Ofsted inspected our nursery school at the Hadley Wood Association (HWA) centre for the first time on 24 June 2026. The setting was graded Strong standard in all six evaluation areas.
Tag: pre-school education
Executive Summary
In 2025, Alphablocks Research Lab continued its mission to advance the science of child development and mental health.
This year, the lab focused on how early environments influence learning and mental health throughout development, from childhood to adolescence. Using large-scale data from population cohorts, longitudinal surveys, and neuroimaging scans, our work examined how social safety, parenting, inequality, cognition, and digital environments influence children’s development.
Below we summarise this year’s research by theme.
2025 in Review
- Celebrating 10 Years!
- New site in Hadley Wood – now in its 2nd year.
- Twice Rated “Outstanding” by Ofsted (2018, 2024).
- BBC-Pearson Early Years Team of the Year (2025).
- New Projects by Alphablocks Research Lab.
Executive Summary
Alphablocks Nursery School is committed to providing outstanding early years education and empowering children to become confident learners. Now in its second year (2024), our research organisation, Alphablocks Research Lab, contributed to a better understanding of how children develop cognitive and social skills, as well as how we can support the mental health of children and adolescents. This report summarises the year’s achievements and highlights how our findings can shape educational practice in our nursery school and beyond.
In brief, this year the lab focused its efforts on projects that examined language skills, prosocial behaviour, and the broader environmental and psychological factors impacting child development. In doing so, we aimed to provide evidence-based strategies for educators, parents, and policymakers.
At Alphablocks Research Lab, we are dedicated to advancing our understanding of early childhood learning and development. We are excited to share insights from our latest study, “Feeling the Distance: The Relationship Between Emotion Regulation and Spatial Ability in Childhood,” recently published in the leading journal Development and Psychopathology. This collaborative research by Prof. Eirini Flouri of the UCL Institute of Education and our Director, Dr Dimitris Tsomokos, sheds new light on how children’s spatial skills intertwine with their ability to regulate emotions, and vice versa. In this post, we describe the main findings of this study and discuss their implications for early years education.
In early years education, reading comprehension refers to a child’s ability to understand and interpret what is being read to them. It involves a specific set of skills, such as vocabulary understanding, word recognition, decoding (the ability to read some individual words), and question answering (the ability to ask or answer questions about what has been read to them).
The importance of early reading comprehension cannot be underestimated, as numerous studies over the past decades show that it lays the foundation for future outcomes at school, and has been linked to better self-regulation and social-cognitive abilities. In turn, these are known to support overall well-being, are conducive to learning and act as a protective factor for a range of early mental health challenges.