Lumpty

We've always done home visits for our nursery children. The children always talk about when my nursery nurse and myself came to their house to visit! It's such a special time for them and also I find having that 1:1 time with a parent works towards making such strong links. We take a special welcome pack for the children. My nursery nurse has a play with the child while I fill in a questionnaire with the parent. Our school is in quite a deprived area where parents can sometimes feel reluctant to approach members of staff in school, but I find that those that have a home visit are a lot more confident. I really recommend home visits!!

Thank you again for your very useful reply!! Her last school had an inspection and became a requires improvement school so couldn't keep her on. I would have to enquire about our schools recruitment procedures as Im not sure but she has gone through our usual induction process but there isn't anything included about disabilities etc? But I will follow your advice and contact the LA. Without my support I really don't think she would be able to cope. She has expressed that she would rather go back to supply as this is easier as she doesn't have the responsibility for long term planning and also setting up and managing a classroom (displays etc).

Lumpty x

Thank you Catma. Yes, I have been following the standards- referring back to them each week at our meeting and taking clear targets from them- giving clear expectations of how these standards are met. I keep a record of all meeting/ observation/ training she has been involved with and also keep a diary of any informal observations/ comments that maybe useful. She is encouraged to collect evidence towards her standards also. I have spoken to my head about this as she conducted a paired observation with me before half term (so I could confirm that my judgement was fair) and I think that she is going to contact the LA for me. The only thing is because she is only short term out head did not buy into the NQT package- so will this effect the process? Or will we be able to buy into support when we need it?

Sorry for all the questions!!! Im very aware that time is crucial and something needs to be done ASAP. Her last reports show that she is working at a satisfactory level. Most observations have been satisfactory, but her last observation (with the head) is requires improvement. Also informal observations by the head, myself, colleagues of her general class practice are unsatisfactory. Whenever there is an issue I discuss it with her. She is very aware of what she needs to improve on and always tells me if something goes wrong- so she is trying. I try my best to give her the positives also! She is very good with paperwork, working to deadlines, attending meetings after school etc. it is just her actual teaching. She can produce an excellent plan- but then doesn't follow it. Also would I be notified if she had any other issues (I.e. autism, dyslexia)? She gets very easily distracted by objects (if Im talking to her) and can take things I say literally and also can be very obsessive about things that belong in her classroom. She struggles with sharing resources with other classes and always requests that she has her own for her class. Also she can be very abrupt when talking to other colleagues (although I know she doesn't mean too). She also struggles to see things that are right in front of her and can only focus on one thing at a time (the class could be having a riot but she appears to not even notice if she is speaking to a child). Our school Senco also asked me if she had any SENs that we are aware of- without me even mentioning it to her. Is this information something that we would know? Or would it be private and confidential? Im just concerned that her needs may go deeper?

Sorry about the extra long reply!! But thank you as always Catma for your support and advice!

Lumpty x

I agree with Catma, a child can only be judged as exceeding if they are consistently demonstrating skills that go beyond the ELG. You will probably know already without looking at a sample of work if a child is exceeding in your class as they will need to be given year 1 (level 1) objectives in order for them to be challenged and move forward with their writing. Also writing for different purposes in different contexts (like Catma said).

Hope this makes sense!

Lumpty x

I had a parent tell my colleague that we were expecting too much from her reception son as he is only little so he shouldn't be expected to read and write!!! So I feel your pain with this matter! When I was in Reception I used to have literacy party mornings ( name chosen by the children) the children promoted these mornings with posters and invitations and dragged their patents in every Thursday morning. We would have out on tables literacy related games and activities and me and my trusty LSA would model to the parents strategies that they could use to support their children with their reading. Some weeks I would invite the parents to observe a whole class phonics/ reading/ writing activity on the carpet. We also had 'parent champions' who would volunteer each week to come in and read with the children. They would have to sit with the LSA first and observe before they were let loose reading with the children. We also have a reading/ phonic meeting for parents at the beginning of the year and promote reading with plenty of rewards!! If you can win over the children they will nag their parents to read with them and they have eventually give in! :-)

Lumpty x

Sorry Ive only just realised you said a writing focus!! Sorry!

Glow in the dark plastic stars stuck on the wall, we had a stand up disco ball type thing that spun around and projected different coloured circles on the ceiling. My children liked playing torch tag :-) Also hide and seek to find shiny objects, different coloured transparent shape tiles. Push lights are also handy. I also like to put a selection of Nocturnal animals in our Den when we're reading stories linked to them (I.e. Owl Babies). Id really like a light box for my setting too, for placing objects on- but think they might be expensive!!

Hope this is helpful!

Lumpty x

Hello I was just wondering if anyone could offer any advice? Last term we employed a teacher temporarily to cover the Easter Term (until someone comes back after maternity leave). During interview the teacher stated that she needed to finish off her last term of her NQT year and would the school support her. My head asked me to mentor her as I have a lot of experience mentoring trainee teachers etc so I agreed. I got her file ready etc and at our first meeting discovered that the situation was a bit more complex than expected! She completed her first two terms of her NQT year 3 years ago?! And has been working for a supply agency ever since. My head contacted somebody from the LA who deals with NQTs to check that this was okay (and it was) and then we carried on from there. The problem is after her first half term with us there have been significant problems with her teaching, classroom management etc. I check and support her with paper work and assessment weekly so that's okay, but in terms of everything else I think she may be a cause for concern. I have done lesson observations and arranged for her to observe experienced teachers and even sent her to other schools to observe, we have weekly meetings and I see her every night after school to see how her days been. I just feel like I am giving her all I can but there doesn't seem to be any improvement. She is very aware about her targets and what she needs to do to achieve them- but is still struggling. I think I need to get somebody from the LA to come in and observe/support, as I am worried she might fail and I really don't want her too!! Has anybody been in a similar situation? If so what is the process for cause for concern NQTs?

Lumpty x

Thank you for those responses to my post (sorry to take over Orchard Garden!) they were all very reassuring and helpful :-)

Have you heard of the Number Puppies? We bought them in last year and my children love them! Each puppy is a different colour and has a designated number and shape. There is a story for each story that focuses on the favourite shape and number for each puppy. The children love feeding the puppies the right number of bones, ordering them on their number mats, playing number puppy hide and seek- they love them! Other ideas for ordering numbers, I have a frog that likes to eat numbers in the right order, an astronaut that likes us to the order his count up/ count down cards and a naughty dragon that steals a different number from our number line each day- that the children have to work out! My children also like ordering giant numbers in a large circle- one child orders them while the others count how fast they are. Hope these ideas are useful :-)

Just a random idea- I observed a setting who had two children wearing high vis vests to carry out a risk assessment after tidy up time. They went around with a clip board and list (with photos of the areas) that they ticked off if the areas are safe. Apparently ofsted loved this and since then I have also seen an ofsted good practice video (YouTube) with the same idea but with a child in a police officer uniform. Im going to use this idea in my setting. Generally the children are quite good, but I thought for the children who aren't as keen, having this important job might enthuse them!

Hi OrchardGarden,

I do sympathise with you with this problem. We have tried lots of different ways of offering free flow to the children. We have two adults in the setting, so need to fit in with the 13 children per adult ratio, so this can be quite tricky to manage if children move from indoors to outdoors free choice. We also have an awkward outdoor area that goes around the corner, so has a significant blind spot. Me and my nursery nurse do go out whatever the weather, so this isn't an issue. We currently work with having two groups, one group goes outside first and the other group indoors then we swap. We did try giving the children the choice of indoors/ outdoors- but found that some children always stayed inside (missing out on gardening time and nature hunts etc) and then some children always stayed outside (missing out on baking and other planned activities). We follow the high/ scope approach so children do choose their own activities outdoors/ indoors, but I am now worrying from your post that when Ofsted come along they are not going to be happy with our routine because it isn't free flow?!!

Lumpty x

That's a good idea!

Great link Rea! Looks like the children are having a lot of fun!

Thanks Apple, a fundraiser sounds good and we have got lots of donated wellies and some waterproofs- but we could do with more. My head has said that she is going to buy us some sets, but as with most schools our budget is very tight so it probably won't be many. Thank you for your advice on the policy- I think it would open a can of worms! We make it clear on home visits about playing outside, but parents can tell us if their child is ill and wants them to stay inside- so Ive always thought that this was enough. Im definitely going to get on with the fundraiser. Thanks for the great advice

Drain pipes and plastic tubing or old hosepipes, a water butt to collect rain water, watering cans etc, also a mark making box with paintbrushes (for painting with water on the concrete) and playground chalks. Also pots and pans for music making or for use in the mud kitchen :-) my children also love small world toys on the grass (I.e. animals, minibeasts or diggers) using small logs, rocks and branches they can make their own little world. Also a washing line or clothes airers with blankets for den building. A picnic basket with plastic food- for a teddy bears picnic.

Thanks Jazzy1, just glad that everyone is supportive of my view :-) the children do get so much learning from outside, I just wanted to check that Im doing the right thing!

Thank you Madmum for your post. We are the same really we plan an activity outdoors everyday, so for children who's parents have requested that they stay in- the children do miss put on these activities. I try to explain that we meet the needs of the children and we have a happy nursery with happy children- because they are accessing the areas that they chose- whether they are indoors/outdoors. We do get upset children that want to go outside when parents have requested that they stay in! I suppose it's impossible to please everyone. But I just want to promote good practice with children that are happy, secure and confident with their learning.

Wow! Thanks for that Wildflowers!! That's amazing! And that made me laugh about the parents finleymaid!! Thank you everyone, I was feeling a bit down hearted about the situation, questioning everything that I believe in. But I can always rely on the forum to cheer me up :-)

Thank you finsleymaid. My nursery nurse did say that she thought it was probably down to the inconvenience of having to have her child off. I've got some forest school training booked for next Friday and Im arranging a trip there with the children ( and parents) where we will have to be outside for a whole morning!! It will be interesting what happens with that?!

Oh, forgot to mention that we are not actually free flow, we have two sessions where children play inside/ outside. We did try free flow- but like you Green Hippo, it was too cold indoors and also with just two adults in the setting and the geography of our building and outdoor area- we didn't feel that the children were being supervised thoroughly enough. Children are given the option of indoor/ outdoor- but if they have had one outdoor session, they must stay inside for the second. Whereas if the children want to just play inside that's fine. We do encourage all children to have one outdoor session on a Wednesday though, when we do our garden time.

Thank you everyone for your useful views and comments. We take lots of photos and videos to share with parents. We also have a 'stay and play' morning every Thursday that parents can attend and children can choose inside or outside. We have got an outdoor policy, but I was considering doing a 'parent-school agreement on outdoor learning'? Parents would sign this and it would also state that parents would let us know if they didn't want their child to play outside at any time ( due to illness, feeling the cold etc). This is the first complaint in three years of doing all weather outdoor play? It's just hard to know what to do for the best. I do know that some children would play outside all day- but our outdoor sessions are shortened in the cold wet weather- so that they aren't staying out too long. I just want to make the right decision for the children's best needs and interests :-)

As a school nursery we really promote our outdoor learning providing lots of different experiences for the children to take part in. There is an outdoor slot for each group where the children spend some time outside- weather adaptable. On home visits we make this clear to patents that we go outside whatever the weather and children need appropriate clothing (eg waterproofs). We do have some sets of waterproofs spare, but not many. Children also have a spare set of clothes hanging on their pegs incase they get wet. The other day we went outside as we usually do and the rain really came down- we took Shelter- but we did get wet!! When we came in children were changed into dry clothes. The children absolutely loved being in the rain but we werent out long- about 10mins. The day after a parent made a complaint to my head saying that I had made her child ill by taking him out in the rain. I have since spoken to her and reminded her about her home visit and how we had explained our outdoor play philosophy. She said that she did want her child to play outside- and he loves playing in the rain- but she thought that the other day was ridiculous. I'm just wondering if anybody has had similar issues with parents with outdoor play? We are very sensible with it and don't keep children out for long in cold weather etc. and also do our best to dress them appropriately if they haven't come to nursery in the correct clothing. Any help, advice, support would be very much appreciated!

Hi Mel,

Im so sorry Ive missed this comment- hope its not too late for an answer now!! I only do a lesson plan for a lesson observation! So don't worry I don't plan in this much detail for everything all the time! My head also tells me off for putting too much detail in! So don't worry. Planning is for the individual so do whatever helps you and your setting :-)

Lumpty x

I love your 'learning stories' format Green Hippo, I'm going to adapt ours and do something similar :-)