The Foundation Stage Forum Community
Welcome to the FSF – a community for early years professionals. Engage in conversations, offer and receive advice and support, make connections. Discover our library of education articles and podcast episodes to enhance your reflective practice. Working together to achieve high-quality early childhood education.
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Posts:472,141
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Members:56,314
Objective-led Planning
by Alistair Bryce-Clegg
Many of the FSF members follow Alistair Bryce-Clegg's blog and have attended his very popular presentations. Following a discussion here about his innovative 'objective-led planning', we invited Alistair to explain this approach.
Podcast: Surfing the wave of negativity
Jules and Ben chat with motivational speaker and life coach Jackson Ogunyemi – Action Jackson! – about how to surf the wave of negativity. Jackson shares strategies to help educators to support themselves and the children they work with to find grati…
Rumena Aktar, primary school librarian, shares how a library can inspi…
Just A Room Full of Books? Rumena Aktar takes a close look at how a library, and it’s librarian, can support children to become enthusiastic readers.
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Safeguarding
Hi, I'm afraid this is not something that is currently available but I have passed on your feedback to the development team. In the meantime, you could use the reflections area as this is available for staff only. Thank you for your feedback. -
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New feature: Quick Switch & Tapestry Updates
You can now quickly switch between Tapestry settings if you are linked to more than one account. If you log in to multiple accounts using the same email address, you’ll be able to see the other settings you are linked to by clicking the switch icon 🔁 at the top of the sidebar, next to the name of the setting you’re currently logged into. If you log in using a different password, you’ll see a padlock symbol next to the setting name. This means you’ll need to enter your password before completing the switch. Note: This feature is not available for PIN-only staff or child login. The following updates are also now available on Tapestry. New Birth to 5 reference material within the EYFS flagset Montessori activity descriptors are now visible The ‘Manage Groups’ page has had a redesign for improved user experience Care Diary form PDF exports now include the ability to see whether the relative signed this off on their own device or setting device The Accident tracking screen has been reintroduced allowing the ability to export a single PDF detailing all accidents during a time period. To navigate to this screen - Planning & Monitoring > Care Diary > Accident Tracking. Online Child Register – there will now be a collected/dropped off field. This needs to be turned on first through Management System > Configuration > Registers. Online Staff Register – staff and pin only users will not be able to edit their own in/out time This update also includes minor bug fixes and user interface improvements for a smoother experience. -
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What are you seeing?
One of the simplest ideas within The Archetype Approach is to create a little more space between what happened and what we decide it means. -
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What is the Archetype Approach?
I first came across Oliver Riddett's posts on Instagram and I was struck with how refreshing his approach is to understanding and supporting children's learning. Based on Jungian Theory (about which I know nothing!) I started to learn about different ways of observing, appreciating, and responding to children's patterns of behaviour, that Oliver's materials were describing. I bought his book- available here: https://www.archetype-approach.co.uk/product-page/the-archetype-approach-paperback and I find myself often referring to it when thinking about and reflecting on children (and adults, if I'm honest). I got in touch with Olli, found out more about the approach, visited his setting in Cornwall and we recorded a podcast for Tapestry, available here: I'm still learning and this will no doubt continue- it's not a quick fix to managing children's behaviour but a gentle, insightful, new way of seeing each child as a whole being. Oliver's own words in the book's first chapter: 'In most educational settings, performance has become the lens through which children are seen and valued. Whether it's through termly assessments, observations written for data purposes, or informal praise for finished work- adults are often trained to evaluate, not witness. But something is lost when we focus on what a child can show rather than how they show up. We lose their rhythm. We lose their intention. We lose the chance to meet them where they truly are. Children are not meant to be assessed for output. They are meant to be understood in process. Learning is not a product-it is a living, relational act.' I'm excited at this new way of supporting children and it hasn't come a moment too soon! The sector, and most of all our youngest children, really need this.
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