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:471,156
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Members:49,265
Reflecting on Kerry Murphy’s talk on ‘Neurodiversity – Affirming Commu…
by Vanna Fossella
Educator and Tapestry product support specialist Vanna Fossella shares her reflections after attending a key note talk by Kerry Murphy at the 2024 Newham Early Years Conference.
Podcast: Extending our use of creativity to focus on children's well-being
Jules and Anya chat with Sonia Mainstone-Cotton about how we can extend our concepts of creativity to focus on children's well-being and understanding of themselves. They discuss how the language we use and the environments we develop in these creati…
Assistant Professor Carlyn Mueller shares her own experience and resea…
Carlyn Mueller recalls the books that played an important role in her own childhood, gathers research about the importance of representation of disability in children’s books, and suggests strategies for increasing representation in school and at hom…
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Moving to Tapestry from Famly
Hi We're trialling Tapestry as we are considering moving over from Famly. I think there is no doubt that the observation, learning journey, assessments etc are better on Tapestry. But I'm wondering how people find the management side of things. Invoicing, communicating with parents (can you send group messages on Tapestry?), managing bookings, etc. Has anyone else moved from Famly to Tapestry and if so how do you find it compares? Thanks Christina -
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Observations?
Observations for the sake of evidence aren't needed, but they are still a vital part of good practice in the early years. They should be used to capture the development of the child, and be useful to you for planning for the child's next steps. If you have 12 key children for example, would you be able to confidently plan for each of their next steps in all areas with nothing to refer back to? For this reason, some children who you know are accessing what you're planning, may not need many observations as what you have planned is being met and you can develop the next steps from that planning. Other children though may need more support in accessing the provision you have planned, in which case, they would may have more observations to remind you of where they needed that support, or where their strengths were. A while back I wrote this for Nursery World which you might find interesting: Falling in love with observations all over again -
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Observations?
Hello, We have been thinking about observations in Reception and just wondered if they are still being done and if so how regularly? We appreciate that we no longer need to do them but they can be useful in getting a holistic view of the child. Any thoughts would be appreciated! -
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Pre-School assistant, Chelmsford Essex
We are looking for a friendly and enthusiastic person to join our small team Part Time Pre-School / Nursery Assistant (term time only) - Working for Essex About the role Part Time Pre-School / Nursery Assistant (term time only) Permanent, Part Time £23,344 per annum, Full Time Equivalent - equal to £12.10 per hour Location: Chelmsford Working Style: Fixed-base worker Closing Date: Wednesday 22nd January 2025 at 11.59pm Please note this role is being offer as a Part Time opportunity, working 13 hours per week, term time only (38 weeks per year), with a pro rata salary of £6,874.29 Per Annum and covers the following shifts: Monday: 9am to 3.30pm Wednesday: 9am to 3.30pm To apply you must hold a level 2 or above accredited qualification in Early years childcare and education and have experience of working in an early years setting. Adult Community Learning (ACL) is ECC’s provider of lifelong learning experiences for Essex residents. ACL offers childcare facilities for parents to help them move nearer to, enter or progress within the workplace or gain skills to enhance life chances. The Nursery/Pre-school is registered with Ofsted and is also open to community children whose parents/carers are not attending ACL. Responsibilities The Nursery/Pre-school Assistant will be part of a team and will be expected to provide high standards of quality care within the nursery/pre-school with responsibilities encompassing the environment, resources and experiences offered to children and their families. They must: Ensure rich and diverse indoor and outdoor play experiences are offered taking regard of the EYFS and the individual needs of children. Be a key person carrying out all related responsibilities. Observe, support and extend children's learning. Maintain accurate and effective children’s records. Work in partnership with parents/carers and other family members. Ensure that children are kept safe and understand safeguarding, and when necessary follow Child Protection Procedures. Demonstrate good practice with regard to special needs and inclusion. Promote positive attitudes to race, culture, gender, religion and abilities. Undertake a shared responsibility for health, safety and cleanliness throughout the nursery/pre-school. Be responsible for participating in all self-development activities including appraisals and supervision meetings, team meetings etc. The Experience You Will Bring Essential: Level 2 qualification or equivalent by experience in childcare. English and Maths Skills at level 2. Excellent interpersonal skills with the ability to build rapport with both children and adults. The ability to plan and provide activities and play opportunities to develop children’s emotional, physical, social and intellectual capabilities. Desirable: The ability to work effectively under a variety of circumstances and develop skill within the role. The ability to plan and provide activities and play opportunities to develop children’s emotional, physical, social and intellectual capabilities. First Aid training Level 3 qualification or equivalent by experience in childcare. -
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2025.02 - 4 Dates in Feb - Designated Safeguarding Lead for Education Settings (Level 3)
Designated Safeguarding Lead for Education Settings (Level 3) This is a Virtual Course over 4 days - you must attend all sessions to for completion Monday 24th February Tuesday 25th February Wednesday 26th February Thursday 27th February Each session is from 9am to 12.30pm The 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. This course will: Outline the role and responsibilities of a DSL in Education Settings. Outline legal and contextual procedures in relation to the role. Explain local process for reporting Early Help and Safeguarding concerns. Overview of Local Child Protection Conferencing procedures. To understand and raise awareness of FGM and Harmful Practice. Local Intelligence reporting procedures. Outline local safeguarding arrangements and awareness of Case Reviews. Give an overview of children who are missing, exploitation and trafficking. Overview of links between absence, safeguarding and educational neglect. Please note that delegates must have camera and microphone access, and be in a private area where there are not children present due to the content being discussed. 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 -
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2025.01.22 - Southampton Emotional Literacy Conference
Southampton Emotional Literacy Conference Date Wednesday 22 January 2025, 9am to 3.30pm. Venue Highpoint Venue, Bursledon Road, Southampton, SO19 8BR. Lunch and refreshments are included. Conference theme Creating Compassionate Communities Keynote Speaker: Victoria Bagnall, Connections in Mind Launched in 2016 by Dr. Bettina Hohnen, Imogen Moore-Shelley, and Victoria Bagnall, ‘Connections in Mind’ pioneered Executive Functioning (EF) Coaching in the UK. Recognising the impact that EF has on all aspects of people’s daily experience (including their learning and behaviour), ‘Connections in Mind’ provide support for children, parents, and staff, leading to them becoming a Community Interest Company CIC in 2023. Workshops: There will be three interactive workshops. Sessions comprise a mix of key psychology, reflective learning, and practical ‘take-aways’ to help us explore what we can ‘think’, ‘feel’, and ‘do’ to create compassionate communities. Who should attend? Teachers School and early years special educational needs co-ordinators Senior management teachers Emotional literacy support assistants Teaching assistants Social workers Foster carers Educational/Clinical psychologists Conference costs Price for this course: £150 per delegate. If a setting, trust or cluster books three places at the Conference, the fourth place is free of charge. Southampton schools can use half a day of purchased EP SLA time for two conference tickets. Bring your Line Manager to the conference for just £50. -
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Lifevac or anti choking device
Hi All Has anyone got any solid advice given by either local authority or first aid specialists on whether a nursery should have a 'LifeVac' or anti choking device?
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