# data[].attributes.headline
All the information you may need can be found on the Bury Directory or by contacting the Early Years Funding team 

# data[].attributes.subject
All the information you may need can be found on the Bury Directory or by contacting the Early Years Funding team 

# data[].attributes.body
https://theburydirectory.co.uk/
earlyyearsfunding@bury.gov.uk

# data[].attributes.attachment_link.title
Early Years Provider E- Bulletin -issue 11 (002) (002)

# data[].attributes.headline
Please see updated link for Bury Directory pages regarding Early Years -Covid -19 information 

# data[].attributes.subject
Please see updated link for Bury Directory pages regarding Early Years -Covid -19 information 

# data[].attributes.body
https://theburydirectory.co.uk/early-years-covid-19-important-information.
Updated Guidance- DFE May 2021

# data[].attributes.headline
Supporting the Home Learning Environment Please find attached information on Home Learning Environment Resources for early years settings, schools and parent, the pack has been developed to support early years settings, schools and parents with younger children around different areas of development, all the resources have been quality assured be Educational psychology professionals in Greater Manchester.   

# data[].attributes.subject
Supporting the Home Learning Environment Please find attached information on Home Learning Environment Resources for early years settings, schools and parent, the pack has been developed to support early years settings, schools and parents with younger children around different areas of development, all the resources have been quality assured be Educational psychology professionals in Greater Manchester.   

# data[].attributes.headline
Please see below the Early Help Approach in Bury PowerPoint which has all the information you need on the Early help Approach which is the way that everyone works together to support the needs of families 

# data[].attributes.subject
Please see below the Early Help Approach in Bury PowerPoint which has all the information you need on the Early help Approach which is the way that everyone works together to support the needs of families 

# data[].attributes.headline
Greater Manchester(GM) 10 Tips for Talking in GM 10 most spoken languages.

# data[].attributes.subject
Greater Manchester(GM) 10 Tips for Talking in GM 10 most spoken languages.

# data[].attributes.attachment_link.title
GM 10 Tips for Talking in other languages

# data[].attributes.attachment_link.title
Greater Manchester's ten tips for talking social

# data[].attributes.headline
Early Years FREE Wellcomm Awareness Sessions

# data[].attributes.subject
Early Years FREE Wellcomm Awareness Sessions

# data[].attributes.body
The next Wellcomm Training sessions are taking place on Wednesday 15th September via MS Teams.
Most of our large PVI settings in Bury are now Wellcomm Friendly, lets get this to 100%
There are 2 sessions-
Am- 9.30-11am
Pm- 6.15-7.45pm
To book a place- email s.walton@bury.gov.uk stating which session you want to reserve a place for and also the delegates name

# data[].attributes.body
Please see attached poster regarding Summer Training session

If you would like to book on to the session please contact me on woodlandsconsultancy@outlook.com

Kind Regards

Charlotte Melia

# data[].attributes.body
has lots of useful up to date information
www.adcs.org.uk

# data[].attributes.headline
Working with Families Group - BBC Tiny Happy People

# data[].attributes.subject
Working with Families Group - BBC Tiny Happy People

# data[].attributes.body
Join the BBC Tiny Happy People Working With Families Group
If you work with families or children aged 0-4 then this is the place for you

We'll be posting exclusive content just for you

We'll be here to help you navigate our website

We'll be keeping you up-to-date with Tiny Happy People events across the country

And lots, lots more!

Who's excited?

# data[].attributes.attachment_link.description
Working with Families Group - BBC Tiny Happy People has 1,526 members. A place for those working with families, from pregnancy to 4-year-olds, to come together, share ideas and enjoy exclusive Tiny...

# data[].attributes.headline
EYFS 0-3 -Supporting your curriculum padlet

# data[].attributes.subject
EYFS 0-3 -Supporting your curriculum padlet

# data[].attributes.body
Early Years Advisors Team-Bury Council

# data[].attributes.headline
EYFS 0-3's Training Power point- June 2021

# data[].attributes.subject
EYFS 0-3's Training Power point- June 2021

# data[].attributes.body
Delivered by the Early Years Advisors Team-Bury Council

# data[].attributes.body
Early Years Advisors Team-Bury Council

# data[].attributes.body
Do you have any parents within your setting who would like to access this FREE online Speech, Language and Communication support with a Speech therapist ? The aim is to empower them and give them the strategies to support their child's SLC Development?
For more information you can contact
s.walton@bury.gov.uk or see the procedure for referral below...

# data[].attributes.attachment_link.title
Early Years Practitioners Procedure_ Teletherapy

# data[].attributes.body
Free Webinars for parents with children aged 18 mths to 2.5 yrs. Delivered by I CAN to support children's Speech, Language and Communication Development

# data[].attributes.body
As discussed in EYFS 0-3 training session

# data[].attributes.attachment_link.description
We'd also like to use analytics cookies so we can understand how you use this service and make improvements.

# data[].attributes.attachment_link.title
Coronavirus (COVID-19) schools July 2021

# data[].attributes.headline
0-5 Speech, Language and Communication Pathway Padlet 

# data[].attributes.subject
0-5 Speech, Language and Communication Pathway Padlet 

# data[].attributes.body
For Parents and carers

# data[].attributes.body
Wednesday 6th October- 10-11.15am or 6pm-7.15pm via MS Teams

# data[].attributes.attachment_link.title
Invite to Communication champion Network session flier -6th October 2021

# data[].attributes.headline
Paediatric Audiology Referral Form - Updated May 2021

# data[].attributes.subject
Paediatric Audiology Referral Form - Updated May 2021

# data[].attributes.body
Please note referrals must be made by parents, GP, HV, or school.

# data[].attributes.headline
WellComm Project-September 2020-end March 2021

# data[].attributes.subject
WellComm Project-September 2020-end March 2021

# data[].attributes.body
Final data for Bury PVI and Maintained Nurseries involved in the project

# data[].attributes.headline
0-5 Speech, Language and Communication Pathway Padlet 

# data[].attributes.subject
0-5 Speech, Language and Communication Pathway Padlet 

# data[].attributes.body
For Early Years professionals

# data[].attributes.headline
Educational Psychology locality Network 

# data[].attributes.subject
Educational Psychology locality Network 

# data[].attributes.headline
Bury Council- Early Years Advisor Team-Locality Network Sessions- Sept 2021

# data[].attributes.subject
Bury Council- Early Years Advisor Team-Locality Network Sessions- Sept 2021

# data[].attributes.attachment_link.title
Locality networks March 21 advert-final (002)

# data[].attributes.body
EYFS reforms sessions Q and A

# data[].attributes.attachment_link.title
EYFS Reforms Sessions Q and A Final Version

# data[].attributes.attachment_link.readable_text
New EYFS Online Service to support private, voluntary and independent early years settings and childminders to effectively implement the revised EYFS
Prepare for changes to the early years foundation stage framework (gov.uk) EYFS Online Service Communications Pack (PDF, 340KB)
If you have any questions please don't hesitate to contact by emailing eyfsreforms.earlyadopters@education.gov.uk

EYFS Reforms Workshop with Dr Julian Grenier - 11.03.2021

GMCA hosted a Q&A with Dr Julian Grenier to support the early years sector with adapting to the new EYFS. Headteachers and Teachers from early adopter networks across Greater Manchester, posed questions to Julian around adapting to the new reforms and the Development Matters guidance.

The recording of the webinar last 2 hours so has been split into four shorter sections covering the following themes:

Introduction and Continued Professional Development (CPD)

Progressive Curriculum

Tracking

Accountability

Introduction and Continued Professional Development (CPD)

Progressive Curriculum

Tracking

Accountability

# data[].attributes.attachment_link.description
Prepare for changes to the early years foundation stage framework (gov.uk) EYFS Online Service Communications Pack (PDF, 340KB) If you have any questions please don't hesitate to contact by emailing eyfsreforms.earlyadopters@education.gov.uk GMCA hosted a Q&A with Dr Julian Grenier to support the early years sector with adapting to the new EYFS.

# data[].attributes.body
Free online Training with I CAN

# data[].attributes.attachment_link.readable_text
We've split the questions up into groups for easy reading. They should be read alongside the early years inspection handbook

Early years foundation stage (EYFS) reforms

Will Ofsted want to see as much paperwork as possible? Should providers store their paperwork in a folder marked 'Ofsted'?

Ofsted does not want to see a particular amount or type of paperwork during an inspection. Paragraph 2.2 of the EYFS framework sets out the requirements on paperwork related to assessment. Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. Practitioners should draw on their knowledge of the child and their own expert professional judgement and should not be required to prove this through collection of physical evidence.

Settings should use whatever approach to paperwork suits them. They are free to file it however they like. 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 paragraph 59 of the early years inspection handbook, but it is unlikely that an inspector will want to see all of these documents at every inspection.

From September 2021, the revised EYFS framework no longer includes the requirement for providers to seek permission from Ofsted to keep any records securely off site. However, it is for providers to ensure that they comply with data protection obligations.

Will Ofsted expect providers to show the progress of a child tracked against the revised non-statutory guidance, 'Development matters'?

Ofsted does not have a preferred method of how settings assess children's progress. Our inspection handbook outlines how we will gather evidence through observation and discussion on inspection.

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 go them there

what your plans are for that child so that they are ready for their next stage of learning

Getting to know children and finding out what they know and can do is something we know early years practitioners are skilled at. This is what is important. Whatever 'system' providers have in place for the assessment of young children shouldn't take adults away from those important interactions.

As outlined in our handbook and in our myth-busting work, 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 Ofsted prefer to see paper assessments rather than those recorded electronically?

There is no prescribed way of carrying out or recording assessments as long as it is effective and helps children's learning, development and progress.

Paragraph 2.2 of the EYFS framework sets out the requirements on paperwork related to assessment. Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork.

As outlined above, inspectors will want to find out the story of a child. Getting to know children and finding out what they know and can do is something we know early years practitioners are skilled at. This is what is important. Whatever 'system' providers have in place for the assessment of young children shouldn't take adults away from those important interactions.

Inspectors will 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.

How will Ofsted inspect the curriculum? Do providers need to produce a curriculum map?

We are keen to bust this myth! We don't know where the idea of a 'curriculum map' has come from, but we are clear that what children learn in the early years is incredibly important for their future success.

Inspectors will want to know how leaders design an ambitious and well-sequenced curriculum that prepares children well for the next stage of their education. Providers will be asked what they want children to learn and why, how they are helping children know more and remember more, and how they measure this success.

Our inspection handbooks for both registered early years providers and schools make it clear that curriculum planning does not need to be in any specific format. There is no need to produce a 'curriculum map'. It is up to providers to determine the format of their planning, and it is up to leaders to justify these plans based on what they want children to encounter, explore and learn in the setting.

What impact will the recently introduced EYFS reforms have on Ofsted inspections?

Ofsted inspects in line with the principles and requirements set out in the statutory EYFS framework to evaluate the overall quality and standards of a setting's early years provision. From 1 September 2021, Ofsted inspections will be in line with the requirements set out in the revised EYFS framework for all early years providers.

Will Ofsted negatively judge settings for having a 'stripped-back, COVID-safe provision'? For example, provision with no soft furnishings, dressing-up clothes, pillows or cosy spaces, and no sand or water.

No, we will not judge settings negatively on how they delivered their provision during the pandemic. We know that some providers will have changed how and what they delivered during this time.

However, we will seek to understand how a provider adapted and prioritised what it did to get the best results for children throughout this period. Inspectors will also want to see the extent to which leaders have designed an ambitions and well-sequenced curriculum, how they are addressing any disruption, and how they are ensuring that any gaps in knowledge are closed so children are prepared for their next stage of education.

Modifications/disapplications of the EYFS

How will Ofsted consider the temporary EYFS disapplications that were previously in place?

Ofsted will continue to inspect in line with the principles and requirements of the EYFS framework. We will want to know whether providers have previously relied on the disapplications so we are able to understand the context of where they are now. We will not judge providers on what they were doing previously, even if they were disapplying or relying on modifications. We will look at whether any previous reliance on the disapplications or modifications is having an impact on the provision and on the children who attend the setting. We will look at what the provider is doing to get back on track, how it's addressing any gaps in learning and how it's ensuring that the children are ready for their next stage of education.

We do not expect to see any paperwork or 'evidence' about why or how providers relied on the disapplications.

Are there flexibilities in place for providers that have high numbers of staff needing to self-isolate, and will Ofsted take this into consideration when inspecting?

Paragraph 3.30 of the EYFS framework states:

Exceptionally, and where the quality of care and safety and security of children is maintained, changes to the ratios may be made.

The Department for Education (DfE) has been clear in guidance that it considers the COVID-19 pandemic to be an exceptional temporary circumstance in which the staff-to-child ratios set out in the EYFS framework can be changed if necessary.

Early years settings and schools, however, remain responsible for ensuring the safety and security of children in their care. Our inspectors will want to understand how providers are continuing to meet this requirement if temporarily using the existing ratio flexibilities set out in the EYFS framework.

Inspection practice

Can Ofsted carry out inspections without any notice?

Ofsted can carry out inspections without notice. No-notice inspections normally, but not exclusively, take place when someone has raised concerns about a setting.

During an inspection, will Ofsted expect the manager to be available at all times to speak to the inspectors?

Ofsted does not expect managers to be immediately available to speak to the inspectors. Inspectors want to see settings operating as they would on any other day, and they will work around normal timetables. Meetings with managers will take place at a mutually convenient time during the inspection.

Is it only managers who can attend the feedback session at the end of an inspection?

It is not true that inspectors will only give feedback to managers. The feedback session is confidential until the final report is published, but other staff can be included where it is feasible.

Can a registered early years setting achieve a judgement more than one grade above its previous inspection outcome?

A setting 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, considered 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 one grade, they will judge it accordingly.

Will making a complaint about an inspection go against a childcare setting the next time it is inspected?

Ofsted does not take into account any past complaints lodged by a setting when making inspection judgements. Inspectors act fairly and without bias at all times, and their judgments 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 inspection handbook.

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

# data[].attributes.attachment_link.description
We've split the questions up into groups for easy reading. They should be read alongside the early years inspection handbook Ofsted does not want to see a particular amount or type of paperwork during an inspection. Paragraph 2.2 of the EYFS framework sets out the requirements on paperwork related to assessment.

# data[].attributes.body
Respiratory infections in young children have begun to rise out of season, following low infection levels in response to COVID-19 restrictions and good infection control measures that have been in place. See Public Health England media release: https://www.gov.uk/government/news/health-chiefs-issue-warning-as-childhood-respiratory-infections-rise-ahead-of-winter

Respiratory syncytial virus (RSV) communications toolkit and assets can be downloaded via this link: https://drive.google.com/file/d/11Wkr4-T1lbopaOG2EVGMGfYCDQ8hIY0c/view?usp=sharing

https://www.youtube.com/watch?v=sb4R3tsLhrE

# data[].attributes.body
Take a look at the refreshed 'Hungry Little Minds' website!

They have recently added new activities, videos and resources to the website to give parents and carers fresh ideas for supporting their child’s early language development. The activities are simple to do and don’t require many resources. Most importantly, they are rooted in evidence about ‘what works’ for supporting children aged 0-5 to develop their speech, language and communication skills.

They have also made some changes to the look and feel of the website to make it even easier for parents to navigate the page and find what they need.

# data[].attributes.attachment_link.readable_text
Children take everything in. They love it when you chat, play and read with them, even when they're too young to understand everything.

You can turn almost anything into a game. And every little thing you do together will help set them up nicely for the day they start school.

# data[].attributes.attachment_link.description
Your child's brain grows the fastest during the first 5 years of life. As a parent, you play a huge role in feeding your child's mind and helping them to communicate. Check out our top tips for simple activities that you can do with your child as part of your daily routine.

# data[].attributes.body
BISP Multi - Agency safeguarding Training Course
all training courses can be found on the BISP website

# data[].attributes.headline
Guidance to support Covid-19 case management-August 2021

# data[].attributes.subject
Guidance to support Covid-19 case management-August 2021

# data[].attributes.attachment_link.title
GM Covid-19 Educational Case Management Support Pack FINAL V1.4 (002)

# data[].attributes.headline
Letter to EY providers from Public Health- August 2021

# data[].attributes.subject
Letter to EY providers from Public Health- August 2021