1. EYFS Support Meeting Autumn 2013 9.30-10.30Letters and Sounds 10.30-11.00Partnership working/networking 11.00-11.30ELCS Update

2. Letters and Sounds Phase 1 Childminders, PVI settings, other early years provision Phases 2 - 6: Schools www.foundationyears.org.uk

3. Phase One Activities Listen attentively Speak confidently to adults and other children Enlarge their vocabulary Discriminate phonemes (phoneme - a sound in a word) To develop oral blending and segmenting of sounds in words

4. Phase One Activities These activities are intended to be used as part of a broad and rich language curriculum that: has speaking and listening at its centre links language with physical and practical experiences provides an environment rich in print has abundant opportunities to engage with books

5. Phase One - 7 Aspects Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Alliteration Voice sounds Oral blending and segmenting ‘Considerations for Practitioners’ section – helps you to reflect and develop practice

6. Phase One Activities How do you / could you use this in your setting? How could you adapt this activity for younger/older children? What implications are there for practitioners? Discuss opportunities for providing similar activities within the continuous provision/everyday routine How do you share key messages and ideas with parents? As a leader/manager how do you monitor the implementation of Letters and Sounds in your setting?

7. Points for Reflection Experiences should be play based and fun –follow the children’s interests The role of the adult Parent partnerships Small group activities Letter and Sounds activities available to revisit in the continuous provision - indoor and outdoor

8. Partnership Working/Networking Partnership working will be crucial to the success of the two year old funded programme Identifying and meeting the holistic needs of families is central to the two year old programme Networking – peer to peer support, sharing positives/issues that have arisen, best practice around two year olds and their families

9. More great childcare – A plan of action Raising the status and quality of the workforce Freeing high quality providers to offer more places Improving the regulatory regime Giving more choice to parents January 2013 www.gov.uk/goverment/publications August 2013

10. More affordable childcare – A plan of action www.gov.uk/goverment/publications Help families to meet the costs of childcare Increase the amount of affordable provision Give parents the right information so they can make informed choices about childcare July 2013 September 2013

11. Early Education and Childcare Local Authority Duties Local authorities to act as ‘champions’ for children and parents, particularly disadvantaged children and their families Early education places for 2, 3 and 4 year olds (eligibility, flexibility, quality, funding, delivery) Securing sufficient childcare Information to parents Information to childcare providers

12. Early Education and Childcare Local Authority Duties - Quality Local Authorities no longer to have separate quality assessment 2 year olds funded in good or outstanding provision 3 and 4 year olds funded in good, outstanding or satisfactory / requiring improvement provision Fund new providers registered with Ofsted until their first full Ofsted inspection judgement is published Secure alternative provision and withdraw funding, as soon as is practical, for children who are already receiving their funded entitlement at a provider when it is rated inadequate by Ofsted.

13. Early Education and Childcare Local Authority Duties - Information to childcare providers Refocus the duty on local authorities to provide information, advice and training to childcare providers judged less than ‘good’ by Ofsted Priority Providers

14. Priority 1 Inadequate Ofsted judgements for all providers Satisfactory /requires improvement Ofsted judgements for providers in receipt of FEEE Priority 2 Newly registered providers Change of circumstances Priority 3 Satisfactory/requires improvement providers not in receipt of FEEE Priority 4 Good or outstanding Ofsted judgement for all provisions