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  1. Yesterday
  2. We already do this on our display boards! These canvases are going up really high above the display boards so we will not be able to reach them! I just want them to be bright and nice to look at, but the children’s own work. I have thought of doing different paint effects on each one; Handprints, splatter painting, marble painting, string painting, bubble painting, blow painting etc. Just wondered if anyone had any more cool paint effect ideas?
  3. Art project

    How many children do you have ? Could you split each one so each child has their own display space ? They could have a photo of themselves, add anything they are proud of, photos of things they make, a speech bubble to add wows, add their own hand print ....I’d love to have wall space for that :-)
  4. So we have to put some canvases on our walls to try and improve the acoustics for our child with a hearing impairment. I have bought 12 very large plain canvases and plan to let the children decorate them. I have a few ideas but would be interested to know how you would decorate them?🙂 Edited to say they are 90 x90 cm.
  5. Hi, Can anyone recommend a good read for developing EAD practice? One of my staff would like to develop her knowledge and take more of a lead in 'the arts' across the nursery (age 1-4) and I'd like to find a good book to support her - any ideas? Many thanks x
  6. So was I!!! I felt she did a good job of putting more clarity into their intended purpose and recognising that the way this has been written maybe hasn't helped. The report is intended to focus on literacy and mathematics in reception as these are the areas children do less well in. I do agree with the mathematical aspect - and I'm doing more and more INSET on maths teaching recently so clearly EYFS teachers recognise this too. Re: writing, it is true children need to be shown how to hold pencils and to develop a good grip. Gill Jones put this into a wider context and showed some of the illustrative examples that didn't make it in. The wording around tables and "formailty" has maybe whipped this into a frenzied polarised state of opinions. I don't think anyone would disagree that children do need to learn how to do some things and anytime we work with children this is what we are doing - teaching them so they learn. Not everything can be learnt through freely chosen activities and children in Reception can write sentences independently if they are enabled to do so. To hold them back because of pedagogical opiions would also be wrong. It's all about a balance, which does change from nursery to reception (and having taught both I feel qualified to say that.) My concern is that this report is not going to be clarified outside of these briefings and tweeters like Ofsted's Sean Harford are not helping!
  7. Which books

    All the usuals, Shark in the Park always a favourite and our boys are loving the ‘Supertato’ books at the moment.
  8. Last week
  9. We already have the hungry caterpillar (obviously) and we also have the story sack version but on your recommendation I also bought the pop up version. They absolutely loved it. Only weird thing was the lollipop picture was missing!!
  10. Training

    If you can afford it all go for it Unfortunately we are not in a position to pay for any proper training at the moment other than half day updates. I did once work out a good way of covering training costs if staff leave as soon as they are qualified - and if I can remember what it was I shall come back and post it! Sorry I have had total brain freeze since the beginning of Dec.. (bad virus lasting weeks)
  11. Level 2/ level 3 ?

    I am the manager of a pre-school and I have a member of staff who is about to start training but she is not sure whether to do the level 2 or level 3. We have had lots of chats about this but she wanted to know a bit more than the distance learning website we use tell you about the units etc. Could anyone who is doing either the level 2 or level 3 let me know what the current mandatory units are etc and if possible give me a sample question from the course (a rough idea) so I can show her the types of thing each course asks? She has GCSE's which would allow her to do either and has no learning issues etc. She already plans, writes obs and key works. Its just really a question of confidence. So I hope by showing her the types of question she can make her decision from a more informed place. I would prefer her to do the level 3 and think she is more than capable but as she has been out of study for a while she is just a bit "ooo am I capable of that" but ultimately the decision will be hers. Many thanks
  12. Hi I have 2 settings: on ein Leicester city & one in Leicestershire County. We were graded "outstanding" by Ofsted so quetly conifdent that we must be doing ok. Happy to help anyone I can. Play Days Nursery Play Days Academy
  13. Training

    Yes definitely if the group can afford it Some groups ask their staff to agree to pay back training costs if they leave within a specified time period - think this is quite fair although it is not something that i have ever done......
  14. Which books

    I really hope that the children enjoy them!
  15. I heard Gill Jones talking about this report yesterday at early Excellence - the audience have asked her to clarify the 'wrong language used' in the report - she started off by saying the officers for the 8 regions will liaise with LAs to get the message 'out there' - in the end has said she will think about writing a statement to clarify some of the messages ..... Watch this space..........don't hold your breath
  16. Hi Andy, Yes it is possible to do this on Tapestry. To make sure they are not displayed to relatives you just need to go to the control panel -> settings -> assessments, under each enabled assessment framework you will see the option 'Display to relatives'. You'll just need to make sure this option is not enabled. I hope this helps! Best wishes, Emily
  17. Training

    I do love this site as always get well rounded general feedback, thoughts, opinions. Another week poses another question. This time staff training. We have two non qualified staff who we said we would put them on a course to study for L2/L3 qualificaiton and a L2 also willing to do L3. Found a L3 course for them which os Ofqual recognised. Great and we have allocated a large budget this year for training. Now, I have another L2 who hasn't expressed interest in the L3 but should we offer the opportunity anyway? We also have two experienced and time served L3s so should we also be considering some extra training for them too? I am probably being too kind/not very business minded in considering all staff and it can't all be done at once, but at the same time want to let them ALL know that we are happy to help them develop etc. Not sure what the L3s could do, forest school perhaps as something we are working towards as leader is L3 qualified. I've also looked at options of training agreement whereby they stay with us a year or so (if studying in our time) Thanks look forward to any suggestions.
  18. apprentices

    Yes they can, providing you are confident in their abilities, just as unqualified staff can be counted. When we have had apprentices, I have not counted them in ratio for the first couple of months, but have done after this. It would very much depend on the individual though and what you are asking of them.
  19. apprentices

    looking at staffing and struggling to get staff am thinking apprentices may be the way forward and train them to the way we work. can someone on an apprentice be counted in ratio?
  20. Hi is it possible to turn on / off the visibility of the EYFS ages and stages assessments for parents? If so how do I do this? I just don't want to provoke the wrong type of 'competitive chat' amongst parents. Thanks. Andy.
  21. Sunnyday I actually bought many of the books that you recommended and they are starting to arrive now! I just love books and can’t wait to read them with the children.😃
  22. Here is the full Press Release from the PLA, including all the survey results. Parents pay the price for the 30-hour offer as childcare providers are forced to limit 'fully free’ places, new survey reveals "Parents are being forced to pay for the government’s 30 hour ‘free’ childcare scheme through additional charges and fees as a result of underfunding, new research from leading early years membership organisation Pre-school Learning Alliance has revealed. According to an online survey of 1662 nurseries, pre-schools and childminders in England, the first to be published following the national roll-out of the policy in September, only a third of childcare providers currently rolling out the 30 hour funded childcare scheme are delivering the offer fully free (i.e. without any additional fees, charges or hours) to all parents, while nearly three in 10 providers offering the 30 hours aren’t currently providing any fully free places at all. The findings follow repeated warnings from childcare providers that current funding levels – frozen by the government until 2020 – are too low, meaning that many are being forced to rely on additional charges to parents to fill the funding gap or risk going out of business. The findings show: Only around a third (35%) of childcare providers are delivering 30 hours places ‘completely free’ to all parents, with a further 36% delivering fully free places to some, but not all, parents and 28% of providers delivering no fully free places. 37% of respondents have introduced or increased charges for additional goods/services as a result of the 30-hour offer, including for items such as meals and snacks (80%). Two-thirds of providers (66%) plan to make changes to how they offer the 30 hours over the next 12 months – most commonly by increasing fees and charges. Amid numerous reports of childcare provider closures since 30 hours national rollout, the survey also reveals that: A fifth (21%) of childcare providers do not think their business will be sustainable in a year’s time due to government underfunding. Over half (55%) of respondents say their funding rate is both less than their hourly parental fee rate, and less than the hourly cost of delivering a place. More than three-quarters of providers (77%) say that if their funding rate stays the same next year, it will have a negative impact on their provision, with 44% of all respondents saying it would have a significant negative impact. 38% of providers are uncertain whether or not they will be offering 30 hours places in a year's time. Responding to the findings, Neil Leitch, chief executive of the Pre-school Learning Alliance, said: “With the majority of providers forced to limit the number of genuinely ‘free’ childcare places on offer, and many set to increase additional charges for funded hours in the next year, it’s clear from these findings that the government’s flagship childcare policy is failing both providers and parents. “Respondents have laid out in black and white that the 30 hours policy is simply not working, with a continued lack of adequate funding leaving many with no option but to pass the funding shortfall on to parents. This has left parents to pay the price for government underfunding through often unexpected charges for things like nappies, food and trips, while the government continues to claim that it’s delivering on its promise of ‘free’ childcare. “Worse still, with early years funding rates set to be frozen until 2020 despite inevitable rises in childcare business costs such as wages, rents and pensions, the pressure on providers – and, in turn, parents – is only going to get worse. “Since the announcement of the 30 hours, the childcare sector has been very clear that, without sufficient funding, the scheme simply will not be viable in the long term – and thousands of parents and providers have now joined the Alliance’s Fair Future Funding campaign to demonstrate their concerns. “The government should not have needed more evidence of a childcare funding crisis – but here it is. If ministers don’t want to leave parents picking up their tab or to risk forcing even more providers to close, they need to recognise that the current situation is unsustainable and increase funding so it meets the cost of delivering places as a matter of urgency.” Below is a selection of respondent comments to the survey. All survey responses were anonymous. “We’ve had to increase fees from January 2018 and will be increasing again in April due to the NLW and NMW.” “We will have to put up fees from April 2018 as our funding rate is staying the same and will not cover the pay increase for the new living wage.” “We have implemented a registration fee to cover costs of daily diaries/ name cards/ learning journals/ name cards/ development records and to help with costs of consumables.” “We offer very few places as the funding rate is so low for our London setting.” “We may have to limit spaces for 30 hour entitled families in the summer term due to our group reaching full capacity.” “We have lost a lot of money with the cuts. We are still struggling and with the minimum wage increasing it will have a further big financial impact. We cannot afford to increase wages of higher qualified staff.” “We are already suffering financially and we will only see a few pence raise to funding per child and our staffing costs already exceed funding, so with the next large living wage increase, we may have to close our doors and thus the village will not have access to a community preschool. We have already have had to serve a redundancy.” “Funding rate not increased for 7th year, coupled with cost of increased pension contributions and increase in living wage and minimum wage, we are seriously concerned about our future survival in the next few years.” “Our running cost is £5.05 per child and we are getting £3.77 per child for the 30 hours.” “It does not currently seem financially sustainable. If the funding rate does not increase, the only way we can still offer the places is by charging for extras a.k.a charging for the gap in underfunding.” FULL SURVEY RESULTS How would you describe your provision? Full daycare nursery/pre-school: 32.2% Sessional nursery/pre-school: 42.7% Childminder: 22.3% Maintained nursery school: 0.9% Primary school nursery class: 0.6% Out of hours club: 0.1% Other: 1.3% Is your current funding rate (including any supplements) more or less than it was last year? More than last year: 47.9% Less than last year: 21.9% The same as last year: 30.2% Is your current funding rate: More than your hourly parental fee rate: 16.8% The same as your hourly parental fee rate, but more than the hourly cost of delivering a place: 8.9% Less than your hourly parental fee rate, but more than the hourly cost of delivering a place: 10.6% Less than your hourly parental fee rate, but the same as the hourly cost of delivering a place: 9.0% Less than your hourly parental fee rate, and less than the hourly cost of delivering a place: 54.6% Are you currently offering any 30 hours places? Yes: 75.7% No: 14.9% We are not providing any full 30 hours places but are splitting one or more places with another provider/other providers: 9.4% The following questions were asked of providers currently offering 30 hours places: Have you put any restrictions on the days of the week or times of the day that parents can access the 30 hour entitlement? Yes: 30.3% No: 69.7% Does the way you offer the 30 hours differ for parents who are only taking up funded hours versus parents who are taking up additional hours and/or paying for extra goods/services? Yes: 13.6% No: 86.4% Have you increased your fees for non-government funded hours as a result of offering the 30 hours? Yes: 35.2% No: 64.8% Have you introduced or increased charges for additional goods/services as a result of the 30 hour offer? No: 63.1% Yes: 36.9% What charges have you changed? (please select all that apply) - this question was asked only of those who answered 'yes'' to the previous question. Introduced or increased charges for meals and snacks: 80.3% Introduced or increased charges for nappies: 10.4% Introduced or increased charges for trips: 32.3% Introduced or increased charges for other goods or services: 47.1% Have you limited the number of 30 hours places you offer? No, we have offered to all eligible parents: 67.5% Yes, limited to some extent: 24.2% Yes, significantly limited: 8.3% Have you had any parents wanting to take up the 30 hours at your provision who you did not offer a 30 hour place to due to a lack of capacity? Yes: 18.9% No: 81.1% Have you had any parents wanting to take up the 30 hours as your provision who you did not offer a 30 hour place to because they want to take up funded hours only (i.e. they didn’t want to pay for additional feeds or goods/services?) Yes: 11.5% No: 88.5% Approximately what proportion of the 30 hours places you offer are delivered ‘completely free’ (i.e. parents do not pay for additional hours, or goods/services)? None: 28.4% Less than 25%: 16.7% 25 - 49%: 5.6% 50 -74%: 6.0% 75 - 99%: 7.8% All of them: 35.5% Have you received any parental complaints relating to the 30 hour offer? Yes: 25.6% No: 74.4% What has been the focus of the parental complaints you have received? (please select all that apply) - this question was asked only of those who answered 'yes'' to the previous question. Being asked to pay additional fees/charges: 25.2% Not being able to access preferred sessions: 20.3% Not being able to take up a place at your setting: 13.8% The 30 hours only being available during the term time: 16.1% Not being able to take up a full 30 hours per week due to the setting offering places on a ‘stretched’ basis: 10.6% Difficulties in applying for the 30 hours online: 84.2% Confusion over eligibility criteria: 53.6% Confusion over when their child can start accessing the 30 hours: 44.1% Other: 23.8% How has offering 30 hours places impacted on the availability of universal (15 hour) three- and four-year-old places at your provision? The number of universal three- and four-year-old places we offer has increased: 4.9% The number of universal three- and four-year-old places we offer has decreased: 25.4% The number of universal three- and four-year-old places we offer has stayed the same: 69.7% How has offering 30 hours places impacted on the availability of places for younger children at your provision? The number of places for younger children we offer has increased: 5.0% The number of places for younger children we offer has decreased: 24.3% The number of places for younger children we offer has stayed the same: 70.7% What financial impact has 30 hours had on your provision so far? It has had a significant positive financial effect: 3.5% It has had a somewhat positive financial effect: 9.4% It has had a somewhat negative financial effect: 17.1% It has had a significant negative financial effect: 18.6% It has had neither a negative or positive financial effect: 13.1% It’s too soon to say: 38.4% Have you analysed the impact that the increase in national living wage/minimum wage in April 2018 might have on your provision’s finances? Yes: 59.2% No: 34.9% I wasn’t aware the national living/minimum wage was due to increase in April: 5.9% Have you had your funding rate for next year confirmed yet? Yes: 23.4% No: 65.5% We’ve been told a provisional rate but this has not been confirmed: 11.1% If your funding rate stays the same next year, what impact would this have on your setting financially? Significant positive impact: 1.1% Somewhat positive impact: 3.7% Somewhat negative impact: 33.3% Significant negative impact: 44.1% Neither positive or negative impact: 17.9% How certain are you that you will still be offering 30 hours places in a year’s time? Very certain: 26.2% Somewhat certain: 33.6% Somewhat uncertain: 26.5% Very uncertain: 11.8% We have already decided to stop offering places: 1.8% Assuming you are offering 30 hours places in a year’s time, do you expect the number of 30 hours places you offer to have: Increased: 29.7% Stayed the same: 59.1% Decreased: 11.2% Do you think you will make any changes to how you offer the 30 hours over the next 12 months? (please select all that apply) No: 33.6% Yes, likely to increase fees for any additional paid-for hours: 37.1% Yes, likely to increase fees for children of other ages: 32.7% Yes, likely to charge for goods and services that were previously provided for free: 27.2% Yes, likely to increase existing charges for goods and services that we already charge for: 20.4% Yes, likely to restrict the days and times when funded places can be accessed for the first time: 14.8% Yes, likely to place further restrictions on the days and times when funded places can be accessed (i.e. on top of existing restrictions): 9.3% Yes, likely to reduce staff-child ratios (within legal limits): 17.2% Other (please specify): 4.3% Do you think that your setting will be sustainable in 12 months' time? Yes: 79.0% No: 21.0% The following questions were asked of providers not currently offering the 30 hours What financial impact has not offering the 30 hours had on your provision? Significant positive impact: 4.4% Somewhat positive impact: 3.5% Somewhat negative impact: 14.6% Significant negative impact: 17.3% Neither positive nor negative impact: 60.2% Do you think that your setting will still be sustainable in 12 months’ time? Yes: 69.6% No: 30.4% How likely would you be to offer 30 hours places if your funding rate increased? Very likely: 29.2% Somewhat likely: 29.7% Somewhat unlikely: 13.6% Very unlikely: 27.5%
  23. Assessments and progress

    Hi keyup, I'm actually part of the Tapestry team!
  24. basic online safeguarding course??

    thanks Rebecca, I'll look into that :-)
  25. How many Observations

    Hi everyone, A screen that shows how many observations each individual staff member has made is still on our to do list but it is very near the top now. I'm afraid we still don't have a release date for it yet, but one of us will reply on this threat to let you know when it's ready. Columbo26, what you've described is a little bit different to what we had in mind. Is it important for you to be able to see the number of staff made observations for each child (so the chosen child has 17 observations in this term made by a staff member), regardless of which assessment, if indeed any, has been made? Or would being able to see the number of observations each staff member has made (which we were intending to add in this new screen), and the number of assessments for each child in certain frameworks/aspects (which you can already see in the available analysis screens) be enough? If you do need to see the number of staff made observations for each child, would you need to see that as a single number for each child (so all the observations across all staff members), or broken down into how many each staff member has made for that child (so staff member 1 added 3 observations for the chosen child and staff member 2 added 5 observations for the chosen child etc)? Best wishes, Lauren
  26. Help restructuring considerations - School Nursery

    I hope so- thanks for your reply!
  27. Updated qualifications guidance

    Yes, as long as the group meets the other criteria: 3.23. In group settings, the manager must hold at least a full and relevant level 3 qualification and at least half of all other staff must hold at least a full and relevant level 2 qualification. The manager should have at least two years’ experience of working in an early years setting, or have at least two years’ other suitable experience. The provider must ensure there is a named deputy who, in their judgement, is capable and qualified to take charge in the manager’s absence. [Stat. Framework p21] Staff:child ratios – all providers (including childminders) 3.28.Staffing arrangements must meet the needs of all children and ensure their safety. Providers must ensure that children are adequately supervised and decide how to deploy staff to ensure children’s needs are met. Providers must inform parents and/or carers about staff deployment, and, when relevant and practical, aim to involve them in these decisions. Children must usually be within sight and hearing of staff and always within sight or hearing. 3.29.Only those aged 17 or over may be included in ratios (and staff under 17 should be supervised at all times). Students on long term placements and volunteers (aged 17 or over) and staff working as apprentices in early education (aged 16 or over) may be included in the ratios if the provider is satisfied that they are competent and responsible. 3.30.The ratio and qualification requirements below apply to the total number of staff available to work directly with children. Exceptionally, and where the quality of care and safety and security of children is maintained, changes to the ratios may be made. For group settings providing overnight care, the relevant ratios continue to apply and at least one member of staff must be awake at all times. Early years providers (other than childminders) 3.31.For children aged under two: • there must be at least one member of staff for every three children • at least one member of staff must hold a full and relevant level 3 qualification, and must be suitably experienced in working with children under two • at least half of all other staff must hold a full and relevant level 2 qualification and at least half of all staff must have received training that specifically addresses the care of babies • where there is an under two-year-olds’ room, the member of staff in charge of that room must, in the judgement of the provider, have suitable experience of working with under twos 3.32.For children aged two: • there must be at least one member of staff for every four children • at least one member of staff must hold a full and relevant level 3 qualification • at least half of all other staff must hold a full and relevant level 2 qualification 3.33.For children aged three and over in registered early years provision where a person with Qualified Teacher Status, Early Years Professional Status, Early Years Teacher Status or another suitable level 6 qualification is working directly with the children: • there must be at least one member of staff for every 13 children • at least one other member of staff must hold a full and relevant level 3 qualification 3.34.For children aged three and over at any time in registered early years provision when a person with Qualified Teacher Status, Early Years Professional Status, Early Years Teacher Status or another suitable level 6 qualification is not working directly with the children: • there must be at least one member of staff for every eight children • at least one member of staff must hold a full and relevant level 3 qualification • at least half of all other staff must hold a full and relevant level 2 qualification Hope that helps - I've included a link to the framework too
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