Leaders and Managers Network Meeting 6 th March am

Agenda Welcome & Introductions EYFS Networks Training Plan Ofsted Transition document Messages from school & good practice transition Early Help Record

EYFS Networks 19 th March : Ladybird Children’s Centre 26 th March : Moredon Children’s Centre Focus: Communication & Language

Training New Early Years Educator qualification From September 2014 Grade C minimum in English & Maths GCSE EYFS amendments

Ofsted Inspections Safeguarding & Well-Being Leadership & Management Teaching & Learning

Safeguarding and Well-Being Staff knowledge Secure attachments & emotional needs Care practices Physical exercise and healthy diet Transitions Understanding risks Behaviour management Safe & welcoming Motivated & engaged

Leadership & Management Provider is involved and fully responsible Safeguarding & welfare requirements Educational programmes & planning Rigorous self-evaluation Well-focused improvement plans Effective staff supervision Trainees & students Tackling underperformance

CPD opportunities Deployment of staff-qualifications & skills Effective partnerships Sharing information Monitoring children’s progress Interventions where necessary

Meeting Children’s Needs: Teaching & Learning Planning-Prime & Specific Areas Engaged & motivated How children are supported to develop & learn High expectations Meeting individual needs Key Characteristics of Effective Learning Practitioner’s ‘Teaching’ facilitates learning

Quality of teaching-consistent Focus on C&L, PD and PSED Practitioners have secure knowledge Assessment on-entry Ongoing assessments demonstrate progress Challenge Flexible routines

Indoor & outdoor learning opportunities Two-year progress check Planning for transition to school Key Person system-parents involved in assessments SEN and children with additional needs making appropriate progress Equality Act 2010

Typical Range of Development Age of Child Additional Needs Circumstances Attendance months on transition to school

Teaching Early Years Educators… Many different ways in which adults help young children learn. Includes… interactions during planned and child- initiated play, communicating and modelling language Showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling,

providing a narrative for what they are doing facilitating and setting challenges. Takes into account equipment and the physical environment as well as structure and routines

How practitioners assess what children know and can do as well as take into account their interests and ways of learning Use this information to plan children’s next steps in learning and monitor their progress

During the Visit: documentation DBS records Recruitment records Qualifications Training plan/CPD records inc. safeguarding Induction records Planning & assessment documents Complaints record

Medical policy/accident book Self Evaluation Development plan Actions from previous Inspection

The Visit Meet Provider Talk with parents Tour Observations of practice Case track Leadership & management meeting Arrange feedback

Time for Discussion..

‘Moving On’ Document.. General information pages Summary page Request ‘gaps’ sheets Learning journals Add date

Assessments are inconsistent Phonics and aspect 7 PD weak – hand skills/fine motor poor SEN guidance

Good links and communication with feeder settings throughout the year Inviting children and staff to visit in terms 5 & 6 Visits to settings Transition meetings for SEN in term 5 Networking opportunities Involving parents

Early Help Record Family Contact Point

Next Meeting…