The first years of a baby’s life are a period of extraordinary growth. From brain development and emotional security to emerging communication and curiosity, babies are laying foundations that will shape their future learning, wellbeing and relationships. As more babies enter nursery settings earlier than ever before, the importance of high-quality baby room provision has never been clearer.
Since September 2025, the government’s expansion of the 30-hour funded childcare entitlement to children from nine months has led to a rapid increase in the number of under-twos attending group-based provision. While this expansion has addressed access and affordability, it now places a renewed responsibility on the sector to ensure that quantity does not come at the expense of quality.
So, what does high-quality care for babies really look like – and what do early years practitioners need in order to deliver it?
What the Research Tells Us About Quality in the Baby Room
Through the Nuffield Foundation-funded project Achieving high-quality provision in the baby room of English nurseries, researchers Kayla Halls, Dr Mona Sakr and Dr Sara Bonetti conducted the largest study of baby rooms in England to date. Drawing on surveys from over 300 educators and managers, alongside focus groups with more than 200 professionals, the research provides a powerful, sector-led picture of quality.
Quality Feels Calm, Connected and Responsive
Across the study, educators and managers consistently described high-quality baby rooms as places that are:
- Calm yet stimulating, not chaotic or overwhelming
- Rich in attuned, responsive interactions, where adults notice, interpret and respond sensitively to babies’ cues
- Built on secure, consistent relationships, enabling babies to feel safe enough to explore
One educator captured this perfectly:
“For me, [quality is] the attachment to the children, the connectedness to them, knowing your child well, well enough to be able to differentiate the cries and having that relationship with the parents too.”
This kind of relational care is not accidental. It relies on intentional practice, emotional availability and the right structural conditions.
Group Size Matters – For Babies and Educators
One of the clearest findings from the research is the impact of group size. While England has strong adult-to-child ratios, there is currently no regulation on the number of babies in a group. Survey data revealed an average baby room group size of 13, with some settings caring for as many as 30 babies in one space.
Educators described how large groups often lead to:
- Noisy, overstimulating environments
- Increased stress for babies and adults
- Fewer opportunities for sustained, responsive interactions
In contrast, groups of 12 or fewer babies were consistently associated with calmer environments, stronger attachments and better wellbeing for both children and staff. Smaller groups make it possible for educators to truly know each baby and family, and to respond thoughtfully rather than reactively.
Strong Teams Are the Backbone of Quality
High-quality baby room practice is not just about individual skill – it depends on strong, trusting teams. Educators spoke about the importance of team dynamics in managing the complex rhythms of the baby room: feeding, sleeping, nappy changes, play, and emotional support, often all happening at once.
As one practitioner reflected:
“The dynamics of the team is an element of quality, isn’t it? How you understand one another. How you pick up where someone else leaves off…”
Effective baby room teams are characterised by:
- Clear roles and shared routines
- Mutual trust and empathy
- Space to reflect, debrief and laugh together
Baby room leaders play a crucial role here, modelling reflective practice, supporting staff emotionally, and creating a culture where quality can flourish even on challenging days.
Qualifications and CPD: A Gap That Needs Addressing
A major concern raised by educators is that Level 2 and Level 3 qualifications rarely focus on babies. Many practitioners reported leaving training with little understanding of under-two development, attachment, or the realities of baby room practice.
While continuing professional development (CPD) has the potential to bridge this gap, access remains uneven:
- 69% of baby room educators accessed some CPD in the last year
- Only 29% accessed baby-specific CPD
Educators were clear that what they need is:
- Baby-specific training, not generic early years content
- On-the-job coaching and mentoring, linking theory to daily practice
- Networks of baby room professionals, reducing isolation and supporting reflection
These opportunities not only strengthen practice, but also reinforce a sense of professionalism and confidence.
Valuing the Baby Room as a Professional Space
Despite the complexity and importance of their work, many baby room educators feel undervalued and misunderstood. Some described colleagues referring to the baby room as “easy” or “boring”, while others felt families saw them as “just babysitters”.
This narrative is deeply problematic. Babies are active, capable learners, and working with them requires deep knowledge of development, relationships and emotional regulation. When baby room educators’ expertise is overlooked, it erodes professional identity and morale.
Research highlights the importance of:
- Celebrating baby room practice within the whole nursery
- Supporting educators to share their knowledge with families through workshops, coffee mornings and open sessions
- Making baby room learning visible, so its value is understood and respected
As one nursery leader explained, involving parents directly builds trust and appreciation, helping families see the baby room as a place of learning, not just care.
Working Together to Sustain Quality
Recent sector collaboration – including partnerships between nurseries, local authorities and Stronger Practice Hubs – shows what’s possible when quality is prioritised.
Examples shared through webinars and networks include:
- Flexible, staggered settling-in supported by creative use of funding
- Face-to-face CPD with follow-up visits
- Baby room-specific networks and peer learning communities
- Partnerships with health visitors and perinatal mental health teams
- Creative approaches such as forest school sessions for babies
These initiatives demonstrate that high-quality baby room provision is achievable, even in challenging circumstances, when the sector works together.
What This Means for Early Years Practice
Quality care for babies is not a “nice extra” – it is foundational. The research is clear: babies thrive when they experience calm environments, responsive relationships, skilled educators and stable teams.
For early years practitioners, this means:
- Advocating for small group sizes
- Investing in team culture and leadership
- Seeking and sharing baby-specific professional learning
- Speaking confidently about the expertise involved in baby room practice
When we value the baby room, we value the very beginning of early childhood. And when we get it right for babies, we create stronger, more humane early years settings for everyone.
