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bradfordjane

Full FSF Member
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About bradfordjane

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  • Birthday 26/09/65

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  • Your interest in Foundation Stage education
    Teacher
  1. Hello everyone I have been teaching in Early Years for 9 years - I never claim to know everything, but recently I have doubted all that I thought I knew. We use the dev matters for our assessment - entering developing secure - throughout the year. I am currently working with a leading teacher, who seems to be looking at every single statement within each band eg reading - knows print carries meaning and In English print is read from left to right. If a child has more or less all the statements in that band, but hasn't shown they know print carries meaning ie points to print as they 'read', are they said to be working within(developing) or secure? I was always under the impression the dev matters was a 'best fit' document, but this teacher seems to see it as a tick list. I am now very confused. I would be grateful if anyone can offer any advice on this. Thanks Jane
  2. Thank you for your replies. I will stick to my guns. I have printed out Nancy Stewart's article and I think it will find it's way to the Head! Why are there so many battles in EYFS?! Jane
  3. Hello I have been teaching in EYFS for 9 years, and I am starting to doubt myself after listening to many "experts". How do you use Development Matters? I have recently been told that the number of statements in each band equates to entering, developing or secure eg if there are 10 statements in 30-50 and the child achieves 5 of them then that child is developing; if child achieves 9 then he is secure and so on. Is this right? I have never used it like this. Instead I use my judgement and a "best fit" approach. I would really welcome any advice from the real experts who work with this every day. Thank you Jane
  4. 40-60 trace

    Thank you for your replies. We use SPT for our assessments and this is where it has come from. But I wondered if it had come from OFSTED or LEAs as I hadn't heard of it and thought I had missed something! Surely if a child has a "trace" of 40-60 then they are entering?
  5. Hello everyone My question might sound a bit strange but I would welcome opinions on this. Has anyone heard of or is using the phrase 40-60 trace when assessing Reception children? I think it is meant to be one step below entering 40-60. Thanks Jane
  6. Hi everyone I wonder if anyone can help me. I have recently taken a maternity cover post in a school-based nursery. There are 26 children, 1 teacher and 2 Nursery Nurses. To help the children I have been told to stick to their routines which I agree with. However, i think the children are spending too much time having whole class and large group teaching sessions instead of child-initiated learning/play. Eg the children spend about half an hour at the beginning of the 3 hour session having registration, some teaching input, then they split into phonics groups. Then they have about an hour of child-initiated learning, then its tidy time, then more large group teaching, ususally maths, then story and songs before home time. Does this sound right? Is there any expectation from OFSTED for all this direct teaching? I don't want to rock the boat, I just want to do what's right. Thanks.
  7. Hi We have 2 reception classes. They are class-based with their teacher for registration, phonics, story time and any other whole class carpet sessions. Adult-led focused activities (usually literacy/number based) are in the classrooms, but we do have focused activities in the messy room or outdoors. The rest of the time is a free flow system. We have 3 rooms and outdoors which are covered by 2 teachers and 2 TAs. We have a rota so that all adults work in all rooms through the week. One room has water, sand, creative and role-play. The classrooms both have a reading and a writing area; one has construction, playdough, the other has small world and investigation. We are finding that some children will only access their own classroom so we try to ensure that the same opportunities are provided in all areas. Sometimes the system works well and the children are fully engaged and the adults are engaged, but on wet and windy days it can be chaotic and it seems that the children are not learning or achieving and the adults are simply policing. We offer outdoors as much as possible, sometimes just to let off steam, but our children are very fair-weather children! Adults are engaged in observations - long and short, or with play and language and extending learning (at least that's the plan!)
  8. Had ofsted in November. They were interested in assessments and how we used them to plan next steps.
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