Jump to content
Home
Forum
Join Us
What's New
Articles
Resources
About Us
Tapestry

Search the Community

Showing results for tags 'sen'.



More search options

  • Search By Tags

    Type tags separated by commas.
  • Search By Author

Content Type


Categories

  • Personal, Social and Emotional Development
  • General
  • Teaching and Learning
  • Leadership and Management

Categories

  • topic support

Categories

  • Professional/Educational
    • Early Years Practice
    • Child Development
    • Resources for Practical Activities
  • CHILDREN'S BOOKS
    • Stories to support PSED: understanding bereavement
    • Stories to support PSED: general
    • Big Books
    • Stories to support PSRN
    • Members' Favourites
    • Stories for reading aloud

Categories

  • Courses and Events

Forums

  • Mix, Mingle and Chat!
    • Foundation Stage Forum News
    • Fundraising and Charity
    • Ideas and suggestions about the Forum
    • Vacancies!
  • Reception and Key Stage 1
    • Leadership and Management
    • Teaching and Learning
  • Early Years Settings and Childminders
    • Leadership and Management
    • Teaching and Learning
  • Cross-phase Collaboration
    • Statutory and Guidance Documents
    • News from the EYFS world
    • FSF focus topics
    • Child Development
    • Inclusion & Special Educational Needs and Disability (SEND)
    • Practice and Provision: General issues
    • Men In Childcare
    • Forest Schools/Outdoor Provision
    • Ideas for activities, themes and topics
    • ICT
    • Tapestry
    • Reference and further study
    • PRAMS and Progress Matters
    • 'Regional' forums
  • Moderators and Admin

Categories

  • LEADERSHIP & MANAGEMENT
    • Safeguarding
    • Staff
    • Health and safety, risk assessments
    • Professional partnerships
    • Partnerships with parents
    • Self-evaluation
    • Finance
    • Committee specific resources
    • Policies and Procedures
  • TEACHING, LEARNING & ASSESSMENT
    • Observation and Assessment
  • PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE
    • All About Me and Learning Journals
  • EYFS DOCUMENTS
  • TAPESTRY
    • Confidentiality
    • Parents
    • Policy
  • Archive of PRAMS program

Calendars

  • Community Calendar

Found 50 results

  1. Overcoming shyness and selective mutism

    Overview Children’s communication and language development is fundamental to all other areas of learning, but in particular links closely with personal, social and emotional development. Confidence, self-esteem and social skills has a significant impact on children’s ability to communicate. Children who experience shyness, selective mutism or social anxiety, will find communication and interactions very challenging. Learning outcomes This course will support practitioners to: consider reasons why some children are reluctant or unable to speak develop their understanding of what selective mutism is examine the factors that may contribute to selective mutism and shyness consider strategies to support children with chronic shyness and selective mutism, as well as to discuss strategies that are not helpful consider a range of practical ideas to support all children’s communication and language development explore ways in which parents and practitioners can work together For further details and to book
  2. Pre-School Worker (Farnham) Wanted!

    Pre-School Worker Farnham Challengers – Farnham GU9 18-21 yrs – £6.71 per hour or 21 yrs + – £7.50 per hour About the Role - Pre-School Worker Challengers Pre-School in Farnham is growing and we are looking for an energetic and enthusiastic Pre-School Worker to join the team! We are an inclusive pre-school, taking children from 2-5 years old. We have a 50/50 split between our mainstream and SEN children, which makes us a very unique setting. The successful applicant will be working in an extremely well-facilitated play environment and get experience in a wide variety of roles such as keeping learning journeys up to date, ISP use and small group work. This is a rare opportunity in a progressive and vibrant pre-school! Person Someone with a relevant Level 3 Qualification in Early Years Someone who knows how to play – you will be an active role model of great play to ensure the children have the most exciting day possible! Someone who is prepared to learn – you will attend a range of innovative training courses to improve your understanding Why Challengers? Challengers has recently been awarded an employer’s rating of 4.7 out of 5 stars on Indeed! Recent employees have said: “No two days at Challengers are the same, it is a vibrant and dynamic workplace” “Challengers is the most rewarding, fun and exciting job ever" “Never have I worked at a place that is so positive” What we offer! Regular FREE training provided NEST Pension Health Care Cash Plan available Free Parking Free DBS Annual leave increases with service This position could be suitable for applicants seeking any of the following positions – Room Leader, Pre-School Assistant, Pre-School, Teaching Assistant, Primary School, Early Years Practitioner, Nursery Assistant, Nursery Leader. Please fill in the application form and email it to work@disability-challengers.org. If you have any questions, or would like more information, please get in touch! https://disability-challengers.org/ Application-Form-Pre-School-Worker.docx Pre-school-Worker Job Desc.pdf
  3. Overview These sessions aim to further develop the skills of early years providers in identifying and providing for children with SEND. Each session will provide information to aid understanding of the child’s experience and needs.There will be opportunities to share strategies to use when supporting these children. Course activities will include: Presentation and handouts Small group discussions & tasks DVD Case studies There are five separate sessions and you can attend as many or as few as you feel appropriate. This session will cover: What are Autistic Spectrum Conditions? Triad of impairments. Initial concerns/diagnostic pathway. Understanding key ideas behind intervention approaches. Strategies to support communication, interaction, play and learning in schools/settings. Associated sensory needs. Learning outcomes The sessions will give participants: an increased understanding of specific difficulties and provide a range of strategies to effectively support children with particular areas of need increased confidence in recording targets, support and outcomes on SEND Support Plans for particular areas of need opportunities to review policies and practices in their setting to reduce barriers to achievement and inclusion
  4. Overview These sessions aim to further develop the skills of early years providers in identifying and providing for children with SEND. Each session will provide information to aid understanding of the child’s experience and needs.There will be opportunities to share strategies to use when supporting these children. Course activities will include: Presentation and handouts Small group discussions & tasks DVD Case studies There are five separate sessions and you can attend as many or as few as you feel appropriate. This session will cover: Early social-emotional development. Understanding how children learn both positive and inappropriate behaviour. Strategies to promote social and emotional competence. Gathering information to plan more intensive individualised interventions. Functional analysis/ABC Charts. Writing Support Plans for this area of need. Special consideration for children with attention, sensory and social communication difficulties. Learning outcomes The sessions will give participants: an increased understanding of specific difficulties and provide a range of strategies to effectively support children with particular areas of need increased confidence in recording targets, support and outcomes on SEND Support Plans for particular areas of need opportunities to review policies and practices in their setting to reduce barriers to achievement and inclusion For further details and to book
  5. Overview These sessions aim to: enable early years providers to identify and address special educational needs in their settings provide a range of strategies and approaches to further develop good inclusive practice in settings clarify roles and responsibilities set out in the SEN Code of Practice Who should attend? SENCOs and managers in early years foundation stage settings. Other early education practitioners interested in developing their SEN knowledge and practice with a view to considering a SENCO role in the future. Early years foundation stage school staff. All three sessions must be attended. Session 1: Setting the Scene General Good Practice SEN Code of Practice and SEND Reforms Benefits of inclusion The Graduated Response (Assess) - Identifying children with SEND Role of Senco Session 2: Providing and Managing SEN Support The Graduated Response (Plan, Do, Review) - providing support for children identified with SEND Recording SEN support – looking at different examples of SEN Support Plans Writing SEN Support plans including devising ‘SMART’ targets and planning strategies Task analysis – making targets achievable by breaking tasks down into small steps Using the Early Years Developmental Journals to help identify targets Session 3: The Wider Picture: Working with Others Reviewing SEND legislation – The Children and Families Act 2014 and The Code of Practice 2014 Roles and Responsibilities in Early Years settings Using the SEN and Disability in the Early Years Toolkit (Council for Disabled children) Parent’s perspective - working in partnership; including the Kübler-Ross model ‘The Five Stages of Grief’ Working with other agencies Statutory Assessment process and Education, Health and Care Plans Equality Act 2010 - Disability discrimination and key duties Learning outcomes By the end of the course you will be able to: Gather information to aid early identification of children with special educational needs Analyse a child’s strengths and needs to aid programme planning Use a range of strategies and approaches to effectively support children with special educational needs Record targets, support and outcomes for Individual Education Plans Understand the roles and responsibilities set out in the SEN Code of Practice and the implications for your setting For further details and to book
  6. Course Code EY/17/255 Overview These sessions aim to further develop the skills of early years providers in identifying and providing for children with SEND. Each session will provide information to aid understanding of the child’s experience and needs.There will be opportunities to share strategies to use when supporting these children. Course activities will include: Presentation and handouts Small group discussions & tasks DVD Case studies There are five separate sessions and you can attend as many or as few as you feel appropriate. This session will cover: Exploring strategies and resources to help children with sensory and physical needs access the curriculum. Supporting the social and emotional development of children with additional sensory / physical needs. Understanding hearing impairment - Measuring hearing and reading an audiogram. Cochlear implants. What makes a deaf friendly preschool setting? Understanding visual impairment - Vision tests. Understanding physical difficulties including cerebral palsy, spina bifida and dyspraxia. Differentiating resources and activities and adapting the environment. Opportunities to experience the child’s world through simulated activities, Accessing and working with specialist services to support these areas of need Learning outcomes The sessions will give participants: an increased understanding of specific difficulties and provide a range of strategies to effectively support children with particular areas of need increased confidence in recording targets, support and outcomes on SEND Support Plans for particular areas of need opportunities to review policies and practices in their setting to reduce barriers to achievement and inclusion For further details and to book
  7. Course Code EY/17/254 Overview These sessions aim to further develop the skills of early years providers in identifying and providing for children with SEND. Each session will provide information to aid understanding of the child’s experience and needs.There will be opportunities to share strategies to use when supporting these children. Course activities will include: Presentation and handouts Small group discussions & tasks DVD Case studies There are five separate sessions and you can attend as many or as few as you feel appropriate. This session will cover: Supporting children with significant learning difficulties; including exploring the strengths and needs associated with specific syndromes and conditions e.g. Down Syndrome, and how these can affect children’s emotional and social development and interactions. Strategies and resources for supporting children with significant learning difficulties. Learning outcomes The sessions will give participants: an increased understanding of specific difficulties and provide a range of strategies to effectively support children with particular areas of need increased confidence in recording targets, support and outcomes on SEND Support Plans for particular areas of need opportunities to review policies and practices in their setting to reduce barriers to achievement and inclusion For further details and to book
  8. Course Summary The short courses below support practitioners to use psychology to promote positive behaviour. The training will explore psychological models, case studies and real life examples to increase knowledge, skills and confidence in supporting children and young people with a range of different needs. They are available as stand-alone sessions, or as follow on modules after attending The Ready, Steady, Go! training. Learning Outcomes: You will be able to: • Gain specialist knowledge to understand the area of need. • Apply this knowledge within a problem solving model. • Understand the role of the adult in facilitating change. • Use real life case studies and examples to enable application of learning in your setting. Who should attend? All modules are suitable for early years staff and staff from school and college settings. There is also a £10 discount, per session, for delegates/settings who book two or more modules All delegates who have attended The Ready Steady Go! training will receive a £10 discount per session for each of the modules below. When booking please use the relevant name of the specific module as listed below. For further details and booking
  9. 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
  10. Could Short Note be added as an option under the SEN heading?
  11. There are two new blogs that I thought might be helpful to share with practitioners on FSF. The first is about the power that professionals hold in their interactions with parents of children with additional needs and how we can avoid abusing that power. It's something I believe everyone needs to be aware of if they want to work in true partnership with parents and was written from my personal perspective. https://itmustbemum.wordpress.com/2017/04/12/the-imbalance-of-power/ The second is written by another mum and is one that I think could be used to reflect on whether we are always qualified to offer the opinions asked of us. It is crucial that we record observations, rather than assumptions but how far should we go to make the limitations of our knowledge and experience clear when recording those observations? After all, if we aren't trained to see the more subtle signs of anxiety, they won't appear in our observations and that could mean vital evidence is missed in a diagnostic discussion. https://itmustbemum.wordpress.com/2017/04/15/should-ask-teachers-for-an-opinions-on-send/ Feedback, positive or negative, would be very much appreciated.
  12. Hello all, I am writing to ask for some advice, I have been in early years for around 10 years it all began when I completed my BA Hons in early childhood studies, I then had the opportunity to complete my EYPS. In order to do this I got a job in a private day nursery, over time I worked up from a nursery practitioner to the settings early years professional overseeing the EYFS and finally the deputy manager. I felt after a few years I wanted to get back into the rooms working with children and was offered an opportunity to go to a special needs school to be their early years teacher due to holding the EYPS. I have been doing this for the last two months and straight away I felt like I was under qualified and felt like I was so out of my depth. I feel so low and every day I hate going to work, I find it so difficult going from working as a team with qualified nursery practitioners to being the only member of staff knowing the eyfs and how to support the children through planning and observing to being the only person who knows the eyfs and can extend their learning. I feel that I don't get to give the children the right support as I have such a high work load making sure all the children are making progress as their are 60 children (30 am/30pm) with 10 of these working to IEP's and EHA plans. When I have spoken to other staff members I was told I had too high expectations, is this the case or have I fallen into the wrong environment? Any support/help/guidance would be highly appreciated. Thank you from a very confused early years enthusiast!
  13. This is a brilliant explanation of how SEN support in schools (the graduated approach) should be implemented. It's written by a parent whose child (like my own) has been harmed by being left unsupported in school so it is personal for her and it is written with an audience of parents in mind. However, she is a highly skilled communicator and her descriptions of barriers to learning and the assess, plan, do review cycle are really helpful. https://itmustbemum.wordpress.com/2017/02/26/sen-support-in-schools-were-missing-the-point/
  14. I currently give 1:1 support to a child at my setting. Child also attends another SEN setting. Both settings use Tapestry-is it possible to share info, in the same way that parents can log on and view? Not looking to be able to comment on each others obs, just view, for the purposes of sharing useful information and therefore informing future practice for this child?
  15. Hello All, We have recently found out that a child (aged 4) at our setting is colour blind. I would really love to find out about of any activities, support techniques or resources that any of you have used. Thanks in advance, Vicki
  16. Hi, We have a child attending the nursery who has selective mutism. Her key person would like to use a few books with the other children to help them understand why the child doesn't talk to them or interact with them whilst they play. There are a few I have found online but I would really like it if anyone is able to recommend any books they have used in the past. Many thanks Sarah
  17. Hello all, I'm currently in a preschool setting for my Early Years Teacher Training and I'm acting as a Key Person for some children. One child has EAL and I'd like to conduct a communication and language assessment/audit to gauge his levels of development. He's going to school this September and has a rather 'fleeting attention', does anyone have any suggestions for what I could use? Since I'm making a topic, I'm also required to create a resource to support communication and language development. I'm going to try to create something to support the aforementioned EAL child, does anyone have any ideas? What has worked well for you? Thank you in advance!
  18. We have reviewed 'Let's talk behaviour!' by Wendy Usher. You can read our review here. We'd be interested to here what you think! Let me know your thoughts ...
  19. EYFS Developmental Milestones

    This ebook explains developmental milestones throughout the stages of the EYFS. EYFS-developmental-milestones-eBook.pdf
  20. I came across this article on Twitter - I am glad I did as I learnt so much in the 1/2 hour it took me to read it properly. I am not a SEND specialist but in my career I have worked with children with wide-ranging needs. This research article showed me that sometimes my responses to children 'making a run for it' have not been helpful. I am sure that there are lots of effective strategies for managing this behaviour, but this one made sense to me and was extremely well explained and exemplified. I am going to share this article with colleagues at nursery and see if we can discuss and understand the behaviour management theories shared. It will give us a head start if we need to support a child and their family with a similar issue in the future. Stop the Running - Research article (links via Twitter) Stop the Running article.pdf Have any FSF members had any experience of this?
  21. Pre-school Practitioner Hours: 18 hours per week, term time only 8.45am – 2.45pm Monday, Wednesday, Friday A fantastic opportunity for a highly motivated, creative candidate/individual who is passionate about Early Years to join the team at this popular Ofsted Outstanding pre-school. You will need a Level 3 or above recognised Early Years qualification and experience working in an Early Years setting. For further details and an application pack please visit www.dolphinspre-school.co.uk Closing date: Monday 20 June 2016
  22. Hello, We're currently reviewing our policies for paying staff who undertake Senco duties or act as lead for Safeguarding, and I'm curious as to what other settings do. At the moment our Deputy Supervisor is our safeguarding lead but she doesn't get any additional pay for this, whereas our 2 SENCOs are level 3 assistants and are paid an additional £11.41 per week. However we have quite a few children with safeguarding issues and we are looking at having a level 3 as deputy safeguarding lead after undergoing additional training. Thanks
  23. Hi, I thought this might be of interest. Resource pack for practitioners: Working with Children with Sensory Processing Differences in Early Years Settings ,early_years_sensory_processing_resource_pack.pdf For those working within an Early Years setting or Health Visitors who work with families who may have young children showing signs of sensory processing differences. This resource pack will assist with the identification of possible difficulties and support the implementation of strategies​
  24. LINK to: An early years autism competency framework for people working with under five year olds on the autism spectrum. A professional competency framework has been developed by Genium for the Autism Education Trust (AET) in collaboration with The Autism Centre for Education and Research at the University of Birmingham, Birmingham City Council, Puzzle Centre and consultants with expertise in autism. The framework sets out the knowledge and skills that are required for professionals in settings working with children on the autism spectrum. http://www.aettraininghubs.org.uk/early-years/eyacf ​
  25. Hi, can anyone recommend training for SEN and inclusion? Thanks, Lisa
×