Marion
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Posts posted by Marion
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This year was our last year of a staggered intake we took 9 children the first morning, a different 9 the second morning and the final 9 the 3rd morning. The next week all children were in full time.
In September all children will start together. The plan is for full time but it will be flexible depending on children's needs.
I think given the choice most of our parents would ask for full time as this is easier for them NOT for the children.
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I think level 6 is equal to QTS (if Im reading it right) to get to the top level (7) you need 2 years experience one of which needs to be working birth to the end of FS...........is that right?
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Egg boxes will work without adding paste or glue but the glue would make it stronger or you could try painting the model with pva after its been decorated. I did a workshop with my own children (when they were much smaller) and the lady used a kitchen blender to break down the paper with added water and I still have the bowl my daughter made
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I am like 'Ann'. I dont always read these kinds of consultation documents because I wont understand what they are saying until someone explains it in clear English, thats one reason I didnt do the NVQ levels, the wording was gobbledegook. Anyway, I am reading this with great interest. I can see how higher level qualifications can help the children but that cant replace committment and enthusiam for the job. I dont want to be 'managed' by someone who can tick the boxes and wave the right piece of paper. I need to know that what I'm doing, planning and thinking for the children is valued, not the fact that I have followed the routines correctly (time for nappies, time for snack etc) I will read the document and if the voting or handing over of ideas is easy, I will take part. I see people working who have achieved level 3 but dont know what they are doing and have even less interest, who dont visit sites such as this, read books or find out other ways of doing things. I dont want that to happen with higher level qualifications.
I agree it is a big worry that 'good' practitioners may fall by the wayside just because they do not possess the relevant qualifications. Its important that their skills and dedication are recognised.
As a school we get Level 3 NVQ students and wonder how they have progressed to that level
Some arent even able to interact with the children. Are all colledges paid by pass rates????????? and why are totally unsuitable people being 'pushed' into childcare. As the mother of a teenage daughter who is phoned almost monthly by Connextions to see if shes changed her mind about doing a childcare course I just wonder how many other young girls end up on the course just because its available.! Grrrrrrrrrr!!! -
Catma you have saved my sanity Ive been racking my brains all day trying to remember Jamaica's find tried every combination of names beginning with J what with that and number 17
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2. Also I think the Profile already dictates the scoring before the child gets any where near it - what I mean is the Physcial ones are quite 'easy' really aren't they, whereas the linking sounds and letters and writing are quite hard. Reading the attachment from Tea Lady proves this I think.
Quote Bungalow
Children in my class come in with very poor physical skills and I have some children still scoring 3-4 in this area...........this is reflected in their writing score. Think this shows we can all have similar totals but our children have lots of different strengths and weaknesses
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My children are scoring much higher this year on PSE and Speaking and Listening (afraid my low got over half his points in these 4 areas) so not much for the other bits
. Not sure how this will all compute to predict SAT results if they are using overall scores as he got 2s and 3s in linking sounds to letters / reading/ writing/ number/shape/calculations .So I guess when number crunching it needs to be treated with a little caution. -
Well my kids just like to mix it but we also build walls (and knock them down before they set) You can add things like straw and sawdust, use moulds to create solid shapes / objects even try sculpting.
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I was sooooooooooo scared I spent the last hour transfering my 'top' and 'bottom' onto the FSP (wouldnt do it for just anyone
) Must say its much easier electronically. Came out with a score of 95 but she is exceptional (and I havent re checked yet to see if I added up right) and 52 (scored high in PSE and Language for communication and thinking) When I get exact figures back from LEA will let you know. -
Hi Marion
Iv'e just posted on the where are your children now for Moose and as i said my children are doing well .I don't push the gifted Reception child in fact I have talked to mum and told her very firmly that I operate a play based Foundation currriculum and where my YR1 may be doing a longer pice of writing and L can join in that is how i cater for her everynow and agin...God bless her she will make her own books and put my yr1 right over their reading and writing.
I just want some one to break down points 7,8 and 9 in the profile that is compatable with NC, perhaps this is what the newlit and maths will be??
Why break them down as you say they overlap and they are designed as an age appropriate curriculum. I noticed in your post to Moose you say your children's 'weakness is in PSE which is why it is vitaly important to resist NC expectations for the youngest children in our care. I have 1 child in my class who is capable of working at point 9 in maths/ literacy / KUW but has other needs that cannot be met by a top down model of education.
Sorry but I feel strongly about the pressures put on reception staff.
Can I just add that Smooth Transitions: Building of the Foundation Stage (Early Years Library S.) ~Ros Bayley, et al
Featherstone Education Ltd is a worthwhile read for anyone in reception or Y1.
http://www.foundation-stage.info/newfsf/resources/books.php
Smooth Transitions; Building on the Foundation Stage
by Ros Bayley & Sally Featherstone (2003)
Smooth transitions has been written to help everyone with a professional or personal interest in providing five year olds with a virtually seamless, stress-free move into Key Stage 1.
It begins with a review of the successes of Foundation Stage Curriculum, and explains how it was constructed using research-based evidence on how young children learn best.
The book offers suggestions for working with colleagues across the two Key Stages and gives practical advice on managing the transition process. The authors suggest that by providing a child-centred curriculum, one which is learning (not teaching) focussed, year 1 teachers unfamiliar with the Foundation Stage are encouraged perhaps to develop a new way of reviewing their practice and provision.
The book emphasises the importance of maintaining the children's motivation to learn and supports growing opinions that "a 'bottom up' model, where the best of foundation stage practice is extended into year 1 is more likely to be successful that over preparation of children in a 'top down' model which puts inappropriate pressure on children in Reception" (p.5). A slim book, readable in an evening, Smooth Transitions offers manageable advice on setting up a successful transition process to prepare young children for the next major step in their education.
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Sorry I use Durham's own scheme which isnt translated into profile points until after half term.
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I understand the problems of mixed KS classes (my first school had 2 classes R Y1 Y2 and Y3,4,5 &6 )and trying to juggle 2 curriculums (nightmare) but at last the powers who be are recognising that these children have very different developmental needs. As you say there does seem to be an overlap so why not stick with ELGs? That way you cover what is required in a way that is age appropriate. Also the present infomation many of us are recieving is that level 6 on the FSP is where most children are expected to be by the end of reception year......
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I work in a FSU so the youngest children are 3 we are going to have a Children's Centre in the next phase will this count for birth to end of FS?
There still seems to be some confusion so its a case of watch this space
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Still stuck on 7 AND 17!!!
Now son is popping up every few seconds with bizzarre suggestions (as if I cant think of my own stupid ideas) He wants a copy printed off to take to work -
Ahlberg Happy Families series has
Miss Vole the Vet
Mr Tick the teacher
Miss Plug the plumber
Mrs Wobble the waitress etc
Hairy Mc Clareys rumpus at the vet
Aunt Lizzie the lollipop lady
Policeman Small
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Children in Reception should be working to ELGs NOT NC objectives. Rather than reception working to NC in the Summer term it is reccommended that Year1 work to ELGs where appropriate for the children.
http://www.ltl.org.uk/research/documents/N...0Transition.pdf
To that end the Year 1 teacher will be spending time in the FSU next term and in September I will be working alongside her in Y1. We are already working together to produce suitable planning for her ready for September (THANK GOODNESS for head who understands young children
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or 'ordinary' story books such as
But Martin
Cleversticks
Billy the Great
My brother Sean
Nini at the carnival
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Sorry Peggy Im in a school too
and I hit reply instead of edit to add that bit -
We completed our SEF as a staff over a series of staff meetings to ensure everyone was happy with the content prior to our OFSTED earlier this year. It continues to be a working document which we update at reqular intervals as part of our staff meetings.
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I see Teri's point in that this as a care need. If we consider that a child is soiling himself, our first priority is his care needs. Waiting for a parent to arrive and tend to his care needs may not be appropriate for the child. A school poliocy that requires information about individual childrens toileting skills development should inform the school of individual needs that the school should then accomodate.
Toileting skills is a physical development, Every provider should meet all the developmental needs of the children in their care. Which includes changing clothes when a child has "messed" himself. To make a child wait for a parent to arrive to change that child is contrevening the childs right to due care. Schools or any settings should have in place systems to ensure that all childrens care needs are met. We cannot deprive children of basic care needs because the parents haven't addressed toileting skills, yes we can support parents in developing these skills but in the meantime we should not ignore the current needs of the child. This is my own personal opinion, if you work with children you have to take the ShXX.
I apologise for any offence but if we are put in a position that we can't meet these basic needs then we need to shout loudly to the heads of department to ensure they deal with it, to enable us to get on with our other daily tasks, to be a voice for the child, or deal with it ourselves. Don't pass the responsibility on the child to mature developmentally beyond their level, or pass the responsibility to parent whilst they are in our (paid)care.
Peggy
While I agree that it is unpleasant for the child, schools just dont have the facilities to deal with a child who has soiled themselves. We used to have a showeroom but this was removed to make way for disabled changing facilities (an electric changing table that has never been used and a washbasin so tiny you can barely get one hand in at a time) We usually keep on hand baby wipes change of clothes etc for 'small' accidents but cant (with the best will in the world) deal with anything major.
As a school we are aware of any medical problems (if parents are honest but unfortunately this isnt always the case either) and I feel are very accommodating.
Also it isnt always the case that the child hasnt reached that level of maturity. I have children in my class who are quite capable of using the toilet and do so for the 6hours they are in school but are put back in nappies as soon as they leave school riding in pushchairs and dtrinking from babies bottles (because it is easier for the parent!) We are talking rising 6 years old!
Two years ago I had a child in my class who not only soiled himself numerous times a day but also liked to spead it over the toilet walls, his childminder was experiencing similar problems out of school. It turned out it was his way of exerting some degree of control over his life and by phoning his parents to collect him really brought home to them that there was a problem.
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try BBCs Big cook Little cook recipes
http://www.bbc.co.uk/cbeebies/characterpag...cooklittlecook/
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hi ali and welcome to the forum
no they dont need to be able to see through the gloves (I got some nice neon coloured latex gloves from Tesco
) There is always one little dear who makes it their goal for the day to burst as many gloves as they can
Some arent even able to interact with the children. Are all colledges paid by pass rates????????? and why are totally unsuitable people being 'pushed' into childcare. As the mother of a teenage daughter who is phoned almost monthly by Connextions to see if shes changed her mind about doing a childcare course I just wonder how many other young girls end up on the course just because its available.! Grrrrrrrrrr!!!
:wacko:
Summer Concert
in School Curriculum and General issues
Posted
I have only used the Christmas musicals so cant personally recommend any for the summer.
http://www.grumpysheep.co.uk/about.html