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Attended Floppy Phonics Training September 2022.

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I have taken initiative in timetabling interventions for students within FS2 who would benefit from Communication and Attention support. I have been in communication with the Inclusion Team who have provided access to training for me to gather resources and track pupil progress throughout sessions.

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Amy Hesketh - 28.9.22 Lesson Observation

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Certificate for AMY HESKETH in KHDA Mandatory Professional Development

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Sarah Wright- To explore the science and research behind behaviours that demonstrate conformity and how we, as teachers, have the skills to challenge these. To be able to build a culture of student agency in your classroom, and to establish effective self-regulation practice.

Sophie Cox- How to promote student engagement and create positive behaviour for learning in the classroom through building connections with students. Staff will explore techniques which can be used in the classroom to promote student engagement. A bank of tools for quick wins to re-engage students and gain the desired behaviour for learning. Engagement=Management!

Ravinder Virdee- To promote student engagement with HPL in understanding their LO and Success criteria. Staff can confidently recall the HPL actions and know how to use these to promote engagement with understanding the key skills required in a lesson when outlining the LO and success criteria

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The opportunity to go and see other teachers within the department to grow my own practice. This included taking inspiration from other FS1 teachers morning routines to make more cross curricular links. And also observing FS2 Phonics lessons in preparation for delivering Phonics to my FS1 class.

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Guided Reading training within FS Department to share the importance of teaching elements of a good reader within small group environments in the classroom. Different ideas and modelling of how to prepare for and present the Guided Reading sessions with the children dependent on their current levels within reading. e.g. trapping pictures/words/titles and tricky words and the use of resources within the session.

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Supported the Stay and Play on Saturday 25th February to welcome new FS students and their parents in to school for morning sessions. An introduction to the setting and some of the staff. I completed observation forms on what I could see in terms of their the children's current development points- e.g. counting, fine motor, behaviour etc. Had discussions with parents regarding any information we needed to know about the child such as are they toilet trained.

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I co-wrote and presented a part of the Inclusion Action Team presentation. We spoke about the progression of the Communication and Language across FS1 and FS2 with the interventions and resources we have in place across the provision.
e.g. Spark your Speech, Timetables/Now and Next boards, Bucket Time...

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Completed Element 4.3: Questioning Great Teaching Toolkit training for professional development.

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Met with new students and parents- Saturday 24th February 2024. Opportunity to interact with and observe FS students joining WIS next academic year. Completing observation forms linking skills observed to EYFS Prime Statements and any areas of concerns for follow ups with students. Supporting the department in preparation for academic year 24/25.

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The children have been introduced to mindfulness sessions during carpet time where we follow a guided meditation of 5-7 minutes. With a focus on breathing techniques and calming strategies. Overall improving behaviour for learning for the next lesson as the children are having the opportunity to be calm and refocus.

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Following the WIS Teddy Bear policy and implementing it within the classroom- so far naming our bears, drawing our bears, learning about and using Zones of Regulation (also making links with GroWell lessons). "I love my teddy bear" song which we use as a mindful activity during carpet time, the children learning to make their bear feel safe, how they link that with their own feelings and their friends feelings today. Cross curricular links with PSED and WIS Jewels of Kindness.

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At mid-review point- 12/21 children can write their names independently (58%)

Focused name writing interventions in place for the children who are on the cusp of achieving this- 6 on track to achieve which will bring total percentage at the end of Term 3 to 86%.

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Attending the department Tales Tool Kit PD in which I have implemented using the four symbols during story time. I am using signing to link the language to the symbols for further understanding for the children.

It is now becoming embedded into Literacy lessons through the work we are completing with the children. See example of developing it and using it to challenge the children through their communication and language skills too.

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Independent writing area for the children to access during CP. Created to ensure the children always have the opportunity to practice and develop their writing skills whether it be letter formation or phonics. Activities range from the children who are being challenged to segment and blend and those who are continuing to work on their fine motor skills in order to strengthen their pincer grip, whilst also link to learning their sounds.

Term 2 phonics assessment to be carried out next week to further inform WISdom tracker for the beginning of Term 3.

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Term 2 we introduced the Curiosity Cube to the classroom which changes every one to two weeks depending on the link to the topic. During lessons I will use the cube as a hook for the children to look at and share ideas with each other modelling the use of language what, how and moving onto why to challenge them.

We also link the cube with Tuff Trays (see below) to further questions and understanding.

Other examples since introducing the curiosity cube are Chinese New Year, the life cycle of a butterfly and also phonics links when we began introducing Level 1+ sounds.

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Embedding Show and Tell sessions into the classroom, with the support of parents sending in photos and objects from home linking to topics and has really developed the children's curiosity in class (and at home!) With feedback from parents during drop off and pick up of the children wanting to continue their learning at home. Sharing what they have learnt in class with parents and asking lots of questions at home too, as well as in the classroom. Children spontaneously bringing into school items from home with a meaningful link to the topic in class- wanting to share with me and their peers. In general we have lots more curious students in the class who are using real life links from home to deepen their learning.