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Found 508 results

  1. Deepcut. Preschool Practitioner required

    Totterdown Preschool is a small term time preschool, run by Qualified Early Years Teachers for children aged 2-5 . We pride ourselves on our warm, friendly team, and amazing children and are looking for a Preschool Practitioner to join us. Ideally we are looking for a Level 3 practitioner, however the right candidate is more important that qualifications. We are looking for someone who wants to learn and grow and has a genuine interest in how children learn and how they can influence this. We operate a variety of sessions between the hours of 8.30am to 2.30pm, with the option of an early drop off. This is a fixed term contract for 22 hours a week (with the possibility of more hours becoming available) between the hours of Monday 11.30-2.30, Tuesday 8.30-2.30, Wednesday 8.30-11.30, Thursday 8.30-11.30 and 2.30-3.30 (staff meeting) and Friday 8.30-2.30 at an hourly rate of £7.50. Once the fixed term period ends there is a possibility of a new fixed term contract being offered commencing September 2018.
  2. Hi, Just wondering if there has been any progress on the newsletter function that was suggested as a possibilty a few months ago? We tried having a false child and adding all parents but we had complaints from parents that they could see each others names. Is this going to happen soon? Thanks
  3. I have recently taken over as Manager and am learning as I go. It would be a great help if some one could clarify about the EY2 forms for me? I have a parent wanting to join our Committee. I have got her to filled in all paper work, her DBS is completed and she has filled out the EY2 form. Do I send the form by post? enter it online on the online Ofsted website? And how long does it take? does it come back to me or her? Any help would be great! Thank- you!
  4. Age brackets

    In the tracking section of Tapestry, is it possible to alter what determines "below actual age" "at actual age" and "above actual age". For example, a child who is 48 months old. Achieving 30-50 Developing in Making Relationships. This is labelled as "Below actual age" and highlighted pink as per the key. Technically he is still ok to be in that age range (as he's 48m) especially as we do not expect children to be wholly in 40-60 whilst still at pre-school. Is there anything I can alter here? Am I making sense?! or being pedantic! When analysing I just would prefer to clearly see those children that are really at risk of delay (pink) and not mixed in with children like in my example, who are not. Thanks in advance!
  5. Hello, Liam not sure if this has been mentioned before-apologies if it has but I couldn't see a thread! As a manager when I look to attach a child to an observation on the app. As a manager I have to scroll through all 100+ children in my School which has a Nursery and Reception. This is the same for some support staff who teach in different classes throughout the week as I have to attach all of the children to them. I have the children grouped in classes on the websuite and I would find it useful if on the app when you select children you have the option to select the class/group you want first and the select the children from that smaller group without having to scroll through all of them. I would also find it easier when uploading children at the beginning of the year if I could attach classes to staff members not do it individually as this is very time consuming when I have 9 members of staff to allocate children to and they all have to be done individually. Especially when at the beginning of the year I am not familiar with all the names for each class. When I upload a set of children it would be really helpful if there was an another option on the upload file to allocate a class like you can with gender and SEN etc and then in turn allocate classes to staff. I hope this makes sense! Many thanks!
  6. Bolder Beginnings Guildford Conference Saturday 3 March 2018 With Keeping Early Years Unique Strengthening the Early Years through Play, Pedagogy and Practice Aims of the day: To promote developmentally appropriate practice in the EY To empower practitioners to reflect upon and evaluate their practice To explore current thinking and the best child-centred practice To encourage networking and connections between KEYU and non-KEYU members. Speakers include: Kathryn Solly Elaine Bennett Kym Scott Anna Ephgrave & Ruth Moore Leah Morris Venue: Guildford Nursery School and Children's Centre, Hazel Avenue, Guildford, Surrey GU1 1NR Tickets cost £100 *per person, with a student rate available of £80.00* with valid ID. Book through Eventbrite by following this link: https://www.eventbrite.com/e/bolder-beginnings-strengthening-early-years-through-play-pedagogy-practice-tickets-42153497245 9:00 - 16:00, includes Lunch, refreshments and a nursery tour. For more details: www.keyu.co.uk or see the attached flyer. * Booking fee applies. KEYU Guildford A5 Flyer 2018 v3[2888].pdf
  7. Could anyone share some information about setting up a preschool provision in a primary school.
  8. I have a child who I am claiming the 15 hours funding for but has poor attendance. What can i do to improve the attendance, I find it hard as it is not compulsory yet the child is missing out a lot.
  9. Tapestry Assessments

    Is there a way to show the areas of assessment for each observation without listing the whole DM’s statements? E.g. if there was a colour code system then during moderation and parents looking through the hard copy of the child’s could instantly see a Maths observation it would make it easier. During moderation I spent so long flicking back wards and forwards trying to find evidence for UtW why a simple colour coded dot system would be brilliant. My other question is, is there a way to show parents on Tapestry who their child’s key worker is? It’s important they know and this would be a good way to see an image of them and clarify who it is.
  10. We have just published an insightful article by Penny Tassoni called 'Reducing Educational Disadvantage'. For those of you familiar with Penny's work you will not be surprised to read the carefully considered points and the practical suggestions aimed at helping children get the best possible start. You can read the article here and comment and ask questions on this thread.
  11. Hello all, I'm planning for our setting's outdoor environment and would like to lead an activity based on a storybook. I can only think of two suitable storybooks, The Gruffalo and We're Going on a Bear Hunt, but we have used those books already recently and I want to try something new. Does anyone have any suggestions? We are very lucky in our setting and therefore space and resources should not be a problem. Thank you!
  12. Early Years Educator - Nailsea North Somerset

    Job Vacancy Experienced, Motivated and Reflective Practitioner? We are a small, family run nursery catering for children aged 2 to 5 years. We have a vacancy for an enthusiastic and dedicated early years practitioner. We are a Reggio Emilia inspired setting and a commitment to this essential. We are members of North Somerset 'World of Stuff' enhancing children's learning through exploring a wide range of 'real' objects. We can offer: A friendly and supportive working environment. Wonderful, happy children who enjoy their time at nursery. Excellent professional development opportunities. An ofsted rated 'OUTSTANDING' setting in which to develop your career. If you can bring joy, happiness, and enthusiasm to the learning of our children we would love to hear from you. For an application pack and job description please email nailsea@goldenvalleyhousedaynursery.co.uk or phone 01275 853304.
  13. It would be good to click on a child and be able to see all the Characteristics of effective learning what a child has marked off
  14. Newbie

    Hi , I am very new to this online forum,and have just been on a trial version of Tapestry. Does anyone know if you can let two parents access their child's learning journal but with out them actually seeing each others comments or do I need to set up two learning journals for the same child?
  15. Is there a way to make a summative assessment more personal. Currently we produce a summative assessment 3 times a year, at the end of each full term. We would like to add some notes to these to make them more specific about the child's achievements and interest for the term. Thanks for your help
  16. Hi, We are up-grading our Tracking system for our Day Nursery, but are a bit stuck on the format. We want to use Excel so we can produce relevant graphs and charts. Has anyone got any templates that we could look at for some ideas. It has to be simple to use as we are not brilliant with the computers. Thank you Nifty Fifty
  17. We have just published an article that Alistair Bryce-Clegg has written for us regarding Continuous Provision. Continuous Provision is a subject often raised on the forum. Alistair has included his view of how Continuous Provision can work with the findings of Ofsted's recent 'Bold Beginnings' report. You can access the article here: Behind the Gingham Curtain
  18. Course Summary This short course supports practitioners to use psychology to promote positive behaviour. The training will explore psychological models, case studies and real life examples to increase knowledge, skills and confidence in supporting children and young people with a range of different needs. They are available as stand-alone sessions, or as follow on modules after attending The Ready, Steady, Go! training. Learning Outcomes: You will be able to: • Gain specialist knowledge to understand the area of need. • Apply this knowledge within a problem solving model. • Understand the role of the adult in facilitating change. • Use real life case studies and examples to enable application of learning in your setting. Who should attend? All modules are suitable for early years staff and staff from school and college settings. There is also a £10 discount, per session, for delegates/settings who book two or more modules All delegates who have attended The Ready Steady Go! training will receive a £10 discount per session for each of the modules below. When booking please use the relevant name of the specific module as listed below. For further details and booking
  19. Early Movers

    This course will help early years practitioners extend the physical activity opportunities available to the under-fives in their care. Attending this training will help early years practitioners develop a better understanding about the importance of early movement opportunities for the 0-5 age group and raise confidence to organise enabling environments for physical activity for the children in their care. Learning outcomes By the end of the workshop, participants will be equipped with: an understanding and the importance of physical activity in the early years the physical activity and sedentary guidelines for early years skills to adapt their delivery to plan and cater for the needs, interests and developmental stage within groups of children they care for Previous participants are reporting these new skills revolutionise their practice and are applicable to those who would like to learn more about the importance of physical activity in the early years and how to engage babies and young children in more physically active play. Additional information This course is being part-funded by the School Travel Team at Brighton & Hove City Council, as part of the Sustainable Travel Transition Year project. The team is currently working with many early years settings across the city to actively promote increased levels of physical activity through walking and cycling. The ’Early Movers’ course is part of this work, but will cover all areas of physical activity with the under-5s. For more information about the Sustainable Travel Transition Year project please see here: www.brighton-hove.gov.uk/content/parking-and-travel/travel-transport-and-road-safety/sustainable-travel-transition-year-fund For further information and to book
  20. Pre-School Worker (Farnham) Wanted!

    Pre-School Worker Farnham Challengers – Farnham GU9 18-21 yrs – £6.71 per hour or 21 yrs + – £7.50 per hour About the Role - Pre-School Worker Challengers Pre-School in Farnham is growing and we are looking for an energetic and enthusiastic Pre-School Worker to join the team! We are an inclusive pre-school, taking children from 2-5 years old. We have a 50/50 split between our mainstream and SEN children, which makes us a very unique setting. The successful applicant will be working in an extremely well-facilitated play environment and get experience in a wide variety of roles such as keeping learning journeys up to date, ISP use and small group work. This is a rare opportunity in a progressive and vibrant pre-school! Person Someone with a relevant Level 3 Qualification in Early Years Someone who knows how to play – you will be an active role model of great play to ensure the children have the most exciting day possible! Someone who is prepared to learn – you will attend a range of innovative training courses to improve your understanding Why Challengers? Challengers has recently been awarded an employer’s rating of 4.7 out of 5 stars on Indeed! Recent employees have said: “No two days at Challengers are the same, it is a vibrant and dynamic workplace” “Challengers is the most rewarding, fun and exciting job ever" “Never have I worked at a place that is so positive” What we offer! Regular FREE training provided NEST Pension Health Care Cash Plan available Free Parking Free DBS Annual leave increases with service This position could be suitable for applicants seeking any of the following positions – Room Leader, Pre-School Assistant, Pre-School, Teaching Assistant, Primary School, Early Years Practitioner, Nursery Assistant, Nursery Leader. Please fill in the application form and email it to work@disability-challengers.org. If you have any questions, or would like more information, please get in touch! https://disability-challengers.org/ Application-Form-Pre-School-Worker.docx Pre-school-Worker Job Desc.pdf
  21. Mud, Magic and Messy Play

    This practical hands-on session will explore different ideas for imaginative messy play. We will discuss how inexpensive resources and materials can be adapted for enticing age-appropriate, learning opportunities. Links will be made to good story books and how to use these for inspiring new activities. Come prepared to play! Learning outcomes In this course participants will: Take part in setting up imaginative, messy play experiences Discuss how to extend learning and plan for messy play both indoors and out Be refreshed and excited by new ideas and reminded of ‘old faithfuls’ – familiar messy play materials with suggestions of different ways to use them Make links to the revised Early Years Foundation Stage, the characteristics of effective learning, and consider what young children are learning through this type of play. For further details and to book
  22. Feather and flight!

    Overview Come and discover more about the wonderful world of flight! Investigate some areas of aerodynamics, adaptation, nests, parts of a feather and the wonders of bird behavior through creation of items such as feeders, nests, wings and beaks. Learn how to use nature and outdoor learning to encourage and support the STEM curriculum while raising attainment Learning outcomes You will will gain an increase in your knowledge and skills, understand the value and see the potential for learning and development, be able to plan and risk assess for experiences, relating this to all areas of the curriculum. For further details and to book
  23. Overview From dinosaurs to the latest films; knowing how to skilfully and meaningfully shape continuous provision, and provide enhancements which connect with children’s interests is critical to helping children embed and extend learning. This inspirational and practical workshop explores a broad variety of activities and planning that successfully respond to children’s diverse interests and preoccupations. It will also include case studies from schools and settings which have enriched learning and include time for delegates to reflect on their current practice. Learning outcomes At the end of the session participants will have: An understanding of the relationship between continuous provision and enhancements. Strategies to help extend children’s learning. Practical ideas for developing provision. For further details and to book
  24. Overview Children in the early years are already digital natives and it is often the adults who are playing ‘catch-up’. A challenge we face is how to keep pace with the ever-changing technological world, whilst ensuring other areas of children’s learning are not overlooked. This session will encourage participants to take a fresh look at the world of technology in early years, consider how to successfully integrate it within the environment and use it as a purposeful tool. During the session we will be discussing what the key skills are relating to technology that children need to master. We will explore the increasing range of technology based resources and look in focus at how these can be used to effectively support learning. Learning outcomes At the end of the session participants will have: A clear understanding of the IT key skills children need to master in the early years. Confidence in integrating technology into your learning environment. For further details and to book
  25. Overview This is a practical day based on experience with children who can behave in ways that others find challenging or difficult. The course aims to develop an understanding of challenging behaviour: causes, methods of prevention, and how to respond Learning outcomes To look at our own and other people's definitions of "difficult" or challenging behaviour To place challenging behaviour within the framework of a clear value base Challenging behaviour as communication To think in creative ways about the possible causes of challenging behaviour To look at ways of preventing difficult behaviour To look at ways of responding to difficult behaviour To suggest resources and reading For further details and to book