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catma last won the day on October 27

catma had the most liked content!

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About catma

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    Landscape design and gardening consultancy!
  • Birthday November 14

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  • Your interest in Foundation Stage education
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  1. Secondary teacher in ratios?

    Each individual person will have their own training/experience which may or may not make them want to work with any particular age group - but teachers are not essentially defined by one age range and are able to move across phases. That's what QTS confers I guess. Cx
  2. Secondary teacher in ratios?

    As far as I know, they are a qualified teacher and as such qualified to teach any age range. I am 3 - 7 on my degree but can teach in secondary if I wanted to!! I've worked with secondary who have gone to primary and vice versa. Cx
  3. In fairness LAs really didn't have any information - it all came out to us as it came out to everyone, slowly!! Cx
  4. 2 years funded child

    I think the LA can decide if you are suitable. Generally it would be Good or better settings for obvious reasons - vulnerable children should be in the best settings.
  5. Not sure what you mean - my LA did all briefings etc for anyone delivering EYFS, including schools. All info has been available to anyone via the various webstes etc. Cx
  6. However this may be of use to others when a sibling dies - it's written by someone I know and is a very good and weel researched picture book.
  7. Do you mean they are a lone twin? I don't know of any books that deal with this but as a lone twin myself I'll be keen to see what others suggest. Cx
  8. We just typed them out in word I think but I'm not at work so can't check - might have just been the scales we were using in training
  9. New update ... here to help!

    Although maybe there are general assessment queries I would be able to answer!!!
  10. Number of observations

    You're welcome! Just the everyday musings of my work mind!!
  11. New update ... here to help!

    The tapestry stream used to be not there by design in my stream - now I've got loads of unecessary tapestry queries again (as I don't use it obvs!) Can I remove it? Cx
  12. Number of observations

    My general advice is, it is the quality not the quantity that is most important. If you require a number a week you would probably have hundreds of observations all telling you the things you already know and don't need to observe to demonstrate you know them! in my opinion, observations should focus on the things you are seeing that are emerging and are new skills for the child. You don't need observations for every statement in any non-statutory guidance to prove your judgement is right - that comes from discussions and moderation of judgements within the setting. The quality of judgements is not judged by the quantity of them. Could you try to focus your team on what it is they are trying to do with observations. They may need some CPD to understand fully what the point is, otherwise you will just end up with a work overload of unusable observations just to meet an arbitrary quota!! An other down side is that then all adults do is roam around trying to "observe" when in fact some good old fashioned engagement with children will give them probably fewer but better observations in the long run!! Maybe you could: Analyse areas of learning/skills your team are less confident in observing and focus on those skills collectively across the setting to build awareness. We generally assess what we think is important - you'd be surprised how few observations get made on some aspects of the statutory curriculum because the practitioner doesn't consciously think of it. Confidence in really knowing the whole curriculum and what we must provide/teach is important here. Go through observations made and see if the full assessment potential is being captured - are comments only focused on one area of learning or are you really looking - e.g. the child drew a picture. What language did they use - even what tense did they use, how did they manipulate the tools they used, what type of grip? what comments did they make about the picture that might link to PSED/UTW or EAD? DId they show an awareness of print/retelling a story? Were ther mathematical marks within their drawing? A good observation would give you loads of evidence across most areas of learning if you capture the right moment. Maximise the time you use to make an observation by making them good ones. Choosing not to record an observation is as important a skill as choosing to capture something. Look at each child's records to see if obserations are being pitched at their agreed next stage of development to show progression rather than just confirmation of known skills.(or even regression!!) "Poured water from a jug" is pointless if a) you already know they can do that and b) the child is now using skills far in advance of that! Observing is about building a picture, and we use the evidence to "support and illustrate" our judgements - whatever system you use it is the professional that makes the final summative assessment, not the system!! Cx
  13. Measurement

    I'd define exactly what measures you are looking at first!! Cx
  14. School Nursery Class numbers

    I think schools will have to start to address a different model for providing nursery - the idea of a fixed morning only for 15hrs etc is becoming less attractive in a climate where parents are being promised everything by govt. Some academy schools are anecdotally starting to change their admissions policy to allow nursery children priority which mainstream cannot do currently. There was some talk previously of being able to do this with a view to schools who take funded twos being able to minimise transitions for those vunerable children - although this has disappeared again. Addressing wraparound and flexibility may be the way schools will have to go. The irony is that schools will always be available in areas of lower income and deprivation etc, which childcare businesses may well avoid. This is often the case in maintained nursery schools, who are typically outstanding and providing for the most disadvantaged (see HMCI report a couple of years ago). When the funding for nursery schools ceases to make them viable will other businesses be there to pick up the more disadvantaged who won't be paying top ups etc. in the way schools can do. There is room for a mixed economy - but schools have a place to play and if school nursery classes and MNS start to go then ultimately I think it will be the least well off in society who will lose out. Cx
  15. Glad to hear it's working better for you! A suggestion: I would always say - don't float with an ipad! Put the ipad down and engage with the things the children are doing. Then IF you have something worth recording etc (ie something you don't already know about a child's skill set) then get the ipad out. Cx