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Found 17 results

  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, 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
  6. 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
  7. Notifications to manager and key person when a parent leaves a comment. Notifications to parent when staff leave a comment.
  8. 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!
  9. 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 ?
  10. We are going to be adopting the new eyfs next academic year and wondered if Tapestry would be set up for this.
  11. 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!
  12. BenTapestrySupport

    Where's Spot

    Where's Spot
  13. 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
  14. 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
  15. 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
  16. Hello, my name is Inês Malheiros and I am a second year MSc Occupational Therapy Student at Brunel University London. I am interested in exploring early years and key stage 1 teachers and teaching assistants’ perceptions of school readiness as part of my research dissertation. If you are in any of these posts, currently practice in the UK and this is something you would be interested in participating in, please follow the link for the online survey (this should take no longer than 15 minutes). https://brunel.onlinesurveys.ac.uk/an-exploration-of-eyfs-and-ks1-teachers-and-tas All necessary information can be found there, including my contact details for further questions. This project has been approved by the College of Health and Life Sciences Research Ethics Committee (DCS) Brunel University London. Project reference number: 14413-MHR-Mar/2019- 18222-1 I really appreciate people taking the time to read this and participate! Inês Malheiros
  17. Has any amazing person been organised enough to map out common play behaviours for the different areas of continuous provision? I’m looking at moving to a play based year 1 and want to make sure that I am challenging the children. Any help much appreciated 😁
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