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Rebecca last won the day on June 12

Rebecca had the most liked content!

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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. This practical workshop will take place outside and practitioners must ensure they are dressed appropriately. The session will provide an introduction to the background and ethos of Forest School and offer a range of practical activities that can be recreated back at your setting, school or home. Please bring a drink of water, there will be no whole group refreshment break during the morning, a hot drink will be available at the end of the session. You will have access to the toilets at the Visitor Centre at all times. “I learnt how to use activities in the setting without formally having a forest school and what can be done with natural resources from our surroundings Great activities!” For further details
  2. This workshop will introduce the Statutory Framework for the Early Years Foundation Stage (EYFS) and Development Matters guidance materials which supports and underpins learning and development of children 0-5 years. The workshop will provide an overview of the quality of the EYFS by introducing the Characteristics of Effective Teaching and Learning and the principles which support young children’s learning. “I have a much clearer understanding of how to make use of the non-statutory guidance more effectively” For further details
  3. Unlocking Outstanding Potential is an innovative and interactive leadership programme with a variety of strategies and opportunities to help you strive or maintain outstanding practice and performance. This one day Pathway to Excellence workshop is designed to support strong settings with a 'good' or 'outstanding' Ofsted judgement, to self- evaluate their quality and processes to aim for an improved or sustained Ofsted judgement at their next inspection. “The day encouraged reflection, vision and development of the whole team. Well delivered, informative…lots of interactive learning” For further details
  4. Are you Ready for Your Inspection?

    This course supports Early Years managers in understanding the current Ofsted inspection framework. Using the Ofsted documentation, it explores the main elements of the inspection process and provides you with the opportunity to reflect on your current practice and provision in preparation for inspection. “Become more clued up and confident, ready for Ofsted, take away tips/ideas for improvements” For further details
  5. Are you Ready for Your Inspection?

    This course supports Early Years managers in understanding the current Ofsted inspection framework. Using the Ofsted documentation, it explores the main elements of the inspection process and provides you with the opportunity to reflect on your current practice and provision in preparation for inspection. “Become more clued up and confident, ready for Ofsted, take away tips/ideas for improvements” For further details
  6. Unlocking Outstanding Potential is an innovative and interactive leadership programme with a variety of strategies and opportunities to help you strive or maintain outstanding practice and performance. This one day Pathway to Excellence workshop is designed to support strong settings with a 'good' or 'outstanding' Ofsted judgement, to self- evaluate their quality and processes to aim for an improved or sustained Ofsted judgement at their next inspection. “Great interactive session – good to hear what others do and share experiences Tutors are very supportive and politely challenge your thought process.” For further details
  7. Peer Obs

    Hello! I've had a look in our resources section - I can't find anything suitable sadly. Perhaps, if you upload the one you are using at the moment, we can work together to revamp it and then out it inour resources section for others to share?
  8. Letter to parents

    Good morning Amanda35, Which letter is it specifically? - if you have found one on the site before it will still be there as we haven't deleted any Tapestry resources. Resources that were made by the in-house team are here Resources that have been made by other members and uploaded by the team are here Obviously you will need to be logged in to download them
  9. GDPR child transfers

    Transferring a journal doesn't necessarily concern everyone else's children. As you say we do need to be very mindful of the data we are sharing and make sure that we use the transfer option carefully. On Tapestry, every child has their own journal and they are transferred individually. In the light of the new GDPR we put in the following features; when you prepare to transfer a child's journal you have the option to exclude group observations. You can also strip out all the photos and videos and send them separately to parents, sending only text to schools. I hope that reassures you
  10. This did come up recently - I'll dig about and see if I can find the infomation, Helen andI met with Ofsted to discuss this exact point. The full thread is here The specific section is below: Qu: Why was a change made that prevented a setting manager being the ‘nominated person’ for Ofsted purposes? This doesn’t make sense given that they know more about the setting that anyone else involved. Answer: It was explained that this was to bring early years in line with schools. The Ofsted team explained that the registered provider should be viewed in the same way as a school governing body. They are ultimately responsible for the curriculum, the staff and everything that goes on in the provision including the appointment and discipline of staff. The nominated person is the representative to Ofsted of the registered provider. The manager cannot be the nominated person if they are not part of the registered provider because they cannot be responsible for the curriculum and for appointing and disciplining themselves (as a person that works for the registered provider). We found this easier to understand once we had viewed the registered provider as being equal to the governing body of a school. It made sense to view the nominated person as the ‘chair of governors’ and the setting manager as the school head teacher. Ofsted were clear that the manager can talk to Ofsted (as can the head teacher) but cannot hold overall responsibility if they are not part of the registered provider (the committee/ governing body)
  11. registers and visitors books

    I will have a rummage!
  12. We have just published a new article by Jenny Barber. Jenny is the author of 'Effective leadership and management in the EYFS' which we reviewed recently. Her article has many tips and ideas to enthuse and motivate you to move your setting on! Shake up! Refresh! How to reflect and move your setting on...
  13. Sometimes we realise we need a shake up and to refresh our setting; maybe we don’t realise it consciously but sense it is time to reflect, review and develop. For this to be successful and to achieve its aim there are certain key factors to take into consideration. For the process to be as effective as possible, everyone needs to be involved. A joint approach supports team work and a collective responsibility and commitment to continuous improvement can act as a motivator. Even before any practical strategies have been put in place, there needs to be a clear understanding and awareness of effective reflective practice. Reflective practice is never going to be truly effective unless we are 100% honest with ourselves about what we do, remembering there is a distinct difference between what we might say or think we do and what we actually do. Reflection is like putting a mirror up to your work and seeing from the reverse viewpoint what you are doing. It is the honesty that is critical as it means we are truly delving into our practice and provision and scrutinising what we do. That might sound painful and awkward but it doesn’t need to be; it is really about attitude and approach and demonstrating a clear commitment. So what tools can we use to implement this reflection and review of our practice and provision? It can be helpful to put in place a focused review and reflection month. Introduce the idea at a staff meeting, explain the methods that are to be used and assign key responsibilities and tasks. Once the month is up you should come together to review and discuss, the conclusions can then be put into your Quality Improvement Plan. With everyone involved, the drive for that improvement is more likely to be successful. By including everyone you are drawing on multiple viewpoints, which gives a more rounded perspective. Having gone through an in depth process, you will find that certain strategies and approaches become embedded as party of every day practice. So what are some of the strategies that can be used? • RESOURCE AND PROVISION MONITORING Looking at the resources you have and identifying what is used and how it is used. Time sample observations can be particularly effective, focus on an area or particular resource and note down every 5-10 minutes who is using that resource/area and what they are doing. Over the period of a month one could be completed on all areas/resources and this would give a clear indication of what is popular, how something is used, by whom and what this tells you about that aspect of your provision. During an after work meeting, ask practitioners to use post it notes and write on them which area/s of the EYFS they think a resource/area of provision best supports and stick it on that resource/area. This can then give an indication if any areas of learning and development are provided for more than others, if there are any gaps or if there is too much emphasis on a particular area of learning and development. It can also be helpful to do this exercise reflecting on child development areas instead of the EYFS. It is essential this is completed both inside and outside. These prompts from Learning through Landscapes Cymru First steps outdoors provides some differing ideas for reflecting on provision outside, but equally most could be considered for inside. Where can children: • Be excited, energetic, adventurous, noisy? • Have responsibility, be independent? • Imagine, dream, invent? • Hide, relax, find calm, reflect? • Investigate, discover, explore, experiment? • Run, climb, pedal, throw? • Talk, collaborate, make friends? • Create, construct, make music, express? • Dig, grow, nurture? • Tell stories, make marks, find patterns? Can you identify these opportunities within your learning environment? I feel this approach is particularly effective, as it is more rounded focusing on experiences and opportunities; a refreshing change from the EYFS. Asking the children what they enjoy and what they would like to be different can elicit some interesting and valuable responses. We want to encourage curiosity and enable children to see endless possibilities. Having completed the resource and provision monitoring, it is then time to maybe declutter, look at which resources need replacing, removing or presented in a different way. Considering the use of provocations; provocations are designed to stimulate thought, ideas, discussion, questions, creativity and possibilities. They should be presented with no fanfare or introduction, just simply be there for the children to be curious about and want to explore. An effective provocation is an example of effective teaching, as you have tapped into the children’s natural curiosity and made them want to explore further. As the explorations occur, you may ponder with the children, perhaps with the use of statements or further thoughts. I remember a setting telling me finding items to provoke curiosity became something of a competition between staff, one of the best sourced items was an old wall mounted pay telephone, found in a charity shop. • AUDITS Carrying out review audits can support incisive reflection. If they are completed by different teams and individuals they can enable a deeper reflection as there will be different viewpoints, particularly about the effectiveness of elements of practice and provision. There are many audit tools available online, focusing on a variety of aspects of practice and provision. The Characteristics of Effective Learning are also useful audit tools, considering how something is implemented and how it could be developed and improved. https://www.herefordshire.gov.uk/downloads/download/635/early_years_foundation_stage_eyfs_audit_tools http://entrust.education/Page/471 • STAFF AND ROOM OBSERVATIONS An effective leader/manager needs to know exactly what is going on in their setting and this requires focused observations. It isn’t about walking through the rooms or around the setting or being in numbers, it means sitting and observing in a room as your sole purpose. These observations could be on an individual or on a whole room, this will help you to identify key strengths to build on and areas for development either for an individual or a team. This can help to see how the routine and flow of the room works, identify the fine details that support or hinder good practice and provision. It can be helpful simply to do this with a blank piece of paper so you write down key observations of what is happening or you may choose to focus on a specific aspect of practice e.g. extension of learning, interactions, key carer relationships. An alternative approach can be for two members of staff to observe a room together and then discuss what they see and their views. Do they agree or is the interpretation different? What can be learnt from that difference? You then need to decide how to use the information and insight gleaned from these observations. They might highlight points for discussion and reflection with the team. Several together might identify a trend or an issue, perhaps surrounding consistency which may have a knock on effect on children’s behaviour which previously had not been identified. You may spot a strength in someone you hadn’t previously seen which can be utilised to support others. • VISITING OTHER SETTINGS Often there is a reluctance to visit other settings simply for the purposes of seeing their practice and approach. This though is one of the best ways to expand our thoughts and to see what we could do differently and equally what we are doing well. It is an opportunity too for professional discussion. It is all too easy to get cocooned in our setting and not look properly beyond it. Perhaps another setting is doing something you are thinking of implementing, it can be a great way to see how they do it, e.g. rolling snack, a greater emphasis on outdoor learning. Obviously it requires time and organisation to release staff, but I know settings who do engage in this process find it extremely useful and beneficial. • NEW TRENDS AND THEORIES It is important to keep up to date on new trends and research within early years, as well as revisiting familiar theorists. Refreshing and reviewing your setting, can provide a valuable opportunity to reflect on the ideas of others and see how their philosophy is reflected in your practice. This could be set as a task for an individual or a team, as well as researching new thoughts and ideas. This could all then be presented in a staff meeting and then discussed in relation to how it could support development and improvement. Fredrich Froebel is a good starting point, reflecting on his quotes on play and how they are reflected in your setting, or Margaret Macmillian, a great exponent of outdoor provision, thinking about this quote and is it true of your setting, “The best classroom and the richest cupboard is roofed only by the sky”. These are just a few ideas for attempting to look at everything with fresh eyes. Once this month long review has been undertaken, what happens next? There needs to be a collective discussion, involving everyone who has participated (hopefully the whole team) and the following points need to be discussed and reflected on: Which approaches worked well and which ones were particularly enjoyable? What each approach revealed and what this told you about your practice and provision? What are the areas of practice and provision that have been highlighted for development and improvement, in what way and how would that be best achieved? What do you think the impact of these improvements/developments will be? What are the key strengths identified which can be built on? Are there any training needs identified, which can be followed up and once the training has been completed those who attended cascade to the rest of the team? Once this review and discussion is completed and targets for improvement highlighted, they all need to be put into a Quality Improvement Plan. This QIP will identify the targets, the process to achieve, who will be responsible for taking the lead, when it is to be completed by and the expected impact. So, looking at your setting through fresh eyes, is really looking to see what the mirror tells you about your practice and provision, looking at the detail and putting it under close scrutiny. In essence effective, realistic and honest reflection.
  14. The DfE have published an information leaflet concerning the new baseline assessment (comes into effect from September 2020). You can read the leaflet from here. The leaflet provides information for schools about the new reception baseline assessment. It includes information about: why it is being introduced what it will look like how results will be used the development process
  15. Children's addresses

    At the end of every year we strip out the filing cabinet and remove all the details for children who have left. We keep enrolment forms, accident forms and medication forms and anything pertaining to safeguarding - everything else is shredded. We then make a 'bundle of papers' and mark them 'Leavers 2018' (for example) and then store them securely. We add staff records as they leave to the same bundle so that it's easy to find. Now that some records are on Tapestry e.g accident forms we will download these to a small memory USB and keep them all together.