EYFS Leadership and Management articles
Ofsted complaints procedure (available to visitors)
Recently I participated in a Step 3 complaints panel at Ofsted HQ. I had applied for the position a couple of months previously and had to show my credentials as an early years specialist before I was accepted as suitable. It is a voluntary role, however as part of my own CPD I thought it would be an interesting addition to my early years knowledge and understanding. Whilst obviously, I am not going to share the details of the complaint I think it would be useful to talk through the complaints process. The Ofsted complaints procedure is here if you are not familiar with it.
Have I Got The Power to Make a Difference ? (available to visitors)
No one can make you feel inferior without your consent.
You must do the things you think you cannot do.
The future belongs to those who believe in the beauty of their dreams.
Eleanor Roosevelt 1884 -1962
Observations of staff (Part 1) (available to visitors)
We talk often in early years about developing practitioners’ observation skills. We are attuned to observing children to help us assess progress and plan further developments (Machan 2016). Working with the Development Matters guidance (2012) we can begin to quantify children’s attainment. The age/stage descriptors give us pointers about where children are ‘at’ developmentally and using the refinements emerging, developing and secure we can fine tune our professional judgement us make accurate, individualised judgements of each child. As managers, studying the individualised judgements of different groups of children enables us to see how children are achieving in relation to the rest of their peers.
These are my meeting notes from the NDNA South East regional meeting that I attended on 12th October. They are not official and I won’t have captured everything …but NDNA members can download all the slides and the official notes from the NDNA website – I am not able to copy them here for you.
There were two presentations about the 30 hours funding – one was from the London Borough of Newham, representing the Local Authority. The other speaker was a nursery manager from Swindon. Both were part of the ‘Early Implementer’ project and so have been running with the project since the start of September.
Review of NDNA annual conference 2016 (available to visitors)
Last week FSF HQ headed up the M1 to attend the NDNA conference in Milton Keynes. We attended a range of talks in the Leadership stream – here are the headlines we picked out …
This is the second part of our conversation with inspectors. In this part, Justine explains to us how she begins her inspections. She tells us about she uses observations and documents provided by the setting to secure her inspection judgements.
Part 1 in a series of articles detailing the inspection process as it is 'in real life'. We have input from current inspectors as well as from recently inspected practitioners and managers. We debunk some myths and put the facts out there for you to discuss.
Victoria Derbyshire discusses 30 hours funding (available to visitors)
"Childcare is at the centre of political debate" Jenny Chapman MP shadow childcare minister
... and quite rightly so say FSF
The 30 hours funding is a hot potato at the moment and Victoria Derbyshire discussed it at length on her BBC2 programme
Here are the key points from that discussion.
Safeguarding is effective: day to day safeguarding (available to visitors)
In this series of articles, we have so far looked at making sure that your premises are safe for children to use and we have considered the steps you should take to help you ensure that all of your staff are suitable to work with children.
“Safeguarding is effective”
In terms of your Ofsted report this is the phrase you need to have. Without it, however good your learning and development is, your setting will be judged at best ‘Requires Improvement’
Ofsted published their first report on the early years sector in April 2014. This year’s report, published in July 2015, includes some very interesting statistics and discusses issues highly relevant to all providers. If you don’t have time to read the document in full, here are the highlights.
Since the Early Years Professional Status was established in 2007 it has undergone a number of transformations. Some of them have been quite minor, such as the number of tasks you have to perform all whether you could have witness statements or not, but there have also been some more significant changes.
Joint observations have now become a must under OfSTED’s early years inspection framework. Inspectors have found that evidence gained through the joint observations with senior staff is proving to be extremely valuable and has provided them with an excellent opportunity to assess how well leaders and managers monitor staff performance. So how do you go about preparing for the joint observation, and how do you reassure your staff?
Ruksana Mohammed outlines an effective framework of support to EYPS candidates through the work-based mentor. Her suggestions, however, would be of great use to anyone supporting students on a variety of courses, for example Foundation Degrees, and the upcoming Early Years Teacher courses starting September 2013. Ruksana is the EYPS Programme Leader and a Lecturer in Early Childhood Studies at the University of East London.
Ruksana Mohammed, EYPS programme leader and lecturer in Early Childhood Studies at the University of East London, outlines the qualities and methods of a successful agent for change. EYPs are entrusted to identify what change is valuable, worthwhile and in need of improving, and to then lead the team on to better practice. However, when discussing this concept with trainee EYPs, it normally brings about a confused dialogue; A change agent? What's that then? What change?
Carol Aubrey, Professor at the Institute of Education, University of Warwick, describes the outcomes of a project with early years leaders, including a discussion on the various styles of leadership they exhibit and suggestions on how best to support EYPs.
Having studied over 100 Ofsted reports from the last three months, we can see certain recurrent themes. In a series of four articles we outline those issues that have appeared frequently and our first article looks at recommendations and descriptions of good practice within the EYFS theme of
In our second of four articles looking at recent Ofsted reports, we outline those issues that have appeared frequently over the last three months. Here we examine the recommendations and descriptions of good practice within the EYFS theme of Positive Relationships.
Recent Ofsted Reports: What have Inspectors Focused On? (Part 4) (available to visitors)
The final part of our series on recent Ofsted reports. In this article we look at inspectors' recommendations and judgements around the EYFS theme of Learning and Development.
In our third of four articles looking at recent Ofsted reports, we outline those issues that have appeared frequently over the last three months. Here we examine the recommendations and descriptions of good practice within the EYFS theme of Enabling Environments.
Most Recent EYFS Topics
Preschool Practitioner vacancy - Harrow
Apr 19 2017 09:09 PM
Little Meerkat's BIG PANIC. A lesson in emotional literacy
Apr 11 2017 03:07 PM
FSF April Newsletter
Apr 11 2017 11:15 AM
Emotional Wellbeing in Early Years
Apr 10 2017 03:40 PM
Ofsted complaints policy and procedure
Apr 10 2017 12:13 PM
Can pre-school children learn to do science?
Apr 05 2017 03:06 PM
Background Noise May Hinder Toddlers’ Ability to Learn Words
Apr 05 2017 02:51 PM
Running TA trainings
Apr 01 2017 05:40 PM
Observation and assessment article
Mar 29 2017 12:06 PM
Early Years Assistant Vacancy - Fareham, Hampshire
Mar 28 2017 11:53 PM