A+ Education
The Environment Rating Scales are rigorous, practical, research-based tools for evaluating and improving practice, and evidencing improvement.
A+ Education
We provide training and support for quality improvement in the early years.
A+ Education
We work with settings, schools, and local authorities, using the Environment Rating Scales (ECERS, ITERS and others) to support improvement.


  • Movement Environment Rating Scale (MOVERS) now available from our online shop.

    MOVERS is designed for 2–6-year-olds provision and focuses on improving physical development through movement and physical activity

    MOVERS is a great leap forward in consolidating and organizing some of the cutting edge techniques and insights that are increasingly seen as important in helping children grow to their potential. This product of the work of Carol Archer and Iram Siraj over many years of solid research, study and observation will be deeply useful and critical for teachers, care-givers, and all who care for children. We can only hope that the book gains popularity not only in the UK, but around the world. It is so needed.’ – Bette Lamont, Developmental Movement Consultant, Seattle

    Author Information:
    Carol Archer is an Advisory Teacher in the London Borough of Camden and a Movement-Play Practitioner/Consultant. Iram Siraj is a Professor at the UCL Institute of Education and a Research Professor at the University of Wollongong, Australia.
  • At the end of September 2015 we launched our new social enterprise arm, Early Years Research in Action. Its purpose is two-fold:

    • To more fully reflect our vision, values and ways of working. (View Page)
    • To take our research and development work to the next stage. The remit of EY Research in Action will be to carry out innovative development work in order to move forwards understanding of how to achieve change through professional development; and to further develop the ways in which we evaluate the impact of our professional development.

    Work will begin in 2016 and we will keep you up-to-date with developments as they happen.

  • ecers 3

    The revised version of the ECERS-R was published in December 2014.

    The aim of the revision is to improve the useability of the ECERS-R and its prediction of child outcomes. The basic structure and many of the items of the ECERS remain the same, but there are some key changes.

    Download a presentation from the authors here for more detail.   Download a PDF of the presentation  here.

    For individuals already using the ECERS-R, we do not think the shift to ECERS-3 will be onerous but some additional training will be needed.

    We will be completing our own training on the ECERS-3 in early 2015 and begin offering ‘transfer’ training in the summer term of 2015. For details click here.

    Purchase a copy of the ECERS-3 here.


  • The Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale is the latest tool in the Environment Rating Scales toolkit, written by Iram Siraj, Denise Kingston and Edward Melhuish.
    SSTEW designed to consider some of the intentional and relational pedagogical strategies strongly associated with child outcomes. It considers practice that supports children aged between 2 and 5 in developing skills in sustained shared thinking and emotional well-being, as well as developing strong relationships, effective communication and aspects of self-regulation. It is designed to be used for research, self-evaluation and improvement, audit and regulation.

    Using the SSTEW Scale alongside other environment scales (ITERS-R, ECERS-R and ECERS-E) gives users a more complete picture of what high-quality early childhood education and care can look like. We are very excited about the contribution SSTEW will make to supporting improvement and will be incorporating some of the items into our self-evaluation training for practitioners.

    We will also be supporting the local authorities and settings we work with to access training from the authors to incorporate SSTEW into their toolkits, for settings that are ready. SSTEW is aspirational and will need to be built on good strong base of practice. The authors suggest it is best used by individuals ‘with knowledge of child development and appropriate practice’.

    To contact the authors directly, email Denise Kingston at denise@b27matters.co.uk

    See more details here.

  • "A+ is the only group we authorize to provide training on the scales in the UK. We work frequently with the A+ group, and know of no others in the UK who have worked with us enough to provide the high level of training we would expect."

    Debby Cryer Co-author of the ECERS-R, ITERS-R and FCCERS-R

    "Many people have contributed to the development and testing of this instrument and they have been acknowledged in earlier editions. For the development of this publication we are indebted to Sandra Mathers and Faye Linskey of A+ Education Ltd. (see www.aplus-education.co.uk). Through their training courses with advisory and practitioner groups, as well as work in assisting U.K. Local Authorities to use ECERS for measuring and improving quality, they have become experts on the scales. We have benefited from their expertise in expanding the notes for clarification. This was done by listening to the views of those who work every day with young children, collected from hundreds of fi eld visits. Sandra and Faye have a unique and powerful blend of research experience coupled with practitioner knowledge. They will continue to be involved with the scales by developing the All About the ECERS-E. We are grateful to them both for their diligence, fine attention to detail, and, most importantly, their imaginative approach to assessment".

    Kathy Sylva, Iram Siraj-Blatchford, and Brenda Taggart, ECERS-E authors August 2010

  • Newly published December 2014 – the revised addenda to the ECERS and ITERS.

    The revision was developed with the help of a local authority panel and reference to the English Health Protection Agency Guidelines and the Early Years Foundation Stage 2014. It is intended for use by users of the ECERS-R in the UK, and aims to align the ECERS-R with UK guidance and standards in the small number of instances where there are differences.

    It identifies recommended changes to the scoring of the ECERS-R scale, the ‘All About the ECERS-R’ and the latest US ‘Additional Notes for Clarification’ available at the time of publication (December 2014, see www.ersi.info), resulting from a cross-referencing exercise with the HPA Guidance and the EYFS, and consultation with UK stakeholders.

    Click below to download:
  • EYFS Maps
    These documents map the ECERS, ITERS and FCCERS to the revised Early Years Foundation Stage Framework 2014.
    Click on the images below to download
        ECERS-R & E              ECERS-3                     ITERS                    FCCERS
    EYFS-01 EYFS-01 EYFS-02 EYFS-03



    SEF Maps
    Published in January 2014 – road maps showing how the ECERS, ITERS and FCCERS can be used to provide evidence for each section of the Ofsted early years SEF.

    Mapping the ERS to the current School Ofsted framework EY judgements.

    View here.

    ECERS/ITERS-SEF map     FCCERS-SEF map
    ECERS-E_Tab FCCERS-R-Tab




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