Delighted to be working with Tiney as their Early Years expert in residence:
“At tiney we want to help children feel safe, valued and loved in their early years. We want families to have access to high quality childcare that works for them and is designed using evidence and research from around the world. We want tiney to accelerate children’s development in family-style homes through play and learning. And, we want to build a vibrant community of tiney homes, run by founders who can impact their local neighbourhoods, cities and beyond.”
Our inspiring colleague Hibo will be speaking again at the Early Years event of the year!
Hibo is a global campaigner in FGM.
Even more exciting delegates will have the opportunity to purchase Hibo’s bestselling book, Cut and of course Hibo will personally sign! If you have already purchased Hibo’s book please bring along and she will sign for you.
Why not book a place on the conference, via this link?
I was delighted that Gill Jones and Wendy Ratcliff were able to discuss and share the new Ofsted framework via the Early Years Leaders podcast, where we had a conversation on intent, implement and impact.
On my travels, either when I am training or delivering consultancy, educators are asking me what this means and what they need to do.
Wendy Ratcliff has stated:
“The EYFS (educational programmes) provides the curriculum framework that leaders build on to decide what they intend children to learn and develop.
Leaders and practitioners decide how they will implement the curriculum so that children make progress in the seven areas of learning – we will keep our definition of ‘teaching’.
Leaders and practitioners evaluate the impact of the curriculum by checking what children know and can do. “
Wendy Ratcliff, HMI in Early Years, Ofsted, 4 January 2019 – PACEY
In short, this means that as a setting, leaders need to decide what is right for them. My starting point as a reflection […]
It was an honour to write this booklet for parents for Penguin and Ladybird publishers.
Please click here to view the article and to share:
I have updated the free resource on Ofsted Descriptors to reflect the new framework. There is a useful reflective and impact document that settings can complete as a team and useful links to support your practice. Click here to download this valuable resource.
This resource is free, however, I ask that you consider making a contribution to the Jermain Defoe Foundation, a charity that I am an ambassador for.
“The Jermain Defoe Foundation was founded in 2013 by England footballer Jermain Defoe to support homeless, vulnerable and abused children in his family’s home country of St Lucia. Jermain’s grandparents came from the Caribbean island and he has been visiting every year since he was a young child. St Lucia is well known as a paradise holiday destination but little is heard of the poverty and abuse suffered by children there. Since the launch of The Jermain Defoe Foundation, we have expanded our cause […]
Happy to share my new work Instagram page.
Please follow, I will be sharing everything Early Years, education and parenting.
I’m delighted to welcome back Gill Jones and Wendy Ratcliff from Ofsted to record this special Early Years Leaders Podcast, in partnership with Blossom Educational.
We discuss the new Education Inspection Framework, with a focus on Ofsted’s rationale for the term cultural capital and what inspectors will be looking for in practice. Gill and Wendy give an overview of intent, implementation and impact. The new framework places emphasis on observation and discussion with educators and Gill and Wendy share examples of what inspectors will focus on.
I continue to be intrigued by the way the EYFS talks about ‘managing children’s behaviour’. Considering what we now know about how a child learns and develops, is ‘managing children’s behaviour’ still a useful term to use within Early Years?
My views are that we can’t manage children’s behaviour, as we need to give all children the skills and tools to regulate their own behaviour, so they can resolve conflict and be emotionally grounded both within their early years and beyond.
Educators can indeed help children with self-regulation, which is different from the traditional training in ‘behaviour management’ within Early Years.
Educators require skills such as recognising a child has suffered a trauma and supporting the child sensitively to help them communicate how they are feeling; assisting children to resolve conflict through negotiation and giving them the language skills to do so; helping children know they have a voice and are able to contribute […]
I recently read a story, which quite frankly shocked me, both as a parent and an educational professional.
In brief an 11 year old was unable to join her friends for a special end-of-year treat for pupils who had a 100% attendance record. This child had missed one day to attend her mother’s funeral.
Please read her full story.
I have never been a fan of rewards for 100% attendance at school or work, be they certificates or treats, as this creates a culture of shaming those who haven’t achieved full attendance. There will be a variety of reasons for absence, for example a virus, a long term medical condition, or a sensitive personal issue. It is outright discrimination, creates divisions and can make some children feel under pressure to attend.
It can also lead to children becoming ‘people pleasers’. Yes, attending school is important, but children and parents should […]
New informative report from the Centre Forum: Sets out ways that early years policy can narrow the opportunity gap between disadvantaged children and their peers.