Tuesday 17th March, 6-7.30pm
Location: Online (Zoom) – Limited Spaces Available
Lived experience of early years and rethinking the conditions shaping school readiness in children.
As part of our FED National Education Futures Projects on Inclusion, we want to hear from those who know the early years best – families and practitioners. This interactive online session will create space to share lived experience, reflect together on the realities facing young children today, and consider what changes could make the biggest difference. By bringing together diverse voices, we aim to rethink the conditions that shape children’s early development and build momentum for stronger starts for every child
Objective(s):
- To explore the lived experience of early years, especially that of families, practitioners and leaders.
- To understand what is currently getting in the way of children having a strong start and what would need to change in the system for that to be different.
Key questions:
- If children’s school readiness is shaped by the conditions around them, what conditions are we currently accepting and which ones should no longer be tolerated? (causality)
- If one part of the early years system were redesigned to better support children and families, what should it be and why? (redesign)
Speaker: Sarah Gordon – Sheffield Hallam University
Chair: David Marsh, Executive Headteacher at Maritime Academy Trust
Sarah Gordon is a Senior Lecturer in Early Years Education at Sheffield Hallam University, where she leads the Early Years Teacher Status (EYTS) programme and the Early Years and Primary PGCE. With more than 25 years of professional experience across PVI settings, children’s centres, schools, local authorities, and higher education, she brings substantial expertise in Early Years pedagogy, inclusion, leadership, and workforce development. Her professional roles have included teacher, SENCO, assistant head, mentor, lecturer and trainer, providing a comprehensive understanding of the Early Years sector and its policy, practice, and professional standards.
Sarah’s academic and professional work is driven by a commitment to improving quality, embedding inclusive practice, and raising outcomes for children, families, and communities. She has extensive experience in leading strategic initiatives, quality assurance processes, and practitioner development across diverse educational contexts. Her leadership approach combines analytical and strategic thinking with values‑based practice grounded in empathy, integrity, and collaboration.
She is an experienced communicator and regularly contributes to professional learning through keynote presentations, international delegation engagements, and specialised EYFS and SEND training for practitioners and parents. Her teaching and CPD design emphasise interaction, critical reflection, and practical application, aligning with sector benchmarks and national standards for early childhood education and teacher preparation.