LEYF is a learning organisation. We always want to improve what we do, so we can deliver high quality education that is relevant to every child.

International research shows that good Early Years education helps to shape a child’s talent and character, and gives them the very best life chances.

Our purpose is to change the world one child at a time and we can only do that with the right staff and the right pedagogy.

children riding bikes in the garden

The LEYF Pedagogy is our teaching and learning model that supports children to become enthusiastic, curious, independent learners. Our pedagogy has the seven strands which are concerned with holistic learning, incorporating well-being and happiness, kind and caring harmonious relationships, an ethos of inclusion, equality and empathy, and giving our children a voice in their learning and care.

Our Pedagogy shapes the way we teach and support our children in partnership with parents and the wider community. We believe that all learning takes place in and with the world around us and therefore we will prepare children to be able to engage with the environmental, technological and social changes on the horizon, on their journey to becoming global citizens.

LEYF staff are guided by both theories and their own practical experience.

The LEYF Pedagogy needs to be led by staff who consistently understand, share, embed and identify ways to improve our practice to benefit all our children, but especially those from more disadvantaged families and circumstances. This means we strive to create a culture of reflection at LEYF.

The social pedagogy framework means staff are guided both by theories and their own practical experience. In effect, our staff become social pedagogues and begin to build their own theories and use the LEYF action research model to construct their new learning.

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Find out more about the launch of our Bikeworks report in Newham

LEYF is a learning organisation and we continually review and improve what we do.

LEYF is a learning organisation and we continually review and improve what we do.

A culture of reflection

Through many practical situations, teachers develop experience which provides guidelines for their next practical actions.

Schon (2001) talks of people acquiring practical competence through reflecting on their own practice while they work, and especially using conversations, dialogue and regular work opportunities, such as supervision and action learning communities.

Group of children at the Olympic velodrome testing out the Bikework bikes.

Common research approaches used by LEYF staff to conduct their research includes:

  • discussion and conversations with staff, children and parents
  • fieldwork through observation
  • oral/telephone interviews – both structured and unstructured
  • investigation using existing data sets
  • questionnaires, surveys, or focus groups
  • analysis of existing materials
  • representation through storyboarding the process and findings
  • display and other media
  • written reports and case studies

An example of a report based on action research is our Rethinking Bikes in the Nursery.

Management team having a conversation

LEYF Training Academy

LEYF Training Academy is the first of its kind: a world-class academy of Early Years training and research.

Management team having a conversation


Find out more about LEYF’s coaching programme.

Parents and children walking together on a trip

Social pedagogy

Social pedagogy is education in the widest sense; a holistic approach towards learning that prepares children to become future global citizens.