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Lyeska

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About Lyeska

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    Settling in nicely!

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  • Your interest in Foundation Stage education
    Nursery practitioner
  1. Hello Peggy, thank you for replying so fully. My feeling that SENCOs aren't properly valued comes from not knowing one who is given any time to do the job - all those I know have to do the work in their own time, such as during lunch breaks. Also if the role was really valued nursery owners would not give the role to somebody who has only been in pre-school work for a matter of weeks, as if its just a paper exercise . The SENCo should also have a significant role in influencing policy, learning environment and such like which is why it is suggested they are part of the management team. I don't know of a pre-school or nursery where I work where this actually happens. I understand about the porblems of finance having been a nursery owner myself, but it is a sad fact that status and income tend to be linked. I hope I haven't offended you by my earlier comments. I'm just keen to make life better for many undervalued SENCos.
  2. Sorry I've been slow getting back to you - a bit of a work overload! Thank you all for responding to my message. In the area where I work pre-school SENCos do all the things you say - write reports and do referrals to SaLT, paediatricians and so on, take part in team around the child meetings, and have LA training courses available (NUT none of them offer points that can be used towards further training). But I am still concerned that their role, particularly in the non maintained sector, is not recognised as being at a managerial level, and in some cases not even viewed as highly skilled. What I am trying to do is find ways of making owners and managers realise this is a role that is important as that of a deputy, but my problem is how to do it. I suppse accredited training for SENCos might help, and giving SENCos access to managerail leve training training courses so that setting managers see that they are being treated as managerial, but any other suggestions would be much appreciated. (PS I would put a cute little smiley here but I'm never quite sure which is which! Except this )
  3. This week I suddently realised that early years SENCos do not seem to carry the same status as school SENCos, yet they ae doing the same job. In school a SENCO normally has some time allocated for the work, will receive additional payment in recognition of the demands of the role, and is sometimes on the management team. But in pre-school the work is often done without pay in the practitioners own time. And sometimes the setting owner or manager doesn't seem to realise that it is important to have an experienced skilled person in the role. Being a SENCo is a really important and demanding role. easily equivalent to being a deputy, so what can we do to improve the status of pre-school SENCOs and get them the recognition they deserve?
  4. I haven't used one of these either but it sounds like it could be quite useful - assuming the thing the child wants will fit in the box. I'm also guessing that you would start with just one item you know the child is most attracted to, and that you would accept any contact with the box to start with, (then refining it to a tap on the lid - perhaps by pulling the box away so the child only gets to do one tap.) Obvioulsy you would instantly give them what is in the box as soon as they make a response that is appropriate to their level of skill and what you are expecting. I hope yo will tell us how you get on and if you are successful I will introduce it to my team. Good luck
  5. Hi Liza, You have been given some really good advice from forum-mates but it can be hard to put the suggestions into practice by yourself when you have a lot on your plate, so I think it could be a good idea to contact your local early years advisory team (if you have one). We all need somebody talk to us about what we are doing, and sometimes to come into our room to see if we are actually doing what we think we are. Obvioulsy it is useful talking to our year partners but with a new partner you might not be getting the quality of discussion you want. I know in the past I have had quite negative feelings towards advisors, expecting them just to criticise me but that seems to be changing so I wouldn't worry about contacting them any more. They would be able to talk in depth with you about what you are doing and help you plan your way forward. Also, do you have consortium groups? They are good when you need to let off steam, discuss issues and share ideas - a mini foundation stage forum right on your doorstep. I hope things settle down for you very soon so you can get back to enjoying the children again. Best wishes, Lyeska
  6. Free-flow indoor-outdoor play sound great but how do I make it work when theres just me and 25 children? How do I ensure they get the right quality of activity? And do I need to post somebody outside or can I place myself by the door to supervise both areas?
  7. Autistic Child

    Hello BasilBrush, I think Goldilocks' suggestion for using the pictures and photos are very clever. You might find it useful to include another stage and that would be to have paired photos of the scared child with adults and children he does like so that he gets used to the idea that the pictures show him with people that are 'OK'. And telling him that people are 'ok' is a good strategy. There is a chance that the 'no hitting' pictures may cause some confusion and it could be enough just to teach him that the other child is an OK person. Perhaps it might help his parents accept pictures if you gave them some information from the National Autistic Society that recommends using visual support with all, even the most able person, with autism. Lyeska
  8. Ma Assignment

    Thanks for the suggestion Ann
  9. Hello Phoenix, I've just got a couple of things to say about homework. My daughter only did the standard share-a-book-with-mum homework in Yr R and she has done well in school. It gave us time to do family things in the evening. When I was a Yr R teacher I didn't want to impose homework on my class so what I did was send home a weekely newsletter explaining what we would be doing during the week and suggest a range of activities they could do that would complement this. It would include things like cooking, going for a walk to look for certain things, story and rhymes to share, and even things like buying a quality childrens magazine that had something relevent. The parents who wanted to be involved were happy with the suggestions and the others didn't feel under pressure to do things. Oh, I never sent words home to be learnt and read out of context, and the books they took home were not reading scheme books. Perhaps one day you might feel that you could participate in developing your schools homework policy to make it Yr. R friendly.
  10. Hi Mandy, I'm assuming you have already thought about doing SALT training through a university degree, but if you didn't want to do and want to work alongside therapists you might consider becoming a speech and language therapy technician, locally this involves working alongside a therapist until she feels that you are competent enough to work unaided (the therapist plans the programme and the technician implements them). They might work in the clininc setting or visiting homes. Hope you are successful. L
  11. I Need Advice Please!

    During the half term would the room be availble to you so you could take children across to the room to do things that you know they enjoy such as large scale junk building projects, help you develop the role play area and contribute to planning the layout of the room ready for when they move in so that they feel it is going to be something special for them. And if they can see that they will be having a continuation of the nursery things they enjoyed they should feel much happier about the move. And I'm assuming that you will not have a routine that is vastly different from their nursery routine - self registration, same access to outside play and such like so they shouldn't be feel upset when the mover finally happens. Isn't it nice to have a Head who is looking creatively at ways to deal with the problem. I hope it goes well Lyeska
  12. Sensory And Intellectual Development

    Good morning Sue, I was very interested by your quote and wondered where you got it. I could come up with ideas as to why those different aspects influence sensory development but they would just be my ideas and not facts. I wondered if it could be things like having nonstop loud music in a house affecting hearing (cultural, and envorinmental), there has been experiments in the past that show that lack of exposure to/wrong type of light during development damages sight, sense of touch can be enhanced in sight impaired children, and I imagine that children who don't receive good tactile experiencec early perhaps through parenting that doesn't allow it or because of a physical disability preventing them handling things don't develop their perceptions of touch in the same way. Social? Does this come back to Vygotsky and the importance of social interaction for learning - is understanding what we perceive through our senses part of this learning that he talked about? Just some ideas. Like I said I don't really know, but perhaps somebody else out there does. Ly
  13. Planning And Assessment

    Oh dear, I think I'm going to throw a spanner in the works here. I don't understand how you can break down the coomponents and work on them 'til all the children have got them - what about the differences i n the rates of development -what about the one that might never develop sufficiently, are the others going to be put on hold until the later developers catch up? The advice we've been give has been described as 'retrospective planning' i.e. you plan good quality play and experiences for the children, and then identify the components being covered which sounds to me like what you were doing before. If it was, our trainer (who was involved in developing the Birth To 3 Matters packs) would say you were demonstrating good practice. On the other hand I could have just misunderstood what you were saying, but it did rather sound as if you were treating the under 3s planning the same as FS planning with identifying small aspects to focus on. I'm going to have to go away and think again! (that is supposed to look like a picture of me thinking!)
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