Stephen

This year, I'm writing a book for Routledge with Ann-Louise Lowe who is an Early Years Inclusion Officer in Doncaster. We have previously worked together on producing The Reflection Toolkit (https://tapestry.info/reflection-toolkit.html). The book is entitled 'The Inclusive Early Years Educator'. We're thrilled to have this opportunity and are intent on expanding views of 'inclusion', connecting with a range of voices that reflect our diverse EYFS. As part of the process we would love to encourage discussion around some of the key themes from the book. Our first question is 'what does inclusion mean to you?'

I agree that it is positive that the early years is highlighted throughout this document as being important. Providing additional training for SENCOs so that provision is improved also sounds good. There's lots of talk about equipping the EY workforce to so that they can identify earlier where children might have additional support needs. In my experience this has never been the issue - our educators are brilliant at noticing when children aren't progressing along typical pathways - the issue is always appropriate funding so that settings can welcome all children through their doors. It will be interesting to see what actually happens.

I found it so interesting chatting to Ruth for this episode, particularly as it felt that we were both on similar journeys when it comes to better understanding ableism and the impact it has on our education system. Ruth is neurotypical, but strives to be an ally for the neorodivergent community and the children she works with - i'd recommend a listen.

I think this is such a useful resource. Although i had an awareness of 'trauma informed practice' whilst i was teaching and in a leadership role, a guide of this nature would have been so helpful. I particularly like the information around trauma and attachment.

It's amazing that the forum has been here for 20 years - the impact of having this positive, shared discussion space must be immeasurable for so many educators. Reflecting on my time in education (coming up to 20 years as well this year), i think the most special memories are of the relationships that have been forged with families, especially when working together to overcome challenging scenarios. I remember bumping into a mum from school who's autistic son had been in my Yr 1 class (he was now in secondary school). She said they still talked at home about how 'Mr Stephen' had helped with transitioning out of nappies - i never imagined that my input at the time would be so significant for the family. My input was also almost entirely based on support i had received from fellow professionals/colleagues. Here's to another 20 years of helpful advice and support.

Some good advice here already. I agree there will be a reason he is biting - and it might even be to get a response from adults. It's really difficult but important to react calmly when it happens (the thing we obviously can't control is how the other child reacts). I find re-direction the most useful response. These chewy tubes are good (https://www.amazon.co.uk/Chewy-Tube-Green-Knobbly/dp/B005QUK8SS/ref=asc_df_B005QUK8SS/?tag=googshopuk-21&linkCode=df0&hvadid=310746095687&hvpos=&hvnetw=g&hvrand=8877634947145903728&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9046778&hvtargid=pla-420082206893&psc=1) They might be helpful if it is more of a sensory seeking action. As finleysmaid has mentioned trying to engage him with lots of fun sensory activities will also likely be helpful The other aspect to consider is that he is using biting to communicate something to you - he is perhaps finding something too noisy or is disengaged. It would be useful to think about alternative communication systems that might help him to understand/communicate. Symbols can be really helpful in this regard - whether they are key symbols worn by staff members on a lanyard, or simple chat boards made up of symbols related to different areas of the setting - so a sand board perhaps or one for snack time. Happy to chat over it further if it would be helpful.

I would hope that local authorities or anyone distributing funding will start to consider alternative approaches so that we can move away from data gathering for our children with learning differences. I appreciate this is not a straightforward process though and will take time. If there is an insistence on providing a form of 'data' then you could use the Cherry Garden conversion chart which was designed for this purpose as it has so often been a requirement for applications: https://eyfs.info/applications/core/interface/file/attachment.php?id=85832

Hi Anna, Happy to support and chat about what might be useful. If you could send an email to stephen@eyfs.info we could arrange an initial discussion. Thanks Stephen

Some great advice already. I'd really try and celebrate the child's strengths and achievements - and discuss what these look like at home as well as nursery/school. Ask parents what are the most important areas they would like to focus on in terms of next steps. Ongoing communication is vital so i'd also discuss how this is going to look (home school book/Tapestry/daily chats at drop off/weekly phone call). I would conclude by discussing how everyone involved at the meeting is going to contribute, and what the clear actions of the meeting are (as well as arranging the next meeting). Happy to arrange a chat if it would be helpful - you can email me on stephen@eyfs.info

I found this article so powerful (especially after listening to Liz's FSF podcast recently). Both have triggered a lot of self-reflection and made me realise that there is so much more for me to learn, and so many more changes that need to be made. I'd love to hear and read more of Liz's thoughts in the future.

Agreed, a very big question. Autism in itself is a large spectrum, as @finleysmaid has said. The other significant thing to consider is whether a person with autism also has associated learning difficulties. So a child who is not yet communicating verbally may well have a diagnosis of autism as well as one of developmental delay. The two things are not entirely separate though. This is a blog post from a mother of an autistic child (from America i think) but it might be useful to have a read - i think the last paragraph is important: https://medium.com/justinebondoc/global-developmental-delay-and-autism-similarities-and-differences-255721d65b2c

I get the impression that the key messages from podcasts and webinars like this one are being heard, and people are starting to appreciate the thinking behind the changes to Development Matters. I hope teachers have success when discussing the changes with their senior leadership teams, and that practitioners can get regular access to high quality CPD.

There seems to be a huge disparity in what is happening in different settings. It is my opinion that what you've been asked to do is not appropriate for the age and developmental level of your children. There's a new FSF podcast coming out this morning where Lyndsey and Stephanie from The Curiosity Approach discuss how they have interpreted the guidelines for their nursery settings - it might be worth a listen - it should be available by 11am here: https://fsf-podcasts.simplecast.com/ I know @BenC has been gauging opinions on this, so he might also be able to help.

I've been really impressed too, it also has plenty of SEND content, i liked this article in particular: https://www.bbc.co.uk/tiny-happy-people/SEND-speech-language-needs-how-children-use-bodies-actions-gestures/zxttwnb

Hi, Please feel free to share this flyer with any parents from your settings who may benefit from some additional support at the minute! Also if anyone would ever like any SEND advice or support, just let me know! Thanks Stephen