Marion

I think some children get hung up on 'doing it right' once they realise there is a right and wrong way of spelling it makes them afraid to try.

I know my LA plan to roll out training early next year (after they have looked at the document in detail) and I expect other LAs will be doing the same.

It's interesting but starts to smell really quickly

We use ordinary common garden compost if you sprinkle bird seed it seems to sprout overnight

Rice is nice in the sand tray too great texture and sound.

I just wanted to wish you good luck too.

I think what happens depends greatly on individual inspection teams. We still use baseline on entry to both nursery and reception and were able to show these when asked. I actually missed our OFSTED last week but understand the inspector spent 40 minutes in our unit. At our last OFSTED we did not get feed back unless we asked for it and you no longer get graded as you did in the old system.

All the staff have told me how much they ENJOYED this inspection!

http://www.cwdcouncil.org.uk/projects/eypb...htm#EYWorkforce

near the bottom of the page

http://www.standards.dfes.gov.uk/primary/f...e/eyfs/#1229217

Congratulations

Just found http://www.mindstretchers.co.uk/cat/WRMM.html some inspiring writing materials!

Well, I'll try to oblige

 

Actually, there's a thread that I promised to return to with more info that I seem to have lost! If anyone can guide me in the right direction, I'd be grateful. It was about under 3s in a FSU, how to adapt. I was saying this is a common situation in DN pre-schools and I'd post about how we manage it when I had more time - about a week ago, I think. Thanks for your help

 

Sue x

Think this is it

http://www.foundation-stage.info/forums/in...ic=8858&hl=

Right, I am frantically trying to persuade the head we need another adult at the moment but not getting anywhere fast yet!

 

Marion, sorry to keep asking questions but I am wondering .... do you have a different focused activity every day and if so how do you manage to get through all the children?

 

Suzanne..... it is 1:13 for nursery which we have but only 1:30 for Reception which I think is ridiculous especially when KS1 and 2 in my school get lots of support. They think because we have a nursery nurse we have plenty support!

Probably the easiest way is to explain how we work (it's just one model and we had to juggle and try different ideas until we found something that works for us)

All the children arrive at 8.50 with their parents and split into 2 groups for registration and a short carpet session.

In the morning there are 3 focused activities (all children are expected to do 2 of the 3 and reception children are encouraged to do all 3)

The children come together at 11am for a story and a circle time session before lunch nursery children are collected at 11.30

Afternoon session begins at 12.45 the children again split into 2 groups for a carpet session and we retain one of the focused activities from the morning and the other 2 are changed (again all children are expected to complete 2)

This means that nursery children complete 2 focused activities each day and reception complete a minimum of 3.

The children come together at 2.45 for story/songs and are collected at 3.15

We operate a snack bar system throughout the day and also have free flow access to a secure outdoor area. There are 4 members of staff. 3 focused activities and 1 member of staff floating /observing.

I've kept it quite simple if you would like more details let me know.

These are footnotes from the cwdc site not sure if they help

1. Based on the Children’s Workforce Strategy, the following roles can be linked to qualifications levels:

* Level 2 - assistant early years practitioner

* Level 3 - early years practitioner

* Level 4 - senior early years practitioner

* Level 5 - assistant early years professional

* Level 6 - early years professional at an equivalent level to qualified teachers

* Level 7 - leader/manager

Thanks for that

Not sure if this answers your question

Early Years Foundation Stage

Q21: The EYFS will require supervisors in all settings to be qualified to level 3. This is new requirement for settings providing sessional care - where the current requirement is that the manager must be qualified to level 3 and half other staff must be qualified to level 2. Will there be any support for providers in meeting this requirement?

A21: Local authorities will be expected to prioritise funding from their General Sure Start Grant (GSSG) for such training. The EYFS requirements for ratios and qualifications reflect our ambition to have a more highly qualified workforce to improve outcomes for children. In addition, a £5000 quality premium is payable, through the £250m Transformation Fund in 2006-08, to full day care settings employing graduate professional leaders. EYFS training - for all staff in the setting - is a priority use for this quality premium, complementing the funds already provided through GSSG.

Well Done

Good Luck

Thanks Susan

I've had an email from the head saying everything went well don't know the overall grade for the school yet but they were very impressed with the FSU and the transition into Y1. They liked the fact that Y1 works in a similar way to FS and suggested this be carried on into Y2

I've just got back from hospital and fingers crossed hope to be back at school after Easter

I had high hopes that they might actually bring school ratios in line with PVI settings rather than move the other way. If you think 1-13 is bad how about the 4 year olds in a reception class with a ratio of 1-30!!!

Not sure how having a degree gives us extra pairs of hands and more hours in the day!

Sam how lovely and just how it should be

Good Luck from me too ours is over ( although I wasn't there ) Looks like we have done fine and everyone said how much they ENJOYED it!

Good Luck I hope everything goes well Have FUN!!

Hope you had a lovely day

My mistake sorry Sue and Susan (must get my eyes tested)

And congratulations Susan

Sue can you post a few quick pleeeeeeeease

It showed 4001 this afternoon unless I imagined it!

http://www.standards.dfes.gov.uk/eyfs/site...rce/index.htm#1

I can get everything from this link including the Unique Child 1

We have built a castle outdoors using large cardboard boxes (new PCs came in them) and have hobby horses which the children love. We did things like who can build the tallest tower?

Also built castles in the block play area which the children have drawn plans for and built.

We have a wooden castle and figures which I think came from ELC in the small world area

How about the giants castle from Jack and the beanstalk?

Also use different shapes to make a plan for a castle (cut out and stuck down) do they know that names of the shapes?

Our Y1 class made the pink castle from Balamory.

Don't suppose you could run to hiring a bouncy castle? We usually do this in the summer term.

In the past we have done maths themed walks looking for numbers/shapes/colours KUW themed looking at different shops/ types of houses /street furniture as well as Spring and Autumn walks CLL shop names /road signs