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Found 46 results

  1. 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
  2. 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.
  3. I am trying to find a Safeguarding Audit, and possibly an Inclusion Audit. I cant find where these are. CAn anyone help?
  4. 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
  5. Overview These sessions aim to further develop the skills of early years providers in identifying and providing for children with SEND. Each session will provide information to aid understanding of the child’s experience and needs.There will be opportunities to share strategies to use when supporting these children. Course activities will include: Presentation and handouts Small group discussions & tasks DVD Case studies There are five separate sessions and you can attend as many or as few as you feel appropriate. This session will cover: What are Autistic Spectrum Conditions? Triad of impairments. Initial concerns/diagnostic pathway. Understanding key ideas behind intervention approaches. Strategies to support communication, interaction, play and learning in schools/settings. Associated sensory needs. Learning outcomes The sessions will give participants: an increased understanding of specific difficulties and provide a range of strategies to effectively support children with particular areas of need increased confidence in recording targets, support and outcomes on SEND Support Plans for particular areas of need opportunities to review policies and practices in their setting to reduce barriers to achievement and inclusion For further details and to book
  6. Course Summary The short courses below support 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
  7. Could Short Note be added as an option under the SEN heading?
  8. There are two new blogs that I thought might be helpful to share with practitioners on FSF. The first is about the power that professionals hold in their interactions with parents of children with additional needs and how we can avoid abusing that power. It's something I believe everyone needs to be aware of if they want to work in true partnership with parents and was written from my personal perspective. https://itmustbemum.wordpress.com/2017/04/12/the-imbalance-of-power/ The second is written by another mum and is one that I think could be used to reflect on whether we are always qualified to offer the opinions asked of us. It is crucial that we record observations, rather than assumptions but how far should we go to make the limitations of our knowledge and experience clear when recording those observations? After all, if we aren't trained to see the more subtle signs of anxiety, they won't appear in our observations and that could mean vital evidence is missed in a diagnostic discussion. https://itmustbemum.wordpress.com/2017/04/15/should-ask-teachers-for-an-opinions-on-send/ Feedback, positive or negative, would be very much appreciated.
  9. Hello all, I am writing to ask for some advice, I have been in early years for around 10 years it all began when I completed my BA Hons in early childhood studies, I then had the opportunity to complete my EYPS. In order to do this I got a job in a private day nursery, over time I worked up from a nursery practitioner to the settings early years professional overseeing the EYFS and finally the deputy manager. I felt after a few years I wanted to get back into the rooms working with children and was offered an opportunity to go to a special needs school to be their early years teacher due to holding the EYPS. I have been doing this for the last two months and straight away I felt like I was under qualified and felt like I was so out of my depth. I feel so low and every day I hate going to work, I find it so difficult going from working as a team with qualified nursery practitioners to being the only member of staff knowing the eyfs and how to support the children through planning and observing to being the only person who knows the eyfs and can extend their learning. I feel that I don't get to give the children the right support as I have such a high work load making sure all the children are making progress as their are 60 children (30 am/30pm) with 10 of these working to IEP's and EHA plans. When I have spoken to other staff members I was told I had too high expectations, is this the case or have I fallen into the wrong environment? Any support/help/guidance would be highly appreciated. Thank you from a very confused early years enthusiast!
  10. This is a brilliant explanation of how SEN support in schools (the graduated approach) should be implemented. It's written by a parent whose child (like my own) has been harmed by being left unsupported in school so it is personal for her and it is written with an audience of parents in mind. However, she is a highly skilled communicator and her descriptions of barriers to learning and the assess, plan, do review cycle are really helpful. https://itmustbemum.wordpress.com/2017/02/26/sen-support-in-schools-were-missing-the-point/
  11. I currently give 1:1 support to a child at my setting. Child also attends another SEN setting. Both settings use Tapestry-is it possible to share info, in the same way that parents can log on and view? Not looking to be able to comment on each others obs, just view, for the purposes of sharing useful information and therefore informing future practice for this child?
  12. Hello All, We have recently found out that a child (aged 4) at our setting is colour blind. I would really love to find out about of any activities, support techniques or resources that any of you have used. Thanks in advance, Vicki
  13. Hi, We have a child attending the nursery who has selective mutism. Her key person would like to use a few books with the other children to help them understand why the child doesn't talk to them or interact with them whilst they play. There are a few I have found online but I would really like it if anyone is able to recommend any books they have used in the past. Many thanks Sarah
  14. Hello all, I'm currently in a preschool setting for my Early Years Teacher Training and I'm acting as a Key Person for some children. One child has EAL and I'd like to conduct a communication and language assessment/audit to gauge his levels of development. He's going to school this September and has a rather 'fleeting attention', does anyone have any suggestions for what I could use? Since I'm making a topic, I'm also required to create a resource to support communication and language development. I'm going to try to create something to support the aforementioned EAL child, does anyone have any ideas? What has worked well for you? Thank you in advance!
  15. We have reviewed 'Let's talk behaviour!' by Wendy Usher. You can read our review here. We'd be interested to here what you think! Let me know your thoughts ...
  16. EYFS Developmental Milestones

    This ebook explains developmental milestones throughout the stages of the EYFS. EYFS-developmental-milestones-eBook.pdf
  17. I came across this article on Twitter - I am glad I did as I learnt so much in the 1/2 hour it took me to read it properly. I am not a SEND specialist but in my career I have worked with children with wide-ranging needs. This research article showed me that sometimes my responses to children 'making a run for it' have not been helpful. I am sure that there are lots of effective strategies for managing this behaviour, but this one made sense to me and was extremely well explained and exemplified. I am going to share this article with colleagues at nursery and see if we can discuss and understand the behaviour management theories shared. It will give us a head start if we need to support a child and their family with a similar issue in the future. Stop the Running - Research article (links via Twitter) Stop the Running article.pdf Have any FSF members had any experience of this?
  18. Pre-school Practitioner Hours: 18 hours per week, term time only 8.45am – 2.45pm Monday, Wednesday, Friday A fantastic opportunity for a highly motivated, creative candidate/individual who is passionate about Early Years to join the team at this popular Ofsted Outstanding pre-school. You will need a Level 3 or above recognised Early Years qualification and experience working in an Early Years setting. For further details and an application pack please visit www.dolphinspre-school.co.uk Closing date: Monday 20 June 2016
  19. Hello, We're currently reviewing our policies for paying staff who undertake Senco duties or act as lead for Safeguarding, and I'm curious as to what other settings do. At the moment our Deputy Supervisor is our safeguarding lead but she doesn't get any additional pay for this, whereas our 2 SENCOs are level 3 assistants and are paid an additional £11.41 per week. However we have quite a few children with safeguarding issues and we are looking at having a level 3 as deputy safeguarding lead after undergoing additional training. Thanks
  20. Hi, I thought this might be of interest. Resource pack for practitioners: Working with Children with Sensory Processing Differences in Early Years Settings ,early_years_sensory_processing_resource_pack.pdf For those working within an Early Years setting or Health Visitors who work with families who may have young children showing signs of sensory processing differences. This resource pack will assist with the identification of possible difficulties and support the implementation of strategies​
  21. LINK to: An early years autism competency framework for people working with under five year olds on the autism spectrum. A professional competency framework has been developed by Genium for the Autism Education Trust (AET) in collaboration with The Autism Centre for Education and Research at the University of Birmingham, Birmingham City Council, Puzzle Centre and consultants with expertise in autism. The framework sets out the knowledge and skills that are required for professionals in settings working with children on the autism spectrum. http://www.aettraininghubs.org.uk/early-years/eyacf ​
  22. Hi, can anyone recommend training for SEN and inclusion? Thanks, Lisa
  23. Hello, I have a group of children in my EYFS class that are struggling with psed objectives. Has anyone got any ideas of how I can bump them up?
  24. safeguarding concern

    Please could someone clarify for me how you have included the new Starting Point advice and referral system in their procedures and practice. I have been told conflicting advice. Is starting point for us to phone if we have a minor safeguarding query or SEN query over a child? From my understanding we are to 'go through" starting point for a referral? County told me that we now phone Starting point instead of CALL Derbyshire but Starting point said we are still to phone Call Derbyshire if it's high risk. I'm so confused!!! The more I look into it the worse it gets! Where on earth does Local Authority Designated Officer come in?! Please help, I am nearly bald!!! Thank you in advance xx
  25. Hi, I am an Early Years SEN Advisory Teacher with an MA (SEN) Education. I am currently doing a PhD research project which includes developing and supporting a site for EY practitioners which helps them progress the children in their settings who present with SEN. The site has lots of SEN resources for practitioners and parents via menu tabs and also links to training. Practitioners can also talk to other practitioners who are on line at the same time through the ’chat’ function. There is also a ‘Pinboard’ where practitioners can ask their own questions in order to get individual advice. If you could ‘pin’ a question here to be answered that would be great. It would be really appreciated if you as EYFS practitioners joined the site- used it – and gave me feedback on the way. Below is an invitation link to the site which is called EYFS – SEN http://eyfs-sen.ning.com/?xgi=xjdTAjq2JYnzf7 Many thanks. ​ EYFS - SEN-info 10.01.16.docx