Friday, 13 January 2017

Norland College extends UCAS application deadline for 2017 entry

Due to extra capacity at the forthcoming new College site, Norland College is pleased to announce the extension of its UCAS deadline for 2017 entry.

Students joining Norland in September 2017 will be among the first to study at our new facility in the Oldfield Park area of Bath. The building, which is being extensively refurbished, allows us to increase our student intake for 2017 due to extra space and teaching facilities being realised.

Students will benefit from 7 state-of-the-art lecture rooms fitted with smart screen technology, a large conference room for guest lectures and practical sessions, a simulated nursery area with direct access to the garden, enabling students to learn all of the practical skills required to care for children using the latest equipment as well as purpose built kitchens for food and nutrition teaching.

Applications for 2017 entry will remain open through UCAS until further notice. Begin your application here.

For further details of the new building, visit our website.

Wednesday, 21 December 2016

Corporate Vision unveils Norland as the 2016 Best Bespoke Childcare Consultancy award winners

Norland is delighted to have been named Corporate Vision magazine's ‘Best Bespoke Childcare Consultancy’ award winner.
The 2016 Consultancy Awards highlight and give recognition to those consultants who really deserve it. Covering industries worldwide, ranging from medical to image and management to transport, these awards are putting consultants in the spotlight and focusing on their individual attributes and skills.

Claire Burgess, Norland's Early Years
Consultancy Manager
Claire Burgess, Early Years Consultancy Manager, commented: “It’s a privilege for Norland to be recognised as being the leader in bespoke childcare consultancy. Our 125 years of heritage gives us a wealth of knowledge that’s unrivalled in the early years sector; our private and corporate clients are able to use that expertise and best practice advice and have it tailored to their requirements.”

Daisy Johnson, Awards Co-ordinator, added: “This awards programme turns the spotlight on the very best that the consultancy market has to offer, highlighting the businesses and the dedicated staff behind them who have worked tirelessly to support their clients. It is a true honour to be able to reward the hard work and dedication of all of our deserving winners, and I would like to wish them the best of luck in the future.”

To read Norland’s ‘Best Bespoke Childcare Consultancy’ winner’s profile, visit Corporate Visions’ 2016 consultancy awards supplement.

Norland offers a range of bespoke early years consultancy services. Visit our website for case studies and further information.

Monday, 19 December 2016

Norland College makes a contribution to Children's Hospice South West this Christmas

Instead of sending cards, Norland College will make a donation to Children's Hospice South West (CHSW) this Christmas.

CHSW provides hospice care for children with life-limiting conditions and their families across the South West. The care offered at each of their hospices is not simply about medical and nursing care for sick children, but about enriching the lives of children and their families. This care ranges from respite and short breaks to emergency care, palliative care and end of life care. CHSW operates three hospices; Little Bridge House in North Devon, Charlton Farm in North Somerset and Little Harbour in mid Cornwall.

From everybody at Norland, we wish you a merry Christmas and a happy new year!

Wednesday, 16 November 2016

Should we be behaviour leaders rather than managers?

Claire Burgess, Early Years Consultancy Manager

I am frequently asked by parents and practitioners how can they ‘solve’ children’s behaviour. My answer to this is there is no ‘quick fix’ or solution as it is an essential learning process which needs support and guidance from adults. Effective long term results stem from consistency, whilst understanding the world from the child’s perspective. Understanding what behaviour is expected in any given circumstance is very complex and something we as adults are often still learning when faced with a new situation. This has led me to think about how many similarities there are between managing children’s behaviour and that of management within the workplace. There are so many skills that we need to draw upon when supporting children and their development that are also used at work – negotiation, reasoning, compromise, creativity, patience, assertiveness and the list goes on.

As children grow and develop they face new experiences, challenges and emotions that will affect their behaviour, making this an essential ongoing learning process which needs continuous support and guidance from adults. Whilst there are some methods, such as the ‘naughty step’ or ‘time out’, which may provide short term results, research from American Psychological Society (2015) suggests that the most effective long term approach to behaviour management is to reason with children rather than just using these discipline methods. It is this reasoning that allows children to learn about what behaviours are appropriate and why, rather than just what behaviours are not desired in one particular circumstance, ultimately allowing them to apply these ‘rules’ to any situation. 

Using the workplace comparison, I wonder, would we use the ‘naughty step’ or ‘time out’ with our employees as a management strategy? I would hope the answer would be no as I cannot see this being an effective, or popular, approach with adults – so why do we use it with children? If you were to use this method with adults you would be likely to see resistance and a great deal of negativity from all parties (not to mention a possible grievance case!). In the short term there might be a change in behaviour, as it would be quite a shock, but long term are those employees going to be hard working, respectful and understanding of your decisions as a manager? Very unlikely.

We all look for an environment where we feel respected, whether this is at home or within the workplace. So what does respect look like when supporting children? Should children be expected to automatically respect us just because we are adults, adhering to behaviours we ask of them rather than them understanding why? If this is the case then this is not respect, this is power. Respect is defined by Oxford Dictionaries (2016) as “a feeling of deep admiration for someone or something elicited by their abilities, qualities, or achievements”. Respect is something that is earned and gained over time, not something that happens overnight because of seniority. Power on the other hand is defined as “the capacity or ability to direct or influence the behaviour of others”, (Oxford Dictionaries, 2016) and can be forced upon others. All too often I have observed the adult vs. child power battle. The child wanting to assert themselves but the adult, not wanting to be ‘outdone’ or beaten by the child and often feeling frustrated by the challenging behaviour, asserting their ‘power’ simply because they are the adult. This often results in the use of phrases like “because I said so” and does not show respect to, or encourage respect from, the child but rather demands obedience in that circumstance.  Consider this in the workplace, if you have a manager who asserts power, who is determined to be the one who ‘wins’ the situation without any consideration for the employee’s viewpoint, this can be frustrating and demoralising for the employee. If this happens week after week then this does not make for a collaborative or mutually respectful environment just, potentially, an obedient employee.

Whalley (2011) discusses the importance of modelling fair approaches to children and treating children, parents and staff with equal concern. As we all know, children are looking for role models and will reflect the behaviours that are demonstrated to them. If children are exposed to adults who do not listen and who control situations with power, not respect and reasoning, surely we are going to see this in the children’s approach and retaliation to disagreements, and thus the power battle begins.

Another example, where a management technique has been adapted for children, is the transactional management style, in which those working for the manager will do something for an end reward. Sound familiar? When used with children, namely reward / sticker charts, it is often effective in the short term – a child displays the behaviour that the adult wants and they get rewarded. Win, win it seems, we all enjoy a reward, however in the long term have the children learnt anything other than ‘if I do this I will get a treat / sticker’? I am not saying to never use a reward chart with children, and I have certainly used my fair share of them over my years of nannying, but it has to be supported with much longer term techniques that teach children why they should be displaying some behaviours and not others. When considering this when managing adults, do we need constant rewards such as a pay rises, bonuses and time off to make us work harder? Yes they are a lovely incentive and are gratefully received, however they won’t necessarily change the way we work in the long term. On the flip side, what does it look like when we create a working environment which supports and nurtures the individual? How do we as adults feel when we are given choice and autonomy? Feeling valued in our roles can lead to much higher levels of job satisfaction and commitment. Having our opinions listened to and simple acts of appreciation from our managers and leaders, such as a thank you at the end of the day or recognition of something well done, can be enough to give us a boost. We feel confident to try things (perhaps not getting them right first time), empowered and valued. This environment is also likely to promote more creative thinking and problem solving. This is the same when we are supporting children. Children seek praise and acknowledgement for their achievements with a “well done”, a high five or the anticipation of telling mummy or daddy when they collect them at the end of the day, who in turn provide verbal praise, can be reward enough.

When looking at management and leadership models I think the statement ’managers have subordinates and leaders have followers’ (Changing Minds, 2016) is one that we can relate to supporting children and their behaviour. Subordinates are described as those who work for the manager and mainly ’do as they are told’ (Changing Minds, 2016). Is this what we want to foster in our children? Obedience but not understanding? Telling people, adults or children, what to do all the time does not inspire them to listen or follow; yet by appealing to, reasoning with and respecting them, we can lead them to ‘follow’ and ‘behave’ in a manner that we require.

As with all aspects of working with children, or in fact adults, effective behaviour management comes down to the need for effective communication. Children need to feel that they are being listened to, not just heard, and that they receive appropriate responses from the adults around them. When we feel that we are listened to, given choice, autonomy and a voice, we can feel empowered and valued within that situation. Poor communication can act as a barrier to effective working when it is not helpful or not used appropriately. Daly, Byers and Taylor (2009:188) state that ’effective communication promotes achievement and success’ which is not only something that we should aim for in our working environments but surely something that we strive for in our work with children?

We must also remember,’Communication is not just about the words you use, but also the manner of your speaking, body language, and above all, the effectiveness with which you listen’ (DfES, 2005:6). We can all be guilty, particularly when in a hurry, of not listening and trying to understand why a child is feeling and behaving a certain way. This brings us back to the need for reasoning, showing respect and giving time to our children so they are able to explore how they manage and cope with the many situations they encounter in their most formative years.

I believe that when supporting children and their behaviour we need to find our inner leader, the adult role model who will be engaging, responsive and respectful to the individual child’s needs and situation at that time. Reasoning and explanation need to be part of a child’s everyday world – the more that we explain the whys and why nots the less confusion and frustration is likely to occur. Yes this might take longer and not provide immediate effects, but over time this will lead to a child who is able to reason and hopefully provide explanations as to their own needs, wants and wishes.

Put yourself in the child’s shoes, imagine going into work every day not having had your job role explained to you, not really knowing what you need to do or the expectations of your employers and then being told that you are doing it wrong. You are likely to be resistant, stressed and unable to understand what specifically you did wrong, how to improve next time or even less likely to give it a go. Children are no different, they are living in a fast paced world which they don’t always understand.

In The Good Childhood Report (The Children’s Society, 2015:14), children state that they want “relationships that are good quality – that are loving, supportive, respectful, and strike a balance between safety and freedom”. Children are looking for the support of the adults around them to teach them the skills of being able to grow and develop skills so that they are able to become part of our society. They need the space and freedom to make mistakes (it is how we all learn regardless of our age or experience) and to have the adults around them empathise with them in the particular situation so the response is appropriate. Who wouldn’t want this within their workplace too? A place where you are able to make mistakes but with the support of colleagues and managers are able to develop your skills, knowledge and understanding. Where there isn’t blame or repercussions where you are ‘sent to another part of the office to think about what you have done’ with no explanation as to what you have done wrong.

So when thinking about how to ‘manage’ children’s behaviour, remember, it’s not just about ‘quick fix’ solutions. It is about teaching skills which will last a lifetime. Even if it takes a couple of months, or even years, for children to learn these skills and behaviours, surely it is worth the long term investment. Just think of yourself as a behaviour ‘leader’ rather than a ‘manager’ – teaching children the art of reasoning and compromise, developing the skills of the next generation of business, or even world, leaders.

This article was first published in Early Years Educator. Click here to subscribe.


American Psychological Society (2015) Punishing a Child Is Effective If Done Correctly. [ONLINE] Available at: [Accessed 22 April 2016].

Changing Minds (2016) Leadership vs. Management. [ONLINE] Available at: [Accessed 22 April 2016].

Daly, M., Byers, E., and Taylor, W. (2009) Early Years Management in Practice 2nd Edition Harlow: Heinemann.

Department for Education and Skills (2005) Common Core of Skills for the Children’s Workforce. Nottingham: DfES Publications.

The Children’s Society (2015) The Good Childhood Report 2015 Summary London: The Children’s Society.

Oxford Dictionaries (2016) [ONLINE] Available at: [Accessed 22 April 2016].

Whalley, M.E. (2011) Leading Practice in Early Years Settings London: Learning Matters Ltd.

Friday, 11 November 2016

Experiences of a first year student: Applying to Norland College

Author: Abi Kohen, Set 40

I always knew that I wanted to work with children but I wasn’t completely sure which area I would choose, as I’d done a variety of work experience and enjoyed all of it. 

Trying on my uniform for the first time
I initially found out about Norland in 2014 through the ITV documentary ‘Britain’s Poshest Nannies’. When the documentary started my Mum rushed me into the sitting room and told me I had to watch this programme about Norland Nannies. From beginning to end I watched the programme in complete awe and was fascinated by the uniqueness of Norland. As soon as the documentary finished my mind was made up: I turned to Mum and said “I have to go to Norland”. From that moment on I was determined to get my place and to be the best early years practitioner I could be. 

After secondary school, I studied the International Baccalaureate at Truro College as I wanted to study a range of subjects so I didn’t limit my options if my Norland application was unsuccessful, as I was aware demand would be high. My second year of College came around and I began writing my personal statement ready to send to Norland. It was really challenging to sum up just how much I wanted a place there in only 47 lines! 

In November 2015 I sent off my personal statement and anxiously waited for a reply. Two weeks later I received an email informing me that I was invited to attend an interview. I felt very nervous, but began to prepare a portfolio ready for the group interview. The night before the interview I paced up and down my hotel room trying to remember everything I was going to say, practiced my bun for the morning, polished my shoes and was generally just doing anything I could to distract me from my nerves.

Moving into accommodation with my
new Norland housemates
As I stepped through the Norland College gates the next morning my nerves eased a little; everybody was so welcoming, making sure we were all settled and feeling ready for our interviews. Whilst waiting for my interview to start I sat in the common room and chatted with some of the other applicants; everyone appeared to be as nervous as each other! People had come with a variety of items for their group interview – from a collection of children’s shoes to a homemade pram. I knew that everyone in the room was out to impress and I knew that I really had to give the interview everything I could!

During the interviews the lecturers made me feel very calm and at ease. I found the best way to answer the questions was to pause for a moment before I responded, just three seconds of thinking time made my answers a lot more logical and coherent. Also, having previous experience in childcare made it easier to answer some of the questions as I could link the answers to experience I had.

After the interview I felt relieved knowing I had done my best, but also apprehensive about whether I had done enough to earn myself a place. Now the wait began. I endlessly checked my emails to see if I had received one from UCAS and was always disappointed if it was junk mail or news from another University. About three weeks later I was at my college in Truro and I noticed I had an email from UCAS saying one of my offers had changed. All sorts of thoughts ran through my head! I was so nervous I couldn’t even open the email myself so I got my friend to do it for me. When she opened it there was a pause that felt like forever, and then she said “I think you’ve got in!” That moment was one I will never forget. My form tutor (who I was also with) was so happy for me and I couldn’t stop myself from literally jumping out of my chair for joy!

Ready for my first day
When I had received my offer, I was given the opportunity to join a group chat with other Norland applicants who had offers. This group really helped us form a sense of community before we started on our first day.  It enabled us to get to know each other and we could discuss things we were nervous or unsure about. We also arranged small gatherings around the country so that we could meet each other in person. The group chat and meet-ups made me feel more reassured about starting Norland as I knew that other people felt the same way I did, and I knew there would be some familiar, friendly faces on the first day.

As soon as I had received my grades and my place had been confirmed, preparation began! My uniform was ordered, books were bought and my sewing kit was put together. When trying on my uniform for the first time I felt so proud of what I had achieved and how I’d finally reached the goal I had been aiming for. 

Overall, the build-up and application to Norland was an exciting experience and prepared me for starting at Norland. From that initial discovery watching the documentary, to the Open Day, to receiving my offer, I knew that I wanted to be at Norland and I’m thrilled to have had this unique experience offered to me!

Abi Kohen began at Norland in September 2016. Applications for entry are open via UCAS until 15 January 2017. Visit our website for information on how you can apply to Norland College.

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Friday, 2 September 2016

A postcard from China

Hannah visited the
Great Wall of China
Author: Hannah Wills, Set 39

This summer I had a fantastic time in China as part of the National Youth Choir of Great Britain (NYCGB). 

We flew out to China on 1st August and in total performed four concerts; Tianjin Grand Theatre, Beijing Concert Hall, Shanghai Concert Hall and finally AC Hall at Hong Kong Baptist University. 

We have also travelled to the Forbidden City, The Great Wall of China and Temple of Heaven. Throughout the trip we sang traditional Chinese song, and pieces from a variety of different British composers such as Benjamin Britten. 

Hannah met with Chinese twin girls
I have met some lovely locals including some wonderful Chinese twin girls. I am looking forward to telling my friends at Norland all about this amazing opportunity!

Hannah is in Set 39 and returns to Norland in September to begin her second year of studying. 

Wednesday, 10 August 2016

Norland College receives first ever National Student Survey results

We’re pleased to announce the results of Norland College’s first ever National Student Survey (NSS). 

The NSS, which has been running since 2005, is a UK-wide survey of students in the final year of an undergraduate course, though this is the first time Norland College has participated. The survey gives students the opportunity to provide public feedback about the institution and their course. 95% of our final year students took part in the survey.

95% of our eligible students
The results are extremely positive, as expected, and we welcome the news that Norland has achieved an above sector average score of 90% for overall satisfaction. What shines through really clearly is the recognition of strong career opportunities for Norland graduates – with 100% of participants agreeing with the following statement, of which 94% ‘definitely agreed’: “As a result of my course, I believe that I have improved my career prospects.”

The employability of Norlanders is enhanced not only through work placements, which prepare our students for employment, but also through the practical skills gained throughout their time at Norland. The prestigious Norland Diploma runs alongside the degree course and gives our students the opportunity to put theory into practice and gain real-world experience with children. Alongside Norland’s heritage and tradition, the Norland Diploma is part of what distinguishes Norlanders from other Early Years graduates – and makes them highly sought after. That’s why Norland graduates command an average starting salary of £26,000 with huge potential and demand for their services consistently greater than the number of nannies available to place.

Dr Janet Rose became
Norland Principal on 18 June 2016
Dr Janet Rose, Norland Principal, commented: “We strive to offer best-in-class Early Years education to our students and to strengthen their career prospects upon graduating with regular Continuous Professional Development (CPD) courses and the best possible representation through our very own dedicated Norland Agency. Norland College is renowned for its heritage and tradition, and we’re using those solid foundations from which to build a positive, prosperous future for our students.”

For more information about studying at Norland College, visit