The Reception Class Teacher Network

The Reception Class Teacher Network (RCTN) is an innovative and unique online half-termly meeting space that enables Reception Class Teachers to connect with both one another as well as Early Childhood experts, and engage in much needed knowledge exchange and targeted research-based CPD.

'This network has become a place of solidarity, of support, of inspiration and a reminder of what is important, what we need to protect and how rich and valuable our phase is.' (RCTN participant 2025)

Context: Why is a network so important?

It can be a challenge for Reception Class Teachers (RCTs) to navigate teaching an early Years curriculum in a primary school context where there may not be other Early Years colleagues. Having a space for reception Class Teachers to develop their practice, through shared thinking, specifically targeted research, information and support can therefore be vital. 

Participants really value the chance to network and learn from one another:

'For me I am early in my practice in reception, so it is about gathering information and ideas on best practice and knowing where to go for help' 

'Giving EYFS teaching the time, thought and space can be difficult to do in a busy primary school, and in particular in small schools where you are the only EYFS teacher' 

'I am in a one form entry school who is not part of an academy, so it is so useful having opportunities to talk to and listen to other professionals.' 

'It is so helpful to have a professional dialogue with other early years practitioners. Life in EYFS can be a lonely place' 

'So much EYFS CPD is provided by people with a scheme to push or a very specific viewpoint or approach. This absolutely has its place and that CPD is valuable and necessary, but this group provides something different, something really special - a chance to discuss, debate, explore, be research-informed' 

(RCTN Participants 2024/2025)

About the Network

Members of the Reception Class Teacher Network attend half-termly online meetings on a range of themes. They contribute to discussions drawing on their experience and the prompts and resources given by the coordinators. They listen to experts in the field sharing research, consider reflective questions and strategies to use in the classroom. 

It can be challenging for colleagues to commit to regular meetings when there are many other time pressures. To support this, meetings held after school and are designed to stand-alone, so it is not disadvantageous if a members are not able to attend each and every session. Members of the RCTN also have access to a padlet board for each meeting which contains the feedback from teachers as well as an audio recording and slides from the guest speaker. 

Members are also able contribute to feedback around future themes for the meetings and shared strategies, ideas, reading and websites that they have found successful or useful, as well as evaluative feedback on session content and methods. 

Some members have also volunteered to set up Local Hubs, inviting teachers in their locality or across their MAT to join them in their classroom to attend the online meetings together. This enables them to talk face to face with colleagues who understand their school's context and to build relationships and explore further opportunities to collaborate locally. Currently there are 2 established Local Hubs at Stalham Academy and Drake Primary, with 1 further being established at St Nicholas Priory in Great Yarmouth. 

Some teachers have even chosen to engage in further professional development opportunities that the RCTN offers, such as developing posters on their role as a 'Teacher-researchers' and use of research in their settings to present at an early years conference. 

'It gives me a broader view of EYFS practice across the country not just in our local area. It allows me to hear from researchers in the field in an accessible way and think about next steps.' 

(RCTN Participants 2025) 

Impact on Participants

Overwhelmingly, teachers who take part in this network report a range of benefits beyond access to research informed CPD. Teachers find confidence, a community of support and learning, an opportunity to talk and be heard, opportunity for reflection on practice, a renewed drive to work purposefully and employ high quality, developmentally appropriate, inclusive practice in their classrooms. 

'This group has been transformational for me and my colleagues in our cluster. It has been such a great way to interact with other EYFS teachers, hear from really valuable voices in the academic world, engage with free CPD in a climate where gaining access to CPD through work is more difficult, and has been a source of support and inspiration. I have personally put into place a range of tweaks and adaptations that have had a huge impact on practice as a direct result of the group and particularly in response to the session about recording and capturing evidence. For example, we have started looking at our floorbook much more regularly with children to revisit learning and we have added new comments and reflections on post-its that show progress and allow children to see how far they have come. This has absolutely got them fired up about learning and actually inspired them (and us!) to revisit and take learning further.' 

'This group has also allowed my local cluster to get together regularly, share, offload and support each other and we are planning new projects and approaches based on the conversations we have had in network meetings. It is so good to have academics involved too to make sure that we stay research-informed and to provide a really open forum which isn't pushing one approach or agenda.' 

(RCTN Participants 2025)

How to get Involved

The group is always open to new members joining, new allies working with them and new local hubs opening. There is lots of information available on their webpages, including who is involved, past meeting themes, audio recordings from our expert's input, a short account of the meeting content and our advocacy work. 

For more information and links to registering click here: reception-class-teachers-network.

RCTN has been established by Eleanor Milligan as a part of the Joyce Morris Early Years Literacies Forum. RCTN is co-coordinated by Viki Veale, Lorna Williams, and Janet Morris, all university lecturers who have been Reception Class Teachers themselves.