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About FlibbleJibblet

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  • Your interest in Foundation Stage education
  1. Planning in Reception

    Catma is right, it is what works for you, your children and, of course, your school/SLT. I've been on courses that say you really should plan daily based on child's interests, but that is not always practical or, indeed, supported by SLT. Weekly planning works fine if you are flexible around it; there is always more than one way to reach an outcome! Also, you have to consider what sort of planning you are referring too. Different schools have different demands (and different teachers need/want different plans too) so you may find that some of your planning can be weekly or longer, and other bits can be daily or every few days. Personally I have planning which has to be done termly a term in advance (fighting this) and then broken down into weeks as well, all at least half a term before the term begins. However I am exceptionally flexible in this and change it considerably as time goes on. Also, despite this requirement from SLT the actual amount of planning they need is very minimal so this also supports following children's interests regularly as I don't have a requirement to document it and can re-plan mid way through a lesson/day as needed.
  2. School Cleaning

    This may help, but ultimately it's not compulsory. I only found this by googling, so have no real knowledge on if there is actual legal guidelines. I'd be surprised if not though. https://www.teachers.org.uk/files/hygiene-control-in-schools.doc
  3. Writing ELG - pressure to make it harder

    Thanks everyone. Catma, the "beginning to punctuate..." bit you quoted was the year 1 target I referenced as having seen so definitely suggests this is too much to demand for ELG. What are your thoughts on the 80% of a list of common irregular words? I feel that amounts to "many" from the exceeding statement and not "some", which could just be 2 or 3 (but hopefully more) from the actual ELG. Moderators I've had have always put me as spot on, or slightly too harsh. Not the other way round as is being implied by making these new demands. Sigh... I wish I was a moderator, perhaps then my opinion would finally be trusted!
  4. Transition weeks

    Personally I'd do a lot more transition than that, but I know not everyone is able to. We do normal home visits and nursery visits, (but obviously the nursery visits aren't relevant to the majority of yours as I assume they are already very familiar with you reading them stories etc in the attached nursery). Last year we had lots from a variety of different nurseries so we did something like 6-8 days of transitions for increasing lengths of times. These ranged from an hour session with parents up to full mornings with dinner and no parents, and also included coming to forest school and zoo school sessions. Plus 2 or 3 invites for new parents and children to special whole school events etc. that were happening anyway. Obviously there are the talking sessions for parents too. However at times when more have come from a single local nursery we have had slightly less transition days, maybe more like 5, and just had lots of unofficial sessions with children from the nursery coming into the class on a weekly basis from around March, and staff from school reading stories in the nursery etc.
  5. I just need to run something passed other EYFS trained people to help my sanity. I feel (as I'm sure many of us do) that I'm regularly in a battle to fight a "diluted year 1" curriculum rather than EYFS, and treated like I don't know what I'm talking about despite being in EYFS for years, but something happened recently that really bothered me. To cut the issue short, I was given a list of criteria for writing that children 'have to achieve to get the writing ELG'. Yet these are not in the ELG as far as my understanding goes. The two I have the biggest issue with are; 1) Saying children need to use full stops in correct locations. 2) that children need to know "most" of a list of common irregular words and this should be at least 80% of a list I've been given. I disagree with both as the first one (full stops) as this is actually a year 1 objective and isn't mentioned at all in development matters or the ELGs. I disagree with the second one as the ELG says the children use "some common irregular words". 'most' or 80% is specifically for exceeding which states "many irregular high frequency words". I've explained that I absolutely do teach about full stops, and I teach reading and spelling for common irregular words etc, but that I'm not willing to adjust my marking of ELG or not based guidelines which are not ELG! I'm awful at standing up for myself and let a HUGE amount of things slide and give in to often to things I know aren't right (if I'm honest with myself), but is this something I really should be putting my foot down on?