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Found 214 results

  1. Hi, I hope somebody can help. Our early years setting is part of a private school from 2 to 18 years. We are only Just beginning to show and track progress. In the nursery class and Reception class we have done a baseline assessment, well a best fit approach. We will then do summative assessments at the end of each term. For the whole school approach I have to show numerically and with percentages how much progress we are making and to set targets. My initial idea is to do something similar to GLD, 1-emerging 2-developing 3-secure. So for nursery for example, the majority are within 30-50, so a child that is developing in that area would get 2, I thought if they were in the age band before they would minus 1 point or 3 depending. The problem arises when they are in the age band before. It also wouldn't be cumulative year upon year. Can anyone suggest any ideas or what they do. Thank you!
  2. Hi, Just wondering if there has been any progress on the newsletter function that was suggested as a possibilty a few months ago? We tried having a false child and adding all parents but we had complaints from parents that they could see each others names. Is this going to happen soon? Thanks
  3. Would it be possible to automatically tag all of the replica statements in other areas of learning if you click on one? For example if you click on hear and say initial sounds in Reading it will come up in Writing too. I believe there are also some replicas in EMM and MH.
  4. HI Does anyone have , or know where I can find, the piano sheet music for ' there isn't any room' (sometimes known as Rat a ta tat) nativity song please? We want to use it this year - but pianist is struggling to find the score for it! Thank you all!
  5. Hi all, Some fantastic information and advice on here so thought I would share a question I have. I am in my second year teaching EYFS (Reception) as I was previously in year 1 and 2. Recently subject leaders are wanting to see planning for different subjects e.g. science, history and geography etc. I obviously don't have these as they are different but I am aware some areas do link in to the National Curriculum. I was told by someone who was formally a Reception class teacher that I should be teaching 'Science' as 'knowledge and understanding the world- the world' every week as all EYFS areas are as important as one another and there should be some focused adult led teaching for every area, every week. Now- this seems like a lot. Is this the norm? I do have enhanced provision set up to meet all areas of the EYFS curriculum, with an objective we will cover for each area I have set up but she said this is not enough as it is too 'airy fairy'. I am starting to use objective led planning but even having an objective to cover for all children within every area seems like I would be just constantly chasing my tail. Could someone let me know how you manage this and what it this norm? Thank you!
  6. Hello all, I'm planning for our setting's outdoor environment and would like to lead an activity based on a storybook. I can only think of two suitable storybooks, The Gruffalo and We're Going on a Bear Hunt, but we have used those books already recently and I want to try something new. Does anyone have any suggestions? We are very lucky in our setting and therefore space and resources should not be a problem. Thank you!
  7. Hello, At the end of last term a parent requested that I transfer her son's tapestry account to his new setting, a primary school. I set the process in motion and received the key which I emailed to the new reception teacher. She said she would claim it once she had sorted her current cohort out. I have just noticed that it now says 'cancelled on the transfer on this child's transfer. The other transfer I did was to a local school. This is still waiting to be claimed. Is there a time limit? Does the new setting have a limited time period? I am confused as to why it was cancelled on one and not the other. I did start the other transfer later. Thanks
  8. Hello, I think this issue may affect settings with a lot of children on the system. We are a large nursery school with the potential for 200 children on roll. We have found it very time consuming to scroll down the list of children when you need to tag them and sometimes, as we do that, other children are added by mistake. It would be very useful to have an option of starting to type the name and Tapestry then giving you options as with predictive text or similar. There could be a drop down that has a list of possibilities to chooses from. This would help us so much and save the wrong children from being added. Thank you
  9. Hey everybody, Me and my colleague are entering our second year of teaching and we have been given the opportunity to change our planning structure. Currently, we teach a 10/15 minute input on a topic and then send the children off to 4 different activities. For example: Activity 1- Red Group Activity 2- Blue Group Activity 3- Yellow Group Activity 4- Green Group The next day we will teach another input linked to the topic and then send them to a different activity. This means that by the end of the week, each group will have completed every activity. I think they call it 'round robins'. Once they have finished the activity, they are allowed to choose from the continuous provision in the classroom. The thing that is bothering me is that activity 1 is usually writing and activity 2 is always reading. This means there is next to no time to float around the classroom with an iPad to get observations and Tapestry done. Does anybody have any suggestions as to what we can do to change this please? It would be really useful if you could upload an example of your weeks planning so that we can see how you're structuring it. We want to change our ways but we have no experienced person to turn to about the subject. Thank you for all of your replies, it's greatly appreciated. Ben
  10. Hi new to forum and just setting up new classroom. Does anyone use a great IWB/Smartboard Calendar and weather program and self registration? If so can you please let me know. Hope everyone's summer is going well!
  11. To get a consensus amongst staff about what is expected on entry we are saying they should be: Nursery at baseline in September are 30-50 E Reception at baseline are 40-60 E We are then thinking about how many steps of progress is typical progress. However where should children who start in January and stay for 5 terms be when they start?
  12. Hi, Before I start transferring journals to other settings can you please let me know if it is still only one transfer at a time ? If so, I need to choose the order carefully ! Many thanks, Lisa.
  13. Hi, looking for some clarity and advice. I work in a small school and lead EYFS and KS1 and we have a mixed Rec, yr1 and yr2 class. I have been using Tapestry in Rec for the past 2 years. We are taking over a charity ran nursery that has been using our premises and I want the staff to switch from another online learning journal toTapestry. The school bursar has increased the number of children on my Tapestry account so the nursery can have a trial with it thinking that this would then be easier to keep the children on come September. However, I am the manager on our Rec account and check all observations but I don't want to have to do this for the nursery too as they have their own manager. Will it be easier to set them up as a completely different account when we renew in September or is there any way of having two separate groups and managers on one account? I know I can set up groups but would I be able to have a different manager for a new group? So I guess what I'm asking is what is the best way to manage a rec and nursery on Tapestry? I would like to also have an overview of what is going on in the nursery as I am the EYFS lead but want the manager in there to do the day to day running and authorisation of obs etc. What do people do where they have more than one reception class? Hope this makes sense. Thanks in advance
  14. Hi All, I was wondering if anyone could help with my topic question. I'm currently doing some independent research just for fun and wanted to know the impact level 2 and 3 childcare students have on your settings? I currently teach level 2 and 3 BTEC after years of working in nurseries and schools. My own memories of having students are mixed ones- sometimes they were great and you could give them tasks to do, others were not so great and needed a lot of support. Being on the other side now, I hear stories from my learners how they were photocopying all day or washing up all day. Now it's easy for them to say this and as I don't go out to assess them (others staff do this) they assume I'll believe them and find them a nicer place where they can do as they please. I usually take it with a pinch of salt until I contacted a couple of placements just out of curiosity to find some of these stories were true. So what I'm trying to do is to find out how students are used either in schools or nurseries or even child minders. I also want any feedback on the impact these students have on the day to day running and the learning and development of babies and children. Thanks in advance
  15. Dear all, From September our school Nursery will no longer be run by a teacher but by an EYP. I am the Reception class teacher and EYs lead and will be overseeing the Nursery. We want to name our EYFS to incorporate both the Nursery and Reception but don't really like the word 'unit' as sounds a little institutionalised. Does anyone have any alternatives that we could refer ourselves to which is not 'EY's Unit' Many Thanks ::1a
  16. I wonder what is the teaching load for any teacher who works at early years setting/ school? I mean a total of teaching hours per week
  17. Hi, I am wondering how different settings have to 'justify' their EYFSP judgements in regard to reading and writing. Do most settings use the Govt Exemplars and then trust teacher judgement or, do settings also take into consideration the reading level the child is at (ie what level of reader they are on) and which Phase within Letters and Sounds they are working within? If so, what is the recommended 'minimum' Letters and Sounds Phase a child 'should' be at by the end of Reception? And what reading level 'should' they be on by the end of Reception if they are to be Expected or Exceeding on the EYFSP? Thanks in advance!
  18. Hi All, looking for some advice, I am a FS2 teacher at a British School in Dubai. We have 11 classes across FS1 and FS2 and our Head of Foundation Stage has asked me to run some weekly trainings for our TAs with a different focus each wee (first one being The Role of the TA, then Behaviour Management, then Curriculum, then observations-you get the idea). The problem is I am having trouble knowing where to pitch the first one in particular as we have a real range of abilities, we have about half of the staff who are Philippino who are lovely but have no training (two stood and watched two children tying another child to a pole with a chain) and are not good at multitasking whilst we have a couple who have their level 4 and can do complete observations on Tapestry. Just wondered if anyone had any suggestions for activities for the first session (The Role of the TA-expectations etc.) so that I don't end up talking down to anyone but so that its exciting and useful to all. Thanks in advance!! Fiona
  19. Hi We are just beginning to use the snap shot and analysis sections and are trying to understand them. ​We are finding the colour coding on the snap shot screen a bit tricky with the default colour coding as it is measuring whether children are below, at or above their actual age. As a school we have determined an emerging/expected/exceeding level for the whole cohort at each assessment point ,and use this as a guide and we would like to be able to reflect this on the snapshot screen by being able to link the colours to the age bands and refinements ourselves. For example, on entry to reception we say children who are 30-50S/40-60 E are at the expected level. If they are above or below this then we look at intervention for them. So I would like to set this screen to show 'green' if they are assessed at this level, to show 'pink' if below, and 'blue' if they are above. Obviously the 'expected' level moves at each of our assessment point, so I would like the option to control the colour coding for each snapshot we do. ​I know the age band tracker purely reflects age bands and refinements (not taking account age) and we use this screen to show SLT. We used to do a paper version very like this. However as the data that populates it can only be modified in the snapshot area, we have to use this and it is off putting seeing children being 'green' because they are summer born and within age band, when by our judgment they are children we need to flag up. ​I hope this makes some kind of sense. ​The other option is to have more control in the age band tracker screen- so you can move children about there rather than having to go back into snapshots to do it. ​Anyway, that's my wish for future development! ​
  20. My team and I are exploring ways in which we can clearly see where each child is and which age band they are working within. Does anyone know if it is a confidentiality issue if we made a big display of the development matters statements in class and then added children's names on a move-able card. There could be a main next steps focus so that all adults could see how to take that child's learning further whilst in the continuous provision. We are just a little bit wary as this display will be in class for parents to see as well. Are we doing our jobs by informing parents of where their child is and what their next steps are or are we revealing confidential information about other people's children???
  21. Hi all, first post here. Sorry if this is a repeat question, I have searched the forums and am still a little confused. I am getting in my own head about this and confusing myself more! I am an NQT working in a split Reception and Year 1 class. Having recently been to the EYFS conference and coming away thinking that I had it all under control and knew what I was doing. I have gone back to my data for this term and am suddenly met with a sinking feeling that I have been too harsh on my assessments and have not properly understood the terminology! This is the first year my school has been using Tapestry and it uses the terminology of 'ELG Emerging, developing and secure', previous years, and the rest of my school use the terminology "Emerging, Expected and Exceeding" with aim of course for most children to be at Expected by the end of the year and some Exceeding. This is where my confusion with terminology comes in to the ELG emerging, developing and secure and ELG+ emerging, developing and secure. "Definition: Good level of development Children achieving a good level of development are those achieving at least the expected level within the following areas of learning: communication and language; physical development; personal, social and emotional development; literacy; and mathematics. This includes 1–12 in Figure D below." - direct gov website. So where does the ELG emerging, developing and secure fit into this terminology? Is Secure = Expected? If so, why then is the ELG split into three and the ELG+ (assuming this is exceeding) Split in to a further 3? I was working on the understanding of: Emerging= Emerging, Developing = Expected Secure = Exceeding But this makes no sense with the ELG+ or with the direct gov definition? Maybe I am over thinking this too much but I wondered if anyone could shed some light on. Jamie
  22. Dear all I am studying for a Doctorate of Education at the University of Sheffield and am currently working on my thesis focusing on issues of school readiness. My main focus is to explore teacher beliefs about school readiness, and how these beliefs impact on practice and pedagogy in the Reception classroom. If you could take five to ten minutes of your time to complete this survey I would be very interested in your thoughts on school readiness. The link is http://www.smartsurvey.co.uk/s/OT74Z/ The project has been ethically approved via the School of Education department’s ethics review procedure at the University of Sheffield. Many thanks. Louise
  23. Forum member WChurchill (she of the wonderful New Zealand blog) has been reflecting on her own professional development and has been considering what she thinks early years priorities should be. We will be posting her thoughts here over the next few days - you will see that there are clear questions for consideration: please go ahead and put your own thoughts and experiences on the thread! I'm excited to see what we all think! An early years practitioner in the Millennium: Challenges of technology, austerity, accountability, and globalisation. One practitioner’s perspective. "I spent over twenty rewarding and stimulating years as a classroom teacher in the North of England and for the most part as a senior manager responsible for the early years foundation stage (EYFS). I delighted in working with children and parents and felt hugely privileged to be able to foster relationships and play a role in such a formative time in their lives. I was immensely proud of my achievements and my work was very much a part of my identity and who I was. I did not aspire to be a Headteacher as I did not feel that management was a route I would take to achieve my goals. It was also possible that this path could be at variance with my evolving teaching philosophy. I always thought I would stay in the classroom but as those of you who were followers of my posts on the forum will know, this intention did not come to fruition for me and reaching for goals can take unknown paths" What are your professional, long and short-term goals? What are your aspirations for the children that you work with? What needs to be accessible to you to achieve these aspirations?
  24. Hello I wonder if anyone is able to help me. We are looking to adopt a new school maths scheme. At the moment our current scheme is poor for Reception. Please could anyone suggest a scheme with a strong Reception section. What schemes do people use currently? Thank you so much.
  25. Kate Cahill, an experienced early years teacher, advisor and inspector has written for us explaining the seminar given recently by Dr Rose Drury at the Nursery World show. You can discuss the article on this thread and access the article from here: Working with multilingual children in the Early Years
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