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BenTapestrySupport

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Everything posted by BenTapestrySupport

  1. BenTapestrySupport
    I love the idea of getting them to understand 'buying' the snack too!
  2. BenTapestrySupport
    One thing I used to do which worked well for us was, we had a photo of each of the children in one pile. When the children wanted snack, they would then go find their photo, put it in a pot, and then take their snack. This was so we could see who had taken their snack that day, and we didn't use it to make children have snack if they hadn't - but we at least knew who we could mention it to in passing if they wanted snack. It takes some getting used to for the children - some forgot to move their photo (sometimes because they forgot, others so they could get more snack!) but once it was established, it really helped as it didn't interrupt anything.
  3. BenTapestrySupport
    Hashtags are definitely a great way to add these and filter by them. You can use the Additional Information box for this and hide it from relatives (in User Permissions) if you wanted. Another option would be to create a set of Bespoke Flags which you apply to the observation in which you talk about the next steps. Bespoke flags - adding and editing flag sets
  4. BenTapestrySupport
    I think one of the points I've picked up from conversations I've had with settings that have been through an inspection, from Ofsted themselves and also my own experience when I was teaching (but under previous framework) is, whilst there is no need to have anything written down/recorded, staff must be able to talk clearly about the children, the provision put in place for them, and also why you have planned those next steps for them. If a conversation between the member of staff and inspector doesn't answer the questions clearly or is muddled, then the inspection team may want to dig deeper into this, and this is when having something written down may help. It shouldn't be a requirement though. The main issue is though, when an inspector asks someone a question, panic can set in and their thinking might not be as clear as if it was when they were just having a conversation with other staff. This can (unfairly) make it sound like they don't know their children. Also, as @louby loo mentions above, if the member of staff is away, what systems do you have in place to ensure that their key children aren't missed? It certainly shouldn't be anything too detailed as it's just the backup and shows that you've thought about it.
  5. BenTapestrySupport
    Hi, and welcome to the forum! I have just moved this to the Teaching and Learning area which will hopefully be seen by someone who can help. Would you mind letting me know what ARReads are please? Is it Accelerated Readers?
  6. BenTapestrySupport
    Hi, The first thing to check is in Control Panel - Settings - Flags - EYFS 2021 and configure. Make sure the box under Reflections is ticked to Enabled: The reason for this is because, only reflections (and observations) that have an EYFS 2021 flag attached to them will appear in the Areas of Concern screen. If you go to the Reflections tab, you will see all the reflections you have already added. Those with EYFS 2021 flags will have a purple or mustard coloured flag showing: If they do not have these showing, edit the reflection and scroll down to where you can add the flags. From here, select EYFS 2021, and the area/aspect you want to include. Once you save this, when you go back to the Areas of Concern screen, you should now see the reflection appear. If you are still having issues with this, please do email customer.service@eyfs.info and we'll be more than happy to look into your account for you.
  7. BenTapestrySupport
    Hi, With the new framework moving away from the tracking children through age bands etc, the new guidance materials from Development Matters and Birth to 5 Matters are designed in a way to not be used in the same way i.e no age bands to track through. These are really only to be used to support and guide your planning and provision. On Tapestry, the EYFS 2021 flags allow you to show which areas (from the 7 areas of the new Development Matters and the aspects from Birth to 5 Matters if you are using them and have them enabled) an observation is related to. These are not any kind of assessment though and just a way to help you find relevant observations later when considering the development of a child in each of the areas. The flagged observations then feed into the Areas of Concern screen, which is a space that allows you highlight any areas for a child where they may need extra support or need their provision in that area adapted. Once the child is developing as you expect them to and accessing the provision planned for them, they would then be able to be moved back to no concern. We recently recorded this webinar that covers how to use the EYFS 2021 and the Areas of Concern flags. Please let me know if you have any other questions though.
  8. BenTapestrySupport
    Hi, Welcome to the forum, and thank you for your question. The Additional Information box can be set to be visible or hidden to relatives in User Permissions. If you go to Control Panel - User Permissions - Relatives - Observations, and scroll down to the bottom of that section, you can set View "Additional Information" to either be permitted or not permitted. If you have it not permitted, relatives will not see that box when they login. This tutorial goes through the User Permissions for relatives in more detail: Setting user permissions for relatives I hope that helps answer your question.
  9. BenTapestrySupport
    Have you got extended periods of time for the children to do their learning through play? I often found, especially at the time of year, anything longer that 5 minutes listening to me, the majority of the class had switched off. In the end I had my day structured so that 'teaching inputs' were placed either end of extended learning opportunities. e.g. Start of day, phonics - Child Initiated time for at least 90min - Maths - Lunch - Literacy - Child Initiated time. I could then work with small groups during that C.I time if appropriate, but the main focus for me was to support children in their development based on what they were doing in the things in the environment.
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