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trekker last won the day on October 8 2017

trekker had the most liked content!

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About trekker

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  • Your interest in Foundation Stage education
    Nursery practitioner
  1. snack time

    Lovely! Thank you all...you know how sometimes you doubt yourself because no one else seems to see what you're getting at! Good to know its not just me being awkward / having too high expectations :1b
  2. snack time

    just interested in anyone's thoughts on this....with toddlers / twos snack times (whether café style or whole group) do you have them sitting at the table for snacks or on the floor?....and what would be the pros / cons for choosing either.
  3. Are you taking in ironing?

    well that's the most ridiculous thing ever!!!! what a cheek!!! Would the people suggesting this also accept the same wage despite their role / qualifications / length of service and everything else they've suggested...I rather doubt it. :angry: :angry: :angry: :angry: :angry: :angry:
  4. Professional Love policy

    My niece tells me that at her school staff will not reapply sun cream to anyone beyond KS1...and they don't get encouragement or time to do this independently either...they wont clean up a wound...they hand the child wipes or whatever to clean it and to apply their own dressing...!!! it just shows how some settings have taken it way to far ....they are afraid to get close but what is the effect on the children!
  5. meals and toddlers

    problems arising mainly when pudding is delayed and this is frequently the case. Children are getting down, getting upset /full on tantruming when brought back to sit down....its making lunch times stressful for all. I have used singing / chatting in between to keep childrens attention and avoid this - it works for some but a few just cant sit at table unless food is physically in front of them...as soon as its not they're up...and then the others copy. Personally I feel its not their fault and they are too young to be waiting around....but I feel like I'm under pressure to make them sit down and its not sitting well with me - toddlers are 'grazers' by nature and nature makes them get up and go!. So I'm extra stressed by trying to meet expectations I don't feel are realistic. We don't have any in high chairs...but I feel some of the youngest would be better in one. (Ideally there wouldn't be a delay at all but not much I can do about that)
  6. I'm interested in how meals are managed with mixed ages of children between 18 months and two yrs in a room... how do you manage lunch times? Whats the routine? Do you have children in high chairs...? do you give pudding immediately one child finishes or wait for all to finish before pudding is served? What happens when a child leaves the table before lunch is finished?...or between courses?.... do staff sit with children...? What if a child refuses to sit for lunch and just wants to play? lots of questions but I am having a few issues and hoping there's some strategies I can try out to help.
  7. Ratios help please

    yes I totally agree...it might be a simpler / cheaper option but working like this on absolute minimum ratios staff can really only be supervising...I asked because I've seen it done this way..adjoining rooms (not always though), and wondered if it was a common approach ...but never liked it. I always go back to the statement about ratios being for those 'working directly with children'...so there has to be someone to account for all the other things like nappies, tidying, cleaning, talking to parents on collection etc....without that I think there is an awful strain on the staff and not enough responsiveness for the children
  8. Ratios help please

    query - do / should you always have two staff in each room however many children (or would staff in another room nearby / adjoining be able to count...so say four 2 yr olds in one room with one staff an eight 3/4 year olds in another with their staff....if that's the case and would you then have the two as minimum 'working directly with children' with a floater for when those staff need to leave the room for any reason?
  9. I am having a horrendous time trying to come up with next steps for my children…I have lots of obs…but I really cannot see an obvious next step…they are pretty much working at expected levels. At other times or for a few children who are struggling, its that I cannot choose...there are many options but which should I commit to. We are using in the moment planning so Im always responding to their play and developing, adding things, modelling, demonstrating etc…and children are making good progress. So when I come to identifying and recording my monthy next steps (focusing on one aspect of development per child) I feel like im forcing something….its so much effort…its been like that for a long time….it feels pointless. I just feel like, and my setting expects that, I need something on paper to show I’ve got something to focus on in the context of observations and provision. To show that that child has been considered and their needs and interests are planned for. It should be simple…I can think of things to do without any effort in the moment why can’t I transfer that to this task?! Anyway id be interested to see how others decide their next steps and record them, how often this happens… and if anyone has completely abandoned them - how does this translate to sharing plans with parents and other staff to ensure children are supported in areas of need? How do you evidence this?
  10. We've had our inspection

    Hi Congratulations on a positive inspection! Its great to hear in the moment planning is increasingly getting a good reception from inspectors! ... what sort of plan sheets were you using?...I've tried several - tweaking from anna ephgraves version so always including a record of the activity or provision (eg books) and the response - what was the impact of the adult...what teachable moments arose. We don't record everything...and to be honest sometimes it still feels as if we are recording unnecessarily... a lot is also recorded on individual obs sheets which also include the adult input ...but for now I feel this is necessary as the team is still getting used to the more open ended 'go with the flow' process and recognising all 'activities' even unplanned ones are valuable!
  11. Free Stuff!

    I paid for them...got an email with link and password to download all the recordings yesterday but haven't downloaded or seen any yet. I watched the bonus pre-summit one (Laura Henry) though - I found it really interesting and reassuring. Looking forward to seeing the rest when I get around to it.
  12. Free Stuff!

    have signed up to this - looks great! Anyone buying the recordings?
  13. I agree...let her play and expose her to the language as she does so...make sure to have different coloured and shaped resources to explore in the role play area, items to sort / match and count (make simple recipe books , phone books ...) be sure to model the relevant vocabulary as much as possible and talk about the colour, shape, quantity of things in meaningful, real contexts rather than as separate activities...​..oh and I think I'm right in saying that there is nothing in the EYFS that says a child must learn the colour names at all anyway...only to 'explore and experiment' with colour..so you can definitely afford to relax on that aspect :1b
  14. Oh my I feel your pain!! I'm having similar issues about having time to record the teaching and dealing with interruptions...the day is just so full on, little and irregular non contact time, and end of the day there's no time due to cleaning etc I have to make do with keeping a mental note until I can write at home ...and by then I sometimes struggle to recall things and so a lot is missed. I try to take heart from the fact that at least the teaching did happen and children did benefit even if its not recorded..so it seems in your case this is also a positive - but the fact that pieces of the 'story' are missing or fragmented does frustrate. You say the interactions have improved but that interests are not being fulfilled or taken forward...do you mean at the time because of staffing / layout issues? Could you have staff swap room if engaged in a transitional play scenario? (The easiest option would be having 'floating' staff to allow movement between rooms while maintaining ratios but you've already mentioned staffing is tight so I can see that probably wont work). I'm in one room but taking children to the toilet involves leaving the room...so I frequently find I have to leave a group / activity too. The only other thing I can suggest is being ready to reignite the play when they reappear in the room...introducing resources to extend or exploring what happened after they left and using discussion as a prompt to develop it further? However planning in the moment is worth persevering with all the challenges.
  15. yes ive used it with mixed group which includes two year olds...basically their objectives were the 'starter' level and then more challenge was added for older ones as appropriate. Haven't used for a group of twos only...but only as haven't had the opportunity. I should think it'd be the same process...identifying levels and grouping accordingly...of course with twos its likely to focus more on the prime areas and a lot of development will be natural as they mature...but I'm sure you'd be able to break down the skills just the same.