Early Years Leaders and Managers Network 4 th November 2015

 Children’s Centre referrals- Kay White  Profile Highlights - Karen  Training updates – Elaine and Danielle  Funding Updates – Danielle and Fiona  General Updates Agenda

EYFS Profile 2015

 68% children achieved a GLD (up 7%) – national 66%  PD(90%) – highest proportion of pupils achieving ELG  Numbers(79%), Reading (78%) and Writing (72%) are the goals with the lowest proportion of pupils achieving the early learning goal  Girls outperform boys in many areas-12% gap in Writing, 14% gap in Reading, 7% gap in Maths Swindon

 Writing is the weakest area  66% children achieved all 17 ELGs – up 8% from 2014  There continues to be a significant gap between boys and girls achievements  There continues to be a significant achievement gap between the attainment of the most vulnerable (PP) and those children not attracting PP

Give meaning to marks as they draw, write and paint Continue a rhyming string Begin to break the flow of speech into words Hear and say initial sounds in words Segment sounds in simple words and blend them together (aspect 7 letters and sounds) Writing (4 years +) months

Children are arriving in school with very poor hand skills….  Settings need to focus more on developing hand and finger muscle strength  Lots of fine motor activities for children to choose  Variety of mark making activities and tools throughout for children to choose  Practitioners modelling and talking about mark making  Practitioners modelling and talking about letter sounds (and just sounds for younger children) Implications for FS1 settings

 Linking sounds to letters, naming and sounding letters with meaning-in the environment, during play  Daily letters and sounds activities (for reading and writing) starting with aspects 1 to 6, moving onto aspect 7 when children are confident Gain advice from your link school Getting onto letters….

 Recognise numerals 1 to 5  Counts objects to 10 and beginning to count beyond 10  Counts actions or objects that cannot be moved  Selects the correct numeral to represent 1 to 10  Counts out up to 6 objects from a larger group Number 40 to 60+ months

 Counts an irregular arrangement of up to 10 objects  Estimates how many objects they can see and then counts them to check  Uses language of ‘more’ and ‘fewer’  Finds total number of objects in 2 groups by counting all of them  Says which number is one more or one less  Records using marks that they can interpret

 Numbers throughout the provision  Mathematical resources throughout the provision  Maths included in daily routines  Practitioners talking about and modelling maths when interacting Implications for FS1 settings

What do you do to help children practice these skills every day? Consider your Practice….

Schools on-line - Useful publications Mark Making Matters Children Thinking Mathematically Supporting children learning EAL Useful Publications…

 64 completed questionnaires  Q1 – attending training regularly? -36 ‘yes’ 19 ‘sometimes’ 9 ‘no’  Q2 - Main barrier? – cost-13 settings  27 settings stated cover as key issue  15 settings- more courses for experienced managers  7-transport  2-quality of training Training Evaluation and Feedback

 27 stated booking system as issue and cancellations  Q3 – request for more training on…  EAL  SEN  Maths  Lead Professional Role  Behaviour  Communication/S&L  Literacy

 Booking system very time consuming  Not easy to pay or book  Short notice for cancellations/confirmations Booking system/Communication

 45 stated they would be prepared to pay more  Not bothered about refreshments  42 replied interested in annual conference  47 settings stated they would be interested in cluster-type training General…

 Review of training for more experienced staff and managers-Leadership programme  More SEN training  Training for gaps in Profile outcomes -’funky fingers’  Plans to revise booking system  Develop the idea of in-house training sessions  Annual conference-plans underway  Review of Costs – very reasonable compared to other LA’s ( charge 1 day - £35, mandatory training - £40, S&L- £10 ) What next….?

Funding Updates…

Most disadvantaged children DfE –  Less developed language skills, lower levels of social & behavioural development  Parents less likely to engage in home learning activities SEED Project

SCID : Social communication and interaction guidance (Aug 2015) Encouraging positive behaviour Updated S&L referral form: om/how do I get my child seen Guidance Updates…

Wednesday 9 th March 2016 Next Meeting…