Autumn Term Providers Information Session Session 2 PART ONE - - PowerPoint PPT Presentation

Autumn Term Providers Information Session

Session 2 PART ONE 18:45- 19:00 Tea, Coffee Biscuits Welcome

• Ofsted Updates- QD Team
• Local Authority Updates-Cherry Hall
• Funding Updates- Early Help Business Support Team

(School Admissions information leaflets available on the day) 20:00 Networking Break Tea/Coffee PART TWO 20:15-21:00

• Trauma Talk- Maria James

QD Team

• Alison Hallissey
• Sue Gardner
• Marion Wright
• Danielle Jones

QD.Team@bracknell-forest.gov.uk

Ofsted Updates

Ofsted Education Inspection Framework September 19 Quality of Education

the expectation is that all learners will receive a high-quality, ambitious quality of education

Cultural capital

• Cultural capital is about preparing children

with the knowledge and skills for what comes next; important in early years because what children learn in those vital first years of life will stay with them forever.

• It is about giving children the best possible

start to their early education, particularly the most disadvantaged

Planning

• Plan activities, provocations and

lines of enquiry with intent to enhance vocabulary, build curiosity and engage children with a sense of awe and wonder

• Broaden children’s knowledge-
• ffer experiences that extend,

stretch and challenge them, to benefit them both in the present and future.

The 3 ‘I’s

• Intent

What do the children need to learn, know or be able to do to succeed in life (cultural capital)

• Implementation

How you deliver your plans

• Impact

How do you know if what you planned was successful

Learning Walk

Inspectors will complete a learning walk around the premises with the provider or their representative early

• n in the inspection. This provides an
• pportunity for leaders to explain

how they organise the early years provision, including the aims and rationale for their EYFS curriculum

School care and holiday provision

The inspector will talk to practitioners about: how practitioners create the play environment How they seek children's views and engage them in planning of activities Talk about performance management and professional development Evaluate a sample of policies and procedures and relevant documentation Where possible, seek the views of parents

Awe and Wonder

Children need an inspirational environment that changes and includes quirky objects and things that lie

• utside the ordinary.

They need to hear words that are strange and alluring, hear stories that

• pen up new worlds of imagination and

wonder; they need drama and songs, adventure and the great outdoors “Think like a child to be like a child.”

50 Things to do before I’m 5

E.G:

• Play pooh sticks
• Fly a kite
• Roll down a hill
• Hide in a pile of autumn leaves
• Have a snail race
• Go crabbing
• Visit a museum
• Hear a musician play an instrument

PVI experiences

• Old School Day Nursery
• The Pines Pre School
• Updates from EIF meeting with Ofsted
• The DfE are seeking your views on proposed changes to the

EYFS statutory framework. Please see link below should you wish to respond:

• https://consult.education.gov.uk/early-years-quality-
• utcomes/early-years-foundation-stage-

reforms/supporting_documents/EYFS%20reforms%20consu ltation.pdf

• https://www.slideshare.net/ofstednews

Cherry Hall

Locality Manager

cherry.hall@bracknell-forest.gov.uk

Local Authority Updates

Early Help Support Team

01344 351555 EHBS@bracknell-forest.gov.uk

Free Entitlement Funding Quiz

Please discuss your answers within your groups for 8 minutes (1 minute per question).

Question 1 - If a child’s birth date is 1 September they can start claiming free entitlement funding from:

Question 2 - A child turns 3 on 1 March 2020, they have a 30 hour code with a valid from date 6 April 2020, they start claiming extended hours from:

Question 3 - Parents must pay the difference between the hourly rate paid by Bracknell Forest to the childcare provider, and the childcare providers published hourly rate:

False

• Question 4 - Parents can expect to pay for lunches if children

stay in childcare all day:

True

Question 5 - The free entitlements can be delivered

• ver 52 weeks of the year:

True

If your setting is open 52 weeks of the year you can stretch funding over 52

• weeks. However if your setting closes for bank holidays and INSET days these

must be deducted.

Question 6 - To claim free entitlement funding, all childcare providers need to do is submit a headcount task on the provider portal:

False

Question 7 - If a parent provides their NI number and date of birth on the Parent Declaration form this should be entered on the provider portal:

False

Question 8 - Bracknell Forest Council can extend the deadline if I forget to submit my headcount task:

False

If you have any specific free entitlement funding questions following on from the quiz please contact us directly or attend the next provider portal session: Date – Tuesday 3 December Time – 7 – 9 pm Venue – Bracknell Open Learning Centre The dates are published, in advance, on our website:

Comfort break

Introduction to trauma

Maria James Early Help Parenting Lead

Definition 1 of psychological trauma

• Trauma is an exceptional experience in which

powerful and dangerous stimuli overwhelm the child’s capacity to regulate emotions.

• This is also the case for adolescents and adults

Definition 2 of psychological trauma

Trauma is the unique individual experience of an event or enduring conditions in which the individual’s ability to integrate his/her emotional experience is overwhelmed and the individual experiences (either objectively or subjectively) a threat to his/her life, bodily integrity, or that of a caregiver or family. (Pearlman, L.A, and Saavitne K.W, 1995

Emotional regulation and trauma

Both these definitions tell us that:

• It’s not the event itself , it’s our reaction to the

event that makes it traumatic.

• The event becomes traumatic when we are
• verwhelmed and cannot regulate ourselves.

Types of trauma

There are 2 types of trauma: Type 1 trauma:

• A one off single event
• Overwhelming
• Out of the blue

Examples of Type 1 trauma

• Life threatening environmental disasters,

floods, earthquakes, hurricanes, tsunamis.

• Unexpected death of a family member or

friend.

• Diagnosis of a life threatening illness.
• Accidents or crashes involving injury or death.
• Crime: rape, kidnap, assault
• Combat

Big T events

Shapiro calls Type 1 traumas “Big T events” One off event that overwhelm our ordinary capacity to cope.

Type 2 traumas

The content of type 2 trauma events can be different for an adult than a child, but for both children and adults Type 2 trauma is characterised by repeated traumatic events Type 2 traumas are known as “small t events”

Examples of type 2 trauma

For the child:

• Being ignored when upset or distressed
• Not getting needs met and being criticised for

having needs

• Trauma of seeing others being abused
• Having no one who is in tune or can relate to

them

Cumulative effect

• Cumulative effect of small “t” experiences can

be as traumatic as a Big T experience.

• Often can be harder to treat as it is not one

event to be recalled.

• It can be seen by the person as part of a

“normal experience” but is chronic and complex.

What is Developmental trauma?

Developmental trauma is a term used to describe the impact of early, repeated abuse, neglect, separation and adverse experiences that happens within the child’s important relationships. Children with complex trauma histories are often diagnosed with conditions such as ADHD,

• ppositional defiance disorder, conduct disorders,

anxiety disorders, learning difficulties, autistic spectrum disorder.

ACEs (Adverse Childhood Experiences)

ACEs is used generically to refer to overlapping sets of traumatic and adverse childhood experiences and home environment factors that substantially increase a child’s risk for serious, lifelong medical and mental illness. ACEs are common but their effects are cumulative and create increased risk for poor

• utcomes.

ACEs (Adverse Childhood Experiences)

• Physical abuse
• Sexual abuse
• Emotional abuse
• Physical neglect
• Emotional neglect
• Mother treated violently
• Household substance abuse
• Household mental illness
• Parental separation and divorce
• Incarcerated household member

How the ACEs work

Adverse Childhood Experiences

• Abuse and Neglect (e.g. psychological, physical, sexual)
• Household Dysfunction (e.g. domestic violence, substance abuse, mental

illness) Impact on Child Development

• Neurobiological Effects (e.g. brain abnormalities, stress hormone dysregulation)
• Psychosocial Effects (e.g. poor attachment, poor socialization, poor self-efficacy)
• Health Risk Behaviours (e.g. smoking, obesity, substance abuse, promiscuity)

Long Term Consequences

Disease and Disability Social Problems

• Major depression, suicide PTSD Homelessness
• Drug and alcohol abuse Prostitution
• Heart Disease Criminal Behaviour
• Cancer Parenting Problems
• Chronic Lung Disease Unemployment
• Sexually transmitted diseases High utilisation of health and social services
• Intergenerational Transmission Shortened Lifespan

A closer look at ACE’s

The higher the ACE score the higher the risk of mental and physical health. Compared to those with a 0 ACE score those with 4 ACE’s or more are

• 2 x more likely to smoke
• 5 x more likely to have underage sex
• 7 x times more likely to become an alcoholic
• 10 x more likely to use drugs
• 12 x times more likely to attempt suicide

Implications on brain development

Trauma induced changes to the brain can result in varying degrees of cognitive impairment and emotional dysregulation that can lead to a host

• f problems including difficulty with attention

and focus, learning disability, low self esteem, impaired social skills and sleep disturbances.

Implications on brain development

If the brain is taken up with reactions to trauma, it is not in an optimal state to work on the tasks it is supposed to be working on in the early years Trauma memories are saved in a state specific way, “frozen” at the age and stage the trauma occurred. This may lead to “critical periods” of learning being missed.

Recognising trauma

Trauma has recognisable symptoms (think PTSD) Trauma can be seen in the play, emotions and behaviour of children and adults

How would you know if has experienced trauma?

PLAY:

• Playing out the traumatic event in different ways

at different stages.

• Repetitive compulsive play
• Restricted range of toys in play

EMOTIONAL BEHAVIOURS:

• Distress
• Looking withdrawn
• Fears
• Aggression
• Guilt
• Regression

BEHAVIOURS:

• Problems with concentration
• Hypervigilance
• Repetitive Questioning
• Impulsive and aggressive behaviours

(adolescents)

ASK THE QUESTION……

NOT What’s wrong with this child? BUT……………….. What’s happened to this child?