Welcome Childminding Forum March 23 rd 2019 Agenda

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Welcome! Childminding Forum March 23 rd 2019

Welcome! Childminding Forum March 23 rd 2019

Agenda • Changes to the OFSTED Inspection Framework – Fran Guy • Supporting Children

Agenda • Changes to the OFSTED Inspection Framework – Fran Guy • Supporting Children through Transitions – Michelle Williams • Library Services in Islington – Maureen Black • Inclusive Approaches to promote diversity with children and families – Fran Guy • AOB

Consultation on The Education Inspection Framework 2019 Fran Guy – Senior Early Years Consultant

Consultation on The Education Inspection Framework 2019 Fran Guy – Senior Early Years Consultant

The proposed framework: • puts the curriculum at the heart of the new framework

The proposed framework: • puts the curriculum at the heart of the new framework • it puts more emphasis on the quality of education and care as a whole. It will ensure that Ofsted inspectors consider children’s experiences and how their learning is being developed • reduces the focus on data, particularly internal progress data. Ofsted hope this will help reduce unnecessary workload for childcare providers.

Final judgements remain the same… • • Inadequate Requires Improvement Good Outstanding

Final judgements remain the same… • • Inadequate Requires Improvement Good Outstanding

Judgement Areas Overall effectiveness • Teaching, learning and assessment Overall effectiveness • Quality of

Judgement Areas Overall effectiveness • Teaching, learning and assessment Overall effectiveness • Quality of education • Outcomes • Behaviour and attitudes • Personal development, behaviour and welfare • Personal development • Leadership and management

The new quality of education judgement Intent • Curriculum design, coverage and appropriateness (EYFS)

The new quality of education judgement Intent • Curriculum design, coverage and appropriateness (EYFS) Implementation • Curriculum delivery • Teaching (pedagogy) • Assessment (formative and summative) Impact • Attainment and progress • Knowledge and skills • Readiness for next stage of education

Cultural Capital Ofsted working definition • Cultural capital is the essential knowledge that children

Cultural Capital Ofsted working definition • Cultural capital is the essential knowledge that children need to be educated citizens. • Some children arrive at an early years setting with poorer experiences than others, in their learning and play. • What the setting does, through its curriculum and interactions, potentially makes all the difference. • It is the role of the setting to ensure that children experience the awe and wonder of the world in which they live, through the seven areas of learning.

Behaviour and attitudes • • • High expectations, consistent and fair implementation Attitudes to

Behaviour and attitudes • • • High expectations, consistent and fair implementation Attitudes to learning Behaviour Exclusions Attendance Bullying

Ofsted want your views • • The consultation is now open and runs until

Ofsted want your views • • The consultation is now open and runs until 5 April 2019 You can respond to the full consultation by: Completing the online questionnaire By completing the form and returning it by email or post –all details are in the consultation document. https: //www. gov. uk/government/consultations/education-inspectionframework-2019 -inspecting-the-substance-of-education

Transition in the Early Years Area SENCO team

Transition in the Early Years Area SENCO team

Aims of the session • Explore the various types of Transitions • Explore good

Aims of the session • Explore the various types of Transitions • Explore good practice strategies, for supporting transitions for children with SEND

What are transitions? Turn to the person next to you, identify and count how

What are transitions? Turn to the person next to you, identify and count how many transitions since waking up this morning you have experienced up until arriving at the library this afternoon. Be prepared to feedback

Transitions for all children Transitions should be seen as a process not an event,

Transitions for all children Transitions should be seen as a process not an event, and should be planned for and discussed with children and parents. Settings should communicate information which will secure continuity of experience for the child between settings. Early Years Foundation Stage Practice Guidance, 2014

Transitions and settling in • Think about the transitions in your day. For example,

Transitions and settling in • Think about the transitions in your day. For example, moving from play to snack time, from the park back into the car, drop off and pick up times. • Think about the different types of transition that the children in your setting could go through. For example: moving home, breakdown of parental relationship, or the birth of a new sibling moving on to preschool or primary school. • Development Matters (p 38) one of the non-statutory guidance documents which supports the EYFS in England suggests you “plan extra time for helping children in transition, such as when they move from one setting to another or between different groups in the same setting”. Q; How can you make these smoother and easier? Pacey; A guide to help you think about how you can support the transitions and settling in processes that the children in your care experience pg. 3

Familiar transition points for children • Home/childminder to Early Years setting • Activity to

Familiar transition points for children • Home/childminder to Early Years setting • Activity to activity • Activity to routine i. e. toileting/nappy changing etc. • Inside to outside • Within an Early Years provision – room groups/phases • Attending stay and play session filled with unfamiliarity i. e. adults, children, equipment

Question Q: If transitions are not managed well, what could be the impact for

Question Q: If transitions are not managed well, what could be the impact for the child and their family? Q; Should transitions for children with special educational needs and disabilities be different?

Transition and SEND Successful transition for disabled children and children with SEN has its

Transition and SEND Successful transition for disabled children and children with SEN has its foundation in good practice for all children. Where a child’s needs have been identified before they are admitted to the setting, transition is likely to require more detailed planning, the closer participation of parents and the sharing of a wider range of information. The period of planning and preparation is likely to involve the SENCO as well as the allocated key person and, for some children, the involvement a wider range of professionals. SEN and disability in the early years: A toolkit

Tools for supporting Transitions Childminders must establish the following ways of working within their

Tools for supporting Transitions Childminders must establish the following ways of working within their home learning settings • • Establish a relationship you are the key person Settling-in procedure should take into account each child's individual needs Share information and develop a robust recording system Prepare and pre-plan key times in the setting that children may find challenging Training and support (where can you go for training and who can support) Do any of you do home visits before the children arrive in your care Do any of you following up with the receiving setting

Transition from home to setting • Settling in - Key person to support children

Transition from home to setting • Settling in - Key person to support children to settle in and be sensitive to parents and their children’s feelings and review progress via the settling-in review • Asking the right questions - what child likes doing, what they find challenging, what helps them feel secure, medical conditions, services involved • Home visit book - photos and information about your setting and how you support children’s needs • Use all information gathered - to plan for children coming

Transition from setting on to next phase Your responsibility as the SENCO requires you

Transition from setting on to next phase Your responsibility as the SENCO requires you to; • Plan for transition - liaise with the parent, receiving setting and professional/s involved with the child consider what information needs to shared between all involved this is referred to as a Team around the child meeting (TAC) • Share information - child’s needs and progress e. g. reports, short term plans and observations, profile book, professionals involved etc. invite the receiving setting to do a home visit to see the child in their familiar setting If children stay with you until they transition to reception class Autumn term prior to the child moving on - encourage parents to visit a range of schools, in addition to making a timely application for a school place, consider initiating an EHC plan or SEN support plan

Lets look at some different transition documents

Lets look at some different transition documents

Transition & SEND Code of Practice 0 -25 Support should include planning and preparing

Transition & SEND Code of Practice 0 -25 Support should include planning and preparing for transition, before a child moves into another setting or school. This can also include a review of the SEN support being provided or the EHC plan. To support the transition, information should be shared by the current setting with the receiving setting or school. The current setting should agree with parents the information to be shared as part of this planning process Early Years Guide to the 0 -25 SEND Code of Practice 2014 Pg. 16

Area SENCO team = support The Area SENCO plays an important part in planning

Area SENCO team = support The Area SENCO plays an important part in planning for children with SEN to transfer between early years provision and schools. SEN disability code of practice: 0 -25 years, para 5. 57 pg. 90

Video clip https: //www. youtube. com/watch? v=b. N 88 GS 2 RBJA

Video clip https: //www. youtube. com/watch? v=b. N 88 GS 2 RBJA

Recommendations that supports seamless transitions A photo album of the setting, school, staff etc.

Recommendations that supports seamless transitions A photo album of the setting, school, staff etc. for the child to look at with parents at home prior to starting Be aware of the child’s friendship group and talk about this with parents and school staff Arrange for staff to visit the home, setting or school and vice versa Invite setting staff, other professionals and parents to meet to plan SEN support Plan extra familiarisation visits to the nursery/school with parent or key person Transitions for disabled children & children with SEN Put together a plan to address any barriers before and when the child starts Encourage parents to look around before choosing a placement Pass on records, reports and contact details for other professionals Highlight resources, equipment or training which might be needed Plan activities and talk about moving on. Give children a chance to ask questions

Useful links • SEN code of Practice 0 -25 (2015) https: //www. gov. uk/government/publications/send-code-of-practice-0

Useful links • SEN code of Practice 0 -25 (2015) https: //www. gov. uk/government/publications/send-code-of-practice-0 -to-25 • SEN and disability in the early years: A toolkit https: //councilfordisabledchildren. org. uk/help-resources/sen-and-disability-early-years-toolkit • Early Years https: //www. gov. uk/government/publications/send-guide-for-early-years-settings • Local Offer https: //www. islington. gov. uk/children-and-families/send-local-offer • Islington SEND Community Support Service http: //directory. islington. gov. uk/kb 5/islington/directory/service. page? id=W 3 os. EWwj. FGk • EY’s Area SENCO Team (AST) https: //www. islingtoncs. org/node/2761 • Further training Islington CS Training and Services Hub https: //www. islingtoncs. org/

Library Services in Islington Maureen Black

Library Services in Islington Maureen Black

Inclusive approaches to promote diversity with children and families through books Fran Guy –

Inclusive approaches to promote diversity with children and families through books Fran Guy – Senior Early Years Consultant

Using books to promote Inclusion and Diversity • What groups of children are we

Using books to promote Inclusion and Diversity • What groups of children are we talking about? • Books are an excellent way of approaching differences in children but in a positive way • They can be used to change children's and parents attitudes • There are now a wide range of high quality picture books for under 5’s

Under 5’s LGBT booklist • Developed by Islington library Service and ‘Gays the word’

Under 5’s LGBT booklist • Developed by Islington library Service and ‘Gays the word’ bookshop • All of the books can be found in Islington’s 10 libraries • Explore a range of different family groups as well as transgender children/adults

Bookstart Packs • Bookstart issue sets of books for children with Special Needs: •

Bookstart Packs • Bookstart issue sets of books for children with Special Needs: • For babies and toddlers with visual and hearing impairment • For pre-school children with conditions and disabilities that delay their fine motor skills Geoff. james@islington. gov. uk

Why read dual language books? • • It values children's home languages For many

Why read dual language books? • • It values children's home languages For many young children when they start nursery/school English is new to them It is important for all children to see how different scripts are written It is important for all children to hear different languages Parents often think that when their children start school they must learn English Research shows us that children and adults who are bi-lingual have highly developed parts of the brain (hippocampus) The constant switching between languages fires up neural connections in young children, this developing their thinking and reasoning skills It means that parents can become familiar with a wider range of story books for young children and can read to their children at home

A few other suggestions … • Happy in our Skin – Fran Manushkin (2015)

A few other suggestions … • Happy in our Skin – Fran Manushkin (2015) • Strictly no elephants – Lisa Mantchev (2015) • The Big Umbrella – Amy June Bates (2018) • Leah’s voice - Lori Demonia (2015) – (child with Autism)

Safeguarding Update Amanda Joy – Early Years Safeguarding Officer Amanda. joy@Islington. gov. uk

Safeguarding Update Amanda Joy – Early Years Safeguarding Officer Amanda. joy@Islington. gov. uk

Childminding Workshop Friday 29 March 2019 09: 30 -12: 30 The workshop is free

Childminding Workshop Friday 29 March 2019 09: 30 -12: 30 The workshop is free and refreshments will be provided. • Working with children and families affected by gangs and sexual exploitation - Sarah Whelan - Gangs specialist social worker. • Recognising and supporting children and families with early identification of SEND - Pauline Foster Area SENCO Team Leader. • Record keeping for childminders with a specific focus on early help and safeguarding - Amanda Joy Early Years Safeguarding Officer. • Bookings are on a first come first served basis and places can be booked via the CS training hub – course code is EYCPD/19/298 https: //www. islingtoncs. org/

Willow Childminding Group Tuesday 10 – 11. 30 Willow Children’s Centre 1 a Holbrooke

Willow Childminding Group Tuesday 10 – 11. 30 Willow Children’s Centre 1 a Holbrooke Court N 7 0 BF Sharon Henry Senior Early Years Practitioner

New River Green Childminding Group Tuesday – 9. 30 – 11. 30 New River

New River Green Childminding Group Tuesday – 9. 30 – 11. 30 New River Green Ramsay Walk N 1 2 SX Jackie Joseph Senior Early Years Practitioner

Hornsey Road Childminding Gorup Thursday - 9. 30 – 11. 30 8 Tiltman Place

Hornsey Road Childminding Gorup Thursday - 9. 30 – 11. 30 8 Tiltman Place Hornsey Road N 7 7 EN Janine O’Brien Senior Early Years Practitioner