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  1. Hi, what are ARReads doing in relation to tracking children through eyfs and year 1, 2 into 3? I'm looking for ideas to marry up the tracking. Do teachers use maps if so what is considered a realistic and then challenging goal? Are there any international schools out there that feel like they have got it sorted?
  2. Hi I am wondering if anyone can offer some advice. I have a child in my class who is very bright and making good progress academically, however there are many occasions when he is overwhelmed by his emotions. His reactions to tiny incidents are extreme. For example when a child bumped him, accidentally, he wasn't hurt but he screamed like he had broken his arm. ' He cries sometimes when watching numberblocks, he can cry at lunch time, when he is asked to do something. However these reactions are completely random, no pattern, some days fine other days not. Parent have said he is very confident at home. I have seen evidence of this through our remote learning sessions. However at school he struggles to cope. He is very passive and tends to play alone. I am aware this is sounding like it could be SEN or attachment issues and this is of course being monitored. However we all know how overstretched services are so I am unlikely to get any support for him (especially as he is making progress). I was just wondering if anyone had any ideas of how I can support this child right now. Have you had a child like this what worked to support them? Most of the time he says he is tired when we ask what may have upset him. We are working on him expressing his feelings. Now we have had another lockdown this could be worse when we return. Any advice greatly appreciated!
  3. Hello, I don't know if any of you have read the latest newsletter? There is some information about a linked blog and website called Learning Through Play by Maslaha. I got a few minutes into their first video and was shocked at the activities that were being advised. The first was an alphabet hunt, ok fine, for reception aged children this might be fun. The second was paint a panda . Why a panda? I have no idea, it was not related to anything. The video then explains how you get your child to paint in leaves for a background, show them where the black goes etc. Whaaaaaaaat? Have we gone back 50 years? How is this learning through play? How is the child playing if they are being directed exactly what to do. That is not playing! I didn't get any further in these videos as I was too shocked to look further. The thought that some parents may watch this and think this is ok make me shudder. Please Please Tapestry do not have any links to this website. Ask us, real reception and nursery teachers, we can give lots of ideas. Ok rant over, as you were!
  4. It's great being able to schedule observations to go out but it would be really useful to be able to schedule reply comments too. In this time of online learning, our school policy says we can't respond to parents after 6pm or on a weekend. Being able to schedule the comments would allow staff to 'work' when they want but still adhere to policy. Thanks
  5. 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
  6. Hi, I am new to the forum and am researching Tapestry for my setting. We currently still use workbooks, pictures etc. and am looking to move to an online for of observation. It would be really helpful to hear from you of your experiences of using Tapestry and any advantages/disadvantages of use that you have encountered. I would be really grateful for your responses and thank you for your time. JoB
  7. Hello all, I am new to tapestry and can't seem to find out how to add the EYFS Development Matters Objectives to an observation. (22-36, 30-50, 40-60 and ELG's) Is this possible? Kind regards, Kevin
  8. Notifications to manager and key person when a parent leaves a comment. Notifications to parent when staff leave a comment.
  9. Dear all, From September our school Nursery will no longer be run by a teacher but by an EYP. I am the Reception class teacher and EYs lead and will be overseeing the Nursery. We want to name our EYFS to incorporate both the Nursery and Reception but don't really like the word 'unit' as sounds a little institutionalised. Does anyone have any alternatives that we could refer ourselves to which is not 'EY's Unit' Many Thanks ::1a
  10. Hello, I wondered if someone could help - I'm new to Tapestry and would love to create a story video to share with my new class (Sept 2020). I've set them all up on Tapestry so ready to go! I can see the 'Record Video' feature on the Tapestry app (on ipad), can you access this feature via laptops or do I need to download the app to record directly? Thanks for your help!
  11. Hello there - nice to meet you all! I'm Danielle, an EY teacher and Phase Leader currently working in Qatar (Middle East) at a brand new school that opened in August 2019. I started as a Pre-KG (Nursery) teacher and Phase Leader and I'll be in KG1 (Reception) next year. We are an International Schools Partnership (ISP) school and we follow the International Early Years Curriculum (IEYC). Before moving to Qatar I worked for many years in Lewisham, South East London - my spiritual home! I worked at some amazing and innovative schools where I learnt about, and then rolled out, the 'Planning In the Moment' style of teaching and learning - I never looked back! I was lucky enough to train with Anna Ephgrave, as well as work with other amazing specialists such as Dr Elly Barnes, founder of Educate and Celebrate. I'm currently working on my MA in Education, covering culture, language, and identity and i'm researching and reading into the benefits of child-led learning and pedagogy. I also wrote a couple of random articles for Nursery World! Now, I'm attempting to develop our school's vision for Early Years and learning about the IEYC and how this can be combined with a child-led approach. Any ideas, information, references, experience, would be greatly appreciated. Basically, I need others wisdom! I'm always happy to chat, reflect, and discuss everything and anything about early childhood and education! Looking forwards to chatting with you
  12. Hello everyone - nice to meet you all, I hope all your families are safe and well I'm an EY teacher at a brand new school over in Qatar and we use the IEYC - International Early Years Curriculum. For anyone interested, here's a link > IEYC. We are only using this curriculum; we are not using it alongside the EYFS, as some schools do. This was my decision as when I looked into all the strands, threads, units, and areas of learning everything overlapped so much that it seemed an ineffective use of our time to document both. So, I'm curious to know, with the new IEYC Tapestry update, if any schools/ practitioners on the site use this curriculum and what their thought are. Specifically: How do you plan? What formats do you use? How do you assess children? What formal assessments do you use? How do you set up your classes (Phase A / Phase B)? Anything else you think is helpful! I'm no expert in the curriculum, but have read nearly everything offered in terms of curriculum documentation on the My Fieldwork website - literally everything. So, I'm also happy to share my thoughts and understanding if asked! I'll give it a good go anyway!
  13. Heathersidepreschool

    Transition to School Reports

    Hi, while we are waiting to return to preschool. We are looking to start compiling our transition to school reports. This is aimed at Surrey members really, we was already looking to change our existing form to incorporate the Early Years Passport discussed late last year at the Surrey Forums, is anyone already doing this ?
  14. We are going to be adopting the new eyfs next academic year and wondered if Tapestry would be set up for this.
  15. Hi everyone I'm after a little bit of help please! We had an advisor in to school yesterday for a mock deep dive in Science. As EYFS lead I was very happy with the provision the EYFS teachers had on show, they had been asked to showcase Science and had a lot of activities available and children had access to resources that could give rise to discussions and child led investigation in science based topics. Lots of water, materials, magnets etc with a focused adult led activity too. Although I would prefer a more general approach through continuous provision I was proud of children’s responses and felt boxes were ticked for what had been asked for. However! The advisor queried the science provision an dsaid we should have more direct curriculum plans to be in line with Bold beginnings also suggested children having a science, history and geography book (which I fully rejected, backed by my Head teacher.) At the moment Staff evidence via Tapestry on an a as and when basis for U the W, they don’t make specific entries for science, history and geography. I would be grateful for ideas of how others are evidencing each area with regard to subject deep dives with the new inspections within a primary school. Apologies for the long post!
  16. BenTapestrySupport

    Where's Spot

    Where's Spot
  17. Version 1.0.0

    129 downloads

    learning journey front cover
  18. Version 1.0.0

    90 downloads

    Letter to parent/carers re sickness rule
  19. Guest

    Cash flow template

    Version 1.0.0

    83 downloads

    cashflow template
  20. Guest

    Fees policy

    Version 1.0.0

    29 downloads

    fees policy
  21. Version 2

    5,103 downloads

    Our initial parent with signed agreement.
  22. Hi We want to give our parents an information sheet about Tapestry and how it is used etc. Is there something that is already available? I don't want to give them too much to get their head around in the beginning but to explain what it is, how we will use it, especially the assessment data and then perhaps links to where they can find out more themselves. THanks so much Clare
  23. My team and I are exploring ways in which we can clearly see where each child is and which age band they are working within. Does anyone know if it is a confidentiality issue if we made a big display of the development matters statements in class and then added children's names on a move-able card. There could be a main next steps focus so that all adults could see how to take that child's learning further whilst in the continuous provision. We are just a little bit wary as this display will be in class for parents to see as well. Are we doing our jobs by informing parents of where their child is and what their next steps are or are we revealing confidential information about other people's children???
  24. Hello, I'm just wondering if anyone knows of any courses being organised for training on the Reggio Emilia approach? Looking really for courses located in the Eastern region and/or London. Thanks, Kristian
  25. SueFinanceManager

    Emotional Literacy Conference 2019

    Southampton has made a name for itself in Emotional Literacy (EL) ever since it became a unitary authority in 1997. Part of the celebration of this is our annual Emotional Literacy conference, held since 2006 and open to all people with an interest in EL, whether they work inside the city or beyond it. Each year, conference speakers and workshops are chosen around a theme, recent examples include Forgiveness (2015), Like me - Identity and Self Esteem (2016), Mental Health and Wellbeing - Emotional Literacy 20 years on (2017) and Better Belonging - Finding our place in the Modern World (2018). The theme for the 2019 Conference will be Relationships - Everybody's Business. Who should attend? Teachers School and early years special educational needs co-ordinators Senior management teachers Emotional literacy support assistants Teaching assistants Social workers Foster carers Educational/Clinical psychologists. Benefits of the conference Attendees will improve their knowledge of research and practice in emotional literacy and will network with other professionals sharing an interest in emotional literacy. For full details follow this link
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