What is the RCTN?
This is a joyful community committed to positive, purposeful practice in Reception classes.
Regular meetings of teachers with a clear focus on research and evidence and opportunity for continued professional development. We will be looking closely at the intention, implementation and impact of high quality inclusive practice for Reception class teaching and learning.
When is the RCTN and how will it work?
The RCTN will have half termly meetings (6 per academic year), which will run online. We hope to be able to coordinate opportunities for face to face hubs to establish and join the online sessions synchronously.
For ease of reference, we are establishing a regular time slot of Tuesdays from 4.30-6pm
The meetings will be focussed on a particular theme of Early Years Literacies addressing topics chosen by participants. All sessions will be interactive and informative.
What’s involved in the RCTN meetings?
The meetings will be split into three segments allowing for
- time to talk with other teachers in small groups, responding to provocations, sharing your experiences,
- hearing from and interacting with early years researchers and expert guest speakers
- giving examples of early years practice from your region/context and contributing to a collaborative collection of resources to support your practice
- exploring opportunities to collaborate on projects and action research, for those who are interested
The first meeting will be
Who runs the RCTN?
The RCTN is an initiative that has been founded by Eleanor Milligan as part of the Joyce Morris Early Years Literacies Forum.
It is a collaboratively co-ordinated group. The RCTN co-ordinators are;
Eleanor Milligan from the University of East Anglia
Eleanor comes to this network with experience of working as an early years teacher and leader prior to her work in higher education. She is a Lecturer of Education at UEA with a range of responsibilities. Eleanor leads the Early Years pathway of the Primary PGCE Programme, and co-ordinates the Joyce Morris Early Years Literacies Forum. She is also Co-Investigator on the Little Minds research project exploring the potential of mindfulness based approach for early years settings to use to support children’s self regulation and speech and language development. Eleanor has also engaged in small scale research projects and recently evaluated the Community Communication Champions Project for the Norwich Opportunity Area.
Viki Veale from St Mary’s University Twickenham
Viki Veale is a former Reception teacher who is committed to promoting professional development. She is a senior lecturer in Early Years and Primary Education at St Mary's University in Twickenham. She leads a broad range of modules focusing on professional confidence, political engagement, research activity and an understanding of the Early Years Foundation Stage.
She is also a trustee of TACTYC, where she promotes the development of the Early Years workforce and supports research activity through conferencing and co-ordination of reflection papers, and of Mindfulness where she supports awareness of emotional literacy and co-regulation through the development of programmes for schools, parents and professionals working with children and young people.
Lorna Williams from Worcester University
With a passion for early years education, Lorna Williams has invested 20 years working in early years settings, prominently serving 17 of those years as a dedicated Reception teacher. During this time Lorna was an early years phase leader, supporting a team of committed early years professionals, the children and their families in a thriving and successful onsite pre-school. Lorna's focus on holistic child development, creating dynamic learning environments, and fostering effective relationships with children and their families has been a cornerstone of her career.
Now serving as a principal lecturer at the University of Worcester, Lorna guides aspiring early years teachers through various programs. Her emphasis lies in appreciating the distinctiveness of the early years foundation stage, cultivating a robust early years teacher identity, and igniting a passion for early years pedagogy and practice among teachers. Lorna's commitment to celebrating and championing the magic of early years persists through her writing, outreach efforts, and knowledge exchange.
Janet Morris from University of Greenwich
Inspired by her own children’s experiences in early years, Janet re-trained as a primary teacher following a career in the NHS as a state registered dietitian. She worked as a reception teacher, and a nursery teacher, becoming the early years lead and a leading teacher in EYFS for Lewisham, before becoming a senior lecturer in primary education (early years) at the University of Greenwich. She currently leads on early years in the primary team and teaches and leads on the early years components of both the undergraduate and post graduate initial teacher training programmes as well as supervising masters and doctoral students. Her research interests are children’s early language development, partnership with parents, children’s funds of knowledge-based interests and curriculum building.
How do I register for the RCTN?
By using the QR code or the online form and join this supportive community