In early years education, age is often the first thing we notice about a child. It determines which room they are in, the expectations placed upon them and the milestones we assume they should be reaching. However, age alone never tells the full story. Real transformation happens when we meet children at their developmental level, not simply their chronological age.
At Toucan Education, this belief sits at the heart of everything we do as an alternative provision. Many of the children we work with have experienced disrupted or complex educational journeys and we know that development is not linear, predictable or neatly aligned with age-based expectations. Our practice is therefore built around understanding where a child truly is developmentally and starting from there.
Every child develops in their own unique way. Two children born weeks apart can present very differently in communication, emotional regulation, physical development and learning behaviours. Development is shaped by a wide range of factors, including experiences, relationships, language exposure and individual temperament. These differences are not problems to be fixed; they are a normal and healthy part of development.
At Toucan, we do not view difference as deficit, we see it as valuable information that helps us respond more effectively to each child. This approach is particularly important for parents and carers, especially those of summer-born children, who may worry that their child is “behind.” When expectations are tied too closely to age, these anxieties can grow unnecessarily. By focusing on developmental stage rather than date of birth, we can reassure families that progress looks different for every child and that difference is not failure. Find out more about Toucan’s Early Years provision here.
How this looks in practice at Toucan
When a child starts with us, we do not begin with assumptions based on age, labels or previous experiences. Instead, we baseline each child developmentally using tools such as Birth to 5 Matters. This allows us to identify the stage they are working at across both the prime and specific areas of learning. This developmental stage becomes their true starting point, rather than their chronological age or year group. This baseline directly informs everything that follows. It shapes our planning, continuous provision, enhancements, small group work, adult interactions and daily routines. Rather than delivering a fixed curriculum, we build learning experiences around what children need at that moment in their development.
Our early years environments, both indoors and outdoors, are designed to be flexible, responsive and developmentally appropriate. Spaces, resources, and routines are adapted to support children’s individual sensory, emotional, communication, and physical needs, ensuring that children are not expected to fit into rigid structures that do not meet them where they are. Our daily routines are not static. They change depending on the children we are working with. Some groups require a stronger focus on physical development, sensory regulation and movement. Other children need more targeted support with communication and language, emotional regulation or social interaction. For some, safety, predictability, and regulation must come first before any formal learning can take place. Our practice remains adaptable because the children’s needs lead the learning, not the timetable.
The role of the adult and why this approach works for us
Teaching at a child’s developmental level means observing carefully, listening closely and responding intentionally to what children show us they are ready for. This is not about lowering expectations; it is about building strong foundations that enable future learning. At Toucan, this approach creates achievable success, meaningful engagement, strong relationships, and secure progress. When children experience success, they build confidence and motivation. When they feel understood and supported, they regulate more effectively. Learning becomes purposeful, progress becomes more secure and positive learning behaviours begin to develop.
The role of the adult is central to this process. Our responsibility is not to rush children forward but to observe what they can already do, identify the next small developmental step and scaffold learning through play, interaction, language and relationships. This reflects the EYFS principle of the Unique Child, recognising that every child develops at their own pace. By focusing on development rather than age, we create environments where children and families feel confident, supported and secure. At Toucan, meeting children where they are is not just a belief, it is how our provision is designed. And that is why it is transformational!
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To contact us about anything discussed in this blog, email us at hello@toucaneducation.com
