About STEEP

The South Thames Early Education Partnership are six like-minded London Nursery Schools sharing principles of practice, but unique in identity.

Our shared understanding of pedagogy and principles guides our early years practice with children and their families.

With Goldsmiths we have co-constructed a teacher education program to specialise in the teaching of children early years of their education.

Proud of our secure and established Early Years specialism, and the high level of expertise and experience amongst our staff; teachers, nursery nurses and support staff.

We share a passion for the importance of putting the needs of the children first and ensuring high quality early education for all our children.

We know from experience that children thrive and achieve when the staff who work with them are specialist early years practitioners.  All children deserve teachers who are:

  • well qualified in their field and have high levels of expertise,
  • have a robust understanding of the development of young children
  • a knowledge of how young children learn most effectively, and
  • a tireless commitment to put the needs of the child and family, at the heart of their work.

STEEP are committed to developing a well qualified children’s workforce and we are proud to play our part in training the teachers and support staff of the future.

“there cannot be a compromise on quality and we must be relentless in our desire to improve experiences for young children.” (Cathy Nutbrown in her review of Early Education and Childcare Qualifications).

About the accredited provider – Goldsmiths University

Goldsmiths have a strong pedigree in teaching practice – training teachers since 1904 – and have gained recognition from Ofsted for our ‘outstanding contribution’ to widening participation in Initial Teacher Education. This means that as a student here you have the chance to start or continue your studies into primary and secondary teaching including PGCE through a range of routes.

  • You will be encouraged to be reflective in your learning and engaging in research, and take 
part in conversations that inform group learning, so you can explore education not just from afar but in relation to your own experience.