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Found 521 results

  1. 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!
  2. 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!
  3. 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.
  4. 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
  5. 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?
  6. 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
  7. 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
  8. 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
  9. 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
  10. Overcoming shyness and selective mutism

    Overview Children’s communication and language development is fundamental to all other areas of learning, but in particular links closely with personal, social and emotional development. Confidence, self-esteem and social skills has a significant impact on children’s ability to communicate. Children who experience shyness, selective mutism or social anxiety, will find communication and interactions very challenging. Learning outcomes This course will support practitioners to: consider reasons why some children are reluctant or unable to speak develop their understanding of what selective mutism is examine the factors that may contribute to selective mutism and shyness consider strategies to support children with chronic shyness and selective mutism, as well as to discuss strategies that are not helpful consider a range of practical ideas to support all children’s communication and language development explore ways in which parents and practitioners can work together For further details and to book
  11. 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
  12. 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. Further Details and booking
  13. 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
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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
  20. Sing a song, tell a tale

    Overview This practical session is full of creative ideas for songs and stories, and how to combine them with drama, music and movement. With ideas for a range of ages, participants will practice different strategies and build their confidence in a friendly, supportive atmosphere. We’ll also consider how these experiences can promote young children’s characteristics of effective learning, and support ‘school readiness’ in positive, child-centered ways. Learning outcomes The day will include: Songs and musical games – inspirational ideas to suit a range of different ages to take away and use immediately Movement and drama – how to structure short groups, plan the right material and deal with difficulties Story-making – using well-known or made up stories based on children’s interests as a basis for movement, songs and music Making links to areas of learning and development, and in particular how these themes support young children’s personal, social and emotional development For further details and to book
  21. Persona Dolls

    Overview An introduction to the persona dolls and their stories Promoting inclusion, equality and emotional literacy through persona dolls Observing the doll being used Sharing stories and ideas An opportunity to borrow a doll to trial in your setting Learning outcomes By the end of the course participants will be able to: identify uses for a persona doll in their setting tell a story using a persona doll. For further details and to book
  22. Makaton Beginners (2 days)

    Overview This workshop provides a comprehensive and enjoyable introduction to working with the Makaton Core Vocabulary. The aim of the course is to familiarise participants with the introductory concepts and the history and development of Makaton. Learning outcomes By the end of this course learners should understand: What Makaton is How Makaton started The origins of the signs used in Makaton What is meant by Makaton symbols The range of Makaton symbols How widely used Makaton is Why signs and symbols may be useful when communicating with people with Learning Disabilities The issue of Makaton possibly discouraging speech How signs and symbols might be used in the work place How to communicate key phrases using Makaton How Makaton fits in with other signing systems such as BSL BSL and its alphabet, especially with reference to being able to identify themselves and others in the workplace by using sign names How to use signs and symbols in assessing the needs and wants of service users who use Makaton For further details and to book
  23. 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: Early social-emotional development. Understanding how children learn both positive and inappropriate behaviour. Strategies to promote social and emotional competence. Gathering information to plan more intensive individualised interventions. Functional analysis/ABC Charts. Writing Support Plans for this area of need. Special consideration for children with attention, sensory and social communication difficulties. 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
  24. Overview These sessions aim to: enable early years providers to identify and address special educational needs in their settings provide a range of strategies and approaches to further develop good inclusive practice in settings clarify roles and responsibilities set out in the SEN Code of Practice Who should attend? SENCOs and managers in early years foundation stage settings. Other early education practitioners interested in developing their SEN knowledge and practice with a view to considering a SENCO role in the future. Early years foundation stage school staff. All three sessions must be attended. Session 1: Setting the Scene General Good Practice SEN Code of Practice and SEND Reforms Benefits of inclusion The Graduated Response (Assess) - Identifying children with SEND Role of Senco Session 2: Providing and Managing SEN Support The Graduated Response (Plan, Do, Review) - providing support for children identified with SEND Recording SEN support – looking at different examples of SEN Support Plans Writing SEN Support plans including devising ‘SMART’ targets and planning strategies Task analysis – making targets achievable by breaking tasks down into small steps Using the Early Years Developmental Journals to help identify targets Session 3: The Wider Picture: Working with Others Reviewing SEND legislation – The Children and Families Act 2014 and The Code of Practice 2014 Roles and Responsibilities in Early Years settings Using the SEN and Disability in the Early Years Toolkit (Council for Disabled children) Parent’s perspective - working in partnership; including the Kübler-Ross model ‘The Five Stages of Grief’ Working with other agencies Statutory Assessment process and Education, Health and Care Plans Equality Act 2010 - Disability discrimination and key duties Learning outcomes By the end of the course you will be able to: Gather information to aid early identification of children with special educational needs Analyse a child’s strengths and needs to aid programme planning Use a range of strategies and approaches to effectively support children with special educational needs Record targets, support and outcomes for Individual Education Plans Understand the roles and responsibilities set out in the SEN Code of Practice and the implications for your setting For further details and to book
  25. This workshop will support those practitioners who lead the learning of two year olds to explore theory and brain development to support the emotional needs of two year olds. Leaders will discuss the organisational implications of the key person approach and how they can successfully support practitioners to provide a strong emotionally secure environment. For further details and to book
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