SueFinanceManager

I am a list maker. Anyone who lives or works with me knows that I write them obsessively. On post-it notes, in my diary, in little books, on scraps of paper. I think they might drive the people around me a bit crazy… I have lists of things to do: for today, in half term, to tell my work colleagues. Then there are the lists of things I want to remember: books I have read as an adult, books I read as a child and want to pass onto my children, films I love, places we have been on holiday, words I like, and in the more recent past a list of all the new words and phrases related to the pandemic (I thought this would jog my memory one day when someone much younger than me asks about it). When each of my children were born, I made lists of names we liked and their meanings. Way back, for a friend’s hen night, I made a list of pros and cons for keeping her own last name or changing to her fiancé’s (she kept her own - if you’re wondering!). When our family were deciding whether to relocate, I made a list of the pros and cons of staying or going (we stayed – thankfully as it turned out). Throughout my life, lists have helped me remember things (daily or long term) and have helped me make decisions. They comfort me, support me, make me feel ‘in control’. Some of you may know the lovely ‘first reader’ books by Arnold Lobel, originally published in the 1970s, about Frog and Toad. There is one story called A List, in which Toad writes a list of everything he will do that day: Wake up Eat Breakfast Get Dressed Go to Frog’s House Take Walk With Frog… As he does each thing, he crosses it off his list (and yes, I do that too). But then, while on said walk with Frog, a gust of wind blows the list out of Toad’s hand. ‘What will I do without my list?’ cries Toad. Frog suggests running after it, but Toad says no. Frog asks why not? ‘Because’, wailed Toad, ‘running after my list is not one of the things that I wrote on my list of things to do!’ Ahhh, the wisdom in those words. The problem with lists is that we stick to them. We rely on them. And we forget to be spontaneous, to look at what is happening right now in front of us, in this moment. There has been a lot of talk about lists in early years education recently, with the publication of the new Development Matters and the new ELGs. Educators are thinking about how we have recorded young children’s learning in the past (maybe by looking at a list of statements and, dare I say it, ticking them), and how we could do it differently. Perhaps we could all learn a lesson from Toad.

This is my final ‘coffee-break’ in a series that I have written, about getting #BackToBasics when it comes to approaches that we use to support our children’s learning. I’ve discussed the importance of a sound knowledge of child development (and doing away with ‘progress data’), the fact that we don’t sing nursery rhymes as much as we used to and the benefits of taking risks in play, with particular reference to climbing trees. This week I wanted to provoke some thought on the topic of a good old-fashioned chat! It’s never been more difficult to remain ‘present’ with our friends and families when we are spending time with them (whether that be in person or virtually, considering the current climate!). Most households have hundreds of television channels they can be watching at any given time. Our phones have become an extension of our bodies. They go everywhere with us, and with the proliferation of apps, they are constantly notifying us of something. It has to be said that we are obviously communicating more with the people we don’t actually see as regularly – even if that is to share the funny video your brother in law just sent you. But if the instant text communications come at the expense of genuine conversations with our nearest and dearest, then are they justifiable? More importantly, our youngest children are growing up in a world where their achievements are celebrated for the purpose of sharing on a group chat (how many parents these days actually miss their child’s first steps because their face is behind a phone filming them?). It is important to clarify that I am myself guilty of being that pre-occupied parent some of the time. I am trying my best to literally distance myself from my phone for significant chunks of the day because I was more and more aware of how dis-engaged I was becoming. It doesn’t help when a lot of us have access (in my case, choose to have access!) to work related emails/messaging services/social media on our personal handsets. An increase in ‘working from home’ blurs the lines further: ‘I will just respond to that email at 6pm because it means I won’t forget tomorrow, even though my 4 year old desperately wants me to finish the Lego pirate ship’. I appreciate many people have their priorities better organised! Throw in the mix instant access to news at a time when frankly it’s pretty important to hear it, sporting scorelines and highlights delivered to the palm of your hand as they happen, and weather notifications that tell you it’s going to be pouring down all day tomorrow. All of a sudden, you’ve got a pretty unhealthy situation on your hands. Back to the children who are witnessing all this. They are likely to have grown up seeing this behaviour since they arrived on the planet. It could be entirely normal to see Mummy and Daddy sit in silence as they catch up on various un-important Facebook updates of people they don’t actually like. This behaviour is becoming typical in many households. So, it is accepted by our little ones. The knock-on effects can be huge for the communicative and social development of these children. What can we do to ensure we are more ‘present’ in their lives and be able to get back to a time where it was normal to talk together in the living room (as there was nothing on the 3/4/5 channels on the TV)? Personally, I would advocate screen free time for the entire family for significant chunks of the day (easier said than done). Leaving devices in a different part of your home until an agreed time – this is particularly effective for those of us who even if a phone doesn’t light up, feel the need to look at it every 2-3 minutes! With our youngest children, this provides opportunities for creative play that everyone is truly engaged in, and from there, communication will flow. For our older children, it’s an opportunity to practice the age-old art of conversation (I appreciate this will go down like a lead balloon with teenagers across the land). Even if these scenarios aren’t realistic at the minute, the one key takeaway from this provocation should be to never forget that the behaviour and lifestyle we model is hugely important to the choices that our children will make in the future. Let’s chat more. This Coffee Break was written by our SEND Advisor Stephen Kilgour.

Working with children can provide you with great challenges and joy every day. I have met many teachers who are confident to speak in front of a hall full of children but ask them to speak in front of their peers – other teachers or their SLT, and suddenly that confidence disappears. Being in the classroom means you may see things from a different angle than your SLT do. You may also see things that are being introduced that you think will benefit your school – perhaps to do with a curriculum area, children’s wellbeing, supporting a positive learning environment, or the kind of assessment data you’re collecting. So, how can you approach your SLT so that they consider your ideas? · Make sure you have researched the idea fully and are clear in your mind what you are sharing with them and the impact it will have on the school, children, staff or the budget! · Think about why you want to suggest it. Is it just something you’ve seen on social media that you think will make a difference, or does it come from a policy change that you know is on its way and you’re thinking about in advance? · Everyone in a school is busy! Arrange a time to meet with SLT so there is a focus on what you are saying and it’s not just a passing conversation in the corridor, or just as they are about to go out to another meeting. · Before meeting with them, think about the benefits and any downfalls. Others may not share your enthusiasm for this new idea, so be prepared to help them understand where you are coming from and why you think this will be a positive change. · If appropriate, offer to run it just in your class / year group. During this time, keep SLT informed about how it’s going and, if it isn’t having the impact you were hoping for, admit this, summarise what you have learned from it, and move on. If it is going as you expected (or even better!), invite them to see it in action, and arrange another meeting to discuss next steps. If you are going to be running it in several classes, make sure the other teachers are on board too and understand fully what is being asked of them. · Be prepared with a plan to introduce it to the rest of the school if asked to. This may involve you having to speak with other teachers but keep the idea clear and explain the benefits that you found when you tried it, say what you found difficult and how you overcame those difficulties and most importantly, offer support to those who may struggle with the change. The important thing to remember when going to SLT is that they know what it’s like to be in the classroom, but they now have to think about the impact on the whole school. If you’re well prepared and help make their decision easier, you’ll certainly be on the right track to helping bring about a change in your school. By Ben Case, from the FSF education team.

Ahh that is fab news @Poppy33 So pleased you have come to a better understanding and that can only help you, her and the child moving forward 😊 Best wishes, Sue

@Poppy33 keep thinking of you and wondering how it all went....hoping that no news is good news 🙏🤞🙏

Cautious congratulations to them - keeping everything crossed 💗

Well I am feeling very lucky as I have had no plumbing issues this week at all......I am keeping fingers crossed that it stays that way 🙏🙏🙏 I cannot work out if I am hot or cold.....on balance cold I think and it really feels Autumnal down here in Sussex although it is supposed to get warmer again next week 🤷‍♀️ Cannot work out the weather right now. I am hoping that tomorrow morning will be dry as I am on dog walking duty. I am looking forward to seeing the changes to the hedgerows and woodland I walk the dog in tomorrow though as although I am not a fan of the rain I do like the changes Autumn brings in nature. Apart from dog walking and a few chores I shall be spending most of the weekend sat on the sofa watching the Solheim Cup (ladies Golf tournament for those not familiar with it) Europe V USA and then next weekend is the male equivalent the Ryder Cup ...... 2 very unproductive weekends coming up lol Whatever you spend your weekend doing I hope it is fun and relaxing Sue xx

Admittedly, the slightly sensationalist title suggests that children don't climb trees anymore. This is not actually the case. There is a brilliant tree in my local park and children form an orderly queue to get their turn on it. It's the perfect 'beginner's' tree. Lots of low branches, multiple routes up, and when you get to the top, your head emerges from a cloud of leaves where you can shout to your parent - sat on the conveniently placed bench below - "look how high I am!". Here’s the tree in question with my 4-year-old making his way up: So, what’s the point of this piece if tree climbing is still happening? The fact is, it’s not happening nearly as much as it used to. In my opinion there are two obvious reasons for this. The first is that now there are other things children can be doing with their spare time. You only have to go back a decade or so to find a difference in the kind of on-tap visual entertainment available for children, and certainly a whole generation will take you to a time when children had far fewer options for entertainment, and so they had to be more creative in their play (cliché time: ‘when I were a lad’/’it’s not like it used to be’ etc etc). The second reason is risk. Whether it be at home or at nursery/school, children aren’t exposed to the same risks that they were a few decades ago. Thankfully there have been really positive changes over recent years to introduce more ‘risky’ play into our settings and schools. I particularly love the emphasis woodwork is now getting in the EYFS (Pete Moorhouse’s excellent work has a lot to do with this). Progress hasn’t necessarily been fast enough though – my colleague, Jules, wrote this article way back in 2010 about the value of risk and challenge in the Early Years, and finding a balanced and proportionate approach. The benefits of letting our children have opportunities to climb trees are significant, as ‘Nature Kids’ point out: · Our child is building their own awareness, ability to assess risk and prevent injury · They are building their focus, spatial awareness and coordination skills · We are offering them a huge opportunity to build their self-confidence and not just through the physical act of climbing but also their ability to make the decisions that got them there · It goes without saying that their strength, flexibility and physical abilities improve each and every climb · Tree climbing is a challenge for the mind; enhancing problem solving and analytical skills · Children develop their own sense of achievement, particularly for those that maybe couldn’t get there last week, month or year but did it today! · A child learns that injuries are a part of growing up, and a grazed knee or splinter in the finger is a lesson in itself. I’ve visited two nurseries recently that have actually designed their playground around ‘climbing trees’ which I think is such a great idea. There was a time, when the trees would have been removed and the whole space covered in rubber! Wouldn’t it be amazing if every Early Years setting had a climbing tree? Dr Lala Manners has written a helpful article that advises on how to support parents to understand the benefits of ‘risky’ play. This Coffee Break was written by SEND Advisor, Stephen Kilgour.

Hi Poppy In the nursery where I worked we had a child that took a long time to settle and a mum who stayed on site. We used to encourage her to try and be in a different room from her child (we were lucky enough to have 3 different rooms) so if we took the child into the carpeted playroom we would suggest mum stayed in what we called the sunroom colouring or reading books with other children etc She was encouraged to help with washing up in the kitchen after snack so again we could interact with the child without her. By letting her see, well hear that when he was in another room he was not distraught and howling she finally got the idea he was fine and settled but our parent was more approachable than your parent sounds. It sounds as if it is the mum that is having separation anxiety not the child sadly and she will need to be handled gently as maybe her anxiety is making her a bit spiky...sometime when we feel a bit vulnerable we come out swinging 🤷‍♀️ Sue x

Hi Gezabel Popped this over into the inspections forum area Sue x

Finleysmaid having also supervised children cooking I hear all you are saying ..... I used to cringe sometimes watching little hands touching faces (we will leave it there lol) but I wondered if a raw carrot thoroughly washed by an adult after preparation might be ok but I hear you. Always better to be safe than sorry

I wonder if the practitioner took all the prepared carrots and washed them before distribution? If that were the case I reckon it would be ok as surely that is what an adult would do with fruit and veggies that they were going to serve to the children.

Food. One of the most important parts of growing and surviving as a human. Our relationship with food begins from a very young age, watching those around us carefully as they move this mysterious substance towards their mouths and then open and close their mouths – before it disappears! As we get older, we then get to try our own foods, some with more success than others. Apart from taste though, there is so much more to our enjoyment of food that we need to develop – the texture, the smell, the look and in some cases, the sound! In October 2022, baby food brand, Ella’s Kitchen, launched a campaign calling on the government to introduce sensory food play in all early years settings in a bid to improve childhood nutrition. At the same time, over on Twitter, a discussion began around the use of food in play, with some saying that the use of food, when some families are struggling to make ends meet in order to feed their children, is not wholly appropriate. The disagreement between the two sides of the argument possibly comes from how sensory food play is defined. Is it simply using food as a resource that then gets thrown in the bin after being used in a session? If most people are honest about their practice, after a group of children have finished exploring and playing with an item of food, the chances of it remaining edible/in a condition to use for cooking are slim, although there are certainly times where this is possible. However, if sensory food play is approached as an experience, in which the children are actively engaged in sourcing the food (either by growing it themselves or buying it from the shop) to preparing it for eating and then enjoying it as a meal, then this process seems to give the children a wholesome approach to exploring food, whilst not leading to wasted resources. Cooking/making a meal is also a sensory-rich experience, investigating what foods are in season so that there are plenty of them in the shops, preparing them to eat with others, and taking home what has been made to share with their families. Oral exploration is a key developmental stage and helps children learn about taste and texture. When working with very young children, we need to ensure that safety is the highest priority. Many resources that we would happily provide for 3- and 4-year-olds are obviously not appropriate in a baby room. Paint, for example, tends to go straight into the mouth of a baby or young toddler, and regardless of whether the product is ‘non-toxic’, we know that consuming it is not ideal and could lead to a bad tummy. In these scenarios ‘taste-safe’ sensory alternatives can be considered, which feel like an appropriate use of food (usually just some corn flour). This situation can also be found when working with older children with learning differences. Taste-safe play doh, or even slime, can be an amazing sensory resource (especially if smells are incorporated too), whilst giving peace of mind that a child won’t be consuming something that could be harmful. Food-based sensory resources can be created so that they are reusable. For example, using PVA glue and some grains such as rice, you can create a sensory resource that can be reused. Creating something like these ‘sheets’ of glue (once dried) and grains allows for ample exploration where children can lie on them, run their hands across them or walk on them with bare feet. Considering carefully how food-based sensory resources can be reused, adapted, and easily cleaned will contribute to reducing food waste too. We encourage children to explore and investigate whilst being respectful of the resources around them so that we do not have to replace resources often. We can do the same with food, encouraging children to understand how to explore and investigate food whilst being mindful of how they do so, i.e., how much they use, when they would add liquid, and how they can make it reusable too! So, whilst using food for sensory play may not always be the most appropriate resource, there are certainly ways to ensure that if you do, it is not an exploratory opportunity that leads to food waste. By Ben Case, Stephen Kilgour and Anya Edwards

Hi I am sure many of you found this latest news story shocking https://www.bbc.co.uk/news/education-66669239 I cannot imagine being part of the senior management team who are suddenly having to make alternative plans for pupils just days before the start of term Are you working in a school that is having to close or shut some classrooms? How are you coping?

A chance to look back at a coffee break article first published last year about the role of childminders. I had the privilege of attending a meeting of the All Party Parliamentary Group (APPG) for Childcare and Early Education at Westminster on Wednesday 29th June 2022. The theme of the meeting was 'a levelling up opportunity' and we were lucky enough to hear from an amazing line-up of speakers. Helen Hayes MP, Dr Julian Grenier, Dr Nathan Archer and Rebecca Swindells all made excellent contributions, which helped paint a fuller picture of the challenges faced by the sector. I had a personal interest in the final speaker though, as I am fascinated by the impact childminders make on our youngest children's lives. The following is a transcript of a section of Doreen Barton's presentation: “I asked some of my local childminder colleagues about their path to becoming a childminder. Only 1 of the 5 I asked had always been in Early Years, the others came from various sectors and professions. The single similarity is, that following the birth of their child/ren they became home based early educators. The sector is highly educated, sometimes graduates leaving senior management roles and/or successful careers in an attempt to have work life balance, an income and be home based. So what is a childminder? What do they do and how are they different from other settings in the Early Years sector? At a nursery or larger settings, multiple staff are dedicated to various responsibilities covering all aspects of running the setting. An Ofsted registered childminder does everything. As the owner, manager and practitioner the buck stops with them for all aspects of their business. They are: · Lead professional – from tracking changing legislation to remain compliant, to completing starting points, learning journeys and planning for children’s individual development needs · First aider · SENCO – making referrals when required, designated safeguarding officer – working in partnership with other professionals · Key person · GDPR / data protection named officer – including when marketing, advertising and using social media · Admin secretary – ensuring policies, procedures, permissions, contracts are up to date · Finance officer, including accounting and invoices · Cleaner · Caretaker – including maintenance and general fixer · Chef – food hygiene and rating required · Health and safety officer · Fire warden - on call out of hours for parent support · Family counsellor · Sleep consultant · Behavioural management expert · Administer of medication · Emergency contact for children at school in loco parentis I could go on… these tasks mean that they work beyond their operating hours in the evenings and weekends. Living at your place of works means it is often difficult to switch off. No two childminder settings are the same. They each adapt their service based on the needs of the families who use them or local community. Their service can be highly flexible e.g., they may provide weekend and overnight care, extended care (e.g., I have had an older sibling whilst mum was in hospital having the newest baby). They can support shift workers, students, and home-schooling families amongst many situations and dynamics that can’t be supported by other setting types.” It was exhausting just to listen to Doreen talk about the long list of roles she is required to adopt. One thing that came through strongly was that her setting was ultimately a place for learning. The conclusion of Doreen’s presentation provided an opportunity for some ‘myth-busting’ about this particular career, including the fact that this isn’t a profession only occupied by women, and that children don’t spend their day watching the TV! Doreen Barton, speaking at the APPG for Childcare and Early Education at Westminster on Wednesday 29th June 2022 I can vouch for everything that was said by Doreen in this important space, because when my first child turned 12 months old, I entrusted my most treasured possession in her care for the next 2 years. The things he learned from her and the values that Doreen helped to shape are still so obvious when you meet the 6-year-old he has become. For a third of his short life, Doreen was a huge influence on him, so much so that when he had a bump in the local park, in the first few months of our new life 300 miles further north, the first thing he said was ‘we need to get the train, I need to see Doreen’. The work of Childminders needs sharing and elevating. The Doreens of this world are priceless. By Stephen Kilgour, SEND Advisor

Sounds like you have had a brilliant week Froglet 💗

That is a doormouse....I can show you the door if you keep it up 🤣🤣 Please note any new members of the forum I am of course joking - I have an aversion the the early discussion of that few days in December that shall not be named until about a week before if I had my way 🤣

The Forest School section has now been archived so you can read content but not post in there. Earlier this year we took the decision to streamline the forum areas as over the years we ended up with so many people found it a little overwhelming. I trust that helps explain the situation 😊

It's the chocolate chip cookies that often see me having to sort my wardrobe - 5 cookies = I less pair of jeans that fit 🤣

I think the idea of allowing sweatshirts/jumpers that are the school colour but plain and therefore not as expensive as logoed is definitely a sensible approach that allows children to fit in and helps parents afford the uniform. Good to hear from Sunnyday & Cait that people in your areas can access second hand stuff too - I remember some of my own childrens kit was grown out of so quickly it had loads more mileage in it for another child!

How many of you remember those staged school debates back in the day and one of the old perennials was school uniform. I am sure your debates ran along similar line to the pros and cons as per below: As a child, apart from not liking my Black & White uniform with ridiculously bright orange PE shorts/shirts I never really gave the buying of it much thought although, as a child in a single parent family I probably should have and taken more care of it! So reading this news article made me sit up and think about the number of families struggling to purchase school uniform for their little ones about to embark on their new adventure at primary school: Demand high for school uniform swaps, West Midlands charities say I feel sure this is happening all over the country with families being squeezed from so many directions, so does your school have a school uniform? Has the structure of that uniform changed over the last few years so that parents can buy, for example any brand of black trousers rather a specific make/style? Have you had to help provide some families with uniforms and if so how do you fund that? Is this from the school budget or does the school PTA fund this through fundraising events? If as a school you scraped uniform do you think this would make it easier or harder for low income families given the argument that wearing uniform leads to 'Less Bullying in Schools' When a little one starts big school parents often feel overwhelmed as they start full time education and I really feel for those families where uniform is just another thing to worry about. Sue

Emily Lees has created a resource to support educators to understand and reflect on ableism. Emily is an autistic Speech and Language Therapist (SLT) based in Manchester. She advocates and campaigns for Autism Acceptance through public speaking and training. A Beginner’s Guide to Ableism is designed to be a starting point for vital conversations and learning. Everyone needs to have a better understanding of what ableism is and why we need to combat it. Read more about the need for this guide here. You can download A Beginner's Guide to Ableism, which is a free resource, here.

Cait they sound yummy 🧀

don't you just feel just soooo disappointed when you get a cheese scone that is not cheesy!!!