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Early years child development training : Home page

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Putting the EYFS Curriculum into Practice:  Julian Grenier's 2023 keynote at Newham's EY Conference

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https://www.youtube.com/watch?v=L-jao1Cu6CA

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What is Typical Speech Sound Development? (Full length video)

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Report a Concern about a Child - West Sussex SCP

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Assessment beyond levels in the early years: improving learning for all children

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The DFE published the revised Development Matters in September 2020 so that the sector has a full year to get used to the new document b…

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Curriculum and the problem with next steps - Julian Grenier | The Famly Interview

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Try our Bookfinder

Looking for funny books, science books, sporty books... or something else altogether? Use our Bookfinder to search thousands of children's books by age group and theme, then read our reviews to find out more.
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Find out all about Bookstart, our early years programme offering free books for every child at two key stages before school.

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BookTrust's best books for 0-5s by age | BookTrust

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Looking for a brilliant book for your baby, or the perfect present for a 3-year-old? Look no further. We've created tailor-made lists of some of our favourite books for every age up to five years old.

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Help for early years providers : Exploring language

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Children’s speech develops from babble, to words, to simple sentences through hundreds of hours of interactions with adults. Studies show that once babies begin to understand words their vocabulary increases quickly:

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No.7  Your Questions Answered: What do Ofsted want to see?

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In this informative Teaching Wiki, you can find out all about the 3 I's in the EYFS. Discover what Ofsted's 3 I's stand for, how they work specifically in early years settings and how they can inform practice and planning.

Download FREE teacher-made resources covering 'The 3 I's In Early Years'

What are the 3 I's in education?

The 3 I's in education come from the 2019 Ofsted Inspection Framework. They stand for:

The 3 I's will be used in order for Ofsted to make a judgement on the setting's quality of education.

How are the 3 I's measured in early years?

For early years settings, the inspection guidance and detailed information relating to the 3 I's can be found here: Ofsted: Early Years Handbook. This will help settings to understand the importance of the 3 I's and how they relate to everyday early years practice.

Planning in the Early Years

In the early years, it is already common for settings to follow a 'plan, observe, assess' type planning cycle. This information was presented in the previous non-statutory guidance document, Development Matters (2012).

Although, that document has since been replaced by this Development Matters 2020 Non-Statutory Curriculum Guidance for the Early Years Foundation Stage (New EYFS 2021), the planning cycles in early years may well be based on the same principles.

The ways in which early years settings plan, observe and assess fits in very well with the 3 I's. In order to truly understand what exactly the 3 I's are in early years, and how they relate to planning cycles, let's look at each one in more detail.

Intent

The purpose of the intent element of the 3 I's is for practitioners and leaders to ask WHAT exactly a child in that setting needs to learn, to know or what that child needs to do in the seven areas of learning and the Characteristics of Effective Teaching and Learning (in other words: the curriculum).

Similarly, the intent element also expects practitioners and leaders to ask themselves WHAT a child needs in order to succeed in life, which relates to 'cultural capital'. Ofsted define cultural capital as being 'the essential knowledge that children need to prepare them for their future success.' This relates to some children entering early years settings with a different level of experiences than others.

According to Ofsted guidance, the intent element allows practitioners and leaders to decide WHAT experiences children need in order to experience the 'awe and wonder' of the world through the seven areas of learning. Ofsted are clear that they expect settings to use their curriculum to enhance learning, and this is especially important for disadvantaged children.

For further guidance relating to cultural capital, feel free to read this fantastic Twinkl teaching Wiki: Cultural Capital (EYFS)

In short, Intent is deciding WHAT a child needs to learn through an ambitious curriculum in order to gain the knowledge and skills they will need to be successful in life.

Implementation

The second I stands for implementation. This relates to HOW these plans will be delivered in your setting. In order for this to happen, practitioners and leaders need a solid understanding of the seven areas of learning and the ways in which young children learn best.

Implementation covers every aspect of the HOW the intent is delivered and encompasses resources, experiences, modelling, teaching, discussions and interactions so that each child makes progress with the seven areas of learning.

Examples would include, practitioners needing to be very clear in their teachings and interactions with the children, and use their time well to correct misconceptions and to confirm children's level of understanding. Another example is practitioners introducing unfamiliar vocabulary into everyday conversations to expose children to new language opportunities.

Implementation also covers practitioners sharing information about a child's progress with their parents and carers and discussing suitable next steps and ways to support the child's learning at home.

Impact

The final 'I' in the 3 I's is impact. As you would imagine, this relates to OUTCOMES. This is where practitioners and leaders reflect on the success of the previous two I's. To do this, they will measure progress in terms of what that child can do that they couldn't do before.

Another area of impact that practitioners will be looking at is that a child is developing knowledge around the seven areas of learning at an age appropriate level.

Looking at the outcomes will often allow reflection and prompt the cycle to begin all over again, as this is usually how planning works within the early years. How you move forward will always depend on what has come before.

It is a good idea as an early years practitioner to become super familiar with the Statutory framework for the early years foundation stage (New EYFS 2021)

This will enable you to develop a deep understanding of teaching and learning across the seven areas of learning, as well as a great understanding of the characteristics of effective teaching and learning (CoETL).

Knowing this key information will enable you to understand the rationale behind the 3 I's and this will form the basis of discussions regarding your reasoning behind everything you do in your setting with Ofsted inspectors during a routine inspection.

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What are the 3 I's in Early Years - Wiki - Twinkl - EYFS

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Find out what Ofsted's 3 I's stand for in our teacher wiki, how they work specifically in early years settings and how they can inform practice and planning.

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Non-statutory curriculum guidance for the early years foundation stage.

Applies to England

Documents

Details

Development Matters offers a top-level view of how children develop and learn for all early years practitioners, including:

childminders

staff in nurseries

nursery schools

school nursery and reception classes in school

The guidance can help meet the requirements of the early years foundation stage (EYFS) statutory framework.

Thank you for your feedback

Report a problem with this page

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Non-statutory curriculum guidance for the early years foundation stage.

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Early years foundation stage (EYFS) statutory framework

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The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5.

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Guidance to provide support for early years practitioners when completing the early years foundation stage (EYFS) progress check at age 2.

Applies to England

Documents

Details

This guidance is for early years practitioners working with children aged between 2 and 3, including:

registered childminders

nursery schools and nursery classes

other early years settings

It will help early years practitioners to:

review a child's development and progress in the 3 prime areas of learning and development in the EYFS framework

identify any areas of concern or additional development needs

work with parents and other professionals to put in place appropriate support and intervention

The guidance informs, supports and offers suggestions. It does not replace the professional judgement of practitioners.

It should be read alongside Development Matters which sets out how children develop and learn.

What to expect in the early years foundation stage: a guide for parents can support practitioners to help parents find out more about their child's learning and development in the EYFS.

Thank you for your feedback

Report a problem with this page

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Guidance to provide support for early years practitioners when completing the early years foundation stage (EYFS) progress check at age 2.

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If your child is under the age of 5 and attends a childcare provision they will be looked after and educated by early years professionals who understand how children develop and learn.

You may choose to send them to a pre-school, a nursery or a childminder, your choice will depend on what you think is best for your child and what is available in your local area.

One thing that your child's early years provider will have in common is that they will all have to meet the requirements of the Early Years Foundation Stage (EYFS).

What is the Early Years Foundation Stage?

The EYFS was introduced in 2008 and is how the Government and professionals working with young children describe the important stage in a child's life between birth and age 5.

The EYFS has been updated several times over the years, to take account of current research into how young children learn and develop, and government policy related to children and families. The most recent version of the EYFS came into force on 1 September 2021.

Nurseries, pre-schools, and childminders (early years providers) registered with Ofsted or a Childminder agency, must follow the EYFS framework. They are registered and inspected by Ofsted to ensure the quality and standards of their provision. Because the EYFS goes up to age 5, this includes Reception classes in school too.

Ofsted's role is to establish whether the early years provider is meeting the requirements of the EYFS and decide on whether they remain suitable for registration.

The EYFS is a legal document and any failure to meet a requirement of the EYFS may result in action being taken by Ofsted.

Children learn and develop rapidly from the moment they are born.

The home is the first environment where play and learning take place, supported by parents and other family members. Babies learn to crawl, walk, and talk, they begin to interact with people and the environment around them.

Their brains develop rapidly in the early years and create vital foundations for learning throughout life.

Research confirms that the experiences that a child has in the early years has a significant impact on their future life chances and that high quality early years care and education makes the biggest difference to every child.

The EYFS provides a framework that 'sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children's 'school readiness' and gives children the broad range of knowledge and skills that provide the right foundation for good progress through school and life'. (EYFS 2021)

The EYFS has three sections:

Section 1 Learning and development describes what early years providers must do to promote the learning and development of all children in their care in seven areas:

communication and language

physical development

personal social and emotional development

literacy

mathematics

understanding the world

expressive arts and design

The first three areas listed are described as the prime areas of learning and development because they are closely linked to a child's brain development in the first three years of life.

The following four areas are described as specific areas of learning that develop when parents and early years educators know what they want children to learn and create the right opportunities for learning to take place.

The activities and experiences (educational programmes), that early years settings provide are based on a child's individual needs and interests.

The emphasis is on learning through play because 'play is essential for children's development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems' (EYFS 2021).

Section 2 Assessment describes how children's progress is recognised.

There is additional guidance that supports the EYFS to help educators to recognise and interpret where a child is in their learning journey. The additional guidance is not intended to be a checklist that educators use to track a child's development by ticking off one stage after another.

Learning does not progress in a set sequence of events which is why educators observe children constantly and use their professional knowledge to identify the areas of learning that a child is secure in, what they need to know next, and any areas where they may need additional support.

Assessment is not all about paperwork and written reports, but the EYFS expects that 'parents and/or carers should be kept up-to-date with their child's progress and development' and discuss any additional needs with you and any relevant professionals, for example, if your child appears to be struggling with their speech and language, your child's key person may suggest that they would benefit from being referred to a Speech and Language Therapist.

There are three formal assessment points in the EYFS:

the progress check at age 2 when you will receive a short, written summary of your child's development in the prime areas

the Reception Baseline Assessment completed by your child's school within the first six weeks of them starting reception, and...

assessment at the end of the EYFS - the Early Years Foundation Stage Profile (EYFSP) which is completed in the final term of the year your child turns five. The profile is assessed against a set of early learning goals for the seven areas of learning and development that the early years educators have been supporting them towards.

Section 3 the safeguarding and welfare requirements explain what providers must do to safeguard children; ensure the suitability of adults who have contact with children; promote good health; manage behaviour; and maintain records, policies and procedures (EYFS 2021)

How are parents involved?

Early years educators are professionals who understand how children learn and develop, they are appropriately qualified for the role they undertake and continue to update their skills and knowledge.

They understand that you make a vital difference to children's outcomes which is why the EYFS places a strong emphasis on the importance of working in partnership with parents.

A two-way flow of information between you and your child's key person helps to ensure that your child gets the best possible care and learning.

What you do at home with your child makes a big difference.
By Melanie Pilcher Photo by Atikah Akhtar on Unsplash
Useful links

The Early Years Alliance (which runs Family Corner) has a wide range of fun and educational family activities to support your child's learning and development.

We also have the Alliance's YouTube Channel with more than 100 videos of activities, songs, stories and crafts for children aged 0-5yrs.

The channel also includes some video tutorials for parents showing you how to support your child's literacy and numeracy at home.

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A parents guide to the Early Years Foundation Stage (EYFS)

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An introduction to the Early Years Foundation Stage for parents If your child is under the age of 5 and attends a childcare provision they will be looked after and educated by early years professionals who understand how children develop and learn.

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The West Sussex Local Offer helps you find information about local services, support and events for children and young people aged 0 - 25 years who have special educational needs or disabilities (SEND). You can also find childcare via the West Sussex Family Information Services website.

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The West Sussex Local Offer is a fast, easy way to find local services specialising in educational needs, disabilities, education and more.

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Birth To 5 Matters – Guidance by the sector, for the sector

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Information for early years practitioners about stronger practice hubs.

Details

This guidance is for practitioners who are seeking information about the early years stronger practice hubs programme and the hubs that have been established in every government office region across England.

Hubs support other early years settings to improve outcomes for children in their local community, specifically focusing on those areas that were most affected by COVID-19:

personal, social and emotional development

communication and language

early literacy and maths

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Information for early years practitioners about stronger practice hubs.

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The goal of early childhood education should be to activate the child’s own natural desire to learn - Maria Montessori.

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A collection of learning focusing on coaching and mentoring skills.

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You might think that gifted people deliver great speeches in front of an insane crowd. They are confident because they are always like that.

Is it like that?

They are not born public speakers, representatives, or anything that demands confidence. They acquired, adopted, and took up. No doubt, anyone can do it if they are willing to learn.

You might be an introvert from the past couple of years or maybe from way before that. But you cannot live with it if you want to excel in life. Yes, it is possible to develop and increase confidence. And if you believe in yourself, you can be the next great public speaker, representative, or leader. Understand and implement the below-mentioned keys. And yes, you can be the one!
Simple Ways to Increase Your Confidence
Simple Ways to Increase Your Confidence

Here are mentioned some of the simple ways you can follow to boost your confidence and improve self esteem.

Stop Blaming Yourself: Accept what you are

You can win any battle if you believe in yourself. The low confidence in personal life has a cruel genesis. It starts with blaming, finding faults in yourself, and then moving to insult you. This process never ends, and you begin losing self-trust.

Very few people understand their actual value. They accept themselves with all their good qualities but never reject themselves for the bad ones.

It is not only you who has problems. But people know their way to solve it confidently instead of blaming themselves. I'm not good-looking, not tall, not fair, fat. Instead of focusing on attitude, approach, and knowledge, we waste our time and minds on unchangeable things.

Search for the good things you have and develop a habit of improving them. If you are going to reject yourself, how can you expect someone else to accept you? This is the biggest reason for self-confidence.

Think Positive: Confident approach

Positive vibes have positive effects. If you develop a habit of thinking differently, which gives positivity, then it will fill you with self-esteem. Psychology says our thinking decides our deeds. If you adopt a positive approach, you will start loving the companionship of positive people. A mini negative thought can even last longer. If it occupies your mind and time, then it will destroy your hope of living.

A negative thought can rest a long-lasting spell of depression on people. Some of them lose the hope of living, and the rest lose the confidence to come out of it. There is no reason for fear. Face the situation, and you will find out the solution. It is the best way to deal with situations and way better than thinking negatively and restricting yourself within your thoughts. Think positive; there is no problem, which is unanswerable or unsolvable.

Tryout yourself: Move Out of Your Comfort Zone

You can discover where you are the best and where not. If you set a comfort zone having everything, then you will remain unaware of the limitless qualities you have. Do not restrict yourself within your comfort zone. These habits kill the special abilities you have. Explore different things, and try out yourself.

Most of us decide what we can and what we can not before trying it actually. You can discover ranges, scopes, and abilities you have only after trying different things.

You could probably be a better singer; who knows, and maybe you will become a good speaker.

Maybe people like to see you dance or listen to your speech. Anything is possible. Have you ever tried to come forward?

Have you given yourself a right chance?

First, you have to get out of your comfort zone and find out the best you can do.

Get Out of Comparison with Others

Comparing yourself with others is way more dangerous than not accepting yourself. You have to understand that every individual is not the same. If you put little stress on observing everyone, you will find that there will be some such quality in you that no one else has.

When your mind starts pretending that others are more worthy than you, it becomes the concrete step towards losing faith in your abilities. The situation came to be worse when comparison became the most prominent barrier before your confidence.

Get out of comparison and observe your abilities. Focus on the things related to yourself, and pay less attention which distracts you from your self-esteem. Compete and compare only with yourself. Defeat your last achievement and set a new milestone, but never ever compare with someone else.

Acquire knowledge

A person will be the most confident creature if he has knowledge about the thing he is dealing with. Knowledge reduces the trace of fear. If someone has mastery over a skill, then he can fearlessly deal with his competitors.

If you know how to do something skillfully, you become free from the thought of losing in that work. If we are doing something and have years of experience in it, we gain confidence in dealing with the task. For example, a taxi driver has 10 years of experience driving his car, which means he is confident in his driving.

Knowledge is equal to confidence. Lack of confidence doesn't mean a lack of knowledge. But you are pushing yourself to express knowledge before the world.

Outfit Matters

Yes, outfit matters. You are having an oversized jumpsuit, which you hate the most. And you are asked to attend the most important meeting of your life in those outfits. Would you be confident in that meeting?

No, of course, rather a well-fitted blazer and pants should work.

Research studies have proven that stress hormones are reduced when you have a comfortable and favourable dress-up. If the suit comfortably relates to your atmosphere and you enjoy wearing it, it builds up positivity. All of a sudden, you start thinking positively about yourself. And just because you believe that you are looking good in these pairs of suits, you actually become confident about it.

Conclusion

No one can make you do something if you are not willing to do it. Adopting a confident approach in everything is not a cakewalk, but neither a rocket science. Believe in your skills and believe in yourself. Jump into the situation because people rarely notice your flaws when you confidently showcase your talent.

The present scenario has turned into a competitive one. No one is going to ask you to grab the opportunity, and you have to stand up and grab it for yourself.

FAQs

How to increase your confidence?

Some of the simple ways to improve your confidence are:

Stop Blaming Yourself: Accept what you are

Think positive: Confident approach

Tryout yourself: Move Out of Your Comfort Zone

Get out of comparison with others

Acquire knowledge

Outfit Matters

How to improve self-esteem?
Simple Ways to improve Your Self-Esteem:

Use positive affirmations correctly

Think good things about yourself

Learn to accept compliments

Never criticize yourself

Stay physically active

Stay away from negative people

Surround yourself with people who make you feel good

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How to Increase Your Confidence in 2022?

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Learn How to improve your confidence in 2022 to give it a good start. Here are some of the best ways you can boost your confidence & self esteem.

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Childminders paperwork and how the inspection will look

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Childminders paperwork and how the inspection will look

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Early years foundation stage (EYFS)

Should I store my paperwork in a folder marked 'Ofsted'?

You should use whatever approach to paperwork suits you. You are free to file it however you like.

Paragraph 2.2 of the EYFS framework sets out the requirements for paperwork related to assessment. You should not need to take prolonged breaks from interacting with children in order to carry out assessments, and assessments should not require excessive paperwork. You should draw on your knowledge of the child and your own expert professional judgement.

Childminders registered on the early years register ( EYR) only are required to have policies and procedures as set out in the EYFS, including procedures for risk assessment. While they are not required to have written policies, they must make sure that they have effective procedures in place, as set out in the EYFS. They must ensure that any assistants are aware of, and follow, the statutory policies, and can explain them to parents and others when requested.

Childminders registered on the childcare register ( CCR) only, or in addition to the EYR, are required to have some written policies. Full details on these requirements can be found in Childminders and childcare providers: register with Ofsted.

Each inspection is unique, and inspectors will only ask to see evidence they consider appropriate to that individual setting. This is usually determined by their observations of teaching and learning. The paperwork most often requested is listed in the 'Notification of inspection' section of the early years inspection handbook, but it is unlikely that an inspector will want to see all of these documents at every inspection.

How will inspectors consider the progress children make at my setting?

Ofsted considers the curriculum as a progression model. By progress, we mean that children know more, remember more and can do more of what was intended in the curriculum.

In early years, progress might mean:

for example, knowing the sounds of farm animals, knowing that an oven gets hot, knowing the meaning of countless words or knowing what facial expressions suggest

'know how' - for example, knowing how to hold a pair of scissors, knowing how to catch a ball, knowing that we should take turns and how to do so, knowing how to dress and undress a doll and knowing how to hold and turn the pages of a book

knowing behaviours and habits for the future - for example, knowing to look at the teacher, knowing phrases such as 'kind hands' and 'tidy-up time', knowing to listen when others speak and knowing that we sit when listening to stories

We can say that these have been learned when they are remembered.

Inspectors will want to find out about the curriculum you provide for your children. This sets out what you want the children to learn while they are with you. Inspectors will be interested in what you teach children, and what children can do, know and remember as a result.

Will inspectors expect me to show the progress of a child tracked against 'Development Matters'?

No. It is up to you how you assess children's progress. Inspectors will not ask to see any internal tracking or assessment information. Our inspection handbook sets out how we will gather evidence through observation and discussion during an inspection.

Ofsted inspects childminders in line with the principles and requirements of the EYFS. You may find it helpful to use 'Development Matters', but we do not inspect against this, as it is non-statutory guidance. When writing inspection reports, inspectors will not usually refer to specific guidance you choose to use, but rather how well you are providing the curriculum for children.

Inspectors will want to find out about the story of a child, including:

what they knew and could do when they started at the provision

what they can do now and how you helped them to learn it

what you intend for the child to learn in future, so that they are ready for their next stage

As stated in our handbook, inspectors do not expect to see documentation other than that set out in the EYFS framework. They will use the evidence gathered from discussions and observations to judge the overall quality of the curriculum provided for children.

Will inspectors prefer to see paper assessments rather than those recorded electronically?

No. Inspectors will not be looking at assessment information during inspections. The EYFS does not prescribe a way of carrying out or recording assessments. Assessment needs to be effective and help children's learning, development and progress.

Paragraph 2.2 of the EYFS framework sets out the requirements for paperwork related to assessment. You should not need to take prolonged breaks from interacting with children in order to carry out assessments, and assessments should not require excessive paperwork.

Do childminders need to produce a curriculum map?

No. We are keen correct this misconception! We are clear that what children learn in the early years is incredibly important for their future success.

The EYFS 's educational programmes provide the framework for the curriculum. It is for you to decide how to expand, extend and broaden these. It is for you to decide what guidance to use when developing and shaping your curriculum, and for you to decide how to talk about the early years curriculum with inspectors. Some childminders may choose to map this out, but others may present what they do in a different way.

Inspectors will want to know how you design an ambitious and well-sequenced curriculum that prepares children well for the next stage of their education. You will be asked:

what you want children to learn and why

how you are helping children know more and remember more

how you measure this success

We use 'knowing more and remembering more' for all areas of learning in the EYFS. Physical development, for example knowing how to balance on a wheeled toy or knowing when to use the toilet, are just as important as knowing, remembering and understanding more words.

Our inspection handbook makes it clear that curriculum planning does not need to be in any specific format. It is up to you to determine the format of your planning, and to justify these plans based on what you want children to encounter, explore and learn in the setting.

I care for children before and after school. What type of inspection will I have?

The type of inspection you will receive is set out in part 3 of the early years inspection handbook, 'Applying the EIF in different contexts'.

Does Ofsted expect me to use formal language when speaking with children?

No. Ofsted does not have set expectations about what words you use. However, inspectors will check that you are meeting the communication and language requirements set out in the statutory framework for the early years foundation stage. Inspectors will check whether children are experiencing a language-rich environment and an accurate use of words over time. Informal words or less accurate words may form an occasional part of this, such as 'doggie' when talking about a dog or 'ta' for 'thank you', when helping a child move from using a familiar informal word to a more accurate one. As a result, an inspector would not judge a provider negatively solely on the occasional use of informal language. However, it is important that children are exposed to accurate use of language over time. In our inspection handbook, we explain that inspectors will evaluate whether practitioners communicate well to check children's understanding, identify misconceptions and provide clear explanations, in order to improve children's learning.

Inspection practice

Will I always have notice of my inspection?

Ofsted can carry out inspections without notice. No-notice inspections normally, but not always, take place when a childminder was judged inadequate at their last inspection, or when someone has raised concerns that a childminder may not be meeting the requirements of the EYFS.

How long will my inspection take?

Inspectors will normally be on site for about 3 hours. If the inspection is likely to take longer, for example if you are responsible for taking children to school and/or collecting them from school, or you work with assistants, then an inspector will discuss this with you.

How should I use 'Part 3 - Applying the EIF in different contexts' when preparing for my inspection?

You should read part 3 alongside parts 1 and 2, which set out inspection principles and methodology.

Part 3 sets out the differences between inspections of childminders and inspections of other settings. It also gives specific guidance on inspections of childminders, which includes how inspectors will gather and record their evidence. For example, it describes what a 'learning walk' looks like in a childminder's setting.

We made this change following feedback, from across the childminding sector, that previous editions of the early years inspection handbook did not set out clearly enough how we inspect childminders under the EIF.

What should I expect from the 'learning walk'?

The learning walk will take place in the rooms where you provide care and education to children. This gives you an opportunity to explain how you organise the early years curriculum.

How will inspectors look at leadership and management?

You should have an accurate view of the quality of your provision and should know what you need to improve. You do not need to produce a written self-evaluation, but should be prepared to discuss with inspectors the quality of education and care you provide, and how well you meet children's needs. Inspectors will consider how well you evaluate your provision and know how you can improve it or maintain its high standards.

After the discussion there will be opportunity during the inspection to follow up any matters discussed. To check the accuracy of your view, inspectors will observe children learning, the caring and teaching taking place, and the safety and suitability of the premises. This includes settings where you work with assistants. Inspectors will discuss how you take account of the views of parents and the progress made by children, and what you can do to improve further.

Inspectors will also consider how effectively you use performance management and assessment to identify your own strengths (and those of assistants, if you work with them) and the areas for improvement in the setting. They will consider how well this focuses your professional development activities, particularly in relation to increasing children's vocabulary and cultural capital.

If you work with assistants, inspectors will gather evidence of the effectiveness of staff supervision, performance management, training and continuing professional development, and the impact of these on children's well-being, learning and development. This includes evidence of how effectively you engage with any staff and make sure that staff are aware of, and manage, any of the main pressures on them.

Inspectors will use this evidence and their professional judgement to assess how well you improve the quality of provision.

Will I always need to be available to speak to the inspector?

No. Inspectors do not expect you to be immediately available to speak to them at all times. They want to see you operating as you would on any other day, and will work around your usual routines.

Inspectors will talk to you at appropriate moments, when the children are safely occupied. They will be mindful that you have to supervise children and continue to meet their needs during any discussions.

Inspectors want you to have the confidence to do what you do every day. Don't do anything differently, just because the inspector calls.

Can I achieve a judgement more than one grade above my previous inspection outcome?

Yes. You can improve by more than one grade. The early years inspection handbook sets out how inspectors will use their professional judgement to weigh up the evidence gathered for each key judgement, and consider it against the grade descriptors, to reach fair and reliable judgements that reflect the quality of provision. If inspectors find during the inspection that a setting has improved by more than 1 grade, they will judge it accordingly.

If I complain about my inspection, will this go against me in my next one?

No. When making inspection judgements, inspectors do not consider any past complaints lodged. Inspectors always act fairly and without bias, and their judgements are based solely on evidence. Inspection reports are also quality assured by other inspectors before they are finalised, to confirm that judgements are firmly supported by evidence. Our quality assurance and complaints procedure is clearly outlined in our early years inspection handbook.

We want to remove any misconceptions and ensure that the inspection process is as clear as possible. It's in everyone's interest that inspection helps to deliver a good quality of care for all young children.

Is the notification call the start of my inspection?

No. The notification call is not the start of the inspection. The 'Notification of inspection' section of the early years inspection handbook explains that the notification call will be short and focus on practical issues. Inspectors will not use this conversation to start inspecting. They may use it to understand any ongoing impact of COVID-19.

What if I get my notification call at an inconvenient time?

The timing of the notification call is set out in the 'Notification of inspection' section in Part 3 of the early years inspection handbook. You can agree with the inspector if this is a convenient time to take the call. If the call is broken into 2 shorter calls, the inspector will record who was spoken to in each call and the arrangements that were made.

During the notification call, why do inspectors ask about children I look after?

Although inspectors do not begin to collect evidence during the notification call, they may want to know more information about the children you will be looking after in the next 5 days. This helps them decide when would be the best time to inspect, so that they can make a judgement and report on what it is like at the setting for all children, including disadvantaged children.

Will there be more than 1 inspector at my inspection?

An inspection may be carried out by more than 1 inspector. This may be because of the size or layout of your premises or the number of children on roll. Other reasons include the process of training inspectors, or for quality assurance purposes.

In these situations, the lead inspector will explain why there is more than 1 inspector and explain their role in the inspection.

Do I have to allow inspectors to use their phone during an inspection?

Inspectors will agree with you where their mobile phone will be kept during the inspection so that they can use it if they need to. The inspector will reassure you that, if they need to use their mobile phone, for example to contact their regional duty desk or take an emergency call, they will not do this in areas where children are present, to comply with your policy.

Will inspectors ask to see my public liability insurance?

All documents that inspectors must see on inspection are included in the 'Notification of inspection' section of the early years inspection handbook. The list does not include your public liability insurance certificate; however, inspectors may ask to see proof of certification if there are specific concerns relating to this.

What type of inspection will I have if I only have older children present at the time?

The 'No children present on the day of inspection' section of the early years inspection handbook sets out our approach to inspection when there are no children on roll or present on the day of the inspection.

This section of the early years inspection handbook makes clear that if you care for children only on certain days or part days, the inspection should be scheduled on a day when children are present, if practical. Part 3, 'Applying the EIF in different contexts', explains that a childminder who only offers before- and after-school care will be inspected without receiving grades against the 4 judgements of the inspection framework. These are: 'Quality of education', 'Behaviour and attitudes', 'Personal development' and 'Leadership and management'.

If you are operating on an ad-hoc basis, you are likely to receive a 'no children on roll' inspection.

Can I leave the children alone with the inspector?

Inspectors should not be left alone with children. Even though all our inspectors are suitable and safe to be around children, the care of the children is your responsibility throughout an inspection. You should do what you would usually do when visitors are present.

Will the inspector go with me on outings with the children?

Inspectors are tasked with finding out what it is like for a child at the setting, and if an outing is part of the routine for children on the day of the inspection, then inspectors may accompany you. Inspectors will carry out their own risk assessment and use their professional judgement in these situations.

How will inspectors get the views of parents?

Inspectors will use the notification call to check if they will be able to speak with parents at the inspection. They may consider the time that children and parents arrive and set aside time to speak with them. The inspector may also arrange to speak to parents by telephone if this is more convenient for parents. You should make sure you have permission from parents before sharing their telephone number with inspectors.

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You should use whatever approach to paperwork suits you. You are free to file it however you like. Paragraph 2.2 of the EYFS framework sets out the requirements for paperwork related to assessment. You should not need to take prolonged breaks from interacting with children in order to carry out assessments, and assessments should not require excessive paperwork.

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Nap times

Once your child has stopped using nappies in the daytime, it's time to think about nap times.

Learning to sleep without a nappy on at naptime and use the potty when they wake up, will help prepare your child for being dry at night.

Tips for managing nappy-free nap times:

Just before nap time, help your child use the potty or toilet, so they are more likely to stay dry.

When you notice the nappy is staying dry at least some of the time, stop using a nappy at nap time.

Accidents are common during the first few months. Use a waterproof sheet or similar underneath your child, to protect their sleep area.

Lots of children need to use the potty when they wake so help them to do this.

Using praise and rewards to motivate your child

Research shows that rewards such as sweets or sticker charts may help your child initially, but they can stop working quickly.

For most children, encouraging and supporting them to be as independent as possible is the best way to motivate them.

Tips for keeping your child motivated:

Give your child plenty of encouragement and praise their efforts. When your child uses the potty or manages to stay dry, even if it's just for a short time, tell them how pleased you are.

Try to stay calm when accidents happen and do not make a big fuss.

Give your child the opportunity to do things for themselves as far as possible. This will help them to feel in control, positive and relaxed about the process.

Use favourite toys, books or songs to help them feel comfortable on the potty.

Try to avoid prompting or asking your child too often. Instead, wait until you think they need to go and then direct them gently, e.g. "it's toilet time" or "let's get that wee/poo in the potty!"

Be clear, confident and consistent so your child knows what you are asking them to do.

Managing potty training accidents

It is normal to have lots of accidents at the beginning and they are an important part of the learning process. This is a big step for your child, so be patient and encourage them.

Tips for managing accidents:

When your child has an accident, clean it up together and remind them to use the potty next time.

Do not shame or punish your child about accidents, as stress and upset can make it harder for you and your child to learn together.

It's important not to pretend an accident hasn't happened. Help them get clean and dry as soon as possible and involve your child in this process. Gently explain that you want them to use the potty next time.

Potty training out and about

When you first stop using nappies, choose a time when you can stay home with your child for a few days, so you can do some one to one learning with them.

Tips to make your first trips out easier to manage:

Don't forget your potty and spares of everything just in case!

Make trips out short to begin with.

Dress your child in clothes that are easy for them to push down and pull up again.

Avoid putting your child back in a pull up or nappy for outings. This will confuse them and undo all that learning.

A travel potty and washable car seat cover can come in handy.

Using the toilet away from home is a good thing for your child to get used to. Talk to them about things like how the flush at the supermarket is different from the one at home or nursery for example.

We have an excellent range of products to help with this stage including portable potties and car seat covers.

Potty training at nursery & pre-school

Many children spend part of their day being looked after by someone other than you and away from home.

For potty training to go well, your child needs a consistent approach to help them learn what they need to do whether they're at home or in childcare.

As soon as your child starts attending the setting, communicate about their bladder and bowel health. Ask the staff to tell you about the child's poos, so you can keep track and avoid constipation.

Find out what they are offered to drink to you can supplement appropriately at the beginning and end of the session. If the setting will only offer water, and your child is reluctant to consume enough water, talk to staff. Offer to supply juice or squash for them to dilute; it is vital for your child to stay well hydrated when they are away from home.

Start conversations about potty practice as soon as your child can sit up. Settings may regard potty training as something to attempt when the child is older; share this information so they too can see the benefits of potty practice.

When you are thinking about stopping using nappies, plan with the staff. Agree dates together with your child's caregivers so everyone is ready to support them. Time what you are doing at home to fit in with the setting.

Avoid starting to wear pants when the child is about to change rooms at nursery - that will be a big enough upheaval for them.

Tell the staff about the language you use at home for wee and poo.

Talk to the staff at the beginning and end of each session so everyone knows how things are going both at the setting and back at home. Use our potty training record so staff can keep track of their progress.

More information and free resources for childcare settings to support potty learning.
Getting dry at night

The age at which children become dry at night varies hugely. For some, it follows on quite quickly after achieving daytime dryness. For others, the wetting carries on after the age of 5 and treatment will be advised.

It is not your child's fault if they wet during sleep.

There are however lots of things you can do to gradually work towards night time dryness including:

Help your child get into the habit of using the potty or toilet at bedtime.

As well as making sure they are drinking plenty during the daytime, work on a good bedtime drinking routine as well. STOP drinks one hour before bedtime, every night, and no more after that till morning. Our Wee Checker has information on how much children should drink for their age.

Prepare your child for sleep. Unwind with a book or listen to music with the lights turned low. NO screens - so no TV, iPad, computer games in the hour before sleep, or the brain will get the wrong message!

Avoid lifting - in other words waking your child to take them to the toilet - if you want to work on stopping bedwetting. It might keep the bed dry, but it encourages the child to wee during sleep as they don't really wake up.

If your child is still wetting the bed when they are 5, see our Advice for Children with Night Time Wetting factsheet for more information and help.

Common potty training problems

Taking your time leading your child through the preparation and practice stages should help to avoid the most common potty training problems.

If you feel as though it's all gone wrong and they're just not getting it, it's ok to stop, go back to the preparation stage and start again.

Could they be constipated?

Constipation affects 1 in 3 children and is especially common in under 5s. Your child may be struggling because they have some underlying constipation that was there before you started potty training.

So stop, treat the constipation and then try stopping the nappies again once it is all under control. Carry on with potty practice - this in itself is an important part of constipation treatment.
Are they drinking enough?
Sometime the bladder misbehaves and we realise that our child is simply not drinking enough.

Once again, you don't have to go right back to the beginning, but go back to the potty practice stage while you increase your child's fluid intake.

Try not to panic if it seems as if they just aren't getting it. Some children take longer to learn, and just need more time.

Reassure your child that their wees and poos will learn to go in the potty, they just need more practice!

Get more information and help with common potty training problems.

FAQs

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Potty training: how to start & best age to potty train - ERIC

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We've broken down potty training into 3 easy steps: preparation, practice and perfecting those skills! Use our step by step guide to help your toddler become toilet trained.

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Slough Early Years and Prevention Service have developed a package of inclusive materials, practical resources and ideas to support fundamental elements of early years learning and development.

They include links to other useful websites and professional organisations. They can be accessed on different devices, making it user friendly and easy to navigate and return to.

These are intended to reach and support families with young children during COVID-19 and beyond.

Bursts for Learning

Bursts for Learning 0-5 is a collaborative working document made by early years teachers, professionals and Slough Children's Centres.

It was made to reach and support families with fun and easy home learning ideas for children 0-5 years. It includes:

many ideas and practical activities

videos to watch together that bring stories and activities to life

also helpful links to websites which give tips and advice on learning and development.

Social stories

These social stories help children to understand the many changes they have noticed and experienced around them, especially during COVID-19. It helps a child understand a small part of their social world and how to function appropriately within it. It will help to develop their social skills and understanding.

It will be useful for children with:

autism

other social processing disorders

English as a second language (EAL).

Outdoor learning

Experiencing the outdoors as a safe, fun and enjoyable learning environment is important. Most children love being outside when it's a space where they can explore, challenge themselves, take risks, experience the awe and wonder of nature and have access to sensory learning opportunities.

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Support Together Early Education Resources (STEER) - Slough Borough Council

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Support Together Early Education Resources (STEER) to support learning and development.

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Early Help is about identifying the needs of children and families at an early stage to prevent problems escalating, and empowering families to seek and accept tailored, coordinated support that improves the lives of individual children, young people and whole families.

Early Help means working together providing support as soon as the problem emerges at any point in the child's life, from pre-birth, foundation years to the teenage years.
(Extracted from Working Together to Safeguard Children 2015)

For more information please visit https://www.sloughfamilyservices.org.uk/kb5/sloughcst/directory/earlyhelp.page.

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Early Help is about identifying the needs of children and families at an early stage to prevent problems escalating, and empowering families to seek and accept tailored, coordinated support that improves the lives of individual children, young people and whole families.

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Early Years Service - Contact Details | The Link

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This article is for all Early Years settings to share with staff. Please see attached document below for an updated contact list.

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This blog brings together all the different elements of Ofsted Inspections. From finding out more about cultural capital in the early years to questions you could be asked by an inspector.

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Ofsted Framework - Preparing For Ofsted Blog - Twinkl

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This blog brings together all the different elements of Ofsted Inspections. From finding out more about cultural capital in the early years to questions you could be asked by an inspector.

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Skip to content This error message is only visible to WordPress admins Error: No feed found. Please go to the Instagram Feed settings page to create a feed. We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits.

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Find out more about how curriculum planning helps give the children a better experience, covering all early years foundation stage (EYFS) areas of learning.

What is a curriculum?

A curriculum is what you want the children to learn in the time they are with you.

It must be based on the statutory early years foundation stage (EYFS), which gives you a framework that you can build on, through the 7 areas of learning.

You can decide how best to deliver those areas by creating a curriculum unique to your setting, providing activities and experiences that deliver those areas of learning.

Planning your curriculum

You should always start with the early years foundation stage (EYFS) framework. It contains educational programmes that sit under 7 areas of learning. These are high-level curriculum summaries that you must follow and work into a rich curriculum that meets the needs of the children.

From there, break down those high-level curriculum summaries into smaller steps. Decide what you want children to learn, the activities you want to do with them and how your setting can support their learning.

Childminders or nursery leaders (working with their staff) should decide how to implement these activities and experiences, so the children can progress in all the areas of learning. You should evaluate how well the curriculum works, checking what children know and can do as they move through the EYFS.

You should consider using 'Development Matters' the non-statutory curriculum guidance for the early years foundation stage to support you in planning your curriculum.

Your curriculum should be unique to your setting. Watch your children, studying how they lead their own play. Talk to parents and carers to find out their interests. Listening to what children say also provides clues about their curiosities and interests.

Use this knowledge to decide how best to engage children in the curriculum, choosing the right activity or environment. It should not be overly complicated and should meet the needs of the majority of children. Some children, such as those with SEND, may need additional support.

It's important not to use the early learning goals (ELGs) from the EYFS as the basis for your curriculum. They should only be used as an assessment during the summer term of the reception year.

Summary

Consider what you want children to learn then plan the activity.

Base your curriculum on your children, covering the 7 areas of learning in the EYFS, using the statutory educational programmes (high-level curriculum summaries) as a starting point.

The new EYFS framework is more specific, and better suited to be used as a basis for curriculum planning.

Consider using Development Matters to help you plan your curriculum.

Do not use the ELGs as a curriculum starting point. They should only be used as an assessment during the summer term at the end of the reception year.

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Find out more about how curriculum planning helps give the children a better experience, covering all early years foundation stage (EYFS) areas of learning. A curriculum is what you want the children to learn in the time they are with you.

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There so much for children to explore and so many possibilities to learn! You will also find that activities you offer will often support development in more than one learning area.

If you feel a bit overwhelmed and confused where to start, then this is exactly what you need to do... establish starting points for each child.

However you plan, the primary focus of your curriculum should be the individual needs, interests and development stage of each child.

⭐ What interests and stimulates each child so as you can spark curiosity and hold their attention?

⭐ Are children meeting expected development milestones? What activities and experiences can you offer to help them progress?

⭐ How can you build on attachments, nurture positive relationships and make the best use of the resources and spaces available to you to plan challenging and enjoyable interactions and experiences?

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EYFS 2021 - Planning YOUR Curriculum - MindingKids

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There so much for children to explore and so many possibilities to learn! You will also find that activities you offer will often support development in more than one learning area. If you feel a bit overwhelmed and confused where to start, then this is exactly what you need to do...

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Creating your own Early Years Curriculum (Ofsted Guidance - EYFS Curriculum) - Open a Nursery in the UK

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Creating your own early years curriculum can seem daunting. This guide will help you to create an EYFS curriculum that covers OFSTED's rules

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EYFS Birth to Five ‘I Can’ Assessment Flower Pack

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If you are looking for some simple, yet effective, EYFS assessment resources, we recommend this handy birth-to-five assessment pack. Each sheet within the pack contains a picture of a flower, with different assessment statements displayed on each of the flower’s petals. There are a total of five easily downloadable sheets included in this birth-to-five assessment pack, covering the following age bands: birth to one year one to two years two to three years three to four years four to five years As previously stated, each flower shows a range of statements based on some of the age-related expectations taken from the Development Matters guidance document. The statements are ‘I can’ statements and cover skills from across the EYFS areas of learning and development. Our lovely assessment flowers can be used as a simple assessment document for early years practitioners. The sections of the flower can simply be highlighted or coloured in to indicate progression and age-appropriate achievements. If you like this resource and found it useful, you may like to leave us a review below. We love hearing your feedback! You can also click here for lots of other helpful EYFS assessment resources.

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Creating Your Own Early Years Curriculum - 5 Steps to create your EYFS Framework (Open a Nursery UK)

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EYFS Curriculum 2024: From policy to outstanding practice

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The ultimate EYFS curriculum guide: What the EYFS curriculum is, statutory requirements and how to create an outstanding curriculum policy for your nursery.

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What is building vocabulary?

Vocabulary (the knowledge of words and word meanings) is one of the key building blocks in learning a new language. The more words a learner knows the more they will be able to understand what they hear and read and the better they will become at communicating in speech or writing. The larger a learner's vocabulary becomes, the easier it will be to connect a new word with words they already know. A large vocabulary raises achievement and confidence and supports independent learning.

Examples of vocabulary activities

EAL learners of all ages and at all stages of English language proficiency need additional support to increase their vocabulary and to learn the meanings of words and phrases in different curriculum contexts. This is important as words can have totally different meanings in different subjects. For example, compare the usage of the word 'volume' in music (turn up the volume), science (measure the volume of) and English (published in three volumes).
1. Introducing vocabulary in advance:
It can be a useful strategy to introduce key words and phrases before starting a new topic. This can be done via a list with visuals on an Interactive White Board (IWB), displayed on a poster, word wall or word mat, or a handout given out at the end of the previous lesson for homework. EAL learners will need time to read the words and phrases, look up any that are unfamiliar in a bilingual dictionary or ask someone to help translate them. They can then refer to their list during the lesson. Many of the resources on this website contain lists of key words and phrases for the topic, for example Tudor Word Mat.
2. Repetitive games:
Games are particularly useful where a structure or phrase is repeated rather than just a word. For example: I went to market and I bought... where each player needs to remember all the previous items and add one of their own. This can be used across the curriculum: I am a scientist and I use a Bunsen Burner. I am a scientist and I use a Bunsen burner and a pipette.
3. Adapted games:
Well known games can be adapted to involve EAL learners being expected to produce a phrase or sentence, for example:

Snap (using flashcards with a word and picture on) can be adapted so that before a player can win the pile of cards they have to say a sentence containing the word, the word's opposite (using the structure: The opposite of _____ is ________), or a synonym (using the structure: Another word for ________ is _________)

Bingo (using flashcards with a word and picture on). Learners work in teams and the winning team has to make sentences that include all the words (see Food Bingo)

Matching games (matching pictures to words or words to phrases), where in order to win the pair the learner needs to say a sentence including the word

4. Bilingual glossaries:
EAL learners who are literate in their first language can be given their own word book where they can write down all their new vocabulary arranged either alphabetically or by subject. This could include space to include words from their first language, synonyms and antonyms, pictures and the word used in a sentence. The learner should be encouraged to write the definition in their first language, rather than just the word. If a teacher is introducing vocabulary that is likely to be new to all members of the class, such as subject specific or technical vocabulary, then the EAL learner is also unlikely to know the word, or understand the concept, in their first language, so a translation of the explanation is more useful than a translation of the word or phrase.
5. Word or phrase of the week:
Learners commit to using the word or phrase as often of possible during the week and report back the following week. This can be integrated into the school's reward system, e.g. house points or merits earned for correct use of the word in writing or orally in class. This is a useful way of increasing all learners' ability to understand and use the more advanced academic language needed for success in external exams, further and higher education. A useful resource for selecting appropriate words of the week is the Academic Word List.

How building vocabulary works

It is important to think about the most appropriate ways to build a learner's vocabulary. Learning lists of words out of context is of limited use. It is better to:

Teach words in context and provide learners with opportunities for purposeful communication

Introduce key phrases and structures as they are generally more useful than key words, easier for a learner to internalise and be able to reproduce

Teach vocabulary which is important for the topic that is being taught - rather than trying to introduce words or phrases that might seem easier. If an EAL learner is New to English it is just as easy for them to learn 'central business district (CBD)' as 'city centre', and in the context of a geography lesson CBD would be a more useful term.

Top tip: Repetition is key to building vocabulary. Decide on a limited number of really crucial words or phrases for each topic and set up learning activities that will involve EAL learners in repeatedly using these words and phrases in speech and writing.

Why is building vocabulary a Great Idea for EAL learners?

Research suggests that building vocabulary is important for exam success. According to Stanovich (1993), EAL learners on average have smaller English vocabularies than their peers, and Burgoyen et al (2009) found that much of the academic vocabulary and syntax needed for success in GCSEs and A-levels is not normally encountered in speech or in, for example, teen fiction, so exposure to academic language is crucial for increasing the breadth of learners' vocabulary (see also Nagy and Townsend 2012).

Researchers such as Halliday (1975, 1993), Cummins (2008), and Thomas and Collier (2002) that have been influential in the development of EAL good practice have highlighted the difference between conversational fluency and the academic language that takes longer to develop.

There is also a body of research that suggests that vocabulary knowledge underpins reading comprehension, e.g. Joseph and Nation 2018, Oakhill and Cain 2012. This means that EAL learners, including those who are at the Fluent proficiency level, need support to build their English vocabulary to help them, for example, access original source material in history, or unseen poetry in English literature exams.

In order to build their English vocabulary, it is important that EAL learners have the opportunity to revisit target language regularly, as recommended by Alali and Schmitt (2012), to ensure that they understand it fully and are able to use it appropriately.

References

Alali, F., and Schmitt, N., Teaching formulaic sequences: the same or different from teaching single words? TESOL Journal 3, 2: 153-180.

Burgoyen, K., Whiteley, H.E., and Hutchinson, J.M., (2009). The comprehension skills of children learning English as an additional language. British Journal of Educational Psychology 81(2). 344-354.

Cummins, J., 2008, BICS and CALP: Empirical and Theoretical Status of the Distinction. In N. H. Hornberger (Ed.) Encyclopaedia of Language and Education, Boston, MA, Springer US, pp 487-499.

Halliday, M. 1975, Learning How to Mean: Explorations in the Development of Language, London: Arnold.

Halliday, M. 1993, Towards a Language-Based Theory of Learning, Linguistics and Education 5: 93-116

Joseph, H. and Nation, K., 2018, Examining incidental word learning during reading in children: the role of context, Journal of Experimental Child Psychology, 166, 190-211.

Nagy, W.E., and Townsend, D., 2012, Words as tools: Learning academic vocabulary as language acquisition, Reading Research Quarterly, 47 (1): 91-108.

Oakhill, J. V.  and Cain, K. (2012) The precursors of reading ability in young readers: evidence from a four-year longitudinal study. Scientific Studies of Reading 16 (2), 91-121.

Stanovich, K.E. (1993), Does reading make you smarter? Literacy and the development of verbal intelligence, Advances in child development and behaviour, 24, 133-180.

Thomas, W. and Collier, V., 2002, A National Study of School Effectiveness for Language Minority Students' Long-term Academic Achievement, Santa Cruz, CA, University of California.

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Building Vocabulary - The Bell Foundation

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Great Idea: Building Vocabulary Play What is building vocabulary? Vocabulary (the knowledge of words and word meanings) is one of the key building blocks in learning a new language. The more words a learner knows the more they will be able to understand what they hear and read and the better they will become at ...

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understanding your curriculum eyfs - Yahoo Video Search results

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Relationships are at the centre of everything that we do in education. But how far do we keep this in mind when sitting down to write a scheme of work or to plan our lessons for the week?

It can sometimes feel like our planning is to please Ofsted or to demonstrate to senior leaders how we are ensuring that children meet their "next steps". But our pupils deserve better than this.

In the early years, children should be at the heart of the planning process, and "in the moment planning" (ITMP) can help to make this a reality.

What is 'in the moment planning'?

ITMP is a child-led approach in which practitioners identify teachable moments as children play and respond to the spontaneous interest that a child demonstrates.

It became something of a buzz phrase in EYFS a few years ago, but the essence of the approach is actually nothing new. When I first qualified, more than 20 years ago, guidance was minimal and downloadable lesson plans did not exist. Our job was to mould the curriculum around children's needs and interests.

Pre-made lesson plans do have their place. Teacher workload has increased dramatically in the past two decades, and these plans can be life-savers at times.

But these resources don't acknowledge the fact that Jack has just got a baby sister and so is feeling a little pushed out, or that Molly is obsessed with dinosaurs and refuses to engage in anything unless she is pretending to be one.
Read more:
Ultimately, planning is most effective when it recognises the needs of the child. So, what can EYFS teachers do to move away from structured activities and towards planning "in the moment"?

There are four main steps to the process.

'In the moment planning' in EYFS
1. Get your environment right
Creating a purposeful environment that promotes exploration and curiosity is essential when encouraging children to take the lead in their own learning.

Classrooms are busy places and they can quite easily become caves of clutter, but unnecessary clutter doesn't lend itself to an environment that stimulates excitement and curiosity.

This means that you need to be ruthless. Consider recycling or donating any resources that you have not used in the past 12 months.

Displaying a range of interesting resources that will spark a child's curiosity in a well-organised manner will allow the room to have purpose and make space for meaningful learning to take place.

This aspect of ITMP took me quite a while to get used to because I was trained to present perfect tuff trays and immaculate role-play areas. However, ITMP requires resources to be readily available for children to explore at will, instead of activities being set up by a well-intentioned adult.
2. Take time to observe
When planning in the moment, it is essential that we allow the child to choose where they want to explore, rather than guiding them towards a certain activity. As the observer, we must follow their lead.

It's often at this point that we get "itchy feet" and want to join in and immediately extend the learning possibilities. However, stepping back and simply observing what the child can do is an essential part of the process.

At this point, you may make a few notes to act as a reminder later on, but writing endless notes or making lengthy video recordings are not essential and will result in you missing some of the magic that is taking place.

Ofsted is urging us to move away from unnecessary paperwork and be more present in the moment. Many teachers fear that by doing this, it may appear to any senior leaders who pass by that they are simply doing nothing.

If this is something you're worried about, invite members of the senior leadership team into your classroom to share the amazing child-centred learning that is happening. Quite often leaders just haven't yet had the opportunity to fully experience how learning happens in the early years.
3. Plan next steps
At this stage, knowing your children and being confident in your ability is key. You need to trust your instincts in order to spot "teachable moments" and recognise when is the right time to intervene in a child's play.

Many of us have been trained to think that meaningful learning can only happen when children are sat next to us at a table, engaging in an adult-led activity. But this isn't the case.

After observing what the child has chosen to do, ask yourself, "What learning can you see happening?"

Observe for a little longer and use your knowledge of both the Development Matters guidance and of the child to support them, while maintaining their engagement and motivation in their play.

Open-ended questions are a fantastic tool for moving learning forward, but this stage may not involve any talking at all. Adding a provocation to the area may be all that is needed to inspire that "next step" for the child.
4. Document the process
The evidencing stage is probably the biggest reason why many shy away from ITMP. The security blanket of learning journals and extensive evidencing software can be difficult to step away from.

The key here is to start simple. For example, the template below is based around three key areas: observation, teacher input and next steps.

Before embracing ITMP completely, try using this template with four or five children in your setting. See how this model of record keeping works for you, and adapt the sections if necessary.

As long as you and the other staff in your room have a way to communicate the process and what progress a child is making, then ITMP can be a fantastic tool for engaging children in meaningful and engaging learning.

Michelle Windridge is a lecturer in education at University College Birmingham, and a former assistant headteacher and EYFS aspiration leader

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EYFS: How to use 'in the moment planning'

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This child-led approach can help you tailor your teaching to the needs of individual pupils. Education lecturer Michelle Windridge explains how it works

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You can see a full explanation into the different pedagogical approaches in earlies by clicking the link.

Though, below is a summary of some of the key ones. (Please note that there are 100s of different approaches).

Reggio Emilia Approach

The Reggio Emilia approach is a child-centred pedagogy that originated in Italy and emphasises the importance of children's creativity. This approach encourages children to express themselves through a variety of mediums, including art, music, drama, dance, puppetry, and other forms of self-expression. The Reggio Emilia approach recognises that children have many different ways of learning and expressing themselves, and seeks to provide opportunities for children to develop their skills and knowledge in a variety of ways.

This approach is rooted in the belief that learning and growth can take many forms, and that all children should have access to high-quality education that supports their development in a holistic way.

Albert Bandura Approach

Albert Bandura's work focuses on Social Learning Theory, which is centered around behaviour. His experiments highlight the significance of parents, teachers, and other adults as role models whose behaviour children observe, analyze, and often replicate.
What are the basic principles?
Bandura demonstrated that children tend to imitate aggressive actions by those they trust, unless such actions are criticised, which led to the theory of adults as models for behaviour. The Bandura approach involves modelling calm, respectful behaviour and interactions among individuals. Bandura also stresses the importance of displaying thought processes out loud to demonstrate conscious thinking and consideration, and for adults to engage in problem-solving discussions among themselves to promote cooperation.
How can these principles be translated into effective pedagogy?
Adults must carefully consider their actions, knowing that their behaviour will be copied by children. For example, are practitioners eating and demonstrating good eating habits around children? Don't hesitate to have discussions in front of children to solve problems. You are modelling good co-operative behaviour. Consider talking through your thought process out loud in front of children to model conscious thinking and consideration.

Rudolf Steiner Approach

Rudolf Steiner was an Austrian educationalist who established the first Steiner school in Stuttgart for the children of workers at the Waldorf-Astoria cigarette factory in 1919. His educational philosophy, known as Steiner or Waldorf education, focuses on providing an environment that is calm, peaceful, familiar, predictable, and unhurried.

The basic principles of Steiner education include experiencing the learning process through the course of regular daily tasks and activities, creating a central environment that is not over stimulating and is familiar to children, and using natural, open-ended resources that leave room for a child's imagination. Steiner education emphasises the importance of creating a homely environment to make children feel welcome and providing each child with a place where their things belong.

If you want to utilise Steiner or Waldorf education in your own practices, there are several things to consider. Steiner believed that "doing" is learning, so you should give children as many physical activities as possible and provide opportunities for them to learn from the real world in order to understand it better.

Language can be used to help children learn different areas, such as mathematics, while they prepare food by giving them the language of adding, subtracting, weighing, and measuring. Routine and repetition are also important as they help children to find their place in the world, support good habits, and give perspective to the day. Therefore, it is important to consider whether your routine could be less chaotic and more comforting for children.

Montessori Approach

The Montessori approach, which originated in Italy in the early 20th century, sees children as far more than just students. In fact, Maria Montessori, the founder of the Montessori approach, believed that each child is a full and complete human being, with hopes, dreams, fears, emotions, and longings that are just as valid as those of adults.

Montessori's approach places a strong emphasis on the development of the whole child, recognising that children need to be supported in their social, emotional, cognitive, and physical development in order to thrive.

One of the key principles of the Montessori approach is that children should be allowed to learn at their own pace and in their own way. This involves providing them with hands-on learning experiences and encouraging self-directed learning, rather than simply imparting knowledge to them.

Montessori also believed that children should be given a great deal of independence and choice, within limits that are appropriate for their age and development. By providing children with opportunities to make their own decisions and take responsibility for their own learning, the Montessori approach aims to help children develop confidence, independence, and a love of learning

High/Scope Approach

The High/Scope approach is a play-based approach to learning that emphasises active learning and child-initiated activities. This approach is based on the idea that children learn best when they are actively engaged in the learning process, and when they are given the opportunity to make decisions about what they want to learn. Teachers using the High/Scope approach plan activities based on children's interests, and encourage children to take an active role in their own learning.

The Plan-Do-Review process is one of the key features of the High/Scope approach which involves setting goals, carrying out activities, and reflecting on what was learned. This process is a trademark of the High/Scope approach, and is considered the strategic backbone for children and adults moving successfully through life. By engaging in the Plan-Do-Review process, children and adults are able to actively engage in learning and build essential school readiness skills.

Another important aspect of the High/Scope approach is the dynamic of shared control between the child and adult. This approach emphasises the importance of giving children a sense of control and ownership over their learning, while also providing guidance and support from adults. By giving children a sense of control over their own learning, the High/Scope approach helps to build confidence, self-esteem, and a love of learning that can last a lifetime.

Friedrich Froebel Approach

Friedrich Froebel also spelled Fröbel, was a German educator who is best known for inventing the concept of kindergarten. His educational philosophy, known as the Froebelian approach, emphasises the importance of play in a child's development. According to Froebel, play allows children to directly experience their world, and it is through this direct experience that they learn and grow.

There are several basic principles of the Froebelian approach. First, childhood is more than just preparation for adulthood. Children have their own unique needs and experiences that should be respected and valued. Second, all learning is connected, and every different area of learning can impact others. Third, child-initiated play is very important, as it means that the child is motivated and engaged. Fourth, educators should always start with what children can do, not what they can't.

If you want to incorporate the Froebelian approach into your own practices, there are several things to consider. Froebel puts a lot of emphasis on self-discipline, so make sure you're providing an environment in which children can concentrate and remain focused on the task at hand. It's also important to ensure that your practitioners know their children well and offer play opportunities that are right for each child's stage of development.

Children need opportunities to make choices, errors, and decisions, and they should have opportunities to engage in repeated actions to embed deep learning and knowledge. Finally, constructive play forms a large part of the Froebelian approach, as well as plenty of opportunities to talk, listen, and communicate with adults and other children.

The Forest School Approach

The Forest School approach focuses on providing children with hands-on learning experiences in the natural environment, specifically within a woodland setting. Developed in Denmark during the 1950s, this approach has gained popularity worldwide, including in the UK where it was awarded the preschool of the year in 2017.
What are the basic principles?
The Forest School approach prioritises learning in a natural outdoor environment, usually a woodland setting. Children are encouraged to explore and discover while engaging in risky play. Children are given the freedom to choose their own learning paths, fostering a close, positive relationship with nature.
How can Forest School pedagogy be used to support early learning?
Forest Schooling provides increased physical exercise and fresh air, which is beneficial for children. Consider incorporating more outdoor learning opportunities in your setting. You don't need to fully embrace the Forest School approach, but you can experiment with part-time Forest Schooling. Check if there are any partnering places in your area. Risky play is a significant part of Forest Schooling. While it is natural to be overprotective, teaching children to engage with risk and understand their limits is important. Consider reassessing the balance between risk and safety in your setting.

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Pedagogy in Early Years - A brief guide - Open a Nursery in the UK

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Pedagogy in early years refers to the method and practice of teaching young children. Get a better understanding of what this entails here

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Use the tool to:

We offer online assessments for:

Safeguarding in education

The education self-assessment tool provides a step-by-step guide to help you meet best safeguarding and child protection practices. It has been developed for use in UK schools and covers best safeguarding practice in line with the statutory safeguarding and child protection requirements set out in national legislation across the UK. It should be completed by your nominated child protection lead, working with senior leadership.

Standards

The tool is organised into five standards:

1. leadership and governance

2. policies and procedures

3. recognising and responding to child protection

4. supporting children and families

5. adults working with children.

Completing your self-assessment

Work through each question and use our information, advice and resources to help you assess whether you have the necessary arrangements in place. You can use the "optional comments" box to note any actions you have taken or need to take. Do not use this box to record safeguarding concerns or personal data.

Don't forget to save your progress as you work through the questions. You can view your progress in the "saved assessment" area where you can save or print your action plan to see the steps you need to take.

If you need support to identify gaps in your safeguarding arrangements and implement any changes, our expert education safeguarding consultants can help.

Safeguarding in voluntary and community groups

This assessment provides a step-by-step guide to help voluntary and community organisations best meet safeguarding and child protection practices. The assessment is based on the NSPCC safeguarding and child protection standards for the voluntary and community sector (2019) and has been developed for people working with children and young people from 0-18 years old. You should use the tool at least once a year as part of your ongoing child protection work.

Standards

The tool is organised into six topics or standards:

1. recruitment, induction and supervision

2. protecting children and young people

3. preventing and responding to bullying

4. running safe activities and events

5. recording and storing information

6. sharing information and working with other agencies.

Following your assessment

At the end of each standard, you should refer to your tailored action plan and decide how to implement any changes needed.

If you need support to identify gaps in your safeguarding arrangements and implement any changes, our expert safeguarding consultants can help.

Start your self-assessment

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Safeguarding and child protection self-assessment tool | NSPCC Learning

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Our free online tool helps you audit your school or organisation's current safeguarding arrangements, supporting you to make any changes and identify areas for development.

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Childminders, when you take on a staff member / an assistant, you need to follow Safer Recruitment Procedures.

This means, for example, that you ideally need to complete a safer recruitment training course, so you have up to date information about what procedures to follow.

**Useful links at the end of the blog (correct 23.2.2023)

It also means that you will need a Safer Recruitment Policy which you can use to help you make sure you follow all the steps needed to keep children in your setting safe.

Ofsted state, in the early years inspection handbook (point 99), that they will check recruitment records during inspection.

Records are usually kept together in the staff member's staff file which includes everything about their journey with your setting from their application form ... to notes about how they have answered your interview questions... to their job description, which details their roles and responsibilities.

Their staff file must also contain details about their DBS check, which must be applied for at the same time you inform Ofsted they are working for you, by using the 'new adults in the home' form.

Don't forget to update your insurance to add a staff member and put your cover certificate on your noticeboard to share information with parents. If they don't see your noticeboard, you might send them a copy.

Induction training is detailed in the EYFS (requirement 3.22) and must cover, as a minimum, information about their roles and responsibilities, emergency evacuation procedures, safeguarding and child protection knowledge - for example, who to contact in the Local Authority if they have a concern about your practice; you will also need to cover health and safety training with them - for example, how to minimise hazards and what to do if a child has an accident.

The initial induction training you deliver in house will then extend to cover information about, for example, how to follow your curriculum based around the 7 areas of learning, Ofsted teaching expectations and how to support children to make progress from their starting points. You will add a copy of their completed and signed induction training list, along with training certificates, to their staff file.

If you want your staff member / assistant to be unsupervised with children, they must have received their Ofsted suitability letter** first - and they must also complete a 12-hour Paediatric First Aid course. It might also be recommended by your Local Authority that they complete a Local Safeguarding Partners safeguarding / child protection course in addition to your in-house safeguarding / child protection induction training. You must also have signed permission from parents to state that they are happy for your assistant to have sole care of their child before this happens.

**Note that the suitability letter is a letter from Ofsted to state that they are suitable to work with children in your early years setting. It will usually arrive in the assistant's email inbox but sometimes goes to junk / spam, so they should keep an eye out for it after their completed DBS check has been submitted to Ofsted.

The Ofsted suitability letter also allows your assistant to be in ratio** (to have their own key children and for you to increase your ratios) and to help children with intimate care routines. You cannot increase your ratios until the suitability letter has arrived. Also, until the Ofsted suitability letter is received, they must be supervised by you at all times - this means you cannot leave them in a room alone with the children or let them, for example, take a group of children outside or on an outing without your direct supervision.

**Note about increasing ratios - before you increase your ratios there are further steps you should take. For example, you should check you have enough floor space by measuring your rooms and you should also speak to your Local Authority planning department to see whether you need to apply for and wait to be granted planning permission.

You will then add more documents to their staff file - for example, their Ofsted suitability letter and build the file as time goes on by including details about observations of their practice, supervisions (which must be 'regular' to comply with the EYFS) and ongoing training certificates.

The staff file should be a complete record of their time working for you in your setting. Record retention for staff files (in normal circumstances) is for 6 years after the employee leaves.

The Ofsted early years inspection handbook (point 194) is clear that you will receive a less than good grading for leadership and management if you fail to ensure safer recruitment.

I hope this is helpful. Please message me if you need any clarification.

All links checked as working 23.02.2023 - please email me and let me know if they break -
​[email protected] .

Gold Childcare.co.uk members will find a webinar about safer recruitment they can watch here -
https://www.childcare.co.uk/resource-library.

Ofsted early years inspection handbook -
https://www.gov.uk/government/publications/early-years-inspection-handbook-eif.

Ofsted capita DBS (must be home-based, enhanced, child workforce) -
https://www.ofsteddbsapplication.co.uk/

Ofsted 'report new adults in the home' form -
https://www.gov.uk/guidance/childminders-report-new-adults-in-the-home.

Early Years Foundation Stage (EYFS) 2021 -
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2.

Staff file walkthrough -
https://independentchildminders.weebly.com/staff/employing-a-childminder-assistant.

Information about staff wages -
https://independentchildminders.weebly.com/staff/minimum-wage-increase-042023.

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Childminders, when you take on a staff member / an assistant, you need to follow Safer Recruitment Procedures. This means, for example, that you ideally need to complete a safer recruitment...

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If you speak more than one language at home, you might already be wondering how and when to introduce them to your baby. And you might have heard a few things about language learning that simply aren't true - there are plenty of myths around.
A common myth is that speaking more than one language confuses children and can lead to speech delay. In fact, being able to speak more than one language has huge benefits, says specialist speech and language therapist Catherine Pape.

"The majority of the world population speaks more than one language. Babies are born ready to learn languages, and can absorb any language spoken around them," explains Catherine. "Raising your child in two or more languages will help the development of their brain, their self-confidence, wellbeing and learning skills; and also means they'll be better equipped to learn other languages later on in life."

There are also cultural benefits: they'll feel closer to people and part of their community.

Supporting your child - advice from experts and other parents

Start speaking to your child in your other languages as early as possible, recommends Catherine. "Talk to your baby before they are born, using whichever language you feel most comfortable with."

Maria is raising her daughter in English, Swahili and Gujarati. "It's important to start from them being tiny with basic communication," she says. "We use words from all the languages, although Swahili is the hardest to include."

Don't worry if your children mix up languages - it's normal and doesn't mean that they don't understand them, says Catherine.

Their brains are wired to pick up more than one language and hearing multiple languages is not confusing.

Delphine's three children are bilingual in French and English and mix the two languages, resulting in a lot of 'Franglish' in the home (both Delphine and her husband are French). "They are more exposed to English, so it seems to take over in their brain and they use more English sentence structure when speaking in French."

Respond to what your child shows an interest in, and take these opportunities to introduce new words, adds Catherine. "When they do start to talk, some children might respond in only one language and parents sometimes find this difficult. There's no need to worry, just model the word back in the language you are using. The child will learn to understand the language whether they actually speak it themselves or not."

Don't feel that you need to tell the child to use a specific language, says Catherine.

Apply the same rule to them as you do to yourself: use whichever language you feel most comfortable with in that moment.

But it's worth being consistent in speaking all your languages even if your child is keen to speak one more than others, recommends mum Mandeep. "We make a conscious effort to speak Punjabi even though my son prefers to speak in English". Equally, Zeynep who is teaching her son Turkish, says patience is important too. "I try not to force him too much to use a particular language as this might create a more negative attitude in the long run."

When they're older, explain what being bilingual or multilingual actually means, so they know why they speak different languages to their friends. Make clear how it can help them feel connected to their family background.

Mandeep says that her son is more open to different cultures and involved in his community because he speaks Punjabi. "It's good for him to speak to older Sikhs at the gurdwara so that they're not isolated."

Common questions about bilingualism

Question

Answer...

Are my kids are 'too old' to learn a language if they haven't spoken it since birth?

"The earlier the child experiences another language, and the more they are exposed to it, the easier it will be for them to learn. This doesn't mean, though, that it's too late for older children, and even adults! It's never too late to become fluent in a language," says Catherine.

Do I need to switch to English when my child starts school?

This is something that lots of parents worry about. However, there is no need to use the language your child will be educated in (it might be English or another language such as Welsh) at home. They will get enough exposure at school to this language and learn it at a rapid pace. Your home and community might be the only places your child will hear their home language(s), so it's best to use it as much as possible.

Should I give up if my child doesn't respond to a language?

"If there are more than two languages in your home, don't worry, your baby will be able to work it all out in time," says Catherine. "Everyone should use the language they feel most comfortable with."

Top tips for raising your child as bilingual or multilingual:

Spend time speaking with your child in each language and set aside specific time to speak languages they're less used to. Don't worry about switching between languages as this is normal, helpful and most bilingual or multilingual people do it without even realising.

Play bilingual games with your child, which are fun and will encourage them to take control and use both languages.

Sing and tell stories in different languages - the rhyme and repetition help children remember words and how they're made. Some families find it useful to add signs or gesture as they are the same in different languages.

If possible, watch TV or set DVDs and streaming services in your second languages occasionally.

Read to your children in different languages. Use wordless books if you can't read in your home language or it's a language that doesn't have a written form.

Set mobile devices to your other languages.

Find social opportunities for your children to use their languages; they could join a group or visit friends or relatives who speak them too.

Check out the National Literacy Trust's bilingual quick tips for parents.

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The myth of speech delay in bilingual toddlers: Top tips for speaking two languages to baby

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Does speaking two languages to a baby confuse them? It is a common myth is that speaking more than one language confuses children and can lead to speech delay. In fact, being able to speak more than one language has plenty of advantages..

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If you're working with children who are learning English as a second language, then these hints and tips might be helpful. You can also download our checklist and action plan to see how you're getting on in your setting.

Watch the videos, or read the transcripts below.

Children with English as an additional language - an introduction

Some children will grow speaking one language (monolingual) others children may speak two (bilingual) or three or more languages (multilingual). Some children may also use a sign or symbol language.

Some people worry that when a child learning to speak two or more languages they will be confused or unable to communicate effectively in either language. This is not the case. Children develop fluency in both languages, although they may at times switch between languages in the same sentence. This is called code-switching. Children may also use the languages they speak in different situations e.g. English in a childcare setting and their home, or first language at home.

Being able to speak more than one language is extremely advantageous. It can enhance a child's self esteem and identity, as well as developing and enhancing cognitive and thinking skills.

Some children will learn to speak two languages from birth and other children may learn one language first and then a second language.

It is important for children and families to maintain the language /s they use at home. This supports communication in the family and a sense of identity and community.

Working with children with English as an additional language

Some practitioners may be monolingual. Others may speak more than one language but may not speak the same languages as children. This is not a barrier to working with children with and supporting children with EAL.

One of the most important things is to show you value and respect all languages and that children and families need to feel welcome, valued and respected in the setting.

Work with parents and find out about the languages spoken by the family. Find out the keys words a child uses e.g. mum and dad, toilet. Start to keep a book for each language. This can become a very useful resources in your setting. Put a picture of the word in the book, write word down in the script used by the child. Write down how to pronounce the word. You can also make a picture card / key ring card of important words that children can carry and point to as they need e.g. the toilet, drink, mum.

Pronounce and spell children's names correctly. Ask parents to write their child's name in the script they use. Put this on the child's coat peg. Make some sticky name labels to be put on paintings etc.

Use visual timetables and visual clues e.g. photos on toy boxes.

Use song boxes and activities with visual prompts. Learn and sing songs and rhymes and listen to music in children's home languages

Use story sacks and tell stories with puppets and find stories in a children's home languages.

Remember that children need time. Time to settle, build relationships and time to take in a new language while keeping their first / home language.

Working with parents with English as an additional language

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Videos for practitioners about working with children and parents with English as an additional language.

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Communication Friendly Home-Based Settings for childminders - subsidised places | Elklan Training Limited

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Early years children can experience a range of difficulties including agression, anxiety, and tantrums. Find out more about some of the common difficulties that arise and how you can help with them.

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Exploring a range of difficulties children can experience.

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Working in partnership with parents is central to the Early Years Foundation Stage (EYFS) in England and the National Minimum Standards for Registered Childcare (NMS) in Wales.

Here we've put together a round-up of all our resources to help support you as a childcare professional to confidently connect and engage with parents to encourage and develop children's learning.

Communicating with parents

It's important that parents and carers know you as their child's key person. It's your job to inform parents of their child's day and the progress their child is making.

Involve parents and carers from the very beginning transition period, along the way from induction, settling in, and daily chats, to sharing of resources, social events and information sessions. Check you have the correct parental permissions in place and secure a way of communicating that works for all of you.

Top tip: Be flexible in your approach to communication with parents. Think about how you might need to adapt to suit different parents, for example those with English as an additional language or a specific learning need. Also, make sure it's the right time to share information without having to rush off.

Building good relationships

Regular chats with parents are a really important opportunity for sharing information. Parents can often feel they're missing out on their child's day, so a few minutes chatting can be reassuring.

It's important to get them involved in their child's learning and development. You could do this through our learning journal and information sharing - for example including lyrics to a new song you've been working on, or a recipe you're planning to try.

"I make sure to fill it [the learning journal] with extension ideas that the parents can try at home" says Sue Asquith, Childminder.

Top tip: When building a relationship with parents you should consider the sensitive feelings of the parent and thinking carefully about how you communicate, particularly when you have difficult things to say.

"Tactful responses are also needed, for example if a child learns to walk whilst in your setting. A child's first steps are very important to parents, so I think about this and approach the subject with sensitivity." Karen Steer, Childminder

Extend children's learning

A good way to extend learning is to have resources that can be shared at home. We've developed a parents section and other resources to help ignite enthusiasm for this. Explore our:

How about taking the parents in your setting through our Sharing children's progress document? This breaks down the stages of development in an easy to digest way.

You can also find out more about:

Take a look at the Autumn/Winter 2020 issue of Childcare Professional page 49 all about exploring story sacks - a fantastic resource that can be shared with parents.

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Working in partnership with parents - spotlight on

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Check out our spotlight on working in partnership with parents.

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A guide for early years settings on the support system for children and young people with special educational needs and disability.

Applies to England

Documents

Details

This guide is for managers and staff in all early years education settings funded by the local authority.

The guide explains the duties and responsibilities of providers of early years education who deal with children and young people with special educational needs and disability ( SEND) and their families.

It should be read alongside the 'Special education needs and disability code of practice: 0 to 25'.

Separate guides for:

are also available.

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A guide for early years settings on the support system for children and young people with special educational needs and disability.

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Changes and effects yet to be applied to the whole Instrument associated Parts and Chapters:

Whole provisions yet to be inserted into this Instrument (including any effects on those provisions):

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The Special Educational Needs and Disability Regulations 2014

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These Regulations supplement the procedural framework assessing a child or young person with special educational needs, and the procedure for making, reviewing, amending and ceasing to maintain an EHC plan, set out in Part 3 of the Children and Families Act 2014 ("the Act").

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Legislation is available in different versions:

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Original (As Enacted or Made): The original version of the legislation as it stood when it was enacted or made. No changes have been applied to the text.

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An Act to make provision to require Ministers of the Crown and others when making strategic decisions about the exercise of their functions to have regard to the desirability of reducing socio-economic inequalities; to reform and harmonise equality law and restate the greater part of the enactments relating to discrimination

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An Act to make provision about children, families, and people with special educational needs or disabilities; to make provision about the right to request flexible working; and for connected purposes.