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About WendyH

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  • Your interest in Foundation Stage education
    Nursery practitioner
  1. I don't think it is mentioned specifically other than in PSED under SC&SA in the 8-20 months section (enjoys finding eyes, nose and tummy as part of a naming game). I'm guessing you might be referring to a slightly older child though. I would probably consider it as being part of PD under H&SC but it's not mentioned there.
  2. We have 'All About Me' books which are literally blank when we hand them to parents. We ask them to add photos of family members, favourite places, favourite toys and anything that the children would like in them really, lots of children draw pictures in their books. They always come back filled with lovely photos and information which is really helpful for getting to know a child and their family members. These books generally stay at the setting on a shelf which can be accessed by all children throughout the session. The children often share their books with their friends as well as with staff members. Children can also take their books home to add new photos into to whenever they want. We hand out the blank books to parents on the child's first day at the setting.
  3. Learning Journeys

    Please see my post (posted this evening) 'written assessment of learning and development'. Sorry, I don't know how to add a link to it.
  4. Just skimmed through the More Affordable Childcare report and have been left thinking that lots of settings are doing far too much unnecessary paperwork. Check out page 20 (2.48) and the table on page 42 of the document. https://www.gov.uk/government/publications/more-affordable-childcare Apparently learning journeys are not requirements of the EYFS
  5. 2 year check

  6. Self registering at snack?

    We have a snack table that is open for roughly an hour during the session (3 hour session), there is always a member of staff supervising the area, passing a fruit platter round and helping children to pour their drinks (if help is needed). The children wash their hands then come to the table to find their name on a board which they then put into a container before getting their own cup and plate to take to the table. The table seats 6 children and we often have children turning up with washed hands to find that there are no spaces left, meaning they have to wait or go and play and wash their hands again later before returning. I like Inge's idea of getting the children to find their name tag first and put it on the table before washing their hands, it might save a lot of wasted handwashing in our setting! The system works well in our setting, most children choose to have a snack, if they don't come independently staff will ask them if they would like snack and if they don't want any they still need to find their name and put it in the container.
  7. keyworker

    I work in a pre-school setting which takes children from the age of 2 years and 9 months. We have lots more staff than you, 6 in most sessions due to the ratio for 2 year olds. In total we have 8 staff members working throughout the week and approximately 48 children attending different sessions with a maximum of 26 in each session. All of our staff members are qualified except for one. The unqualified staff member is a keyworker, but only for one child due to the few hours worked. The remaining children are shared between the other staff according to the hours they work, the supervisor has less key children than most because of additional admin duties. At the moment I am a keyworker for 11 children. We only carry out long observations on our own key children but if we observe something worth noting we mention it to other keyworkers so that they can work with it and document it if necessary.
  8. Ok, that sounds like a good idea, I might suggest it to my supervisor. Wouldn't it be great if we didn't take them home though? I guess in an ideal world there would be staff and time available to allow us to complete them in the setting during working hours.
  9. We are also a pre-school, in a pack away setting. We take ours home but it was suggested to me recently that perhaps we shouldn't be because of data protection so I wondered what other people did.
  10. Just wondering if any of you take your key children's learning stories home to maintain and update or do yours always stay in the setting?
  11. Well spotted! That shows how much of the document I read. I saw the comment 'Updated in line with the new EYFS' and assumed it was the revised 2012 EYFS, but looking back I see that the document hasn't been updated since August 2008! Sorry for sending you on the wrong track Lois.
  12. Sorry I can't help with finding the above document but there are some continuous provisions posters that look good in the resource library that might be of some use to you: http://eyfs.info/forums/files/file/258-continous-provision-posters/
  13. Leavers Reports

    We do the Norfolk County Council transfer from pre-school to school form, if you follow the link below and click on the link for the form it has lots of guidance to go with it: http://www.norfolk.gov.uk/Childrens_services/Family_information_and_childcare/Childcare_advice_and_guidance/NCC089722 We used this format for the first time this year. Previously we had covered each area of learning, but this is much easier and covers all the vital points well.
  14. Plods And Next Steps

    eyfs1966 I am confused by her suggestion too, glad I'm not the only one. I don't think she meant that all next steps for the next 1/2 term should come from the initial 20 minute ob, just the first one. She said that after that we shouldn't be referring back to the initial ob. I think she is indicatiing that the ob gives you an initial interest to work from and a second next step will become apparent during the next week, maybe linked to the first ob but maybe from just observing play or something the child brings or shares from home, or even something a parent tells you about. This next step can be focussed around the interest initially found. I think she must me indicating that there is no need to write down the following obs, just create a next step from it and note it on the PLOD in the releveant area of learning, it's supposed to be a working document that is displayed in the setting so that all staff can access it (covered for confidentiality though) and cross off the next step if they notice it being achieved. Following this method, at the end of each PLOD (roughly each 1/2 term) you should end up with seven completed next steps. We only had this suggested to us on Thursday, and we are having a staff meeting on Monday to discuss it and see how we can make it work for us, I will let you all know what we decide to go with but I can see already that there is lots of uncertainty about putting it into practice.
  15. Next Steps

    We have just been advised to do something very similar to what Lou has described. I posted about it earlier on another thread but I don't know how to add the thread as a link - sorry. The post is called PLODs and next steps.