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About Clare

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    Part of the Furniture
  • Birthday 06/12/81

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  • Your interest in Foundation Stage education
    Nursery practitioner
  1. Ratios

    I think I know the answer to this one, but I am willing and happy to be corrected! I work in a nursery which is part of a primary school. As far as I'm aware, the teacher can work to the ratio for 1:13 As a level 3 (I actually have BA Hons) I can work to the ratio 1:8 so if there are only us two in the room, is it right that we can only have 21 children? Can anyone point me in an official direction to check? TIA
  2. Feel Used

    That is exactly what I intend to do Dot! :1b
  3. Feel Used

    This sounds scarily similar to my situation... I have been a DM for about 18 months now. I completed my degree last year and graduated in October. I have remained at my pre-school until recently. I came across a job in a school and applied. I got the job (yippeee!) but I am sad to be leaving the pre-school. I didn't set out to cause ructions at work. I have always wanted to train to teach and I made no secret of it, although to be fair, it was only mentioned if it came up in conversation. I too have attended the training on the new EYFS and the 2 year old check and I was worried that my manager would think I had done it on purpose. I didn't, it was just bad timing all round. I have agreed to go and do an inset day at the pre-school to pass on everything I was told on these courses, plus I have offered to work throughout the holidays with anything my manager might need. I can understand why you would be upset. I dreaded telling my manager I was leaving as it was just before she went on holiday! We are a close staff team and were working well together. The time was just right for me to move on. I've got my own children to consider and to be honest, the money is better working in a school, even though I have downgraded to a TA rather than a DM. I'm sorry you feel annoyed about it and I hope you manage to sort something out for the new year.
  4. Progress Summaries

    I agree with Sue. I would say the main point to these progress reports is to obviously see how children are progressing, and if there are areas for concern, they should surely be flagged up to the parents so any support (if necessary) can be arranged. The key message I am getting is that early intervention is vital and obviously you need parents permission to get that intervention.
  5. 1-1

    Hi Sadie19. I'm sorry but I'm not sure what you're asking. The child receives 1:1 support and has separation anxiety? How old is the child? If they are a similar age, I have an example that we have used just this week which has been very successful.
  6. New Ilp

    you may need to attach it first...
  7. I am impressed at your 15 minutes obs on each child, each week colechin! I find it a struggle to do one 10 min obs per child over a half term but I agree they are definitely worth doing and do give you lots of information to go on as well as the smaller obs.
  8. 2 Year Progress Check

    We were told to offer the check to parents, talk them through it, explain the why's and wherefor's and then a) go ahead with their permission or b ) complete yet another piece of paper which states they were offered the check on this date, they refused on this date and the reason they have given for the refusal. It was suggested that we write a formal letter, inviting the parents in to discuss the impending check and to go through all the legalities of it with them. I agree though, that this check is going to need to be included in policies - possibly with one just dedicated to it! We were also told that by 2014 (I think) the idea is that we are working with HV's to complete the check. How that will work, we will have to wait and see! Advice in our LA is to complete the check at around about the 2.6 year mark. What annoys me about it is that up until a couple of years ago, parents had to bring their children to the clinic to have the check performed by a HV, then it changed to HV's sending out questionnaires which were discretionary. I understand and appreciate that our health colleagues are snowed under, I just think it is unfair that the 'overspill' of their work is now being put on us (as if we haven't got enough to do..!) Our LA did give us a report which they suggest we use and in actual fact, I liked it so much, that I am already using the same document as a settling in profile for the children who came in from April. It is so basic and it will really make practitioners in my setting think about the judgements they are making as the space for writing is so tiny! They have to match their judgements to the DM bands which are in small boxes to be highlighted on the sheet, so it ties in really nicely. They won't have the opportunity to waffle away like they would normally do.
  9. I am jealous of your 12-14 key groups! We currently have 75 children split between 4 of us. I currently have 25 of those children, as well as being the Senco and doing all my deputy jobs!
  10. Terrydoo73, I don't want to sound like I am speaking out of turn, but to me, from some of your previous posts, it seems like your deputy needs putting in her place a bit. From what you have said, it seems like she thinks she is in charge and is quick to call you on absolutely everything you say and do. As the leader/manager, you really shouldn't be putting up with it. I am a deputy and I wouldn't dream of calling my manager on the decisions she makes, unless of course they pose a threat to the children (which incidentally, they never, ever do!). Anyway, in answer to your question, we do carry out obs during normal routine times. In fact, there is someone observing something all the time and writing it down, so I agree with you on that score. However, I have to disagree with your last point about the deputy being the one to deal exclusively with the challenging behaviour. Yes, she should have a major role in addressing it, but I think that all staff should be dealing with it, to show consistency if nothing else.
  11. Our rules are pretty similar to others. We don't generally accept children on days they are not booked in, however, if we are asked in advance and have the space, we are quite flexible. We had one mum who decided that if her child missed a day due to illness/bank holidays/inset days then she would bring him in on a random day as that was his 'entitlement' (funded 2 year old). The same mum is now pestering us to offer the full 15 hours from June as that is when her son turns 3. We've explained the term after the third birthday rule, but she is adamant her older children had their funding as soon as they turned 3. She just won't be told.... grrrrrr.
  12. Transfer Time!

    So we are rapidly approaching transfer time again and I am keen to get a handle on this before it's too late! Every year, it seems a mad rush to get transfer documents written and for the children to add their parts to. Our manager also likes to check them before they go out so this all takes time. We have 28 children leaving pre-school this summer for school, so I was wondering how soon you would start to get these documents written up? The key person writes the transfers usually. These are then checked by me or my manager. Once we are happy with them, the children are then asked to add their comments/draw their pictures etc. Once they are completed, we invite the parents in to read through them, to make their comments. Transfers are then photocopied. The original is sent on to school and the copies sent home with parents but we are finding that we are always running late with them and sometimes, they don't get sent off until right at the end of the term. I would like to aim to get them to schools before we break up, that way, I think there will be more chance of the teachers having plenty of time to read them. What do you all do? How soon is too soon?!
  13. We also use Learning Journals provided by the LA. However, I am in the process of updating them, so they will essentially be the same, just organised under the new headings. They really weren't fancy to begin with so it's not too much work adjusting them now. Quick question though: I am in pre-school and April is going to be a busy month for us with the new intake. Would you start these new children with the new learning journal (assuming I can get it ready in time!) or would you continue with the current ones? I'm thinking that if I can do it, I would rather start them with the new ones as they are going to be with us for a while yet!
  14. Upsy Daisy, you have hit the nail on the head. As with any reports I write (usually for my key children) I like to give a bit of contextual information but in this case, there is a sibling with an ADHD and ASD diagnosis at home and I'm wary of including it because it could seem like I am saying that this is the reason he is "behaving" the way he is (even though it isn't, if you see what I mean?). But at the same time, it could be valuable information to the panel. This is a real challenge for me, one which I have not come across before, so I am really grateful, as always for the advice.