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About Louise_Jones

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    Settling in nicely!

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  • Your interest in Foundation Stage education
    Nursery practitioner
  1. “We need to challenge historical stereotypes around the way that environments have traditionally been set up for children, based on what we know now about brain development, language acquisition, child development and attachment theory. It’s time for a re-think!” Come along and re-think your learning environment together. Programme: 10.00am Coffee & registration 10.30 am Welcome – Helen Mitchell, Chair of Carlisle & Eden Branch 10.45 – 12.30pm Elizabeth Jarman 12.30 – 1.30pm Lunch and a chance to make some lovely purchases at Hill’s Books 1.30 – 2.15pm Special Guests! 2.15 – 3.30 Elizabeth Jarman 3.30 pm Close Thanks to YPO for supporting our conference with delegate folders and goody bags. Please note: this was rescheduled from the 3rd March. Date: Saturday, 19 May, 2018 Time: 10am - 3pm (full details below) Location: Cumbria Venue: Stoneybeck Inn Conference Centre, Bowscar, Penrith, Cumbria, CA11 8RP Speaker/s: Elizabeth Jarman Cost: Members: £40; Non-members: £55: Student/Concession: £30 For further details and to book
  2. SEND: Working with Parents

    Discover the importance of engaging and involving parents in the SEND process Gain advice and best practice tips on building positive trusting relationships with parents Learn how to build parents' confidence and understanding of the SEND process through effective information sharing. Access the course here and access the quiz here
  3. CEYC training - safer recruitment elearning

    This is an elearning course, which can be started at anytime. This EduCare programme is written by the NSPCC and looks at what you need to do to ensure you protect children and young people from unsuitable people who might apply to join your organisation. There are four learning modules which will take you through the recruitment process from planning prior to recruitment, to maintaining awareness and vigilance once the new recruit is a member of your organisation. Module one: Preparing to recruit This module outlines the context behind the need for organisations to employ safer recruitment practices. It examines what a safer recruitment process is and covers the steps that you should take when preparing to recruit, including defining the role, providing information packs, application forms versus CVs, designing an application form and planning the selection process. Module two: Selecting the right people This module details what a safer selection process looks like and explores the key elements, including short-listing, interviewing, choosing between selection tools and planning the assessment criteria. Module three: Vetting checks This module covers what you need to know about vetting checks and the legal situation including criminal record checks. There is a section on overseas applicants, the necessity of taking up references, looking at qualifications and identity documents, as well as self- disclosure. Module four: Maintaining vigilance This module looks at the importance of ongoing awareness and vigilance once the person you have recruited is in place. It covers induction and probationary periods, ongoing training and appraisal, supervision and management and codes of conduct. There is also a section on whistleblowing and promoting an open culture. Duration Approximately 2-3 hours to complete (depending on learning speed). As an e-learning module you can complete this training in convenient stages and revisit whenever you wish. What level / who should do this training? Specialist - For managers, supervisors, committee members, trustees – any person involved in the recruitment process. A limit of one person per setting. This elearning is only available to Ofsted regsitered childcare providers in Brighton & Hove. Unfortunately we cannot provide this for schools or providers outside of the city. Cost and application There is no charge for this e-learning course. In the event of a practitioner failing a module, a resit charge of £7.50 will apply, to enable them to retake the module and complete the course. Once your application has been received, you will be contacted with log-in details to enable you to access the e-learning course and complete at a pace and time that suits you. For further information and to book
  4. Overview Beginner's guide to nursery finance is primarily aimed at nursery owners, managers and those with a financial responsibility for running a childcare setting. This online course supports nursery owners and managers to reflect and review their financial processes. It provides them with an awareness of the financial implications placed upon them and how to ensure they meet the necessary legal requirements. By the end of this course learners will: Appreciate legal and compliance requirements Understand why and how to keep financial records Be better informed about their own business performance Understand the importance of integrity and control procedures Recognise the benefits of using financial management software Understand sustainability indicators Know where to go for funding Be able to manage bad debt. For further information and to book
  5. Effective Supervision of Staff – Safeguarding

    The EYFS Statutory Framework places a requirement on providers to put appropriate arrangements in place for the supervision of staff who have contact with children and families. Effective supervision provides support, coaching and training for the practitioner and promotes the interests of children. Supervision should foster a culture of mutual support, teamwork and continuous improvement, which encourages the confidential discussion of sensitive issues. This course is designed to support managers in developing their supervision to promote safe effective practice in a children’s service or organisation, in line with their supervision policy. There will be opportunities to build on existing skills and deepen understanding. Note - this course used to be called "Supervising to Safeguard Children" Learning outcomes By the end of the course learners will be able to: Identify the link between supervision and safeguarding children Understand the four key functions of supervision Understand the possible impact of working with a high level of risk Identify the roles and responsibilities of the supervisor and supervisee Recognise the importance of supervision for managing risk and providing evidence based judgement Recognise the link between the role of supervision and ensuring positive outcomes for children Identify issues that need to be addressed in order to effectively implement a supervision policy and manage performance Additional information This course is suitable for managers who have responsibility for both supervision of staff and safeguarding children. For further information and to book
  6. Harness the power of music to support brain development and literacy in early years –You Can Do It! Learning outcomes The three hour session will give practitioners confidence, the resources and ideas for using inspiring music as part of every-day activities in the setting Develop practitioner confidence in leading musical activities and singing Develop confidence in leading musical activities and singing Learn how musical activities and singing can support pre-literacy and school ready skills. Recap on the 7 aspects of L&S Phase 1. Learn 20+ new songs and ideas for engaging 3-5 year olds Plan for implementation and evaluation For further information and to book
  7. Prevent Duty and British Values

    This course provides an introduction to the Prevent Duty and how it is relevent to Early Years and Childcare settings. It also explains what is meant by British Values. All practitioners working in early years settings in Brighton & Hove are welcome to attend and safeguarding leads may find the course particularly useful. Learning outcomes Supporting children’s positive identity Strengthening relationships with families and communities Building children’s resilience against future extremism through developing the skills of tolerance and challenge What are British values? How do we fulfil the requirement of promoting British Values in the Early Years? For further information and to book
  8. This is a course from EMAS Early Years, aimed at SENDCOS and managers Learning outcomes This is a session of sharing good practice and strategies. By the end of the session we will have covered: How do we support our increasing number of trilingual children? How do we improve outcomes for mixed-race children and families? For further information and to book
  9. These sessions aim to further develop the skills of early years providers in identifying and providing for children with SEND. Each session will provide information to aid understanding of the child’s experience and needs.There will be opportunities to share strategies to use when supporting these children. Course activities will include: Presentation and handouts Small group discussions & tasks DVD Case studies There are five separate sessions and you can attend as many or as few as you feel appropriate. This session will cover: How language normally develops. Identifying speech and language difficulties. Strategies to support speech and language development. Using small groups to support communication and interaction. Learning outcomes The sessions will give participants: an increased understanding of specific difficulties and provide a range of strategies to effectively support children with particular areas of need increased confidence in recording targets, support and outcomes on SEND Support Plans for particular areas of need opportunities to review policies and practices in their setting to reduce barriers to achievement and inclusion For further information and to book
  10. Counter Terrorism Security Awareness

    Awareness training from the South East Counter Terrorism Unit aimed at enhancing people's safety against the current terrorist threat(s). Learning outcomes The Threat Level Terrorist Attack Methods - and, implicitly, how to mitigate those threats. Hostile Reconnaissance StaySafe - a specific input on how to stay safe when subjected to a marauding firearms attack. Suspect Devices - an aid to recognition and response, including: Evacuation and cordoning - the protocols and requirements that must be followed in order for Bomb Disposal to do their job. For further information and to book
  11. Forest Schools introduction

    Wild nature, risk and trust – how exciting! In this training event we will be exploring nature based education for young children offered as a weekly session on a beach, forest or river. This course will adapt and explore how we can integrate Forest School practice and our methodology of a Nature Kindergarten and address practical issues linked to educating young children outdoors on a weekly basis. Learning outcomes You will be able to: • Apply aspects of Forest/Bush School practice to your setting • Create Benefit Risk Assessments to allow children opportunities to learn in a risk rich environment • Progress your skills in bush craft techniques (e.g. knots, tool working, fire) Additional information Aims • To explore the origins, ethos and approach of Forest/Beach schools • To identify the benefits and learning opportunities offered by ‘wild’ nature • To introduce some practical bush craft skills and knowledge For further information and to book
  12. Understanding Adoption

    During this session, participants will: improve their understanding of contemporary adoption practices in order that they are better equipped to work in partnership with parents and carers. develop their understanding of the impact of interrupted attachment development and early trauma on adopted children’s readiness for the early years setting. be better able to enter into the world of the adopted child when teaching and supporting them in the early years setting be able to start to apply their developed understanding of the impact of disrupted attachment and early trauma in their planning for and support to adopted children in early years settings Additional information For all those working in private, voluntary and independent nurseries with children aged 0-5 within the EYFS. Practitioners must be in a position to feedback and implement changes. For further information and to book
  13. This popular session will look at how practitioners support and promote positive behaviour, and what to do when difficulties arise. It will also look at how practitioners can develop a variety of ideas to manage behaviour creatively. Participants will have the opportunity to explore behaviour issues that arise in their settings in a comfortable and supportive atmosphere. Learning outcomes By the end of the course participants will have covered: developing an understanding of certain behaviours and simple strategies to help, for example, dealing with children who bite exchanging ideas and resources, such as using books and toys to help build understanding of positive behaviour exploring their own responses to children’s behaviour and how they manage themselves building constructive relationships with colleagues and parents appropriate limit-setting and boundaries For further information and to book
  14. We shall tackle these questions throughout the training session: What is the father’s role in child development and the childrens’ learning? What are the barriers and obstacles to engaging effectively with dads and involving and welcoming dads into the setting? Why is it important to engage with dads? How can settings become more ‘father friendly’? What will you take back to your setting to make one immediate change and one long term change? Learning outcomes What makes a good dad? Are there different cultural expectations of dads? Challenging gender assumptions and stereotyping, our own and in our setting; what are ‘male roles’? Good examples from attendees about what does work, share good practice Which resources can help? (show and tell from ECP toy Library) Role of male workers in early years For further information and to book
  15. An introduction to understanding schemas

    Delegates will have opportunities to: Explore schema theory and look at ways of applying theory to practice Identify ten schemas and consider the conceptual form as a tool to extend children’s interest Develop learning environment so that it supports children’s thinking Learning outcomes Audience: All practitioners working with children aged 0-5 For further information and to book