Skype Early Years Leadership Information Sessions Summer term

Skype Early Years Leadership Information Sessions Summer term 2020 Registration: Please type your full name and school name in to Instant Messenger as you join the meeting. Thank you! www. leedsforlearning. co. uk

House Keeping • Q and A opportunities throughout the presentation • Please keep your mics muted until the Q and A sections www. leedsforlearning. co. uk

www. leedsforlearning. co. uk

What have we been doing? • • Point of contact and advice Bronze meetings Resources and guidance Advocates for the early years agenda www. leedsforlearning. co. uk

Taking our work online www. leedsforlearning. co. uk

Leeds for Learning • Home Learning • Resources Page www. leedsforlearning. co. uk

EY Summer Conference 2021 – Fri 7 th May Save the date! • Keynote: Greg Bottrill • Author of “Can I go and play now? ” and ‘The Message Centre’ approach www. leedsforlearning. co. uk

Moving forwards • Under current guidance, schools and settings have welcomed back as many children as their building and staffing will allow. • The ambition is that from September all children will be back in their school or setting. • New starters to reception should wherever possible start school by the end of September. www. leedsforlearning. co. uk

Funded 2 year olds • Working on increasing the uptake in Leeds • Currently many eligible 2 year olds cannot take up their place • Learning packs being distributed to families www. leedsforlearning. co. uk

50 things to do before you’re 5 • App for parents • Resources on Leeds for Learning • Summer activities www. leedsforlearning. co. uk

Leeds EY Ofsted Context • 99% good/outstanding settings • 97% good/outstanding childminders • 85% good/outstanding schools March 2020 www. leedsforlearning. co. uk

Ofsted Inspections • School inspections will resume in January 2021. • Visits to schools in autumn term to look at how schools are getting children “back up to speed” • No grade will be given but a short letter published • EY inspections will resume January 2021. • Visits to RI/I settings and CMs to monitor progress and regulatory standards will resume in the autumn 2020. • No grade will be given but an outcome summary will be published. • Pre-registration inspections have resumed and will continue to take place. www. leedsforlearning. co. uk

Reception Baseline • Statutory reception baseline assessment (RBA) was due to take place autumn 2020. • Due to the challenging circumstances faced by schools in the context of the covid-19 pandemic, this has been postponed to Autumn 2021. • Schools have the opportunity to sign up to the RBA Early Adopter year. www. leedsforlearning. co. uk

Statutory Framework for the Early Years Foundation Stage • July 2020 published • EYFS Reforms Early Adopter Version • https: //www. gov. uk/government /publications/early-adopterschools-eyfs-framework www. leedsforlearning. co. uk

EEF Resources • Covid-19 Support Guide for Schools • Concerns for disadvantaged children • Disparities in engagement • Evidence informed www. leedsforlearning. co. uk

Current Situation • Out of School Clubs • Summer holiday clubs • Unregistered activity clubs www. leedsforlearning. co. uk

Summary of Questions submitted around Transition • Without being able to do many things we usually do at this time (home visits, visits to previous settings, transition morning, extra visits for children with SEN), how gradual can the start in September be? What are other schools planning? • What are your recommendations around transition from YR to Y 1? More resourced-based provision in Y 1? Using Characteristics of Effective Learning? Leuven Scales? www. leedsforlearning. co. uk

Summary of Questions submitted around Transition • Can any training be provided for Y 1 teachers who have no experience of EYFS? • Which tracking assessments would be best to pass onto reception teachers when completing the transition report? • We are a 2 form entry and we usually share provision across both rooms and children from both classes access both rooms in an open plan situation. Can this continue next year or do we need to keep both class as separate bubbles? www. leedsforlearning. co. uk

Summary of Questions submitted around Transition • Advice on children that are very upset at being left/refuse to leave carer • How to amend baseline routine, if it at all • Can we do home visits for new starters, both Reception and Nursery if we leave them until the first week back in September? EYCT@leeds. gov. uk www. leedsforlearning. co. uk

Let’s consider what we mean by transition. . . . www. leedsforlearning. co. uk

Transition for young children “All too often, the Transition from one stage to the next denies children the opportunity to take control of what is happening to them. And it is this lack of control which is at the root of the anxiety that we all feel when going through a transition, no matter how excited we might feel about it” EYFS 2008 www. leedsforlearning. co. uk

Consider for a moment……. . • What anxieties, worries or stresses may children have in the current climate? • What anxieties, worries or stresses may children have as part of any transition process? www. leedsforlearning. co. uk

Sense of Loss The one commonality that every child has experienced to some degree is a sense of loss. This may be as extreme as having lost a loved one to the virus or experiencing extended separation from family members. It may also be the loss of routines and of freedom and choice linked to school/setting, consistency and seeing friends. A loss of control! https: //www. winstonswish. org/bereavement-training-courses-schools www. leedsforlearning. co. uk

Planning guidance for Early Years and Childcare settings Consider the mental health, pastoral or wider health and wellbeing support children may need, including with bereavement, and how to support them to transition into the setting after a long period of absence. DFE May 2020 www. leedsforlearning. co. uk

Planning guidance for Early Years and Childcare settings The priorities at this time are helping young children to adapt to their new routines and supporting children to settle back into the setting, especially where there have been staffing changes. DFE May 2020 www. leedsforlearning. co. uk

Immediate Impact of Stress and Anxiety on Brain Function and Development Responses in the “thinking brain” • Fright • Flight www. leedsforlearning. co. uk

Longer term Impact of Stress and Anxiety on Brain Function and Development • Kills brain cells • Reduces number of cell connections • Shrinks hippocampus www. leedsforlearning. co. uk • Impairs selective attention • Impairs thinking • Creates anxious behavior https: //www. cdc. gov/violenceprevention/ch ildabuseandneglect/acestudy/index. html

Tolerable and Toxic Stress Alarm Relaxation Alarm, Alarm https: //www. gov. scot/publications/adverse-childhood-experiences/ www. leedsforlearning. co. uk

Supporting Well-being : Being Prepared! Consider strategies prior to arrival… • Well planned and developed key person system • Links with feeder settings and information sharing and gathering possibilities • Links with both established and new families. “Virtual” home visits, setting videos, electronic booklets etc. www. leedsforlearning. co. uk

Consider strategies at the start of Reception… • Staggered entry • High priority given to well being and emotional needs • Enabling environments-emotional and physical • Toolkit of strategies to meet group and individual needs www. leedsforlearning. co. uk

What ideas and strategies are you using to support children during the transition process? Please type them in the IM box with your name and school name and we will ask a couple of people to expand on their ideas. www. leedsforlearning. co. uk

Proposed Early Learning Goal within PSED Self Regulation • Show an understanding of their own feelings and those of others, and regulate their behaviour accordingly; • Have a positive sense of self and show resilience and perseverance in the face of challenge; • Pay attention to their teacher and follow multistep instructions. www. leedsforlearning. co. uk

Developing Self-Regulation Development in children begins by reliance on outside help, parents and care givers who respond to their children’s needs. www. leedsforlearning. co. uk A child may “really need support” in developing self regulation skills and as their teacher it is one of the most important jobs we have.

Hierarchy of brain development Midbrain Forebrain Hindbrain www. leedsforlearning. co. uk

Role of the key person in the EYFS “The key person must help ensure that every child’s learning and care is tailored to meet their individual needs. The key person must seek to engage and support parents and/or carers in guiding their child’s development at home. They should also help families engage with more specialist support if appropriate”. Statutory Framework for the EYFS 2017 pg. 10 www. leedsforlearning. co. uk

How do we effectively support children? Supporting the development of self regulation to manage challenge! www. leedsforlearning. co. uk

Out of all the studies that the EEF carried out, a study into the impact of self regulation strategies were shown to be, if implemented correctly, making the biggest impact on children’s early development (an average impact of 7 additional months progress). www. leedsforlearning. co. uk

Developing self regulation in children as part of everyday interactions Providing scaffolding through: - • Modelling • Using hints and cues • Gradually withdrawing adult support www. leedsforlearning. co. uk

Keeping the reptilian brain happy • How involved are your children in the transition process? • What opportunities do they have to make decisions around or have input in to the process? www. leedsforlearning. co. uk

Parents as Partners • How involved are your parents in the transition process? • Are your transition practices flexible to meet the individual needs of children and families? • Do you seek feedback around the effectiveness of transition to support self reflection and quality improvement? www. leedsforlearning. co. uk

Top Transition Tips to Try www. leedsforlearning. co. uk

Reflections on Individual Needs ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) SPECIAL EDUCATIONAL NEEDS AND DISABILITY TRAUMA OR BEREAVEMENT https: //www. childbereavement uk. org/coronavirus-supportingpupils POSSIBLE ASPECTS TO CONSIDER HOW COULD I/WE ADDRESS THIS? - E. g. Some children may not have been using their home languages for the whole time of the lockdown, so may not have heard much English language for several weeks. - E. g. Allow lots of time to talk and to listen. Support the child’s understanding with visual clues and props if needed. - E. g. Some children on the autistic spectrum, may struggle with changes to the routine and environment. - E. g. Allow time for the child to become used to new routines. Reflect on how much is different and which times of the day may need careful handling. This could be arriving or leaving from a setting which looks different. -E. g. Some children may have lost close family members or friends or have been separated from key people in their lives. - E. g. Ensure key information is gathered from parents and carers. Consider how key stories and books could be used to explore scenarios and experiences relevant to the child. Use well-being journal daily to explore feelings and emotions. www. leedsforlearning. co. uk

Books and Stories to Explore Emotions • Silly Billy – exploring fear as an emotion. www. leedsforlearning. co. uk

Emotional Well-Being/ Happiness Boxes www. leedsforlearning. co. uk

Day What made me happy? What made me sad? What worried me? How did we manage the sadness and worry today? www. leedsforlearning. co. uk

Resources to further support Self. Regulation • Empathy dolls and puppets • Me time spaces / fabrics • Family tins and boxes • Make me feel better bags • Feelings/wishes trees www. leedsforlearning. co. uk

• Sensory bottles (glitter shaker to represent emotions and feelings) • Sound makers/instruments • Feelings faces (for key person times/welcome time) • Celebrations wall www. leedsforlearning. co. uk

Consider this…… We wouldn’t expect children to learn to read without us as adults modelling reading and teaching children those key strategies and cues to support them in their journey and to build their confidence. So it should be with well being and resilience! www. leedsforlearning. co. uk

Useful Links Childhood trauma by Aces online learning https: //www. acesonlinelearning. com/? utm_campaign=meetedgar&u tm_medium=social&utm_source=meetedgar. com Supporting children, families and staff to reintegrate to the new normal beyond COVID by Barbara Kaiser https: //www. earlychildhoodwebinars. com/if-you-missed-it-you-didnot-miss-it-the-recording-of-beyond-covid-19 -by-barbara-kaiser/ SENIT team Early Years SENIT Resources | Leeds for Learning www. leedsforlearning. co. uk

Follow up task Moving forward and next steps • Utilise the transition reflection sheet to consider current strengths and areas for development. • Identify effective strategies to incorporate into your transition process www. leedsforlearning. co. uk

Any questions? www. leedsforlearning. co. uk