics in the Early Years?

A: We believe children are deeply capable. We don't rush childhood, but we don't underestimate it either. Our children explore phonics and numbers daily alongside storytelling, nature walks, and painting. Joy matters, but joy must come with purpose. Curiosity must meet challenge. That’s how we inspire real growth.

Q: What would you say to parents considering a change in their child's final pre-school year?

A: It can feel daunting, but this year is crucial. Research shows that children who attend high-quality provision before school have significantly better outcomes in language, literacy, and self-regulation. Parents should feel confident seeking the best possible environment at this pivotal stage.

Q: What’s the most powerful lesson you've learned in your career?

A: That some of the most talented educators I've known work with the youngest children. Their work isn't just preparation for learning. It is learning. We need to stop asking Early Years to prove its worth and start giving it the recognition it deserves.

Q: Finally, what's the long-term vision behind Little Pips?

A: We're not just building a nursery. We're building a vision. One where children are nurtured, challenged, and inspired from the very beginning. And while Little Pips is the first nursery in our school's 500-year journey, it will not be the last, because we are determined to be part of changing the future of Early Years education and how it is viewed, nationally and beyond. In a world of uncertainty, one thing is absolutely clear. If we want to change the future, we must start where it begins, in the Early Years.