SueFinanceManager

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!!!

One a week lol (thought one a day might be pushing it lol)

I have just returned from annual leave and I am so sad to see this post. Panders was a sweetie and we shall all miss her kind words and supportive nature. Sending big hugs to her family 💗 Sue x

How connection before correction might work for you: Calm your own expectations or fears (remember your child is imperfect just like you). Enter into your child's world, think about the experience from their point of view. Listen to what your child might have to say. Focus on solutions and creating opportunities for children to learn how to make amends. Below I go into depth with solution-based heartfelt approaches, this is also a great opportunity for us to reflect and learn. It’s also great to let children know, that you yourself are still learning life: let them see you make mistakes, cry embrace and learn, we need to become advocates of our own teachings. And never expect too much from these little souls: yes, they will make the same mistakes that we once made, and that’s perfectly fine. We can’t always be in control and neither can they. I call this reflective learning from what we see in the mirror, whilst knowing that we are also our children’s mirror on learning and understanding. We are to guide them to be the best they can be from learning about themselves and also learning from us - you have to “know thy self” as they say. And children are doing this daily, it’s just in a more raw, unique and untainted way. We are not to alter this if we can help it. 1. Listen with curiosity not judgement When your child has hurt someone or made a mistake and you believe they might need help making amends, try to find out their side of the story. Before insisting that your child say sorry, stay open and curious about what happened. It might sound like “Can you tell me what happened?” or “I’d like to know what is going. Maybe I can help.” 2. Avoid blame, you and them Aiming for understanding without blame translates to your child, making them feel like they are safe to express themselves honestly, even if they did make a poor choice or unnecessary choice. Having a blame and shame free conversation can lead to the child feeling a fruitful sense of regret. 3. Activate Empathy Encourage your child to notice how they are feeling about the situation or mistake. And then also encourage them to think about how someone else is feeling and what they might be thinking. Even pre-schoolers can answer simple questions like “How are you feeling about what just happened?” These are all small but important steps towards learning how to channel empathy for making amends. 4. Patience and Flexibility A hurried sorry is not nearly as esteemed as a thought-out apology. People often need time to process their mistake before they feel genuinely remorseful and ready to make amends. Admitting a mistake can be tricky and emotionally traumatic! Allowing time and healing for genuine feelings to emerge (which might involve tears and denial before acceptance kicks in) is more “teachable” to a child than being rushed to express feelings that are made up from what the adults wants rather than from the children. This also works for adults. Always think would I like this if this was me? 5. Notice the Sincere Apologies Apologies from children that are truly genuine and heartfelt tend to be spontaneous. A smile, a big hug, or offering to share a favourite toy, a letter, changed behaviour, tone of voice or facial expressions. Encourage this when done - expression in these forms is great, it can lead to story making, vast imaginations and even poetry and letter writing. Children might apologise in ways that we adults just don’t expect, and this is ok. We aren’t to expect, but just to aid and to help enhance. Blog post written by Joss Cambridge-Simmons, known as the UK's leading 'super manny', and founder of Jossy Care, a leading childcare service, established in 2007. We recently recorded a podcast with Joss - you can listen here.

We have previously highlighted how podcasts are a useful way to keep yourself up to date with the latest news, theories and discussions in education. Now it is the turn of the article or blog post as a way to get your CPD fix without feeling overwhelmed. Just like a podcast, an article is a way to connect you with new ideas. They can reinvigorate your practice, encourage you to explore with links to websites and books for further reading, or help you to reflect on what is already good in your provision, and what could be improved. With a podcast you can multitask – listen and do! But with an article you have to sit for a moment and give it your full attention. This has its advantages, so make sure you give yourself that time every so often if you can. Here on the FSF we have lots of articles to support your teaching and learning. Some inform you about the latest research, such as this one by Dr Lala Manners looking at children’s physical development and the links to their essential body systems, or this one by Dr Rebecca Webb and Kathy Foster about reflective practice. Others invite you to look more closely at aspects of your own practice, such as the article by Dr Stella Louis and Hannah Betteridge on unconscious biases, or Liz Pemberton’s article on how to talk about race with young children, or Leslie Patterson’s piece about the language we use with and about children. Then we have some that discuss the latest changes to guidance, like this one by Dr Julian Grenier with a focus on the early years curriculum, and a recent article by Ruth Swailes exploring the possibilities offered by the early years reforms. We also have contributors who share their daily practice with us, like childminder Doreen Barton, or Joss Cambridge-Simmons who tells the story of his journey to becoming a Manny. At the end of every article there is the opportunity to have a conversation about it in the comments section. Although reading is generally a solitary experience, we can all learn from each other by sharing our thoughts about what we have read. There are so many other places you can go to find articles and blog posts that will inspire you. Here are just a few we visit: Early Education have a blog page full of thought-provoking pieces. PEDAL (the Centre for Research on Play in Education, Development and Learning) has a Hub which gathers together research articles, reports and resources about play. Their ‘Play Pieces’ offer short summaries on relevant research. Julian Grenier’s blog Inside the Secret Garden shares good practice and thoughts on current early years guidance. The organisation BAMEed Network, which has a mission to create an education sector that is reflective of society, collects together articles to support this aim. TES has an online presence and covers everything from early years to secondary – did you know it began as a pull-out supplement in the Times newspaper in 1910! And finally, Inclusiveteach.com is a SEND focussed website with loads of articles relating to special education. We hope you enjoy reading and learning.

This Book Is Anti-Racist: 20 lessons on how to wake up, take action, and do the work by Tiffany Jewel To understand the value of this book, an acknowledgement of your place on the road to anti-racism is important. In addition to this, an appreciation that there is no finish line on the road is vital. My personal journey, like many other white people, didn’t begin until 2020. I have a long way to travel, but I feel there is no better companion in the early days of your journey than this thought provoking and informative book. That is not to say this is only useful for those at the beginning of learning about anti-racism. I’m starting to see the comparisons between my usual work in early child development, and the work required to facilitate positive change against racism. It’s all very well attending CPD or reading a respected book – but you need to revisit, practice and read again if you want to truly understand and make an impact. Tiffany Jewell is a Black biracial writer and Anti-Racist Montessori educator and consultant. She explains in her notes that ‘This is the book I wish I’d had when I was younger. And it’s the book I will share with my own children. It contains information I never learned when I was younger, and you will probably not be taught in school’. It is her hope that the book will be used ‘to start your journey in the big world of anti-racism’. The look and feel of the book suggests that the target audience is children and young people – it is published by Frances Lincoln Children’s Books and the text is accompanied by Aurélia Durand’s bright and brilliant illustrations. This may well be why a nearly 40-year-old man with a stereotypical track record of poor engagement with books found it so accessible. Tiffany does however reassure us that this book ‘is for everyone’. Myself and my colleagues on the Education Team at the Foundation Stage Forum each received a copy of this book at the same time and we spent six weeks choosing a different focal point to discuss in depth at our weekly meetings. The book enabled us, a group of white people who were all equally new to the discomfort of recognising our white privilege, to talk about race, and to talk about whiteness. I’ve since advised others who are starting out on their professional and personal journey into anti-racism that this is an ideal first text. I also suggested that this book needed to be read with time for reflection and discussion, supported by the activities woven throughout it. When you read the book, you will notice that the text is entirely gender-neutral. The author also makes it clear that ‘Black, Brown and Indigenous folx’ are not the minority – they are the ‘Global Majority’. I often refer back to the different sections of the book, and it is chapter 5 that has stayed at the forefront of my thinking since reading. The task is simply entitled ‘Notice who has the power’. As a white man, the questions that follow caused me to acknowledge the enormity of my white privilege: you don’t just reflect on your recent past, you literally consider your whole life in one incredibly powerful page. This is the book I wish I’d had when I was younger, and it’s the book I will share with my own children. Sue Admin Team

So looking forward to this event next week. Still time to register to come and join us - see below Registration for the event is now open, follow this link to be a part of the event: https://tapestry.info/tec/building-a-community-of-practice.html

Hmm let me think....who could that have been????? 🤣

I am clearly not as old as you think I am sunnyday - I had big black knickers' we wore over our knickers lol Black slip on plimsolls and communal cold showers - another lovely memory of school PE - oh and cross country running in the rain 🥶

🤣😆🤣 I remember t hat too but I was the target 🤣

I am sooo jealous Kat - I love Miriam Margoyles - she is proper naughty and I am sure she had stories that are mostly unrepeatable lol