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Rebecca

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Rebecca last won the day on July 12

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About Rebecca

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    FSF content editor and education advisor
  • Birthday 27/02/68

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  • Your interest in Foundation Stage education
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  1. End of year development sheets/trackers

    Hi Shanaz, When we were working on paper (we are in Tapestry now) we would only send the child's individual report - no trackers. For us, trackers were about cohorts and groups of children. Any points regarding progress would be addressed in the report 'Billy is making excellent progress' or 'Billy is gradually gaining confidence' for example. The Reception teachers would understand what that means. You would also have conversations with the teachers as part of transition at which time you would raise any concerns that your trackers had highlighted. Hope that helps
  2. Hi! We use the same application form for all staff irrespective of their role - someone working in the kitchen would still need to tell me about their experience etc. I would make the differentiation in the interpretation of the form, not in the form itself. By this I mean that someone writing in response to the question "Why do you want this job?" - 'I run a busy kitchen at home for my family and the hours and flexibility in this post are perfect for me while my child is at school' would be encouraged to interview, whereas I would be looking for a 'I've always wanted to work with children and I have been babysitting for my siblings and cousins for 5 years' is an appropriate answer to the same question if I were recruiting for a childcare apprenticeship position. I hope that helps
  3. Putting a Tender together

    Lots of love and luck Narnia x Stay in touch xx
  4. Hi Alison ... welcome to FSF! Great opening post! If you look at our courses and events listings on our resources page many of them are online - and very reasonably priced. We (although a large day nursery, not childminders) have had some success with doing online training together as a whole group and stopping the training at frequent intervals to discuss and think of scenarios that fit our experience - staff have found this method very helpful. We usually buy a few 'codes' for a course so that senior leaders can watch it / complete it themselves first so that they can anticipate questions etc and then we buy a code for each age group so that staff can go through the training together and reflect on their practice and experience. You don't all get a certificate, but we have found it's better to do it in a shared way than on our own. We have used NDNA couses for this successfully. Recently we paid a few hundred pounds for Anni McTavish to come and deliver whole staff training - we are a team of 20 and it was more cost effective to do it that way and get whole staff focus and input rather than going in 'dribs and drabs' to training courses which then had to be cascaded back. You can find a list of trainers and consultants on the Early Education site here. Their prices vary - but we were really pleased with what we got from it.
  5. We are jointly hosting the APPG childcare and early education lobby day at Westminster next Wednesday. If there is anyone else who who like to join us in London then please let me know, we have a few spare place which we can give out! You can come and chat to MPs or just listen to the speakers , whichever you would prefer - you can also meet the FSF team (if that is a good thing! )
  6. Staff suitability declaration

    This is the document you are referring to finsleymaid ... Amending the childcare disqualification arrangements in schools and non-domestic registered settings: Government consultation response The announcement means that childcarers will no longer be disqualified from providing childcare or working in non-domestic childcare settings simply because someone who lives or works in their household is disqualified. The new rules do not apply to childminders. It is important to remember that ongoing staff suitability checks and robust risk assessments of all staff working with children are still good practice.
  7. Inspirational Indoor Environments

    This online module focusing on the importance of creating a high quality indoor learning environment. Learning environments can stimulate children (and the adults they are with) to imagine, explore, discover, create, discuss, do and question. Effective learning environments have a positive impact on the learning and development of all children. Areas covered: Natural Resources The importance of using space effectively The importance of using light and colour effectively The balance of resources Documentation and display Case study: Mill Hill Nursery The course lasts approximately 1 Hour. Video presentations from Claire Warden and Focus on Learning Child observations 4 Image galleries A deeper understanding of the Indoor Environment Inspirational quotes 6 weeks access to the course Short quiz and a certificate of completition Once you have signed up for the course, the online training will be available for 6 weeks for you to revisit anytime. For further information please follow this link
  8. Transient Art

    Transient art is the form of art that takes place when we go out into nature and we look at the play materials that nature has provided us with. This course will cover: How to structure learning to support creativity Transient art outdoors Play affordance Planning Storage Explore the potential of open-ended naturalistic materials in the creation of visual art. Examine the role of design, colour, opacity, line, form, texture and space in creating temporary art. The course lasts approximately 1 Hour. Video presentations from Claire Warden Image gallery Download audit form and resources list Self-assessment quiz Child observations video 6 weeks access to the course Once you have signed up for the course, the online training will be available for 6 weeks for you to revisit anytime. For further details please follow this link
  9. Nature pedagogy

    This training module will: Explore what learning with nature/ Nature Pedagogy means Examine how to increase the complexity of learning inside, outside and beyond in wilder spaces Provide examples of practice in the image gallery Share Claire Warden’s perspective through a series of films. Video presentations from Claire Warden Child observations Image gallery Self-assessment quiz 6 weeks access to the course Once you have signed up for the course, the online training will be available for 6 weeks for you to revisit anytime. For further information please follow this link
  10. Floorbooks and Talk

    Gain a deeper understanding of how Floorbooks help us consult children and record their learning. This course will cover: Different types of talk and how to include them in Floorbooks. The link between oracy and the written word. Dialect and the importance of sharing children's thinking in their own words. How to create inclusive discussions using Floorbooks. Recording non-verbal observations using Floorbooks and Talking Tubs. When to Talk? How to use a Talkaround Mat. How to encourage talk by affirming behaviour. The course lasts approximately 1 Hour. Video presentations from Claire Warden Child observations A deeper understanding of Floorbooks Inspirational quotes 6 weeks access to the course Once you have signed up for the course, the online training will be available for 6 weeks for you to revisit anytime. For further details pleae follow this link
  11. Floorbooks and the Brain

    This course covers neuroscience, how our brains learn and how important integration of learning is for young children to create a deep level of assimilated knowledge that they need in order to keep that long term memory throughout their lives. Learn why our brains get so excited by Floorbooks and how all the senses become involved in the Floorbook experience. How long does a Floorbook last? Is it better to focus on coverage of topics rather than depth? Learn about the importance of real-life experiences for children and how to value the power of oracy and the written word in helping us embed memories and learning. The course lasts approximately 1 Hour. Video presentations from Claire Warden Child observations A deeper understanding of Floorbooks Inspirational quotes 6 weeks access to the course Once you have signed up for the course, the online training will be available for 6 weeks for you to revisit anytime. For further details, please follow this link
  12. Intro to Floorbooks

    This inspirational training course examines the place of consultation in education and how it can impact upon the planning process. Floorbooks are blank books where we can record children's voices and their ideas to use in our planning. Group writing in a Floorbook allows shared thinking as children recall each others ideas and record them through writing, diagrams and photographs. This child centred approach records the evidence of the process of play and the learning that comes from it. Claire Warden created "Talking and Thinking" Floorbooks to encourage thinking skills through talking together in a group so that children are consulted and influence the learning taking place. Learn how to use big books to consult children in the planning process. Ideas on how to encourage sharing of knowledge and communication techniques. Stratgies that support adults to listen to children's ideas. Identify action points to increase the participation of children in planning. Introduce a range of consultation techniques which promote the use of children’s ideas in developing a planning framework linked to the curriculum. The course lasts approximately 1 hour Video presentations from Claire Warden Child Observations Image gallery 6 weeks access to the course. Once you have signed up for the course, the online training will be available for 6 weeks for you to revisit anytime. For further details please follow this link
  13. Risk it

    This online course can support the following training courses: Risky Play, The Importance of Play, Nature Kindergartens, Pre-birth to three: Nurture through Nature, Forest School Training, Nature Pedagogy and Nature & the Brain. An exploration of the benefits of risk in learning in Early Years Risk It is a training course to support practitioners in creating a positive learning environment that enables kinaesthetic children to thrive. Research has shown that the well being and involvement of children increases with the introduction of creative, risky and challenging opportunities. In this course we will demonstrate how you can support children to be self risk assessors who are resilient and thoughtful about their own personal safety, and who can make choices about what risks to take. We will give you the tools to balance the risk and the benefit of an activity and where necessary, create procedures so that a more balanced approach can be taken to risk. We'll share ideas for creating rich learning environments that are based on exploration and risk to enhance the well being and involvement of your children. The course lasts approximately 1 Hour. Video presentations from Claire Warden Image gallery Child Observations Download risk assessment form Self-assessment quiz 6 weeks access to the course Once you have signed up for the course, the online training will be available for 6 weeks for you to revisit anytime. For further details please follow this link
  14. Hello Serena, You don't need to download the journal yourself - you create it for the parents and they download it to their computer via Tapestry. If you follow the tutorial you will see the option to generate the PDF for staff or for relatives. Then you will select an option to 'allow recipient to download' the PDF once you have generated it. Once you have done this, relatives can access their PDF downloads page by logging into their Tapestry account in a web browser, clicking on their name at the top-right and clicking "PDF Downloads". You can follow how they are getting on downloading the journal by looking at your 'History' in your control panel. I think perhaps you were generating the journal yourself and then downloading it yourself and trying to send it, hopefully the advice above will help you out!
  15. Putting a Tender together

    This sounds really tough Narnia - I don't have anything to add that hasn't been said already ... sending strength and positivity
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