The Foundation Stage Forum Community

Hi Emma, I am getting in touch with you to let you know that the Printed Child Register on Tapestry now provides totals rows for attendance and absences for daily and also weekly registers. We hope you will find this addition useful! Best wishes, Jo.

HELLO I NEED YOUR INSIGHTS ON REFLECTIE PRACTICE IN CPD. HERE'S MY RESERACH . ADD YOUR FINDINGS TOO PLEASE. Hello, I am currently doing my Level 3 in Childcare and I would like to discuss and summarise points on Reflection in regards to Professional development in early years.Reflection is a process by which a person constantly improves their practice by critically analysing and evaluating it against their set goals or a standard level of practice and hence they improve their practice by constantly changing their approach, and hence they engage in a cycle of continuous learning. Reflective practice was something that started relatively recently in disciplines such as Education and health care to enable professionals to learn from real life experiences. It is not just enough to obtain qualifications and certificates in today’s world but a person should also know how to apply that knowledge first hand to practical life scenarios and then learn from their failures or success. Reflection starts at the core of one’s learning or experience in their practice and they need to evaluate their performance in regards to what they hoped and what they actually achieved detailing the plus and minus of the experience and then learning from it. It is also worthwhile to mention what one has learnt from the whole experience and where they think that they can improve. One turning question would be to ask yourself what would have happened if I would have done this instead of that, so it’s continuous improvement in easy words. It’s recommended for all professionals to look into continuous professional development during their practice.Now , I am going to discuss some theories on reflection in professional development too: Maslow’s Hierarchy of Needs theory comprises a pyramid of human needs which are physiological, safety, love/belonging, esteem, and self-actualization. Maslow placed them in the order from top to bottom with the more creative and intellectually oriented ‘self-actualization’ needs at the top. Maslow asserted that not everyone would actually reach their full potential or consider this as their goal, however there might be peak moments in everybody’s life when it comes to achievements. Maslow’s theory is very simple to understand that a human needs to first accept and fulfil their physiological needs such as food, clothing, basic health and shelter and then they move on to complex physiological needs such as accomplishing something worthy or taking themselves to the top pinnacle of success and then realising it. According to Maslow, people who are self actualised measure their success through peak experiences, they also perceive reality efficiently and take themselves at their face value for who they are, meaning accepting their strengths or weaknesses, they are highly creative and problem centred and look towards continuously bettering themselves. Hence Maslow believed that if a person is already comfortable in their basic needs, then they can start their journey of improvement and self actualization which relates a lot with what we call reflection today. Kolb said that “Learning is the process whereby knowledge is created through the transformation of experience” . Kolb’s experiential theory of learning consists of four stages: Concrete experience in which a person encounters a new concrete experience in the form of a situation or an event and then he experiences Reflective Observation of the new experience, in which he reflects on his experience in the light of his knowledge or experiences. Then comes the stage of abstract conceptualisation, where in light of the reflection made, new learning is achieved in the form of a new idea or modification to an existing concept. Then the individual engages in active experimentation and applies his newly found learning to the world around him to see what he could achieve. So, Kolb saw the whole learning process as a cycle in which the person constantly learns through an integrated process of steps which all affect and support each other. The process of what we call reflection will be achieved in the second and third phase of Kolb’s cycle in which the learner reflects on his experience and hence forms new ideas based on that experience and observation. However Kolb asserted that all stages must be implemented in order to achieve this learning cycle. Gibbs reflective cycle is a theory that describes experiential learning as a structured six stage process of reflection.this cyclical model emphasises the need of constantly reflecting from experiences through revisiting and analysing them from different angles and then using them to inform future practice by making the best decisions or changes in practice. It represents reflection in a more systematic way compared to the other models. The six stages are as follows: Description ~ providing a clear and factual account of the details of the event without judgement. Feelings ~ exploring and analysing the emotions / feelings experienced throughout the event, includes honest self reflection and self awareness. Evaluation ~ Critically assessing the whole experience by identifying what went well and what didn’t, balanced consideration of both the positives and negatives.Analysis ~ making deeper sense of the situation and extracting deeper meaning from the whole experience. Conclusion ~ consolidating the findings and insights gained from the whole reflective process, thinking what you could do differently in future.Action plan ~ Making a concrete plan for improvement based on the previously gained insights, hence turning reflection into a catalyst for professional and personal growth.Donald Schön’s theory takes reflective practice as the practice by which professionals become aware of their knowledge base and learn from their actions. For Schon, reflection in action was needed to solve problems, rather than rationality. He, therefore, valued the insights that come from experience, from being direct involvement with the situation. His basic idea is that through reflection-in action which responds to the belief “that our knowing is in our action, (p. 49) we can gain verifiable insight into our thought processes. He believed in reflection on action as it is to reflect on behaviour that happens, whereas reflection on action is to reflect after the action to review, analyse and evaluate the situation. Reflection-in-action is the reflective form of knowing-in-action: It is Schön’s assumption that “competent practitioners usually know more than they can say” (Schön, 1983, p. 8)Looking at all these theories of reflection, I would say that I personally like Gibb’s theory of reflection as it is very simple and explains the human thought process in a very simple and straightforward manner. So by engaging in reflection, one can engage in continuous learning which can help them to improve their practice. Ref : https://libguides.cam.ac.uk/reflectivepracticetoolkit/whatisreflectivepracticehttps://www.simplypsychology.org/maslow.html?ez_vid=2cae626a2fe896279da43d587baa3eb663083817https://www.simplypsychology.org/learning-kolb.htmlhttps://graysreadinggroup.wordpress.com/2012/12/18/the-reflective-practitioner-by-donald-schon/

Portage Workshop: A small step approach to learning for children with SEND - 2024 This two-and-a-half-day course is the basic qualification certificate in the Portage model of teaching. Session Dates (must attend all) Thursday 14 November 2024 9.15am-4pm Civic Centre Friday 15 November 2024 9.15am-4pm Civic Centre Tuesday 10 December 2024 9.30-11am Online session Who should attend? Those who work with the 0-5 year’s age range and are interested in delivering inclusive learning and play activities. It will be of particular relevance to those who hold the Early Years Special Educational Needs coordinator role in the r setting or those who wish to move into this position. It would also be highly beneficial for practitioners looking to further develop their SEND practice and as part of their work support individual children or lead small group work including children with additional needs. You will be able to: Understand the Portage Principles and model of support Use the basic skills to deliver Portage under supervision Apply Portage skills in one’s own workplace Understand the history and local development of Portage Understand the range of materials and resources Develop confidence in working together using the Portage Model Demonstrate awareness of the National Portage Association Southampton maintained schools and Southampton PVI Early Years & Childcare providers Price: £120 Academies, free schools and other organisations Price: £150

Year 6: Reading, Writing and Maths Friday 7th February 2025 09:00 – 16:00 Venue - Highpoint Delegates will have the opportunity to reflect on maths teaching in Year 6 with a presentation from the Maths Hub, focusing on planning and teaching the different content domains. We will discuss the 2024 reading paper and consider the implications for teaching reading in year 6 as well as unpicking the different question domains that appear within the reading SATs paper. Attendees will have the opportunity to revisit the assessment frameworks for writing and complete standardisation activities, developing teacher confidence in accurate assessment. Delegates will hear from local schools about how they teach English in their settings. Schools will have time to work together, sharing books and best practice. You will Reflect on the implications for teaching ahead of the statutory assessment period Continue to develop the understanding of writing expectations at the end of Key Stage 2 Revisit systems and process for moderation Please bring along the following Exemplification materials for writing Teacher Assessment Framework Examples of pupils’ writing workbooks for pupils on track to achieve WTS, EXS and GDS Fee for training Southampton City Council Maintained Schools: £40 Academies, free schools and other organisations: £45 Refreshments and lunch will be provided. Please ensure you state any allergies or dietary requirements on your booking form.

Safeguarding Awareness Recognising and Responding to Abuse (Level 2) - Children and Young People This course is essential for people who have regular contact, or periods of intense but irregular, contact with children and young people to ensure that those working with children and young people understand and know how to safeguard children and how to respond when they suspect abuse. For further information click HERE Session dates Thursday 7 November 2024 - 9am to 4pm - Virtual Tuesday 14 January 2025 - 9am to 4pm - Civic Centre Fee for training Southampton City Council Maintained Schools: £40 Subsidised price for Southampton PVI Early Years & Childcare providers and voluntary organisations: £35 Academies, free schools and other organisations: £50

Designated Safeguarding Lead Update (Level 3) The course offers existing DSLs the opportunity to receive additional updates in the interim period between attending statutory training. For further information click HERE Session Dates Tuesday 5 November 2024 - 9am to 4pm - Civic Centre Wednesday 11 December 2024 - 9am to 4pm - Civic Centre For more dates click HERE Fee for training Southampton City Council Maintained Schools: £99 Subsidised price for Southampton PVI Early Years & Childcare providers and voluntary organisations: £77 Academies, free schools and other organisations: £115.

Designated Safeguarding Lead for Education Settings (Level 3) This course will offer delegates the opportunity to develop their skills, knowledge and understanding to perform this role. Southampton City Council training includes bespoke local safeguarding updates from professional experts in their subject areas to respond to safeguarding issues within the local context. For further information click HERE Session dates NEW Virtual Session across multiple dates - must attend all 18th, 19th, 25th and 26th November - 9am to 1pm Tuesday 28 and Wednesday 29 January 2025 - 9am to 4pm - Civic Centre Wednesday 5 and Thursday 6 March 2025 - 9am to 4pm - Civic Centre Fee for training Southampton City Council Maintained Schools: £180 Subsidised price for Southampton PVI Early Years & Childcare providers and voluntary organisations: £115 Academies, free schools and other organisations: £215

In this tutorial we are going to look at how to navigate the 'Invoice Overview Report' screen. Through here you will be able to see and export a report/s relating to your invoice data. First, start by heading to the booking tab (1). Then, click 'Reports' (2) and 'Invoice Overview' (3). Here you will see a graph displaying your paid and unpaid invoice amounts. Along the bottom, you will see the month that is the invoice date (1), whether the invoice within that period has been paid or unpaid (2), and along the left hand side the value (3). Hovering over the bar will show you the breakdown of the of the invoice. Along the bottom you can also see the invoice date (1), the total cost of the invoices for that month (2), how much has been paid (3) and how much is unpaid (4). Use the scroll bar along the bottom to move along the months if needed (5). At the top of the screen you can choose to view this data by year (1) or, you can choose a custom month (2). When you choose the month/s, you will see the data appear relating to the period you have chosen. To export the data showing on the screen, select 'Export Table to CSV' (1). Please note, the CSV will only include the data you have selected from the date picker. The CSV layout will appear as it does on the 'Invoice Overview Report Screen' with the invoice date, the total of the invoices, and the paid and unpaid amount. And that is how to navigate the 'Invoice Overview Report' screen. For further support, please contact us at customer.service@eyfs.info. Back to Main Tutorials Page

This guide covers how to export and print a PDF staff register to use as a Paper Register from the Tapestry Booking system. If you're looking for an online staff register please refer to this tutorial instead. In order to access and use the staff register you'll first need to set up Booking on your account. So if this hasn't been done yet, a manager can set up Booking by following these steps. To access the register, go to Booking (1) > Registers (2) > Staff (3). From here, you can select the date/s you'd like the register to include (1), and click on 'Layout Options' (2) to change these options: you can choose between a daily and weekly register (3); to include three additional blank rows (4); to have a notes field (5); and whether you'd like staff on the register to be listed by first or surname (6). Once you're happy with your selections, click to generate the register (7). Depending on your layout options, it will look something like this: And that's it! If you have any questions please email us at customer.service@eyfs.info and we'll be happy to help. Back to Main Tutorials Page