Gracie arrives on her first day at nursery with a blank stare. She wanders around clutching a worn-out toy monkey. There is little emotion, nor engagement. Gracie has spent most of her young life moving around from place to place. Recently, she has been taken into emergency care and is missing her mum.

Kanye started screaming on his way down the road to the nursery, clinging tightly to his Mum. He is frightened and determined not to let go.

Despite arriving early, Leila hasn’t had time for breakfast. She is feeling hungry, still in pyjama bottoms, and clearly distressed. She sits on the floor of the nursery wailing, drinking cold tea from a baby’s bottle.

Get curious

All three children have a story, but none of them has the communication, social and emotional skills to tell it. Through quite different behaviours they are each expressing specific needs – perhaps for connection, a sense of belonging or relationship – in an unfamiliar environment.

The role of the statutory key person in early years – for these three children and others like them – is crucially important.

The key person eases children’s transition from home to nursery through purposeful, well-timed action. Seemingly small gestures, like kneeling to pat Gracie’s monkey and take her by the hand at just the right moment, and quietly moving Leila to the table for a bowl of cereal, can make all the difference.

These ​‘settling actions’ are embedded in the practice of the experienced key person. But these habits must be consciously embedded before they can occur naturally or without hesitation. Those who are new to the key person position may need more support to learn the ​‘best’ course of action to take when faced with children who are struggling.

Ask Key Questions

Adapted from ​‘Putting Evidence to work: A Guide to Implementation

What research is available that links to your observations in the setting?

You can integrate your professional knowledge with evidence from research findings.

What are the underlying causes of the problem?

You can explore the problem and move beyond what children are doing to find out what they are communicating.

How do you know the evidence is trustworthy and reliable?

You can select what to read, and who to listen to. Knowing where the evidence has come from is important.

How can you deliver an intervention that is fit for purpose?

Focus not only on what, but also on how to do it. This where I start making lists!

Knowledge is the key to success

Whether you are an experienced key person or new to the role, we never stop learning.

The evidence tells us there will be more children like Gracie, Kanye and Leila coming through the doors of our early years settings. Children who need to feel connected before they can learn and make progress. If, as educators, we are committed to closing the disadvantage gap, then our intervention must start early; and your role as a key person is crucial.