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Rebecca

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Rebecca last won the day on February 20

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About Rebecca

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    FSF Education advisor and Forum content editor
  • Birthday 27/02/68

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    Female

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  • Your interest in Foundation Stage education
    Other professional

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  1. We attended the APPG last Wednesday (Nov 1st) at Westminster along with the PLA, CACHE, Cheryl Hadland and NDNA. Also in attendance were many representatives from our sector all eager to have MPs hear their voice. The Minister, Robert Goodwill MP, listened to provider concerns but seemed to find it hard to grasp the complexities that settings are facing. Consequently, the APPG chair Tulip Siddiq asked for case studies and examples from providers who were happy to be identified to the Minister. This week, the PLA has been collecting this evidence and our FSF survey (and some individual case studies) has been shared with them as there were some exceptional contributions from our members. The survey is now closed but we are still keen to hear from you.
  2. Whiteboard on a roll is great, we use this one. It's very handy, you can cut it to size. Used as a 'treat' is lasts a long time.
  3. Data Protection

    Make sure you go through the 12 steps though as, although similar, the GDPR requirement is much more robust that requirements under the ICO ever were
  4. PRIMARY SCHOOL TEACHERS

    Hello! I've moved your post into the research area - hopefully you'll get some participants - you might find it better to do a 'survey monkey' survey as people tend to be more willing to complete these as they don't then have to give you any personal details. (I'll do it if it's survey monkey!) Good luck
  5. iwatches and fitbits etc.

    We don't allow staff to wear an Apple iwatch or similar Garmin devices. Fitbits are ok though if they are purely step counters. We would not allow anything that gave messages linked from a phone for safeguarding reasons. Our safeguarding policy, use of mobile phones and cameras policy (this would count as use of a mobile phone as they are linking in real time) and our whistleblowing policy would come into effect here. We rely on staff to uphold our safeguarding policies at all times and report to us anything that they thought did not meet our expectations.
  6. Following on from a forum question I thought it might be helpful to go through some of the issues that you might need to take into consideration in preparation for the GDPR that comes into effect next year. I have been using this document as the basis of this piece: Preparing for the General Data Protection Regulation (GDPR). 12 steps to take now [ ICO. V.20 201700525] Thing you need to know: • GDPR stands for: General Data Protection Regulation • The new regulation comes into effect from 25th May 2018 • Much of it is the same as the current Data Protection Act requirements - however some things are different, and you need to know about them! Something you need to do first: Work out who in your team will be able to help make sure you're compliant. It's probably good to have at least a couple of you working together so you can help each other out. You may also want to designate a Data Protection Officer. They will be able to advise you and check that you have done everything you need to. Not every setting will need this though - we'll come back to whether you do in post #11. This is what early years settings might like to think about in preparation. • Use the '12 steps to take now' document to audit what they already do to meet data protection requirements. • Use the audit sheet to document the audit process • Collate details from 'To Do' list - make action plan • Complete action plan! This is #7 of 12 threads which will help you think about what you need to do to be ready for 25th May 7. Consent The 7th aspect you need to take into account when working to ensure GDPR compliance is the issue of consent. This is from the ICO website “Consent under the current data protection law has always required a clear, affirmative action – the GDPR clarifies that pre-ticked opt-in boxes are not indications of valid consent. The GDPR is also explicit that you’ve got to make it easy for people to exercise their right to withdraw consent. The requirement for clear and plain language when explaining consent is now strongly emphasised. And you’ve got to make sure the consent you’ve already got meets the standards of the GDPR. If not, you’ll have to refresh it.” This means that you must be sure that you are clear and concise when you explain to people what data you are collecting and why. If you are relying on consent as a lawful basis to have and to use that data, you must make it easy for people to withdraw consent and tell them how. In early years, you are likely to be collecting data to enable you to contact parents or to allow you to measure children’s progress – you will have worked out why you are collecting data as part of your audit in #2. For some data you will be collecting because of a legal obligation (to meet Statutory Framework requirements) e.g. name and address of every parent and/or carer (SF 3.72) and if a parent really doesn’t want you to collect that, they won’t be able to send their child to you, so they won’t be able to ask you to delete it without ending their contract with you. There are some things though that wouldn’t prevent you providing your services to the child, but might affect aspect of it. For example, if a parent refuses to give consent for you to share their child’s details with the local authority you would not be able to claim early years education entitlement. So, whilst some of the data you process will be based on a a legal obligation or contract, there are things that you will need consent to collect and keep data about, for example data about their religion or anything you’ll be using for the purposes of marketing (although you might be able to argue legitimate interest). If you are relying on consent, you will need to clearly and concisely explain to parents why you need that data and be prepared not to collect if they withhold their consent. If a parent wishes to withdraw their consent this must be easy for them to do at any point. The ICO is developing further specific guidance on children’s privacy. It will include more detail on identifying an appropriate lawful basis for processing children’s data, and issues around age verification and parental authorisation.
  7. Missed Webinar

    Yes, we will put a recording up shortly, should be up during next week
  8. Why do we work in the early years sector? There are many possible answers to that question, but I expect there’s a common denominator. We all enjoy seeing young children being curious and learning new things about the world as they develop. That’s why we’ve chosen to devote our professional lives to helping them. We all want young children to develop and progress from day to day, gaining new knowledge and understanding about the world around them, so that they are ready to be confident learners when they start school. An important part of having the confidence to learn is that young children must be and feel safe. Of course, a young child’s sense of risk is very different from an adult’s. So that means early years leaders have to do all they can to support children’s growing understanding of how to keep themselves safe and healthy. It goes without saying that the safety of their child is paramount for any parent; and providing a safe environment is at the very core of all early years provision. But we should be measured about potential risks to that safety. To take one example, in the last few months I’ve heard of a myth arising in the sector about socket covers. Late last year a childminder said she had heard that Ofsted early years inspectors wanted socket covers in their homes - to protect little fingers. This is not true. The statutory framework for the early years foundation stage (EYFS) says you must take steps to assess and manage risk. But how you do that is up to you. So Ofsted does not have a preferred way for you to manage any dangers associated with electrical sockets and equipment. In the last few years, my Ofsted colleagues and I have worked hard to stress that we are not wedded to particular ways of doing things. We focus on outcomes for children, not the means by which those outcomes are achieved. By all means use socket covers if you wish. However, from my point of view, it’s up to childminders and early years leaders and managers to reduce these kinds of risks in the way they believe is most appropriate. I understand how myths like this can circulate. But if you hear of any other dubious rules that we’re alleged to insist upon, then please let me know. Or, better yet, take the opportunity to raise it at one of the many Ofsted Big Conversation meetings taking place across England. In her first year as HM Chief Inspector, Amanda Spielman has emphasised that we expect early years leaders and managers to take risk seriously and be alert to potential risks when supervising young children. However, we do not expect children’s opportunities for physical exercise to be cut in the name of health and safety. Of course, young children, who are full of energy anyway, need to climb, swing and balance to develop their muscles and motor skills. So it is vitally important they have time to be physically active, get out of breath and to develop their understanding of how to manage risks and challenges for themselves. Early years provision varies greatly. And one of the joys of working as an early years inspector is the difference in settings where we can spend our working day. That could mean a morning or afternoon at a childminder’s home, an independent village hall with several young children, or one of the bigger nurseries, owned by a chain, caring for more than 100 young children. Whatever the nature of the setting, inspectors always refer to the criteria set out by the Department for Education’s EYFS. These are the government standards for early years providers. In every case, inspectors expect the premises to be suitable for young children. When it comes to safety, early years leaders and managers have to take reasonable steps to make sure that children in their care are safe. The phrase "reasonable steps" is an important one. We do not expect early years leaders and managers to scope out every possible scenario, but they must have identified the main risks within the setting and taken steps to manage them. They must also ensure their staff are ‘on alert’ to risks while they’re working with children, because being aware of any potential risk means staff can be vigilant and intervene before accidents happen. The EYFS sets out that early years leaders and managers must also assess risk before taking young children on an outing. But that risk assessment does not have to be produced in writing, unless the provider finds it helpful to do so. Ofsted sets out what we will inspect, and how we will do that, through our framework. Inspectors do not want to see paperwork about risk for its own sake. As our early years inspection myths document states, each inspection is unique. Inspectors only ask to see evidence that is appropriate to the individual nursery or pre-school I do hope this is reassuring. In all situations, I urge you to trust your own professional judgement and do what’s right for young children, not what others say is right for Ofsted. Gill Jones @GillJonesOfsted
  9. Ofsted online SEF ends April 2018

    I think inspectors are well aware of malicious parents and biased reviews - they would be more interested in what parents said on the day and how any complaints were handled.
  10. Ofsted online SEF ends April 2018

    The inspector will still read any self-evaluation document that you present on the day. They will get a 'sense' of the setting as Loobyloo says, this is part of the expected preparation that inspectors do. This is from the inspection handbook When you take the inspector on the 'tour' at the beginning of the inspection make sure you point out things that you are really proud of and also things you are working on - make sure you show and demonstrate things you have talked about in your self-evaluation. It is a sign of good/outstanding management that areas for development can be identified, prioritised, acted upon and reviewed. You can ask the inspector if they have seen your website, Facebook, Twitter pages - make sure you put everything you have done in front of them - if you want them to see it, show it ... don't just hope they will find it for themselves.
  11. Have you looked at our inspection articles in the resources section? They go through this in great detail. Leadership and management articles. Hopefully you will find everything you need there
  12. Gill Jones' advice about observing children

    The statutory framework (1.6 and 1.7) talks about the requirement to consider individual children's needs and then planning to help them achieve their potential. That 1.7 explicitly talks about EAL children suggests to me that to track those children as a group to compare against others is implicit in the requirement. So no, the statutory framework doesn't say 'cohort track individual children' but if you have children in identified groups (receiving particular funding, eal, SEND etc) I think it makes sense to track their progress 'against' other groups.
  13. I'd probably look at a 'People who help us' agenda rather than 'People who we should be wary of'. By focusing on the positive you might be able to say things like 'we can always talk to a police officer as they will always help us, even though we don't know them, we know they are police officers so that is ok - we wouldn't want to talk to everyone we didn't know would we?' I'd go for the drip feeding - who we can trust and who we should be more cautious about. I wonder if there are additional issues about emotional boundaries though too? I expect one of our SEN experts will be able to help us here!
  14. Advice re Management please.

    Ofsted will follow the statutory framework requirements, LAs might say different but that's not what will be inspected
  15. OFSTED advice

    I've moved the post to the leadership and management section
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