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katkat1972 last won the day on February 25 2014

katkat1972 had the most liked content!

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About katkat1972

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  • Your interest in Foundation Stage education
  1. William's syndrome

    Information below, including details of the support group. http://www.cafamily.org.uk/medical-information/conditions/w/williams-syndrome/?f=W
  2. ADHD in a child of two

    Whatever is going on here, there is a child in need and a parent in need and this should be addressed. Has anyone asked mum what she wants to happen or what she thinks her child needs? If so many professional are involved, I wonder if a multi disciplinary meeting has taken place which mum attended, hopefully with a friend or member of the family to offer her some support. It's all too easy for professionals to fly in and out of a family, do their "bit" then leave and nobody is taking the lead and thinking about what the family really needs. Ideally, the Health Visitor should be pulling everything together but many of them are extremely overworked so this might not be happening. Like Upsy Daisy, I've known children who have behaved perfectly well within a setting and been completely different at home, for a wide range of reasons, some of which led to a diagnosis. Unless one person is taking responsibility for looking at all the evidence and building a trusting relationship with mum, it's unlikely that things will change.
  3. Thanks for posting this article, it's an interesting read and I agree that it's easy to become too focused on check-lists. However, without an understanding of typical child development it would be very difficult for a practitioner to identify a child's potential special educational need and provide the early intervention we know makes a huge difference. Unfortunately, many early years qualifications do not focus on child development so for may practitioners, the only information they can rely on is some sort of developmental check-list. Professional judgement and working in partnership with parents is, as always the key to meeting a child's individual needs
  4. SEN training

    http://elearning.autism-connect.org.uk/store/13219-introduction-to-the-sen-reforms?tab=1 The above is a free elearning course by Autism Connect that gives you a good overview of the new reforms. https://www.thecommunicationtrust.org.uk/early-years/register/ The above course is also free and is called "Supporting Children's Speech, Language and Communication."
  5. Free online course

    This is a free online course from The Open University - Childhood in the Digital Age, starts on June 8th: https://www.futurelearn.com/courses/childhood-in-the-digital-age?utm_source=FL_DB&utm_medium=crm&utm_campaign=27_05_2015_FL_newsletter
  6. Sorry, I've only just looked at the replies and seen your request eyfs1966. It's just one of the many images I've downloaded form the internet. If you put the quote into google images, it comes up. I'll post a link below but I'm not sure if it will work. https://www.google.co.uk/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1366&bih=643&q=when+you+judge+someone+based+on+a+diagnosis&oq=%22when+you+judge+someone+o&gs_l=img.1.0.0i8i30j0i24.1322.9294.0.11919.
  7. Staff training

    I've used this clip on training and it's been useful: https://www.youtube.com/watch?v=jNMsEEWxr_I&list=PL0zV-7WCukB5uW0V_09ZRTznBe6IaB6yl
  8. The Early Support booklet is useful, link below: http://www.downs-syndrome.org.uk/download-package/early-support-booklet/ Children with Down Syndrome are very prone to glue ear so check she's had a recent hearing test and bear in mind that glue ear will keep returning so regular hearing tests are important. Muscle tone can be low and this can impact on gross and fine motor skills as well as speech. Oral motor activities are useful (attached) and the Mr Tongue book (attached). As you would with any other child, focus on her interests and find out her developmental level and plan for this. Also, make sure staff and other children don't "baby" her - it's very easy to do! Children with Down Syndrome are usually visual learners so use key signs and a visual timetable with photos or a first and then board (ideas attached). If mum and the inclusion worker are staying for the initial sessions, they can model strategies for you. It would probably be a good idea to give her a few weeks to settle then your SENCO could organise a meeting with everyone involved. Don't be afraid to ask questions, no matter how silly they seem. Most importantly - see the child first rather than the diagnosis! (See attached photo and quote) Mouth Gymnastics.pdf The_story_of_Mr_Tongue.pdf Visual cues.pdf
  9. The Council for Disabled Children have recently published a guide to the Equality Act 2010 for Early Years settings, available here http://www.councilfordisabledchildren.org.uk/resources/disabled-children-and-the-equality-act-2010-for-early-years I've recently found some great free information leaflets for parents and practitioners: http://www.understandingchildhood.net/ The National Children's Bureau have published a useful question and answer document "What Early Years providers need to know about supporting young children with Special Educational Needs and Disabilities (SEND) and their families" which I've attached. Finally, I've uploaded some of the SENCO paperwork I give out on my training, feel free to use if it's helpful, I'd appreciate any feedback, positive or negative. You can find it at http://www.kathrynstinton.com/#!useful-links/c19sb what_early_years_providers_need_to_know (2).pdf
  10. ERIC (Education and Resources for Improving Childhood Continence) have some useful free downloadable leaflets (link below) and a helpline helpline@eric.org.uk and phone advice service 0845 370 8008 http://www.eric.org.uk/InformationZone/Leafletsandresources Have you tried having a bag of toys that he gets to play with when he's on the toilet, putting food colouring in the cistern and my personal favourite (for boys!) target stickers: http://www.amazon.co.uk/Toilet-Thingies-Stickers-Transparent-Material/dp/B00V3KELNS/ref=sr_1_5/276-6405910-7912406?ie=UTF8&qid=1430390663&sr=8-5&keywords=toilet+stickers+target Good luck!
  11. Colour recognition

    I share the opinion of others here about colours, if he can colour match then I wouldn't be too concerned, the picture I've attached pretty much sums up what I think! Some of the behaviours you've described "might" be indicators that something else is going on for this little one though and I'd be looking carefully at his pretend play, spontaneous language and his understanding of language. Have you complete an Every Child a Talker (ECAT) profile? I find these really useful as they're quick to complete and give a good overview of development. I always complete them from the beginning (0 - 11 month) as there can sometimes be gaps in development here and that's highly significant. child_monitoring_tool-2.pdf
  12. SEND policy, including LIFT referrals

    The requirement to have a SEN and also an Equal Opportunities policy was removed from the 2014 EYFS Statutory Framework but it says: 3.73 Providers must make the following information available to parents and/or carers: how the setting supports children special educational needs and disabilitiesThe 2015 SEND Code of Practice also says: 5.7 Early years providers must provide information for parents on how they support children with SEN and disabilities So even if you don't have a policy (and I would say it's still good practice to have a policy) you'll need a user friendly document for parents and carers, I would say the shorter the better so it's accessible. The link below takes you to the Early Years section of the SEND Code of Practice, I've also attached a document from the National Children's Bureau which is useful. https://www.gov.uk/government/publications/send-guide-for-early-years-settings Emailing what_early_years_providers_need_to_know.pdf.zip
  13. Dribble!

    Fledglings have some great waterproof trendy neckerchiefs: http://www.fledglings.org.uk/docs/pdf/brochure_online.pdf I'm glad there's a speech and language therapist involved, hopefully you'll get some answers soon. If you want to improve children's mouth muscles, the Mr Tongue story is great fun when done with all the children, I've attached a copy. The_story_of_Mr_Tongue.pdf
  14. Integrated Review at Two

    I went to the DfE/NCB Learn, Explore and Debate event in Birmingham in March and the integrated review was discussed there. Basically, Local Authorities are to decide with their Health partners how best to manage it so yet again there will be inconsistencies across areas for parents and settings. From April this year, Health Visitors will be using the Ages and Stages Questionnaire with parents as a starting point for discussion about their child's development. The questionnaire is American in origin but has been adapted so the language is relevant for the UK. At the moment there isn't a section on Social and Emotional development :rolleyes: but this will be added at a later stage, probably April next year. It seems the main aim of the Ages and Stages Questionnaire is to produce a "population measure" which is why there are such strict guidelines on Health Visitors timings as they need to get the figures returned. There's more information here: https://vivbennett.blog.gov.uk/2014/11/21/ages-stages-questionnaires-penny-crouzet/ There's also a free elearning guide here: http://www.e-lfh.org.uk/programmes/asq-3-and-the-two-year-review/open-access-session/ Also some supporting information from NCB: http://www.ncb.org.uk/areas-of-activity/early-childhood/resources/integrated-review-at-age-two-to-two-and-a-half
  15. It's my understanding that P Scales shouldn't be used in the EYFS. The Early Support Developmental Journal breaks the Early Years Outcomes into smaller steps. Unfortunately they no longer produce hard copies so you need to download it, link below: http://www.ncb.org.uk/media/884631/early_years_developmental_journal2013.pdf North Somerset have produced a version which won't take so many printer cartridges if you print it out, I've attached a copy. early_support_assessment_statements_2014_v3.pdf