Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality of standards and provision. We will document the benefits and challenges of a practitioner-led network, as well as document improvements seen as a result of the model.

What we hope to achieve? To develop greater professional understanding and respect across the breadth of early years provision To develop a moral purpose within that group to ensure outstanding provision for all children in Lincolnshire whatever provision they attend A model that could be developed with other Teaching School Alliances in other parts of the county. Improved outcomes for children

Joint Professional Development Triads Phase 1 Nursery classes in Primary Schools Maintained Nursery Schools Day Nurseries Child-minders

Nursery Classes in Schools

What we chose to do and why To develop a more effective understanding of learning and development for listening and attention in boys regarding storytelling. Do group sizes and environment impact on children’s listening and attention skills? Is storytelling more effective than a story book? Do our own perceptions of good listening behaviours impact on children’s learning and development? Improve boys literacy outcomes through professional development triads

Impact of triad on children's outcomes as an effective method of professional development

Three Maintained Nursery Schools

Text What we chose to do and why? Improve boys literacy outcomes through professional development triads Do boys inherently ascribe meaning to marks that they see in different places? Ascribe meanings to marks that they see in different places (30-50 months EYFS Development Matters)

Impact of triad on children's outcomes as an effective method of professional development

Three Day 0-5 Day Nurseries

Identify if 2,3 and 4 year old boys of different developmental levels access mark making independently or if they have to be ‘hooked in’ Does adventurous mark making make a significant difference to their engagement? Improve boys literacy outcomes through professional development triads What we chose to do and why?

Impact of triad on children's outcomes as an effective method of professional development

Childminders in Gainsborough What we chose to do and why? Explore visual aids to develop speech and understanding

What we chose to do and why? Can props focus and engage children sufficiently to enable vocabulary to be extended and developed? Impact of the Triad on children’s outcomes as an effective method of professional development

What did we hope to achieve? To develop greater professional understanding and respect across the breadth of early years provision To develop a moral purpose within that group to ensure outstanding provision for all children in Lincolnshire whatever provision they attend A model that could be developed with other Teaching School Alliances in other parts of the county. Improved outcomes for children

Phase 2 is continuing Mixed Triads 3 triads consisting of Day Nursery Nursery Class in a Primary School] Nursery School Focus English as an Additional Language

Early Years Project Triads of settings working together in similar ways with a co- ordinator to ensure that findings in individual settings are shared Triads to embark on action research which will fulfil their own needs, but with reference to the Ofsted Regional Report Triads sharing their work with other settings

Project Co-ordinators So far Hazel Fewster from St. Faiths School Kerry Jones from Magical Moments Gemma Jarman from Prior Witham and ……watch this space….

Why do this…..? To develop greater professional understanding and respect across the breadth of early years provision To develop a moral purpose within that group to ensure outstanding provision for all children in Lincolnshire whatever provision they attend A model that could be developed with other Teaching School Alliances in other parts of the county. Improved outcomes for children

Questions?