Welcome! Childminding forum 9 November 2019 Bright Start Bright - - PowerPoint PPT Presentation

9 November 2019

Welcome! Childminding forum

Bright Start Bright Ideas Newsletter

Brightstartbrightideas@Islington. gov.uk

Sarah Tomoum LBI EYFS

Schemas – exploring children’s patterns of play

Aims for the session

• To further your understanding of schemas
• Develop an understanding of the role of the adult with regard to

supporting schemas to develop and extend children’s learning

• Consider the ways in which we support parents to understand

schematic play

What do you know about schemas?

• Spend a few minutes discussing this with your

colleagues?

Schemas are

• Patterns of linked behaviour
• Children repeat them and use them in a whole range
• f situations
• A cluster of pieces which fit together
• Early concepts

Schemas are ‘patterns of play’ that children exhibit when they are exploring the world and trying to find out how things work. Children may try out the same action on a variety of different objects or a wide variety of actions on one object. They come up with their own theories about how things work. They continue to test out their theories or ideas. Sometimes they discover exceptions to the rules that they have established with their working theories.

(Parent Workbook, Pen Green Centre 2003)

• “A schema seems to be a pattern of behaviour that

children do over and over again, often in slightly different ways to help them really understand a concept... For example when a child will drop something out of their high chair and somebody will pick it up – they may repeat this over and over and

• ver because they are beginning to establish that the

thing they dropped and the thing that comes back is actually the same thing..”

Maria Robbinson, Siren Films Limited 2009

Early Brain Development and Schemas

• We know that repeated experiences form well worn pathways in the

brain called synapses. The more children see, hear or do something the better those connections become.

• Schemas do just this!!

Most common schemas…

TRAJECTORY

• interest in up and down and along and back.

ROTATION

• interest in things that rotate.

ENCLOSURE

• interest in boundaries.

ENVELOPING and CONTAINING

• covering and putting objects in containers.

CONNECTING

• interest in joining things together in various ways and forms.

TRANSPORTING

• interest in moving things about in different ways.

POSITIONING

• interest in placing things in some kind of order, lining up toys or laying out objects in

a particular position or pattern – links to trajectory, horizontal and vertical

Understanding play patterns – making a difference through schemas

• Brent DVD + discussion

Why are we looking at schemas?

We want to support parents

• To understand that schemas are child centred and positive
• Understand behaviour that may be seen as ‘negative’ and that

children are not intending to upset/annoy/disobey

• To respect children’s interests
• To interact with children more effectively as they are better able

to understand their child’s behaviour and links to early brain development

• To provide a range of household resources to support their

schematic play safely and appropriately

Schemas and Heuristic play and Treasure Baskets

• Heuristic play is rooted in young children's natural curiosity. Toddlers

especially have an urge to handle things, to gather, fill, dump, stack, knock down, select and manipulate in other ways.

• Household or kitchen objects and natural materials offer this kind of

activity and can keep a child occupied for hours!

• Providing collections of natural materials like fir cones, conkers, sea

shells and pebbles, as well as ribbons, short lengths of chain, and found objects like jar lids, the inside of sellotape rolls, etc…

• Uninterrupted time for Heuristic play needs to be given, with a large

clear floor area with these material laid out and the role of the adult is to be there as a source of emotional security, and to observe, rather than directing the play.

Key words to know when thinking revised Ofsted inspection framework

• Cultural capital
• 3 I’s

Cultural Capital – the Ofsted definition

• 142. Cultural capital is the essential knowledge that children need to

prepare them for their future success. It is about giving children the best possible start to their early education. As part of making a judgement about the quality of education, inspectors will consider how well leaders use the curriculum to enhance the experience and

• pportunities available to children, particularly the most disadvantaged.
• 143. Some children arrive at an early years settings with different

experiences from others, in their learning and play. What a setting does, through its EYFS curriculum and interactions with practitioners, potentially makes all the difference for children. It is the role of the setting to help children experience the awe and wonder of the world in which they live, through the seven areas of learning.

Page 31

How would you talk to an inspector about your setting’s approach to cultural capital?

The 3 I’s….

The grade descriptors – Quality of Education

Outstanding:

• The provider’s curriculum intent and implementation are embedded

securely and consistently across the provision. It is evident from what practitioners do that they have a firm and common understanding of the provider’s curriculum intent and what it means for their practice. Across all parts of the provision, practitioners’ interactions with children are of a high quality and contribute well to delivering the curriculum intent. Vs Inadequate

• A poorly designed and implemented curriculum does not meet

children’s needs. The needs of babies and young children are not met.

The grade descriptors – Behaviour and Attitudes

Outstanding:

• Children have consistently high levels of respect for others. They

increasingly show high levels of confidence in social situations. They confidently demonstrate their understanding of why behaviour rules are in place and recognise the impact that their behaviour has on others. Vs Inadequate .

• Children’s behaviour and attitudes to learning are poor. Their frequent

lack of engagement in activities and/or poor behaviour lead to a disorderly environment that hinders children’s learning and/or puts them and others at risk.

The grade descriptors – Personal Development

Outstanding:

• The provider is highly successful at giving children a rich set of

experiences that promote an understanding of people, families and communities beyond their own. Vs Inadequate

• The key person system does not work effectively to support children’s

emotional well-being and children fail to form secure attachments with their carers. Babies are not stimulated.

The grade descriptors – Leadership and management

Outstanding:

• Leaders ensure that they and practitioners receive focused and highly

effective professional development. Practitioners’ subject, pedagogical content and knowledge consistently builds and develops over time, and this consistently translates into improvements in the teaching of the curriculum. Vs Inadequate

• Leaders are not doing enough to tackle the poor curriculum or teaching,
• r the inappropriate use of assessment. This has a significant impact
• n children’s progress, particularly those who are disadvantaged and

those with SEND.

Safeguarding Update

Amanda Joy - Early Years Safeguarding Officer Amanda.joy@Islington.gov.uk 0207 527 3154

Changes to the judgement areas - where safeguarding fits

Safeguarding

• Strong focus of safeguarding threads throughout all

the judgement areas, however will continue to be graded under leadership and management

• When judging the overall effectiveness, inspectors

will take account of all four judgements.

• They will also make a judgement about the

effectiveness of the arrangements for safeguarding children.

Some questions to consider ?

• Identify: How do leaders and staff identify learners who may need

early help or who are at risk of abuse?

• Help: What timely action do staff take to ensure that learners get the

right support when they need it, including preventative work, and how well do they work with other agencies?

• Manage: How do responsible bodies and staff manage their statutory

responsibilities and, in particular, how do they manage safe recruitment and respond to allegations about staff/other adults?

Trauma Informed Practice

• Adults understand that children’s poor behaviour may

be a sign that they are suffering harm or that they have been traumatised by abuse

Ofsted Message - Don’t do anything differently!

Childminders feedback from inspections “Don’t do anything differently!”

Recent childminding Ofsted inspections safeguarding focus

• How do you manage children's safety when you are out?
• Do you know about radicalisation, what would you look out for ?
• What would you do if you had concerns about radicalisation
• What would you do if there was an allegation made about a member of

your family against a minded child?

• Do you know about FGM?
• How would you recognise gang culture?

Documentation

• Safeguarding certificate
• First aid certificate
• DBS certificates
• Registers public liability insurance
• Registers

Ofsted Safeguarding Extract

• The arrangements for safeguarding are effective.
• The childminder ensures her home is safe for children to play in.

She carries out risk assessments and has appropriate safety precautions in place. She closely supervises children as they play in the house and on outings. The childminder has a good understanding of how to keep children safe and has a secure knowledge of how to report any concerns she may have about children's welfare. The childminder attends regular training to ensure that she has the most recent information to protect children in her care from harm.

Ofsted Safeguarding Extract

• The arrangements for safeguarding are effective.
• The childminder attends regular safeguarding training and has a

secure knowledge of child protection issues. She can identify signs and has a strong awareness of possible concerns about a child's welfare. The childminder fully understands the procedures to follow to ensure children are safe. She assesses risks and addresses them quickly, which helps ensure the safety

• f children in her home and on outings. The childminder keeps

accurate records of children's attendance. All accidents and incidents are recorded and the details are shared with parents

• promptly. Children are well supervised.

Safeguarding

Key Documents

• Early Years Foundation Stage 2017
• Early Years Inspection handbook for Ofsted registered provision

2019

• Working together to safeguard children 2018 (Part 1 is

essential reading)

• Inspecting safeguarding in Early Years, Education and Skills

Settings 2019

Dates for your diary

Early Years Safeguarding Training

Saturday 15 January 2020 - 9:30 – 1:30

Heather Vaccianna will also be presenting on DV and FGM Book your place now: https://www.islingtoncs.org/

Healthy Early Years London (HEYL) Drop in support session

• Are you interested in registering

for Healthy Early Years London and would like to know more? Would you like help getting registered, or with completing First Steps? Would you like some help/advice with completing your Bronze audit?

• Come along to our drop in support session on Thursday 28th November,

any time between 1 and 5.30 at the Laycock Building, Laycock street.

• Please register on CSonline or notify Jane.Schofield@Islington.gov.uk

The Golden Ticked Offer

A new initiative to increase the take up of free early learning for 2 year olds. Currently take up is at 61% of eligible children. We would like to get to the national average of 68%. Current process

• DWP release a list of parents 7 times per year
• FIS sends postcards to parents who have not

checked eligibility, encouraging them to apply online

• Follow up contact by FIS and Bright Start staff

Golden Ticket – 2 year old free early learning

• From November 2019, Golden Ticket letters will be send to

parents who have not yet applied but have been on the DWP list 3 times.

• The Golden Ticket automatically entitles them to apply for a

2 year old free early learning place with a provider, starting the term after the child has turned 2.

• Parents take their Golden Ticket to the provider to show

they are eligible.

• The existing process continues for all other parents

New initiative launching in November 2019

• Check the name and address on the Golden Ticket
• Check the child is 2 years old (funding starts the term after

they turn 2)

• Complete the Parent Declaration form and add the Golden

Ticket ID

• Send the Parent Declaration form by secure email to

FEE@Islington.gov.uk. Include the provider name and ‘Golden Ticket’ in the email subject

• Termly headcount: allocate hours as normal but select

‘Golden Ticket’ in the ‘Non-Government Funded Hours’ field.

Golden Ticket - process for providers

SEN Training

Next SEN inset day for childminders:

• FRIDAY 6 DECEMBER 2019 9.30 – 15.00

Laycock Street N1 1TH

• SEND support in the early years (Assess, Plan ,Do Review)
• Please book via the islingtoncs portal