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Rebecca

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Everything posted by Rebecca

  1. basic online safeguarding course??

    We've used these in the past and they were ok - not the same as getting the face to face local area one but as a stop gap they were fine. I can't remember the cost though, they are very friendly and helpful when you speak to them. http://www.safecic.co.uk/component/content/article/41-online-training/safeguarding-courses/97-lcp
  2. Ofsted have today released their 'Bold beginnings: The Reception curriculum in a sample of good and outstanding primary schools' report. In the report, findings from research led by Gill Jones HMI, recommendations for practice and considerations for DfE are raised. Click on the link (above) to read the full document or here are the main headlines: Executive summary A good early education is the foundation for later success. For too many children, however, their Reception Year is a missed opportunity that can leave them exposed to all the painful and unnecessary consequences of falling behind their peers. During the summer term 2017, Her Majesty’s Inspectors (HMI) visited successful primary schools in which children, including those from disadvantaged backgrounds, achieved well. This report examines the provision in their Reception Year and the extent to which it was preparing four- and five-year-olds for their years of schooling and life ahead. Reading was at the heart of the curriculum in the most successful classes. Listening to stories, poems and rhymes fed children’s imagination, enhanced their vocabulary and developed their comprehension. Systematic synthetic phonics played a critical role in teaching children the alphabetic code and, since this knowledge is also essential for spelling, good phonics teaching supported children’s early writing. The teaching of early mathematics was not given the same priority. However, it was clear what children could achieve. The schools that ensured good progression frequently used practical equipment to support children’s grasp of numbers and, importantly,to develop their understanding of linking concrete experience with visual and symbolic representations. More formal, written recording was introduced, but only when understanding at each stage was secure and automatic. The schools visited understood that teaching had different purposes. Play, for example, was used primarily for developing children’s personal, social and emotional skills. They learned to investigate the world around them, both physically and imaginatively. However, around two thirds of the staff inspectors spoke to confused what they were teaching (the curriculum) with how they thought they were supposed to teach it. This seemed to stem from misinterpreting what the characteristics of effective learning in the early years foundation stage (EYFS) –‘playing and exploring, active learning, and creating and thinking critically’ – required in terms of the curriculum they provided. The EYFS profile (EYFSP) is a mechanism for statutory summative assessment at the end of the foundation stage. However, in nearly every school visited, the staff felt that the EYFSP was burdensome. Many teachers devised tasks simply to tick off elements of the early learning goals so that they could provide evidence of children’s achievement. By default, these tasks – and ticking them off – became the Reception curriculum, with a significant loss of focus on learning, step by step. Reception and Year 1 teachers agreed that the vital, smooth transition from the foundation stage to Year 1 was difficult because the early learning goals were not aligned with the now-increased expectations of the national curriculum. Progression and continuity in mathematics were seen as particularly problematic. The strongest performing schools, however, had found ways to improve their assessment processes and support transition. Checks of children’s phonics knowledge, standardised tests (for reading, for example) and scrutinies of children’s work provided the essential information that Year 1 teachers needed. Such information was quick to collect and more usefulfor them. These successful schools made sure that they gave reading, writing and mathematics in their Receptionclasses sufficient direct teaching time every day, with frequent opportunities for children to practise and consolidate their growing knowledge. The headteachers made sure that their curriculum was fit for purpose, so that children were equipped to meet the challenges of Year 1 and beyond. Please share your thoughts and opinions below
  3. The DfE have updated the EYFS qualification list today and have updated the pre-September 2014 spreadsheet with information about joint degrees and joint honours degrees. Hopefully you will find it helpful. EYFS staff:child ratios - DfE approved qualifications. Lists of qualifications that meet the DfE criteria for counting in the Early Years Foundation Stage Framework staff:child ratios.
  4. We have some invitations that we can share with FSF members if anyone would like to attend the APPG and listen to the speakers. The agenda is below: "Joanne McCartney AM, Deputy Mayor for Education and Childcare, who will discuss the steps the London Assembly to address workforce issues, including the Early Years Hubs scheme. Michelle Dyson, Director for Early Years and Childcare at the Department for Education, who will provide an update from the Department. Jamie Leith, co-founder of Manny & Me, who will discuss diversification and encourage more men into the early years workforce." If you would like to ask about coming to the meeting please send me an email rebecca@eyfs.info
  5. Child Development 3: Motor Skills

    Support children who are showing signs of difficulty with physical development. What will I learn? This online NDNA childcare course will show practitioners how to identify delays in motor skills development. The course looks at the warnings signs of motor skills development, such as anger outbursts and strategies to support this type of behaviour. Course key topics • The impact motor skills have on a child’s development • The differences between gross and fine motor skills • Motor skills connection with physical skills • Identify warnings signs of difficulties • Activities to promote motor development skills • Strategies to support motor skills development. For further details please click here
  6. This is an interesting 'take' on the report. Bold Beginnings: how NOT to write an Ofsted report
  7. basic online safeguarding course??

    Do they have any free safeguarding courses? I couldn't see any. They seem to be priced around £25 which is the same sort of price as NDNA and Educare etc. Have you used their training Broadoaks, I can see they are in your neck of the woods?
  8. basic online safeguarding course??

    Are you a member of Pre-School learning alliance? They have a free safeguarding course as part of the member pack. Even if you are not a member, the explanation on the page I've linked to is excellent. It might be enough for you member of staff to follow the links through and read the page content - it's very comprehensive!
  9. basic online safeguarding course??

    mmm ... I'll have a think. We must be able to come up with something!
  10. basic online safeguarding course??

    I think most local authorities have a basic online version in a kind of 'an introduction to' sense. It's harder to do the more in depth ones with national companies as the Statutory Framework requirement is that training should be in line with the indidividual local authority procedures.
  11. Mmm, I agree with you I would be cautious. I'll ask some of our tech people if they have a view. Definitely need DBS anyway! I'll be back
  12. Hudle Holgers

    Hello RaceFace03! I've moved this thread into the Tapestry users conversation area - you might get more advice here! I know that from my own experience, having only one tablet between approximately 2 ratio groups works well for us.(so, we if we have 12 babies = 2 tablets, 12 toddlers = 2 tablets, 16 pre-school = 2 tablets). When we have supervisions about key children we can see quickly who has not been making obs (because they haven't used the tablet) and this can be raised as part of their professional development. Similarly, someone who has the tablet all the time, is generally not making useful and meaningful observations - we say they need to be significant and notable to merit an observation. We find that linking to our expectations of a key person we don't have a problem.
  13. Yoga in the early years

    Arrive from 5.30pm to network with other early years colleagues over a cake and a cuppa. You can view Early Education publications and resources and we’ll be raffling some of these, as well as a copy of My Daddy’s a Pretzel! by Baron Baptiste. Date: Thursday, 1 March, 2018 Time: 6.30 -7.30pm Location: York Venue: Copmanthorpe Primary School, Low Green, Copmanthorpe, York YO23 3SB Speaker/s: Rachel Rose Cost: Free to members and students affiliated to EE; non-members £5 - including a raffle ticket. Please send payment to the address listed on the flyer in Downloads below, cheques made payable to: York and District Branch Early Education Branch events are open to everyone working with or bringing up young children. For details of Early Education and membership go to: https://www.early-education.org.uk/membership Speaker Bios: Rachel Rose is a qualified Yoga Teacher with the British Wheel of Yoga and has over 12 years’ experience. She has recently completed a course on teaching yoga for special people which includes children and adults with Special Educational Needs and Disabilities. For futher details please follow this link
  14. Free Date: Wednesday, 7 March, 2018 Time: 6.45 – 7.30 Nursery Visit; 7.30 – 9.00 Talk Location: Edinburgh Venue: Mayfield Nursery School, Stone Avenue, Mayfield, Dalkeith, EH22 5PB Speaker/s: Fiona Horbatowska and Lynne Cram Cost: TBC Event type: Evening event
  15. Safer recruitment

    Course Details: This one day course is based on an understanding of offender behaviour to: identify key features of staff recruitment that help deter or prevent the appointment of unsuitable people. Consider policies and practices that minimise opportunities for abuse or ensure its prompt reporting. This course will help participants to begin to review their own organisations policies and procedures in recruitment with a view to making them safer. Safer Recruitment training should be updated every 5 years at least. It is mandatory for someone sitting on the recruitment panel within schools to have done safer recruitment training. It is also useful for governors and early years settings. This training will be delivered by a Lucy Faithfull accredited trainer. Health Warning: Please be aware that there may be some material which may be upsetting as the course will refer to profiles of sex offenders Aims: See how safer recruitment fits within the wider context of safeguarding and promoting the welfare of children Agenda. By the end of the session learners will be able: To gain a good understanding of the need to use safer employment recruitment practices to deter or prevent the employment of unsuitable individuals to work with children To understand what is meant by ‘suitable person’ To gain an awareness of sex offending behaviour To learn what safer recruitment practices are and how to use them To acquire skills appropriate to a manager who recruits staff to work with children and young people. To help you recruit the safest workforce To provide an understanding of how to plan the recruitment and selection process To consider how best to interview candidates Importance of Making the Right Decision and the costs of getting it wrong The interview and the selection process /pre-appointment checks Review and next steps Features of a safer culture Creating an open culture Setting acceptable standards of behaviour An ongoing culture of vigilance Suitable for: Managers and Safeguarding Officers, Governors or people who are responsible for recruiting staff. For further details, click here To book, click here
  16. Supervision

    Hello! Welcome to the forum ... we look forward to hearing more from you In our resources library there are some things that other members have uploaded, are these any use to you? If you use them and amend any can you post a copy here or upload it to the resources page yourself so that others can share too! This recent forum conversation might be of interest to you: Appraisals
  17. In The Guardian today there is an open letter signed by over 1700 concerned individuals including well known sector names such as Anna Ephgrave, Neil Leitch, June O'Sullivan and David Whitebread. Together they are expressing their concerns "over the possibility of the government introducing developmentally inappropriate practice into reception classes in England." They explain that they "are alarmed by the recommendations made by Ofsted’s ‘Bold Beginnings’ report and have been moved to write this letter calling for the report to be withdrawn." You can read the letter in full here The Guardian has followed the letter with a piece by their Education correspondent which you can read here: Ofsted's call for more teaching in reception year prompts backlash
  18. s a t p i n

    Would you like one? I can do that .... vote here
  19. EY2 forms for Committee Members

    I do think Ofsted understand the frustrations in the system and are working to improve the situation. Helen and I did meet with them last year and raised the issues, you can see the report on our meeting here. I will raise it with Gill again and see if there has been any progress made.
  20. GDPR General Data Protection Regulation

    We have talked about that issue here too. The requirement is that you take 'reasonable measures'. I think that if you tell parents how their child's name will be used (ie to identify painting, pegs etc) and you take steps to secure the location i.e that you control who comes in and out of your setting then that is 'reasonable'. I can't see what else you can 'reasonably' be expected to do ...
  21. Did you see this thread? Some ideas there
  22. s a t p i n

    Two taps - obviously you can't only have one, that's not right ... unless you have the letters MIXER and then it's ok
  23. s a t p i n

    Can i play? SATPIN Sat Pin Tap Tap Nip Nap Pat Pit Sap That's a few to kick off!
  24. Statutory fgm reporting requirements

    As I was working on something else I actually found the reference! EYFS Statutory Framework (2017) p17: 3.6. Providers must train all staff to understand their safeguarding policy and procedures, and ensure that all staff have up to date knowledge of safeguarding issues. Training made available by the provider must enable staff to identify signs of possible abuse and neglect at the earliest opportunity, and to respond in a timely and appropriate way. These may include: • significant changes in children's behaviour • deterioration in children’s general well-being • unexplained bruising, marks or signs of possible abuse or neglect • children’s comments which give cause for concern • any reasons to suspect neglect or abuse outside the setting, for example in the child’s home or that a girl may have been subjected to (or is at risk of) female genital mutilation and/or • inappropriate behaviour displayed by other members of staff, or any other person working with the children, for example: inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of images Providers may also find ‘What to do if you’re worried a child is being abused: Advice for practitioners’ helpful. Then there are the references to the following docs (amongst others): 13 www.gov.uk/government/publications/female-genital-mutilation-guidelines 14 www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused--2 So, it's not statutory to train staff specifically in fgm, 'may include' covers that. However, clearly it is a critical part of the statutory safegurding training.
  25. Inspection tomorrow eeeek

    Good luck - looking forward to hearing all about it!
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