Leaders and ManagersNetwork Meeting

6th March 2014

9.30-11.30 am

Agenda

• Welcome & Introductions

• EYFS Networks

• Training Plan

• Ofsted

• Transition document

• Messages from school & good practice transition

• Early Help Record

EYFS Networks

19th March : Ladybird Children’s Centre

26th March : Moredon Children’s Centre

Focus: Communication & Language

Training

New Early Years Educator qualification

From September 2014

Grade C minimum in English & Maths GCSE

EYFS amendments

Ofsted Inspections

• Safeguarding & Well-Being

• Leadership & Management

• Teaching & Learning

Safeguarding and Well-Being• Staff knowledge

• Secure attachments & emotional needs

• Care practices

• Physical exercise and healthy diet

• Transitions

• Understanding risks

• Behaviour management

• Safe & welcoming

• Motivated & engaged

Leadership & Management

• Provider is involved and fully responsible

• Safeguarding & welfare requirements

• Educational programmes & planning

• Rigorous self-evaluation

• Well-focused improvement plans

• Effective staff supervision

• Trainees & students

• Tackling underperformance

• CPD opportunities

• Deployment of staff-qualifications & skills

• Effective partnerships

• Sharing information

• Monitoring children’s progress

• Interventions where necessary

Meeting Children’s Needs: Teaching & Learning

• Planning-Prime & Specific Areas

• Engaged & motivated

• How children are supported to develop & learn

• High expectations

• Meeting individual needs

• Key Characteristics of Effective Learning

• Practitioner’s ‘Teaching’ facilitates learning

• Quality of teaching-consistent

• Focus on C&L , PD and PSED

• Practitioners have secure knowledge

• Assessment on-entry

• Ongoing assessments demonstrate progress

• Challenge

• Flexible routines

• Indoor & outdoor learning opportunities

• Two-year progress check

• Planning for transition to school

• Key Person system-parents involved in assessments

• SEN and children with additional needs making appropriate progress

• Equality Act 2010

Typical Range of Development• Age of Child

• Additional Needs

• Circumstances

• Attendance

• 40-60 months on transition to school

TeachingEarly Years Educators…

Many different ways in which adults help young children learn. Includes…

• interactions during planned and child-initiated play,

•communicating and modelling language

•Showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling,

• providing a narrative for what they are doing

• facilitating and setting challenges.

• Takes into account equipment and the physical environment as well as structure and routines

• How practitioners assess what children know and can do as well as take into account their interests and ways of learning

• Use this information to plan children’s next steps in learning and monitor their progress

During the Visit:documentation

• DBS records

• Recruitment records

• Qualifications

• Training plan/CPD records inc. safeguarding

• Induction records

• Planning & assessment documents

• Complaints record

• Medical policy/accident book

• Self Evaluation

• Development plan

• Actions from previous Inspection

The Visit

• Meet Provider

• Talk with parents

• Tour

• Observations of practice

• Case track

• Leadership & management meeting

• Arrange feedback

Time for Discussion..

‘Moving On’ Document..

• General information pages

• Summary page

• Request ‘gaps’ sheets

• Learning journals

• Add date

• Assessments are inconsistent

• Phonics and aspect 7

• PD weak – hand skills/fine motor poor

• SEN guidance

• Good links and communication with feeder settings

• throughout the year

• Inviting children and staff to visit in terms 5 & 6

• Visits to settings

• Transition meetings for SEN in term 5

• Networking opportunities

• Involving parents

Early Help Record

Family Contact Point

01793 466903

FCP@swindon.gov.uk

Next Meeting…