This case study from Alfreton Nursery School, Derbyshire, is about metacognition; “thinking about your own thinking”. Metacognition is well studied in school age and higher education, but it is often overlooked as a useful educational tool in early years.
Alfreton Nursery found that metacognition allowed learners (i.e. pre-school children) of all abilities and backgrounds to apply thinking strategies in ways that made sense to them, extending their own cognition skills. And not only did the nursery use this approach in the setting, they successfully developed strong partnerships with local primary schools to make sure that children’s metacognitive learning didn’t stop once they left nursery.
Promoting effective partnership working
Metacognition, “thinking about your own thinking”, is widely recognised as a valuable educational tool. As a nursery school, we embraced the challenge of embedding a metacognitive approach into our early years’ curriculum. After extensive research, we discovered the A-Z of Thinking Moves, a practical, inclusive, and accessible framework for both children and adults.
Some may say that nursery-age children are too young for metacognitive strategies; this approach proved otherwise. It allowed learners of all abilities and backgrounds to apply thinking strategies in ways that made sense to them, extending their own cognition skills.
Over four years, we embedded the A-Z of Thinking Moves into our nursery practice, with significant impact on children's cognitive development. Teaching staff confidently implemented the system across the curriculum at their own pace, supported by the expertise of nursery school leaders. High momentum and child-centred, creative approaches led to strong progress for all learners.
However, as a nursery school, we faced a particular challenge: ensuring metacognitive learning did not stop at transition to primary school. To address this, we strengthened partnerships with local primary schools, beginning with a presentation to local headteachers.
Interest grew, and our lead practitioner was invited to lead staff meetings in local schools, which later expanded to whole school INSET. Each school selected its own path to implementation, supported by coaching sessions to overcome barriers and celebrate progress.
The flexibility of the Thinking Moves framework made it easy to personalise implementation. Schools are beginning to embed metacognitive strategies across classes, year groups and subjects. Teachers use questions, symbols, and shared language to help children talk about their thinking and learning in meaningful ways.
As schools grew their expertise, sharing practice became easier and more impactful. The shared common language of metacognition now provides opportunities for networking within localities and across age phases. These links between nursery, primary, and secondary education creates continuity, and children can learn and develop cognitive strategies, building on these as they progress through the different phases of education.
Through effective partnership working and local collaboration, we are ensuring metacognition becomes a lasting part of every child’s educational journey, providing our children with a cognitive tool kit which will last a lifetime.
November 2024