The Foundation Stage Forum Community
Welcome to the FSF – a community for early years professionals. Engage in conversations, offer and receive advice and support, make connections. Discover our library of education articles and podcast episodes to enhance your reflective practice. Working together to achieve high-quality early childhood education.
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Reflections of a Male Early Years Educator
by Richard Waite
Early Years educator Richard Waite looks back on a long - and ongoing - career in the early years.
Podcast: Transforming the early years sector
Peter Moss is Emeritus Professor of Early Childhood Provision at the Thomas Coram Research Unit, UCL Institute of Education. Professor Moss discusses the failings of the current early years education system and how a radical transformation is require…
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The importance of reflection in relation to professional development.
I am currently studying my CACHE level 3 diploma for the early years workforce and as part of my final unit, I must join in on an online forum to discuss the importance of reflection in relation to professional development. I am also required to undertake my own research and use the forum to share theoretical perspectives on reflection. Reflective practice is where an individual is always re-thinking and going over their actions in order to improve practice. It is a vital part of one's professional development in any field. There are several theorist's each with their own thoughts on reflective practice. The theorist that influenced my view on professional development is Jack Mezirow's transformative learning theory that was created in the 1970's. He clearly defined that that adults learn best when they critically reflect on their perspectives and assumptions as this leads to change in their practice in a meaningful way. In my role for example I could reflect on how I interact with children during play or how I manage challenging behaviours. I attended a workshop on child-centred learning and this highlighted the importance that we allow the children to also play freely and be active participants in their learning rather than always guiding and leading the play being authorities. It showed how important it is to focus on the child's needs and interests. This then led me to reflect on this and change by adjusting my approach with the children, learning to step back a little more for them to take their own lead. I able to provide a more engaging environment that was supported to their needs and interests. It reminded just much children want to be independent and want to make their own choices as well as being supported. Mezirow's theory always reminds me that developing professionally is not always about learning new skills, strategies or qualifications it is about changing how I think, feel and act as a nursery practitioner, changing this allows me to meet the needs of the children better and create a better practice. He also felt that discussing experiences and your perspectives with others to gain insight and alternative viewpoints is important for personal growth and moral clarity which in turn allows us to adopt new ways of thinking and acting and leads to long-lasting changes in professional practice. This reminded me that it is okay to ask for personal feedback from your manager or colleagues to gain an outside view of how I work with the children, how I interact and engage in play. This gives them the opportunity to discuss with me any parts of my professional development that I can improve or change to create a better practice and better approach with the children. It also may give me positive feedback which will give me a sense of pride in my work, to encourage and remind me to continue developing my skills for the children and for myself. I believe there is always room for improvement in every work place and every colleague. Does anyone how any responses to this that can help towards me learning about reflecting on professional development and my learning? Kim -
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Funded and none funded hours on the invoice format
Hi, I have setup invoices on Tapestry and created these for my families. When looking at the generated digital and PDF invoice there are two columns on it funded hours none funded hours. On the funded hours column it's states zero. My sessions have funding applied and appears on the invoice as £0.00. How do I get the funded hours to appear in the funded hours column? I want it to be clear to parents that they have received X amount of funding for each session. Thanks Alison -
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Deactivating children - parents download journals
Hello, so we're about to set-up our new cohort onto Tapestry - I am happy with how we do this! However, we're trying to deactivate our former year group whilst giving parents/carers chance to download their child's journals and also create hardback books with Group Hugs. How do we do this, please? -
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New look, Assessment, Bespoke frameworks
I am a fan of the look of the 'New Look'. However, when I want to fill in my Bespoke framework assessment, it takes 8 clicks for one area and one child and the current version only takes 4 clicks.... Am I using it incorrectly? -
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New look!
We are loving the new look tapestry Am i missing a bit of info though? i am up and running with the browser version is the app version ready and if so what app do i need to find?? probably a silly question but !!!!- 1
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2025 Autumn Term - Emotional Literacy Support Assistant (ELSA) - Southampton
Emotional Literacy Support Assistant (ELSA) This is the initial Emotional Literacy Support Assistant (ELSA) training course (delivered by Southampton Psychology Service, where the role of the ELSA originated), and includes both practical and theory elements. Successful completion of this course is a requirement for ELSA registration. The course includes taught sessions, individual reflection, group activities and work at school between sessions. In order to provide support in school after the course, we require a member of senior staff in a supervisory role for the ELSA to attend on the morning of the fifth day (lunch will be provided). Length of course Six days. Who should attend? Those wishing to become ELSAs Teaching assistants working with pupils who have emotional and behavioural difficulties Learning outcomes You will be able to: Understand the ELSA role Understand the contribution of emotion to behaviour Understand how to support children emotionally Develop skills in teaching emotional literacy to individuals and small groups Develop knowledge of a variety of resources Prices for this course Southampton City Council maintained schools and PVI Early Years & Childcare providers and voluntary organisations: £500 Academies, free schools and other organisations: £600 Course dates Autumn Term 2025 Tuesdays Day 1: 23 September Day 2: 30 September Day 3: 7 October Day 4: 14 October Day 5: 21 October Day 6: 27 January Venue The Lakeside Centre, Lakeside Country Park, Wide Lane, Eastleigh, SO50 5PD All training days will be 9.30am to 3.30pm. -
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2025 Oct/Nov - Portage Workshop: A small step approach to learning for children with SEND - 2025 Southampton
Portage Workshop: A small step approach to learning for children with SEND - 2025 This two-and-a-half-day course is the basic qualification certificate in the Portage model of teaching. Monday 6 October 2025, 9.15am-4pm Civic Centre Tuesday 7 October 2025, 9.15am-4pm Civic Centre Tuesday 25 November 2025, 9.30-11am Online session size=2 width="100%" align=center> Who should attend? Those who work with the 0-5 year’s age range and are interested in delivering inclusive learning and play activities. It will be of particular relevance to those who hold the Early Years Special Educational Needs coordinator role in the r setting or those who wish to move into this position. It would also be highly beneficial for practitioners looking to further develop their SEND practice and as part of their work support individual children or lead small group work including children with additional needs. You will be able to: Understand the Portage Principles and model of support Use the basic skills to deliver Portage under supervision Apply Portage skills in one’s own workplace Understand the history and local development of Portage Understand the range of materials and resources Develop confidence in working together using the Portage Model Demonstrate awareness of the National Portage Association Southampton maintained schools and Southampton PVI Early Years & Childcare providers Price: £120 Academies, free schools and other organisations Price: £150 -
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Parental Permissions
Hi We are just moving over to Tapestry from Famly. I'm just wondering how you record your parental permissions, eg. photos, medicine etc. is there somewhere on Tapestry to do this or do you hold this as a separate record? Thanks for any advice! Muddy Boots -
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Constructive feedback on general forum viewing…..with files and downloads
I’ve just had a look around this site. There were a few things I would’ve liked to have looked at but each time I clicked on something-it only gives the option to save to files or downloads without actually previewing. Why isn’t there an option where a viewer can just read whatever article without having to potentially download in order to do so? Could you not give the option on here for people to just view things, please? -
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New EYFS 2025 FIRST AID
I am trying to understand the new requirements for first aid training in the Eyfs September 2025. It says new staff should complete First Aid with 3 months of starting work to be counted in ratio. Does this mean they CANNOT be counted in ratio until they have completed first aid course. In another area in the statutory guidlines it states at least one member of staff should hold a first aid certifacate on site at all times. Does this mean that every member of staff has to have first aid training to be counted in ratio? I have a new member of staff starting next week and have her booked for first aid training in October but i was counting her in our ratio (not sure if i can now?)
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