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About Leighhill

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    Leigh Hill

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  1. Thank you so much for your replies. I couldn't find any legislation either but a parent had asked me about it so I thought someone else might know the answer! To be honest, it had never really crossed my mind to supply helmets.....
  2. Hi, We have some tricycles in our Pre-Nursery and Nursery. Our children range in age from 2-5 years old. The children ride the trikes along a sort of path way in an enclosed area that is part of our outdoor free-flow area. Can someone please tell me what the current legal requirements are for wearing helmets in a child care setting? Thanks!
  3. Tapestry and assesments

    Hi Rosierae, I have used Tapestry in a few different settings now over a period of several years and they have all used Tapestry quite differently. I think the beauty of Tapestry is that it ticks so many boxes (literally!). It's a learning journey for children/ parent partnership tool/ next steps calculator/ tracking document for practitioners/ data calculator for management etc etc etc. I think it really depends on your setting and the reasons why you are using Tapestry. In one of my settings, Tapestry was used primarily for the parent-setting partnerships and to celebrate a child's journey, so the assessment (and refinement) function wasn't the top priority. However, we did put limits on how many observations we did every term. We aimed to upload 1 entry per child every 2 weeks. We covered every aspect per child every term. That way, the parents had a true picture of the holistic development of their child. It also embedded the principles that every aspect of the EYFS is important - not just the 'academic ones'. In this setting, we used slightly longer observations and incorporated several assessments into one entry. For example, one observation about a child who is playing with his peers in the small world area may have been used to assess Making Relationships + Moving and Handling + Listening and Attention + People and Communities + Being Imaginative. In another setting, the management was data crazy, so the assessment and refinements were the most significant features. In this setting, we only did observations in selected aspects. (The positive side to this was that practitioners did not have to spend too much time on recording every week.)This tended to be the aspects that can be more easily 'measured' and linked to GLD. ie Speaking/ Moving and Handling (fine motor)/ reading/ writing/ number/ SSM. The observations were very short and succinct, snapshots really, and linked to one EYFS aspect only. Every observation had to be refined and summatives checked and tracked to make sure every child was making progress every half-term. This setting tended to use Tapestry more for tracking purposes. IMO, having a clear picture of the reasons why you, and your management, are using Tapestry is really essential. I also think it's important to keep Tapestry usage manageable for your practitioners. In my experience, some practitioners, upload loads of observations whilst others find it very onerous and believe we should be spending more time with the children rather than uploading observations ( or more cynically, providing evidence for management that our assessments/ judgements are accurate). I genuinely love the concept of Tapestry, but I have sadly seen how evidencing and tracking can take on a life of it's own with practitioners spending endless hours making sure their assessments show the 'right' picture for their management. One thing is for certain, like all new things and with all change, introducing Tapestry will be a roller coaster! Keep reading this Forum - the collective wealth of knowledge on here has been a lifesaver for me many times over and, good luck with your Tapestry journey!
  4. Hi, Rotas are the way to go! In an ideal world, everyone would pull their weight and one wouldn't have to spend precious time on rotas...however, not an ideal world! We use a weekly rotational rota so everyone has a chance to experience the different jobs! ie, list of jobs at the top of the table (eg set up creative activities/ set up adult directed activity/ make playdough/). Staff then have 1 week in each area and then move to the next., so everyone gets a turn!
  5. I like this too! I hope you can do it!
  6. Hi Helen, Can't wait for the new screens so I can tick this off my list! These data chores are my least favourite things about my job :wacko: I would much rather be teaching and learning with my class and colleagues. Thanks Tapestry for always being responsive to the needs of your community.
  7. Hi, My senior leadership team have requested that I produce a document that shows where children should be at by the end of the academic year based on their starting points. This data will be used to show that the children have made expected progress which is 3 steps in our Nursery setting. (It is, of course, hoped that we will be able to 'add value' by the end of the year so that the children are in, or above, the ARE/ expected development age range). :unsure: The starting point for this data will be last year's, end of term 3, summative assessment data for existing students from our Pre-Nursery class and our new baselines for 'new to the setting' students. Is there a way that I can use the Tapestry analysis section to suck out this type of information to predict where children will be at the end of the year? The only way I can think of doing this is manually sucking out starting points for individual children then (manually) adding it to a separate spreadsheet....do other people have to do this too? Ideas pleeeeeease! Thank you!
  8. Thank you both for your replies! A bit of extra information which may be of interest is that I'm teaching in a setting outside of the UK, so we can't call on our UK support network (other than this Forum of course! :1b). Unfortunately, the more we moderate, with more practitioners in our school, (not all EYs ), the more we disagree! In regard to the Writing ELG, would a child who is judged at Expected or Exceeding for the EYFSP be expected to use a certain amount of 'irregular common words' in their independent writing? Is there any sort of consensus on what the ELG means by "some irregular common words"? Also, is there a minimum number of sentences that the child should be able to write independently if they are to be judged as Expected? We have spent hours discussing the Exemplars but we are still not able to agree if it is 1 sentence, 3 sentences or even more! And one last question! Do the children have to show independent writing skills in all/ many of the examples in the Exemplar eg, a narrative, some captions, a recipe, a letter, an invitation, poetry etc to be assessed at Expected for the EYFSP? Thank you in advance - again!
  9. Hi, I am wondering how different settings have to 'justify' their EYFSP judgements in regard to reading and writing. Do most settings use the Govt Exemplars and then trust teacher judgement or, do settings also take into consideration the reading level the child is at (ie what level of reader they are on) and which Phase within Letters and Sounds they are working within? If so, what is the recommended 'minimum' Letters and Sounds Phase a child 'should' be at by the end of Reception? And what reading level 'should' they be on by the end of Reception if they are to be Expected or Exceeding on the EYFSP? Thanks in advance!
  10. ELG+

    Hi, I am trying to understand the purpose of the ELG+ function when making refinements and completing Summative assessments in our Reception year group and am also trying to figure out how the ELG/ELG+ compares to the EYFSP Judgements. We have been using the Tapestry Secure refinement (against the ELGs) to indicate if a child is secure and/or has gone beyond the ELG - this would most likely only happen in end of Term 2 Summative Assessments and Term 3. We think that a Tapestry Secure Refinement would be the equivalent to an Exceeding on the EYFSP at the end of the year. I would also think that the Tapestry Developing refinement is equivalent to the Emerging Judgement in the EYFSP - is that right?! So, how does the ELG+ fit in to all that and what is it's purpose?! Can someone please explain how they use ELG+, how they are using Secure ELG and how the Profile judgements of Expected/ Emerging and Exceeding compare. Thanks!!
  11. Long and Medium Term planning

    Hi, Thanks for your reply! How do you get the parents input for the children's next steps?
  12. Hi, I am confused about long and medium term planning - I thought it was more about 'moment to moment'/ short term or even daily planning now, but I'm not sure! Can anyone please share their thoughts about how they go about developing long and medium plans - do they change every year according to cohorts for example? Is long term planning the same thing as a çurriculum map'? Thanks (in advance)!
  13. Ok. Thanks Do you set a Next Step in each area of learning for each child in you setting or is it done more on a needs basis?
  14. Hi, I am wondering how often you set Next Steps for the children in your settings/ schools? If you do have more than 1 year group in your EYs does your target setting reflect this (ie choose next steps in Prime areas in FS1 and Maths and Literacy in R for example) Some feedback we have received says once a term whilst others say every 2-3 weeks?!? Thanks!
  15. Hi, We have the same question. Is there any way to swap from all of the children in our setting (160) to just our key children (20) on the iPad app? Thanks.