Jigsaw summer 2012 - Learn Together€¦ · The initiative is part of Peterborough Celebrates Reading, a year of activity from summer 2019 to summer ... at The Hallmark Hotel in Bar

Jigsaw

forest school roar page 10

Cambridgeshire and Peterborough’s childcare and early years magazine

Issue 64 • Spring 2020

Dear Colleagues,

2020 – much anticipated as a year of “vision” – will hasten change in the sector and across the country. The new Inspection Framework already seems like old news – read on for providers’ insights from the first round of inspections.

We expect a modest increase in hourly rates for early education providers, and living wage rates will go up from April. The Early Years Foundation Stage is set for its biggest shake-up in a decade, with a consultation under way.

Our support to the sector will continue to focus on quality, enhancing your skills with accredited qualifications and tailored visits. We will bring the best of the sector to the area through our conferences and masterclasses – see page 25 for details of our inspiring March 2020 Early Years Conference.

We need to do more for our most vulnerable children, so they get the best start in life, and we will continue to make this the focus of much of our work with all schools and settings this year.

We will also look for practical ways to support the sustainability of all providers by fostering financial and business knowledge and improving routes into the sector, to ease the recruitment and retention challenges you face. Our new process to address issues with leases and rental costs features on page 18.

Annette Brooker Cambridgeshire County Council

Dear Colleagues,

Well it doesn’t seem possible we are already in February and the hustle and bustle of Christmas seem a distant memory. I hope you have all had a good start to the New Year!

Very soon, we will be sending out our new training programme, which we are very pleased with. We hope that you will find many interesting opportunities to support your continued professional development.

In March, we will hold our annual conference, Beneath the Surface, and feel confident that this will support us in gaining a better understanding and providing the best support for children in our settings and schools.

Ensuring our children are school ready remains a priority for us in Early Years. Therefore, this term, we are continuing our focus on Letters & Sounds. Please speak to a member of the team if you would like any help or advice on developing this in your setting.

Thank you all, again for your continued hard work and dedication and I look forward to seeing you over the coming months,

All the best

Karen Hingston Peterborough City Council

2 Jigsaw Spring 2020 • Issue 64

news

news3

safeguarding 5

eyfs7

equalities 16

business governance 18

workforce 22

family focus 29

childminding 34

playwork 39

in this issue…

Messages from Heads of Service

Jigsaw Spring 2020 • Issue 64 3

news

Stagecoach gets on board with Peterborough Reads campaignChildren on the Citi 1 bus route can now enjoy an on-board library of books as they travel across the city in a drive to encourage reading in Peterborough.

The new initiative, from Stagecoach and the National Literacy Trust’s Peterborough Reads campaign, will see books placed on the routes between Orton, Werrington and Queensgate. The books written by a member of Stagecoach’s very own team and tell the escapades of six adventurous buses called ‘The Seasiders’. The books on buses launched in November, when 100 Reception-aged children from Orton enjoyed a storytelling and book-gifting event with ‘Seasider Hattie’ (a 12-tonne pink bus!) travelling from Skegness to host the group. The children, from St John’s Church

School and Winyates Primary School, also climbed aboard the Vivacity Book Bus and took part in an exciting We’re Going on a Bear Hunt themed trail. Every child received two books from Peterborough Reads to take home to support enjoyment for reading – one from the Vivacity Book Bus and a special 30thanniversary copy of We’re Going on a Bear Hunt.

The initiative is part of Peterborough Celebrates Reading, a year of activity from summer 2019 to summer 2020 that asks everyone in the city – teachers, early years settings, parents and businesses – to play their part in helping children to develop a lifelong love of reading.

Michelle Hargreaves, Managing Director of Stagecoach East, said: “We are delighted to be partnering with the National Literacy Trust to offer children the chance to access a range of books on board our buses. We are really pleased with the positive feedback we have received following the launch and it is fantastic to see children so keen to read as they travel around Peterborough with us.”

Sally Atkinson, Peterborough Reads Manager, said: “We are so pleased that even more families now have access to books as they go about their everyday lives. ‘The Seasiders’ are wonderful, fun stories and we can’t wait to get more books on more buses in the future!”

CambsEYC on Twitter As well as following the Early Years and Childcare service on Facebook and Instagram, you can now find the service on Twitter.

Simply search for CambsEYC, for news and updates about things of interest in the early year sector, along with information about upcoming conferences and events within Cambridgeshire.

Would you like to share one of your stories with CambsEYC community; through social media, by the EYC monthly News Round-up or even in the next edition of Jigsaw? Email: [email protected]

Ofsted outcomes in Cambridgeshire (Autumn term 2019)

3 x RI 7 x Good 3 x Outstanding:

Silks Farm Nursery School Warboys Under Fives Pre-School Wildawood Forest School

Ofsted outcomes in Peterborough (Autumn term 2019)

1 x RI 2 x Good 0 x Outstanding


news

Little Tigers Day Nursery and Pre-school Little Tigers Day Nursery finished 2019 on a high by completing Millie’s Mark.

Millie’s Mark provides reassurance to parents that all childcare practitioners in their setting are paediatric first aid trained and are confident to act in an emergency.

The whole staff team worked hard to discover their confidence and reinforce first aid knowledge and awareness through staff meetings and carrying out regular practices using our choking vests and resuscitation dummies. We have always made first aid a priority with all our of staff being first aid trained but this programme has helped us to develop this further and to raise our standards even higher to incorporate the need for ongoing evaluation and assessment with new practitioners and children’s ever changing needs.

We had a lovely party to celebrate with all the children and we are pleased to have added this award to the nursery and can see how much benefit it has had.

Pudsey visitThe Crosshall Infant School Academy Trust had a fabulous visit from Pudsey Bear on Friday 15 November to help with their fundraising campaign for Children In Need.

Pudsey spent the whole morning helping the children to cover a large drawing of Pudsey Bear’s face with donations. All of the children, in both the Nursery School and Infant School, came dressed in spots, bringing a £1 donation together with any loose change that they could place on Pudsey’s face.

Crosshall Infant School Academy Trust

Beneath the Surface Conference Tuesday 3rd March 2020

This year, our conference will focus on understanding how young children’s behaviour is shaped by their experiences and ways to support and build resilience in early childhood. Full details have been emailed out to all group settings and schools.

To book your place or for further details please contact [email protected]


safeguarding

Towards the end of summer term, Children’s Social Care (CSC), asked us to attend an ICPC. Although we have been DPs for a while, this was our first attendance at such a meeting. An ICPC convenes following a CSC assessment of a child deemed to be at continuing risk of significant harm.

We prepared a report which outlined our safeguarding concerns as well as a summary of the child’s overall development and attendance. We wrote in a truthful but positive way, in order to support our on-going relationship with the family.

We arrived 30 minutes before the ICPC to read reports from all agencies involved. It is each agency’s responsibility to take copies of their reports to distribute prior to the conference. As the ICPC started, the chairperson covered the key points from all reports and the family members were present throughout. We discussed what is working, what wasn’t working so well and any grey areas. We agreed strategies and actions to reduce the risks to the children.

The chairperson summarised and covered details of the proposed plan. We were asked to decide whether the children should be subject to a Child in Need or Child Protection Plan, our reasons for this and which category/ies of abuse it fell under. The chairperson gave time for each person to explain their rationale, then gave her opinion and concluded by deciding which plan the children would be placed on.

We have learnt that it is good to allow time after the meeting to gather your thoughts as the meeting can

Reflections on an Initial Child Protection Conference (ICPC)

Early Years Safeguarding Conference 2020

We are pleased to announce that our key safeguarding conference for Designated Persons for Child Protection is being held on

Saturday 4 July • 9.30am – 3.30pm at The Hallmark Hotel in Bar Hill, Cambridgeshire CB3 8EU.

This event is open to all Cambridgeshire and Peterborough early years and childcare settings.

To book places: https://cambridge.council.bookingbug.com/home/w2488907

Any questions please contact: The Training Centre on 01223 706349 or [email protected]

We hope to see as many DPs there as possible.

Manager, Mandy Todd (right) and Deputy, Sandra Matthews, Pippins Preschool, Sawston.

be intense and you may need time to process all you have taken in. We are very fortunate to have a supportive committee who ensured our well-being was considered with support provided where needed.

For further information on the above processes, please see page 19 of ‘Essential Information for Early Years and Childcare DPs’, September 2019 (available in the Library Section of the DP Knowledge Hub).

safeguarding


Abuse can include:

• Mocking, humiliation, insults and criticism • Being checked up on, stalked or followed • Pressure, threats, intimidation or violence • Destruction of possessions • Isolation from family and friends • Having money taken or controlled or not being

allowed to work • Lying, blame and denial of the abuse • Being forced into sexual activity

(Cambridgeshire and Peterborough DA and Sexual Violence Partnership)

It is important that all staff consider how parents/carers behave when they come to the setting and are mindful of the above signs and indicators of domestic abuse. In addition, they should be curious about how children are playing and interacting with others in the setting: could they be replaying abusive home experiences?

Support and Guidance (professionals and members of the public):

All settings should follow their usual safeguarding procedures if they are concerned a child is living in a

home where Domestic Abuse happens. Please remember if you, a child, a parent or someone else is in immediate danger call 999.

Locally Cambridge Women’s Aid (City, East and South Cambs): 01223 361214 Refuge (Fenland, Hunts and Peterborough): 07787 245888

Nationally National Domestic Abuse Helpline: 0808 2000 247 Galop (LGBT support): 0800 999 5428 Men’s Advice Line: 0808 801 0327

New Domestic Abuse e-learning

The Cambridgeshire and Peterborough Domestic Abuse and Sexual Violence Partnership has updated its e-learning module. The course includes new sections along with recent national and local data around domestic violence and abuse.

A focus on Domestic Abuse Domestic abuse is not always physical; it includes emotional, sexual and financial abuse as well as controlling behaviour.

Early experiences affect the development of a child’s brain architecture, which provides the foundation for all future learning, lasting into adulthood.

In the first few years of life, more than 1 million new neural brain connections form every second. Connections are then reduced through a process called pruning, which allows brain circuits to become more efficient. This dynamic process never stops. So, the connections that form early provide either a strong or weak foundation for the connections that form later.

Experiences like abuse can cause fear and chronic anxiety triggering extreme, prolonged activation of the body’s stress response system. Research shows that fear triggering experiences prompt psychological responses that affect the way the brain develops.

Traumatised children frequently do not have their feelings acknowledged; their confusion about the abuse is not clarified. It is not surprising then that they block their feelings as the strength of their fear, shame and sadness can overwhelm them. Eventually, children

can become detached from their feelings and they may be unable to describe how they feel. Their focus is to stay alert to the next time they will be hurt or rejected. Anything new can often perceived as a threat to them. It is not surprising then that children and young people affected by abuse and family violence can struggle academically and socially in the setting.

So what can we do in our settings?

The good news is that the brain is elastic and plasticity enables new neural pathways to develop. With support, children can, and do, recover from the harmful effects of trauma. To do so, however, they need adults in their lives to be understanding of and responsive to their unique needs. These children need a space created for them to learn, by those who care for and support them.

• Establish emotional as well as physical safety by offering choice, consistency and meaningful relationships.

• Empower children, teach them about their rights and prioritise social and emotional skills.

• Be professionally curious and find out the lived experience of each child.

The impact of trauma in childhood on brain development

The free of charge course provides a basic awareness for all staff in settings: www.cambsdasv.org.uk/website/ domestic_abuse_awareness/92618


eyfs

Over the past few years, we have used Talk for Writing to introduce high quality texts in an active and engaging way. We first expose the children to a text that we have written, either based on a carefully selected piece of existing literature such as ‘Whatever Next’ or ‘Lost and Found’ or we create our own. We identify the elements of Literacy we want the class to work on (e.g. adjectives, positioning language, alliteration etc.) and ensure that we include these in our text.

We begin by telling the story orally and create a ‘story map’ with the children to support the narration of the text and reinforce key aspects such as setting, main

characters and key events. This stage is called ‘imitation’ as we tell the story repeatedly, committing it to memory, and reinforce it throughout the learning environment. The children are encouraged to explore the story in a range of ways – through small world, creating their own story maps and role-play. The children are able to immerse themselves fully in the story and relive it in their own way.

Next is the ‘innovation’ stage, when we alter an aspect of the story. When innovating ‘Handa’s Surprise’ we came up with alternative fruit, using post-it notes to edit the whole class story map. Then we encouraged the children to individualise part of the story by adding their own selection of fruit.

In the final stage, ‘invention’, children create their own versions of the text. We facilitate this throughout the the year, within storytelling sessions and role-play. The children independently create their own versions and share these orally. As the year progresses, Talk for Writing allows children to acquire the knowledge and skills to write their own stories.

Talk for Writing rapidly increased the children’s storytelling vocabulary and their understanding of how stories are structured. New grammatical concepts introduced into the texts, such as time connectives, conjunctions and adjective), were quickly absorbed by the children into their independent writing. Their

in-depth knowledge of the text enabled them to transfer the rich language more easily and confidently to their own speech and writing, drawing on their existing experiences to create new pieces.

We predicted that 70% of the cohort would achieve GLD. However, results greatly improved in the Early Learning Goals for Speaking (92%), Reading (85%) and Writing (83%) and overall we achieved 78.9% GLD. Children with English as an Additional Language exceeded their targets, due to ongoing exposure to Talk for Writing as a tool to embed rich vocabulary. All children, most noticeably those with EAL, benefitted from the visual, auditory and kinaesthetic nature of the programme.

We are a Talk for Writing school. As they move on, the children, will be able to deploy this learning process with increasingly complex texts and a range of genres, enriching their vocabulary and building a foundation on which to base their lifelong learning.

Talk for Writing: Bringing stories to lifeAt Queen Emma Primary School, Rachel Burt and Sophie Elwood have been using Talk for Writing to further develop and improve children’s communication and language skills.

…the children, will be able to deploy

this learning process with

increasingly complex texts and a

range of genres, enriching their

vocabulary and building a

foundation on which to base their

lifelong learning.


eyfs

One of the areas where Forest School (FS) differs from the traditional classroom environment is the high adult to child ratio. This was where my involvement began. I spent two terms of volunteering with FS at a primary school. At the end of each session, I felt happier and more resilient than at its beginning. I wanted to explore why this was.

As part of my Master’s Degree in Applied Positive Psychology (the science of human flourishing), I chose to do a piece of original research for my Major Project (Dissertation). This was the opportunity for me to investigate whether my experience was unique, or a common response to delivering FS. My research was a ‘within-subject’ study, looking at the cohort’s experiences before, during and at the end of an FS term. It was a mixed-methods longitudinal study, collecting statistical data and free-text answers to a series of questions to measure well-being (happiness).

Happiness and resilience were both measured on a scale of 1-7. Resilience increased from an average of 5.64 at the start of term, to 6.19 after 12 weeks. Happiness increased from an average of 3.91 to 5.41.

The themes that emerged are shown below.

Three key benefits of Forest School

The first thing is the benefit of being ‘other-focussed’ – doing things for other people. We see this in other research on Random Acts of Kindness, volunteering, and caregiving. Spending time helping other people increases your well-being.

Secondly, being in the natural environment, in the present (those maybe two things!). We experience awe and wonder, and a connection to something bigger

than that of ourselves. This links with ‘blue sky therapy’ and ‘forest-bathing’. It also tops-up our Vitamin D.

Finally, taking time to reflect and share our experiences. Reflection gives us a safe space to examine and make peace with our experiences in a non-judgemental way. It encourages empathy for others and acceptance. By talking about our experiences, we are accepted and appreciated. FS is cross-generational, and a wide demographic in our social circle also increases our well-being.

How to apply this

We help ourselves by helping others. We can take time to recognise and appreciate times when we are ’other-focussed’, from small acts like holding the door for the person behind you, to larger acts like volunteering or financial giving.

Spending more time outside. Parking at the furthest point in the car park, or getting off the bus one stop

“Forest School: It’s not just good for the children” Jane Jennison shares insights from her Masters dissertation

Positive impact on emotions

Natural environment

Role Relationships

Forest School

Mindfulness and reflectionCalm and

content

Happy and empathic

Providing opportunities

Safe and enabling

Seeing the benefits

Awe and wonder Connection

Weather

Sharing

FacilitatingObserving and

recognising

‰

Music and PhonicsBack in October, we were joined by musician, Steve Grocott, for a lively day learning how to support children’s early phonological awareness through music, songs, rhythm, and rhyme.

Steve guided us through Phase 1 of Letters and Sounds with great enthusiasm. Starting with tuning in to different sounds, we moved on to using our bodies for percussion and exploring sound and rhythm with a wide variety of musical instruments. We recited songs from a variety of cultures using alliteration and letter sounds and by the afternoon, we were introduced to songs that supported oral segmenting and blending.

Introducing phonics in the early years can be daunting and confusing, but this course made me realise that by using music and songs we can learn phonics whilst having a really great time too.


eyfs

before our destination. We can get up a bit earlier, and have that first cup of tea in the garden or patio, not over the laptop. Diarise a walk on our day off, or meet family and friends at a park instead of indoors.

We can increase our shared experiences by doing things together, and chatting as we go. Reflecting using a journal can help us focus on what went well, and there are social media sites specifically for sharing Random Acts of Kindness and for Gratitude.

All of these actions help build our connections with other people, a key factor in increasing our well-being. As one of the founders of Positive Psychology, Chris Peterson, said, ‘Other people matter’.

Jane Jennison is a Positive Psychology Coach and Practitioner, a Director of Autonomous Ideas Limited, an Associate for Worth-It CIC, & co-organiser of the Positive Psychology Summit: UK."

Jane Jennison

In order to foster children’s love of reading, speaking and listening activities in early years’ settings are crucial.

Listening to stories and joining in with sound effects, music, rhythm and rhyme, and dancing, fire children’s imaginations, interest, and encourage them to use language. Equally, listening to environmental sounds in the indoor and outdoor areas, all prepare children for ‘phonics’ by tuning in their listening skills. Letters and Sounds, Phase One provides easily achievable ideas for getting children to really listen and to discriminate between sounds.

Letters and Sounds training is included in our training programme each year and is a popular choice for in-house delivery to your whole staff team.

Sue Howard

Letters and Sounds Phase 1

www.gov.uk/government/publications/letters-and-sounds-principles-and-practice-of-high-quality-phonics-phase-one-teaching-programme

‰


eyfs

Monkeying around… and why it is so much more!

To be able to control fine motor muscles, young children need to develop and work on the larger muscles in their bodies. Swinging on the branch develops hand strength and arm strength that is useful for fine motor skills like holding a pencil. Tucking legs up, swinging the body about momentum helps strengthen core muscles and is super for posture, and protecting the spine. It is fun, it raises the heart rate, and it relieves tension and is a challenge, a huge challenge that is good for brain development and resilience and the ability to have a go, to fail sometimes and to be confident to try again. It is also a science lesson, talking about swinging and momentum in REAL terms and about muscles and tension.

So – get out and monkey around!

Forest sushi that one of the nursery children made for me today. Filled with small pieces of dried leaf that their little hands and fingers crushed tiny twigs that they snapped and sprinkled sand all wrapped in the perfect leaf.

Creative little bunch we have

Imagination, social skills, knowledge, and understanding, fine motor skills that help hold a pencil building all those small muscles they need to do this and lots of fun!

Hide and seek in the woods! A wonderful game filled with child-led learning, exploration, maths, creativity and using our bodies.

An exploration of Forest School


eyfs

Muddy Puddles!

We love exploring. The water is fun and feels adventurous as the children wade through the puddles. Learning about the rain, our seasons and the weather.

Using all the muscles in our bodies to explore the forest. These children are curious about the world, and the environment inspires awe and wonder. The awareness of their bodies, the skills they have to learn and the confidence it gives them are incredible to watch.

Respect for the fire and the trust we have in the children, fill them with self-belief and confidence. The toast is also much yummier over the fire when you are making it yourself at 3 years old.

Wow, the muscles and skills used to climb this incredible tree! Fantastic!

Melissa Murfet Wildawood Forest School

Nature Art

The incredible skill children use when matching, sorting and then creating with treasures they find in the woods.

Resilient learners, being willing to have a go, building muscles to develop those writing skills and pencil holding, trust and self-belief... All transferable skills. This little boy has additional needs and struggles in a classroom environment. He is 7 years old. In the woods he is a different little boy, he ‘owns’ the woods and its part of who he is. Barefoot and wild, filling his heart with joy… He knows anything is possible. Let us help our children and send them our ready to ‘conquer the world’

A little magical moment today. Watching this little one wrapping wool around a tiny branch. She worked hard to wrap the long length around and around, persevering when it kept popping off, using both hands, arms, shoulder muscles to control her work (these muscles she is building will help her learn to write and hold a pencil) Balancing with her legs to ensure her body was ‘grounded’. Learning about her body. She was delighted with the result. Such attention and concentration. No product, but the ‘process’ was incredible and built all those skills. So no, it is not ‘just wrapping wool around a tree’ it is much, much more!


eyfs

I would describe our Ofsted inspection as very positive. The inspector wanted the day to be very loose, so they were very vague with the timings of the day.

The inspector asked about children with English as an Additional Language (EAL) or Special Educational Needs (SEN). They focused on the EAL child who was in that day, along with probably our youngest two-year-old, whilst observing the room in general. In talking to the key workers for those children in-depth, the inspector looked for evidence that they knew the children inside out, and did not want to see a lot of paperwork.

The inspector also used scenarios to explore safeguarding knowledge and approaches with staff during this time, asking them what they would do if a colleague was suspected of abuse, and probing on the Prevent Duty, Female Genital Mutilation and 'county lines' situations.

Other staff were asked about communication with other settings, transition to school, our iPad system, and how we communicate children's next steps to parents. The inspector spoke to two parents about why they chose this setting, and if we communicate well with them. All this was done skilfully and conversationally, whilst observing general practice in the setting.

In the office, the Inspector reviewed staff certificates, DBS numbers, first aid, etc. with the manager, asking about two-year-old checks, cohort analysis, cultural capital, engaging parents, our action plan, supervisions, staff induction and safer recruitment. The Inspector’s attitude could be summed up as “if you want to show me something then you're more than

welcome to, but we can just talk”. This encouraged us to feel at ease.

It was a very positive experience to be able to talk without having to worry about paperwork. Our Inspector reinforced the value of talking to staff in assessing their knowledge. The inspector felt able to assess whether the staff knew what they were talking about, and how well they knew their children. This made us feel at ease and seems like a great step forward.

Grace Spring Montessori

Experience of the new Education Inspection Framework Ofsted visit

Quality Framework for School settings launch At the Spring Early Years Leaders Briefings, we will be launching our new streamlined Quality Framework for School settings.

We will be adding it to the ‘EYFS Schools Practitioners (Cambridgeshire)’ Knowledge Hub group on 1 February. The new Quality Framework is specifically tailored to align with the 2019 Ofsted Inspection Framework. We invite practitioners to begin to use this document to audit their provision and identify action points to improve their practice.

If you would like support with completing the Quality Framework please contact your Early Years Adviser.


eyfs

The phone call we had from Ofsted on 28th October was a lot more in-depth than for previous inspections. “The call” is the first part of your inspection, where the inspector begins to assess your knowledge of your setting and the cohort you have.

Whilst it may seem daunting, it was a very relaxed conversation – the inspector allowed time to gather the information, and offered reassurance that the information could be provided on the following day if necessary.

On arrival the next morning, the inspectors went through how they would conduct the day so that we were clear on the expectations.

One of the most important parts of the inspection was the "learning walk". This is your chance to sell your settings’ strengths and processes, acknowledge any weaknesses, and cover any areas they may not see on the day, e.g. Home visits, starting points, etc.

The inspectors did not request any paperwork; they wanted us to show that we know our children’s development needs and how we are supporting them. We were, of course, able to use the paperwork for guidance.

The joint observation was another aspect of the inspection where there was a choice of what we wanted the inspector to see. Do not worry about playing it safe – it is an opportunity to show you can be reflective when something does not go right! That said an activity that covers many aspects of learning, such as (in a cooking activity) "reading, writing, following instructions, individual bowls and numbers", will go down well.

From experience, we would recommend you look at the characteristics of your cohort of children within your setting, and make sure you cater for ALL their needs. This could be as simple as dual-language books for children with English as an Additional Language, food packaging or expanding on specific cultural celebrations.

Overall, we felt that the new framework was more positive, and allowed us to reflect the character of our setting!

Stretton Pre-School

The inspector really

focused on how I was developing

the children and bringing them

forward continually, from my

own starting points to the present

day, especially on how well I knew each

child’s development.

Outcome Outstanding.

The paperwork she asked to see

beforehand included of DBS disclosure,

training certificates inc first aid, Insurance

details, accident records, and policies and

procedures regarding safeguarding.

We discussed GDPR briefly, safeguarding

including female genital mutilation

(FGM), and I was presented with a few

possible scenarios. Intent, implementation,

and impact were used lots as the grade are

based on all three being used fully.

She looked at my daily diaries and

Tapestry but said I don’t need to do them for

Ofsted’s benefit but I said I do them for my

parents and my benefit.

Outcome Good.

New Inspection Framework:

Childminders’ comments on inspections under the new framework


Early Years Foundation Stage profile 2020 For the attention of all Pre-School / Nursery Managers

Upon arrival, the inspector started to talking to the parents as they arrived as the setting was opening. We then discussed the timetable for the day including a learning walk, a joint observation and we discussed which children they would like to observe, a higher banded boy and a funded two. I also told them about a child on EYPP funding.

We then began the learning walk. I took this opportunity to tell the inspector about all the things we do in the setting, the way our planning works, EYPP, deprivation funding, I also used this to make a point of the things we are aware of that need doing and to work towards.

The inspector was very friendly and made all the staff and I feel very comfortable. They spoke to each staff member individually, asking them about whistleblowing policy, how the activities that were provided support the 3 I’s, Safeguarding, including FGM, planning and next steps and support for EAL children. We discussed a child in the process of early support to find out how we were supporting him. We talked about incident and accident forms. They also observed the staff members during play and interacting with the children, and during the tidy uptime.

We discussed how I support the staff, appraisal. We updated the previous information regarding the committee and added new committee members and the inspector allowed me to discuss anything further. They also questioned me on disqualification by association, so I told them it was no longer in place.

The only documents that they wanted to see were the first aid certificates for all qualified staff. We then went straight on to the feedback meeting; a member of the committee took minutes.

We were graded ‘Good’ with our personal development as ‘Outstanding’. The inspector was impressed with the level of independence we provide for the children, encouraging them to dress by themselves and self-serve during mealtimes, and washing up plates and cups after eating.

Stephanie Champion

Steph Champion on an Ofsted Inspection Ofsted visited Moonbeams on 11th November. We received the call the previous afternoon around 1.30pm.

If any child in your setting will be 5 on or before the 31st August 2020 would you please contact: Jennifer Barker, Moderation Manager or [email protected]

Every year in Cambridgeshire, we have a number of children who spend what would normally be their ‘Reception’ year (the final year of the EYFS) in a PVI setting.

In these circumstances, PVI practitioners are responsible for completing the EYFS Profile for each child by making assessment judgements against the Early Learning Goals based on observational

evidence recorded over the course of the year. The assessment data is then sent to the LA and subsequently to the DFE.

The EYFS Profile Moderation Team can offer you advice, support and training as well as ensuring you receive all the correct documentation to accurately complete and submit the assessment data.

eyfs


eyfs

After attending the Early Years Service “Physical Development for Life” course in November, I returned with lots more ideas for building on our existing practice at ACE Nursery.

We enhanced internal/external links by increasing the use of action vocabulary in the garden, encouraging more talk about – and involvement in – movement. We put together the action cards shown below, and located them adjacent to the children’s cloakroom. We talk about these verbs as the children prepare to go outside, and as we perform some of these actions.

With physical activity, the moving element often dominates: it is easy to overlook handling and self-care. Our “nose stations” encourage children to help themselves to a tissue, use the mirror to check on their nose and the bin to dispose of the tissue. Our nursery is in an old house with four floors; so the building itself is “movement-rich” with lots of opportunities to go up/downstairs.

Many self-care opportunities arise when children are getting ready to go outside, particularly in winter. We encourage parents to help by buying Velcro footwear (in preference to lace-ups) and avoiding dungarees. We also make sure children have plenty of time to get themselves ready – they learn so much from this. They take off their shoes and put on their wellies, then gloves; many, even our youngest (2.5 years), use the “up and over” technique* to put on their coats.

Recommended books from the course are available to staff and parents. Our library/resource area is in the “parents’ room” with light and chairs so parents can stay and read or sign out materials when they pick up/drop off. Information on encouraging a healthy diet alongside physical activity. Every Child a Mover contains many photos of children engaging in physical activities, including riskier concepts. Practical ideas for physically active play contains a useful summary of movement vocabulary – location words, directional manipulation (grasping etc.) and positional verbs. A link on our website gives NHS tips on how to prepare a healthy packed lunch.

The garden is well-stocked with swings, a rope ladder, climbing frame, tyre swing, etc. and we actively encourage risky play because of its benefits. Children are very much part of our risk assessments, for example, we might ask them if it is safe to climb up the slide: “Yes, as long as no-one is coming down”.

The proprioception and vestibular sensations referred to on the course have made us think about which activities promote balancing skills e.g. stepping stones, a Gonge (spinning top), balance board. There are many well-known rhymes that work well vertically,

(Heads, shoulders, knees, and toes for example) but it is also good to explore side-to-side activities for balance.

Once a week, we take a group of children to a large sports hall nearby with mirrors down one wall. The trip provides many learning opportunities.

This term, we plan to make “Let’s get physical” our overarching theme. We will take photos of the children engaging in physical activities and encourage families to share similar photos with us, which will form a display in the nursery. I am a keen rower with a Cambridge club called “X-Press” and they boat from The Cambridge Rowing Association boathouse, where I am planning to take a group of ACE children in the spring. We were lucky enough a few years ago to have a parent at ACE who had won an Olympic rowing medal – they came in with the medal as well as rowing photos.

Gross physical skills have to be in place to progress to fine motor control. Muscle control and hand/eye coordination are important to enable children to be able to succeed at small world activities like threading and eventually writing.

Diana Church ACE Nursery School, Cambridge

The impact of our physical development training session from ACE Nursery

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equalities

Cultural Capital, a concept first associated with the French sociologist Pierre Bourdieu in the 1970s, refers to the values, beliefs, norms, skills, tastes, knowledge, understandings and status that we acquire through being part of a particular social class and / or cultural group. We were encouraged to reflect on our own experiences by asking ourselves, “Who or what has influenced your cultural capital, and how has this shaped your life?”

Every person can build upon their different experiences and opportunities in ways that will influence the type of people they become and their potential. Extending this notion, Helen’s second probing question was: “How do we acknowledge and value the cultural capital of every family we work with?”. This led us into reflective discussion about how to acknowledge, respectfully and authentically, the wide-ranging ways in which families demonstrate their cultural capital, and how this contributes to the rich diversity of our provision.

It was not possible to spend the day without thinking about cultural capital in the context of the revised Ofsted Inspection Framework. Helen shared the definition of cultural capital from the national curriculum: “The essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.”

Helen outlined how Ofsted inspectors will determine the extent to which the quality of education and the leadership of the provision should equip children, particularly the most disadvantaged, with the cultural capital they need to succeed in life. She linked this directly to the inspection handbooks.

We were keen to debate the rationale for Ofsted’s inclusion of cultural capital within the framework raising questions such as, “Who decides what the best that has been thought and said is?” In addition, “What will Ofsted measure the content of our curriculum against when making this judgement”?

For the remainder of the masterclass, Helen focused on the most disadvantaged children in our care, those having limited access to a wide range of experiences and opportunities, often associated with families having the time and money to make them possible.

Children are not devoid of cultural capital when they join our settings; rather, they already have (to a greater or lesser extent) ‘funds of knowledge’ (Chesworth 2017). Helen reiterated our responsibility to use what we already know to extend and expand our offer of a rich and varied curriculum. In doing so, we support children to increase their vocabulary, develop their language for thinking and enhance their expressive language, all of which are considered essential life skills.

Helen’s delivery of the Masterclass was witty, thought-provoking and at times, challenged the views of her audience. By the end of the day, delegates were reassured, confident that they are supporting children to learn more about one another, what matters to them and how they view themselves and the world around them. In doing so, they are helping to broaden the cultural capital horizons of each child in their early years community.

Team updates We are very pleased to announce that Victoria Munns has joined the Early Years SEND team as a SENIF and Systems Coordinator.

Many of you will know Vicky from her role as Business Support Officer for the Education Directorate, Vicky understands the unique needs of the early year’s sector and is keen to work with providers to achieve the best possible outcomes for children with significant and complex needs in Cambridgeshire.

Vicky will be working closely with Beth Colquhoun and Belinda Brigham who are the two Early Years SEND Coordinators for Cambridgeshire.

Vicky will continue to support providers with CASEY and ECaT.

Cultural Capital masterclass review Back in October, Early Years consultant Helen Moylett engaged an enthusiastic audience of early years professionals in a lively and thought-provoking masterclass about Cultural Capital.


equalities

It was a cold wet November morning when the children of Folksworth Preschool put on their wellies and puddle suits to brave the walk to our local church to lay a poppy of remembrance.

The children had spent the last week learning why the adults around them had poppies on their coats and cars, why the old soldiers stood outside the local shops with trays filled with poppies and why the soldiers had something called a medal.

Is this cultural capitalism? Or is it our responsibility to pass on the importance of remembrance? During our everyday interactions, we share our life experiences with the children in our care, just as they share their experiences with us. Did the experience of meeting four horses and riders, kicking the autumn leaves or hearing the dogs barking detract from our goal of laying a poppy? The walk itself supported our children’s understanding of their local community, who lives where, the numbers and names we came across. The children happily chatted with their partners, keeping each other safe as we crossed the roads.

Sometimes we can get bogged down with technical jargon. However, in our everyday job of enriching and supporting the holistic development of our children, we

forget that this is what we do, every day, without even thinking about it, by simply being good practitioners who enjoy our role.

Niki Wilson and the team from Folksworth Pre-school

Remembrance Day at Folksworth Pre-school

As we made poppies, A said, “They

grew out of the ground. I see them here.

(Pointing to his chest) I watched the

soldiers on the TV and it was to

remember that they died.”

Employment Allowance You can claim Employment Allowance if you are a business or charity paying employers’ Class 1 National Insurance.

If you have more than one employer PAYE reference, you can only claim Employment Allowance against one of them.

You can claim at any time during the tax year as long as your business or charity has employer Class 1 NICs liabilities and is eligible to claim the Employment Allowance.

The allowance will reduce your employers’ (secondary) Class 1 National Insurance each time you run your payroll until the £3,000 has gone or the tax year ends (whichever is sooner).

You can only claim against Class 1 National Insurance you have paid, up to a maximum of £3,000 each tax year. You can still claim the allowance if you pay less than £3,000 a year.


business governance

Do you have a lease or a licence from the County Council that is due for renewal?

Cambridgeshire County Council teams have recently reviewed processes for childcare providers operating from Council owned premises. Members of the 0-19 Places Planning Team, Early Years and Childcare Service, Strategic Assets Team, Facilities Management and Compliance Teams have worked together to address the many requests from early years and childcare providers to have a formal tenancy agreement in place in order to provide security of provision going forward.

The key property issues are

• whether a lease or a licence should be put in place or needs renewing

• whether there is an Environmental Performance Certificate in place

• whether the premises are compliant in terms of statutory building regulations,

• whether the appropriate maintenance and utilities measures are in place, and

• whether the setting is responsible for the payment of business rates.

A number of settings have already had a property inspection, resulting in a valuation report. Cases have

been discussed at the newly formed Early Years Review panel, which makes recommendations to the Council’s Head of Finance for approval.

The strategy does not mean your rent will necessarily be set at the market value. The Early Years Service will request additional information from you in the form of a business health check, and will establish a view of the quality of provision to enable us to understand each individual setting’s position. This information will be presented to the Early Years Review panel,to assess whether the setting would be sustainable if a market rent were payable under the lease/licence to be put in place or renewed.

The outcome for the setting may be a rent that is far below market rent, as the overall purpose of the Early Years Review panel is to ensure that the proposed rent is set at a level to maintain sustainable, quality establishments in the Early Years Sector.

A rolling programme of inspections, evaluations, and case reviews will be taken forward to complete this piece of work. The Council is proposing a standard lease in order to regularise its work in this area.

Council lease and licence update

For further support, please email [email protected]

Further information on eligibility and how to claim is available at www.gov.uk

Custodian trustees Are you an unincorporated charity and do you own your premises?

The management committee of an unincorporated charity does not have the powers to own property; however, they can do this by appointing custodian trustee’s to hold it on their behalf’

Custodian trustee:

‘A trustee with the limited function of holding trust property, which is vested in the custodian trustee alone. The other trustees (managing trustees) manage the trust property and exercise powers or discretions under the trust.’

‘A custodian trustee is usually appointed by a charity constituted as a trust or an unincorporated association, neither of which has legal personality’

‘The custodian trustee has a duty to concur in and perform all lawful acts necessary to enable the managing trustees to administer the charity efficiently. This would include sales from, and purchases to add to, the trust property, but may also include other matters’


business governance

I arrived at the lovely picturesque setting of Hemingford Grey for one of the first of the CCC Early year’s team’s delivery of Safer Recruitment Training. Training facilitators where Alison Morris from the early year’s leadership and governance team and Allison Box from the early years safeguarding team, both of whom have a wealth of knowledge and experience that is completely relevant to their roles and both are friendly and approachable and gave everyone the chance to contribute to the day.

After attending safer recruitment training over 2 years ago, I was keen to refresh my training in this important part of my role. This newly revised training was centred wholly on the early year’s sector and so gives bespoke training that is completely relatable and relevant to the roles and service offers of all the trainees attending. We were all able to share thoughts and scenarios that were relatable to our work and settings. As well as gaining the skills and knowledge from the training outcomes, I also was able to network with others from

similar settings and we were able to share our experiences and thoughts around the whole recruitment process. Networking with likewise colleagues in your field is an important part of any training or forum and gives trainees a chance to speak with others who may be able to share their experiences and or questions and we can all learn from each other.

Since completing this training, it has enabled our setting to confirm that we have a robust recruitment process in place, including all the documents this entails and that we have the all information needed, including the very helpful resource and training pack, to continue to review this regularly in the future. I would urge anyone who is involved with recruitment within an early years setting to attend this new training offer from the early year’s team or to book a bespoke training session for their setting.

Mandy Todd, Manager Pippins Preschool, Sawston, South Cambridge

Rating reliefs

Statutory and Discretionary Reliefs for Charities

Charities are entitled to 80% relief on the rates for any property mainly or wholly used for charitable purposes. If you believe that you qualify, the Council would encourage settings to make an application.

There is also the possibility of further discretionary relief for the remaining 20% by applying to the District Council that collects your business rates.

Small Business Relief

You may also be aware that small business relief is available where the establishment is not a registered charity. The current limits are that no rates are payable where the Rateable Value is £12,000 or less and there is a sliding scale of rates payable for Rateable Values between £12,000 and £15,000.

If you would like to arrange for a property visit, and/or would like further information, or want to provide any feedback, you can do so by contacting [email protected] and [email protected]

Further information is available through your local District Council or by visiting www.gov.uk/apply-for- business-rate-relief/charitable-rate-relief

Further information is available here: www.gov.uk/ apply-for-business-rate-relief/small-business-rate-relief

Further information is available here: www.gov.uk/government/publications/the-essential-trustee-what-you-need-to-know-cc3/the-essential-trustee-what-you-need-to-know-what-you-need-to-do and here: www.gov.uk/guidance/charity-land-and-property

Early Years Safer Recruitment Training evaluation Safer Recruitment Training, held at Hemingford Grey Pavilion on Wednesday 6th November.


business governance

Example business transfer checklist for charities and business transfer of assets (Allow approximately six months for the whole process to be completed) Initial and date when each action completed

Existing provider identifies need to change governance model/legal status Discuss at board/committee meeting Set up a task group to research alternative governance options/tender processes to include calculation of cost and time implications Seek legal advice – assets transfer/TUPE/lease If the committee run charity, trustees must check their constitution membership group and the Charity Commission regarding the transfer of assets Task group to report back to owner. directors/committee with their findings Owner / Directors/committee agree for the transfer of governance/business sale to go ahead and begin processes with consulted and the agreed provider. If the committee run charity, membership must vote in favour of a change of governance at EGM (see constitution for procedure). Must be a majority vote to proceed. Record this meeting Inc. outcome of the vote New provider to proceed with the registration of new governance model/legal status with companies’ house/ charity commission and due diligence checks (viability and quality). This needs to be done before Ofsted Registration can begin. New provider to register with Ofsted (must await registration visit before staff/assets can be transferred) www.gov.uk/government/collections/early-years-childcare-registering-with-ofsted New provider to notify third parties of governance transfer: Bank/Building Society, employees, EY Funding team, landlord, CCC, membership organisations, insurance, HMRC, Parents Once new (incoming) registration has been confirmed by Ofsted, transfer the following to the new provider: EYF, assets, ownership of premises lease, staff (TUPE), documentation, bank account details, examined/audited accounts, payroll, HMRC, change of letterheads, contracts, leases/licenses, registrations (Also any copyrights / registered trademarks identified beforea registration – following legal advice). EY Funding can only be paid to a new provider when Ofsted registration comes through and the new provider must contact the EY funding team to fill in a new application form. [email protected] Once all the above has been completed: • Resign existing (outgoing) provider registration with Ofsted • Dissolve the existing (outgoing) organisation in accordance with the governing

document) Prepare and send final accounts. NB – You should seek legal advice throughout the process

Action Initial Date


business governance

This will affect the way childcare providers calculate some employees’ holiday pay.

If an employee does casual work with no normal hours, for example on a zero-hours contract, their holiday pay should now be based on the average pay they got over the last 12 weeks in which they were paid.

If they were not paid in any of those 12 weeks (because they did not work), the last paid week before that should be used to calculate their holiday pay.

‘Rolled-up’ holiday pay is not permitted

Employees must be paid for their holiday when they take it. If you are spreading employee’s holiday pay over the year by adding an amount on top of their hourly rate, this is known as ‘rolled-up’ holiday pay, and employers should not do this.

Are all forms of overtime covered?

The decision applies to overtime worked sufficiently regularly, such that it is part of an employee’s normal pay. What is “sufficiently regular” is not clear, but there must be a difference between the employee who works beyond their core hours every week. Compared to that of an employee who works the odd extra hour here and there over a year.

The decision also looked only at compulsory overtime, i.e. overtime which an employee cannot refuse. This raises the question of whether or not voluntary overtime (which can be refused) would be excluded from holiday pay. This seems unlikely, though it may be more often the case that voluntary overtime will be worked less frequently and so will not be “sufficiently regular”.

What can employers do now?

Here are some questions that employers can investigate to assess the impact on their business:

• Does any part of the workforce perform regular or frequent overtime and/or receive commission or other regular payments liable to be within the scope of the case law?

• Are there different groups of employees, some working regular overtime and some working ad hoc infrequent overtime? Will you treat them differently? Or is that going to be administratively too difficult (despite the additional cost of including everyone)?

• What is the cost impact of including the additional payments in the statutory four-week holiday going forward?

• What reference period will be most representative to produce an average and how, in practice, will your payroll systems cope with such a change?

• Clearly explain to all employees how their holiday pay is calculated and paid, amend terms and conditions of employment accordingly.

Please seek appropriate advice and support from your HR advisor / Acas / Lawcall / Membership body / Citizens Advice /payroll administrator.

Holiday pay – important update Following an Employment Appeal Tribunal Ruling (Bear Scotland Ltd v Fulton and other joined cases), employers have to calculate holiday pay differently.

What is a SWOT Analysis? SWOT Analysis is a technique for assessing four aspects of your business.

It builds on an organisation’s strengths, addresses its weaknesses, maximises its response to opportunities and helps to overcome threats to business. It is a source of information for short, medium and long term planning, and identifies the core competencies of the organisation.

Strengths What do you do well? What do others see as your strengths?

Weaknesses What could you improve? What are others likely to see as your weaknesses?

Opportunities What opportunities are open to you? What trends could you take advantage of?

Threats What threats could harm you? What is your competition doing?

A SWOT can be used to analyse all aspects of your childcare business:

• Finances • Business sustainability • Staff team performance • Staff well-being • Governance and Leadership • Staff recruitment • Marketing and branding

For more up-to-date information on this, go to acas.org.uk/holidays

www.gov.uk/government/publications/holiday-entitlement-calculator-temporary-replacement


workforce

Hello! My name is Faye Facer. I am the Early Years Leader,

reception teacher and phonics lead in my school. I have worked at the Meadow Primary School since 2012 where I completed my NQT year. Since starting there, I have taught a mixture of reception and reception year one classes.

I know what it is like to be on the receiving end of support and advice; The Meadow had been put into special measures by OFSTED just before I started there. Because of this, I had the opportunity to work closely with the Early Years Service who were able to share inspiring and informative practice and were able to signpost me to lead practitioners to see great first-hand teaching and pedagogy. It was from here I developed an interest and desire in supporting others. In 2017, I was successful in becoming a ‘Specialist Leader of Education’ (SLE) in Early Years for Cambridgeshire and Suffolk School Alliance (CASSA). I underwent training on how to support and develop individuals through peer-to-peer support in all areas of Early Years and enjoy the work I undertake as part of this.

In 2018, I was awarded the Silver Teacher of the Year Award through the Pearson National Teaching Awards. This for me was by far the most humbling experience, to be nominated by a parent and recognised for the hard work that all Early Years teachers do.

When I started at the Meadow, our outdoor provision was pretty much non-existent. With the support of the PTA, fundraising events, helpful and skilled parents and dedicated time for development, our outdoor area was transformed into a purposeful and well-equipped area of learning which I am immensely proud of.

The Meadow Primary School was awarded ‘GOOD’ by OFSTED in 2017, as was the Early Years.

Aside from the early years curriculum my passion is teaching phonics and early reading. In addition to this, we incorporate cursive handwriting into our phonics teaching as well. I also enjoy finding new and innovative ways to inspire and engage children to want to learn. For example the use of ICT, drama and questioning.

Faye Facer

I have worked in Early Years for most of my working life in both

PVI and school settings. I am passionate about Early Years and I have thoroughly enjoyed my own Early Years journey from pre-school to reception. I originally attained Early Years Professional Status when it was first launched before going on to gain QTS. I have worked at Linton Infants School in South Cambridgeshire since 2013 in both year one and reception and prior to that taught in a mixed reception and year one class. I love to use high quality picture books to teach with and over the past, few years have steadily developed my own mini library in the classroom cupboard!

I have been fortunate enough to work with senior leaders who have trusted me to make changes to how early years is run to enable the children to have access to plentiful opportunities for child led play in a rich and stimulating environment. The team and I have spent a lot of time in developing both our indoor and outdoor environment (although there is always more to do!) and I have been heavily influenced by my training and work with other practitioners across the county and the work I have done with Early Excellence. I am fascinated by play and advocate learning through play in every setting I work. In school we are currently, looking at ways of developing more opportunities for child led learning through play in year 1 and year 2.

I have been running pre-school cluster meetings with a number of feeder settings for the last couple of years and firmly believe that this collaboration has made a big difference to the children when they transition to school.

This is the next step to my own EYFS learning journey and I am excited to have been given the opportunity to work as part of the team of early years lead practitioners and to develop provision and practise both for children in my own school community and across the county.

Emma Little

Early Years Lead Practitioners Following another successful round of recruitment we would like to welcome four new school based Early Years Lead Practitioners to the team.

Early Years Lead Practitioners are quality assured by the Early Years Service to work with the local authority to support the EYFS in school settings across the county. They welcome practitioners the chance to observe good practice in their settings.

Faye, Emma, Lauren, Clair and Kate join a number of existing Early Years Lead Practitioners ranging from teaching assistants, Nursery practitioners and mixed age teachers. If you would like to find out more about any of our other EYLP’s please visit the Library in the EYFS School Practitioners (EYFS) Knowledge Hub group


workforce

My name is Lauren and I teach Elm class at Manea

Community Primary School, a Fenland village primary school which has just over 220 children. I work in a mixed reception and year 1 class, and I deliver the specific teaching of the year 1 curriculum. At Manea we pride ourselves on the use of continuous provision throughout the whole of reception and key stage one, with children having access to inside and outdoor provision all day, every day.

Our provision is supported and linked to a focus text, and challenges are set for the children to access, complete within their busy learning time, and will show the application of many different skills they have been learning. Children take ownership of their learning by choosing when they will complete challenges and show what they have done using mini mess in reception and challenge lanyards in year 1.

I love teaching maths and enjoying making maths activities fun and active. I am often found on the carpet doing practical maths activities with the children. The children will then often go and apply and explore their new skills independently within the environment.

I have a real passion for working with parents and making strong home school links. I enjoying working closely with families to support and extend their child’s learning to ensure that they make the best progress possible.

I look forward to welcoming you to Elm class at Manea.

Lauren Denton

Hello, I am Clair Hayes and I am one of the newest recruits

of the Early Years Lead Practitioner team. I am currently teaching at Barrington C of E Primary School. We are a very small village school with only four classes, where all classes are mixed age groups. I teach in the EYFS/Year 1 class. Planning for the needs of children across two age groups is a constant challenge. Over the years, I have found that setting challenges in the continuous provision, is the way to help balance by time between the two year groups.

My previous school was the complete opposite, in terms of size. There are more children in one year group there than the number of children at Barrington school. I have also previously taught in a very small Infant school in Doncaster. My teaching experience ranges from working in a very large school nursery, Foundation stage 2 and Key stage 1.

Life at Barrington is completely different to anywhere else I have worked! Not only is there Key stage 2 but we also have a house system. Occasionally I find that I

am leading a house group with children from every year group…. and a number of the Key stage 2 children are taller than me!

I love being creative when setting up my learning environment. I’m often on the lookout for treasures which no one else wants. I am always looking to add to my continuous provision at little or no cost. My current project is to develop my outside area and work on the challenges which I have set in the outdoor environment. Over the last few years my school has worked on developing math’s mastery. I am working to develop math’s challenge in the continuous provision both inside, outside and in forest schools.

We use loose parts in all areas of the Foundation stage. This year, as a school, we are gathering free materials, to develop loose parts play in the playground. This aim is that loose parts play will become part of our playtime routine throughout the school.

I am looking forward to working with other EYFS teachers in the authority and welcome any visitors who would like to come and see what we are doing at Barrington school.

Clair Hayes

Ihave worked in Early Years for the past 5 years and I knew I was in the right job when I spent my first week

covered in paint and glitter!

I love every aspect of the Early Years curriculum and it gives me so much joy, seeing children reach their full potential. I love being able to allow children to learn through play and experience learning inside the classroom but also outside, using natural resources to extend their learning opportunities.

Since becoming a Teaching Assistant, I have completed my Level 3 Diploma in Supporting Teaching and Learning and I am currently studying a Foundation Degree in Early Years, Education and Play Work. Once this degree is finished, I am hoping to complete a BA in Early Childhood studies, followed by a Teacher Training Programme.

Our school encourages that every child is ‘Happy, Healthy and High Achieving’ and all staff work relentlessly to ensure all children achieve this. We are a small Early Years team and all four members work closely together, ensuring each child feels safe and secure in school. We are a structured setting, as we follow the same routines as the rest of the school, but there is always time for child-led activities.

My passion is to help children with Speech and Language difficulties and I believe one of my main skills is enhancing communication and language in the setting. I also love creating home corners and role-play areas as I thoroughly enjoy seeing the children’s reactions, how they express and initiate ideas through this.

Working in Early Years is like no other job and I am so thankful that I get to experience it.

Kate Meechan


workforce

Who are the Early Years and Childcare Training Team?

The team are all qualified and experienced practitioners who have worked across the childcare sector with a wealth of knowledge and skills. The Training Centre is registered with CACHE/ NCFE awarding body to deliver accredited qualifications and awards to meet the national standards required.

We offer the following CACHE/ NCFE accredited qualifications and awards

• Level 2 Diploma for the Early Years Practitioner

• Level 3 Award for Special Educational Needs Coordinator in the Early Years

• Level 3 Diploma for the Early Years Workforce (Early Years Educator)

• Level 3 Award for Speech Language and Communication

What is the difference between a qualification and an award?

Qualifications

Are recognised as ‘full and relevant’ by the Department for Education (DfE). These are normally Diplomas where practitioners can be counted in the ratios when caring for children and young people in the setting.

Awards

Are continuous professional development (CPD) units that focus on a specific area of expertise? These are designed to enhance the development of qualified practitioners.

The above courses run countywide throughout the year with different start dates. If you are interested in the above qualifications and awards, please log onto our webpages https://www.cambslearntogether.co.uk/early-years/conferences-and-events/qualifications-and-awards for details on entry levels, course requirements and cost.

What else do you offer?

Gateway to Childcare Careers course

We offer support and guidance on career pathways staring with our ‘Gateway to Childcare Careers’ course. This course is aimed at adults considering childcare as a career. The initial session of this course provides an overview of childcare careers. Those who would like to gain more knowledge are then offered a 3 session daytime course, to enable them to explore more around roles and responsibilities, health and safety and safeguarding throughout the sector.

Who can go on the Gateway to Childcare course?

Anyone considering childcare as a career. This could include parents going back to work, change of career, starting a career, parent volunteers in settings.

What will they get from this?

Attendees will gain a basic understanding of the expectations of working in the childcare sector and be enabled to consider which they would like to consider. If the attendee gets a voluntary placement in a setting, we may be able to fund a Level 2 Diploma for the Early Years Practitioner qualification.

Did you know we attend schools/setting events?

The training team are continuing with their support with ‘Form the Future’ and attend events at local Schools in order to support and talk to students about following a career in childcare. In recent months, events have involved attending ‘career carousels’ where students are in groups and visit all the visitors who talk about their professions and career opportunities. Students are drawn to our table with practical resources including story sacks and treasure baskets, which give an opportunity to talk to the students about how babies and young children learn.

If you would like to invite us to your school/setting to provide something similar, please contact: [email protected].

What a previous learner had to say

‘From Gateway to Level 2’

Rebecca Turner Neal, a childminder and Pre-school assistant at Elsworth Pre-school, attended our free Gateway to Childcare Careers course and progressed to working in a setting and enrolling for a Level 2 qualification.

I completed a Gateway to Childcare Careers Course for working in Early Years. I decided to complete my Childminding Training when my children started pre-school and the Level 2 Cache Qualification seemed like the natural next step to take.

The amount of study has been challenging without feeling overwhelming. The fortnightly sessions with Janet Ritson were perfect for looking at each module – I would spend about 8-10 hours per week reading and completing the assessments. It is a big topic to study and I am finding it invaluable whilst working in my setting. Being able to apply the theory on a practical level has really boosted my confidence and focus across the EYFS.

There are about 10 other students on the course, from different career backgrounds, and we very quickly

Early Years and Childcare Training Team


workforce

offered support to each other to match our levels of understanding.

I knew Janet Ritson was a brilliant supportive tutor (tutor) from meeting her 5 years ago on the Gateway Course. Her lovely way of delivering meant; I really looked forward to the fortnightly classes. Whenever I needed support on the written assessments, she always came back to me quickly. Her feedback has always been helpful and, I felt at ease asking her for a few more days to complete one of the assessments when I was struggling.

The classes are held in a spacious room at Meadows Community Centre, just off the A14, with plenty of free parking. We are provided with a nice cup of tea and a biscuit.

Each module is well-written with clear assessment criteria. Handouts support our learning and there is plenty of time for discussion and debate. We often work in small groups. For me, the ability to link theory with practice has had the most impact on my confidence, and enabled me to contribute to the

setting I work in. The comprehensive course content has offered plenty of challenges for me. The assessments cover the theory at Level 2, and are always linked to our practical experience within the setting.

I feel this course has given me the experience and confidence to study at Level 3 and beyond. It is a great course for those already working in a pre-school without any formal qualifications or for those who are looking to begin their careers in Early Years.

This course was largely funded, which also helped!

The majority of it is written assessments, and the way it is delivered and the support offered by the tutor has made it manageable for me. As a childminder with three children, working in a setting two days a week, I have had to manage my time well, but I have not felt overwhelmed. It has given me a new lease of life and some direction for my future working in Early Years.

I see myself gaining my Level 3 Qualification and possibly specialising in a particular area of development in the future.

Early Years 2020 Conference 12 & 13 March

Marriott Hotel, Huntingdon PE29 6FL

How are you?

Supporting health and well-being in the early years

Cambridgeshire’s annual early year’s conference will offer a range of practical and academic workshops with a focus on well-being for children and staff in early year’s provision.

Our two national keynote speakers will share their passion for early education and the importance of play for children’s health and well-being:

Professor Edward Melhuish OBE, of Oxford University Department of Education, is the Co-Director of the nationally funded Study of Early Education and Development.

Greg Bottrill is the author of the bestselling early years book, ‘Can I Go and Play Now?’ He is passionate advocate of play as a transformative learning tool and will explore this in his keynote ‘Stone or Starlight’. Greg sees play as a direct route to well-being for both adults and children, that adults have a ‘secret suitcase of skills which we can then sprinkle over their experiences.’

Workshops will include*

• How can we improve early experience to benefit children? Edward Melhuish OBE

• Little moments of joy Greg Bottrill

• Exploring music to support well-being of ALL children Soundabout

• Inter-generational work: how it supports well-being Lisa Fidler, Weatheralls Primary School Soham and Mary Barnes, Children’s Centre Manager, East Cambs

• Practical approaches to emotional health and well-being Steph Hoskin, Lead Adviser for the PSHE Service, Cambridgeshire County Council

• Opening the door to staff well-being Lucy Frain and Sarah Storey

*subject to change

For information and to register your place visit www.cambslearntogether.co.uk/early-years/early-years-2020-conference


workforce

This is a brand new qualification which meets the DfE Level 2 full and relevant criteria for a Level 2 Early Years Practitioner in the workforce from September 2019. Upon successful completion of this qualification learners are recognised as a qualified Level 2 Early Years Practitioner. They must also complete a 12 hour Paediatric First Aid training to be included in the staff to child ratios within 3 months of achieving the qualification.

What is different?

Our Training team are excited about delivering this qualification and pleased to see the changes which include:

• Addition of oral hygiene and dental care references to the units on health and safety and wellbeing.

• Strengthened communication section to include all children including those with ‘delayed speech’

• Additions to the child development unit in respect of the role of the key person

• Strengthened parent/child involvement in planning/assessment and SEND support sections

What is involved?

This new course is currently being delivered over 2 terms. Training sessions are mainly fortnightly in a

central location (according to the group cohort) running evenings, term time, only 6.30pm to 9pm.

• Each session focusses on a particular unit/subject and the learners are set written tasks on an online system.

• All learners will also be having 2/3 observations of daily practice in the workplace to include the opportunity to reflect on practice and professional discussions.

• Learners have contact with their Tutor/Assessor online in order to give continued support.

• The qualification should take up to 12 months to complete and heavily subsidised by Cambridgeshire County Council (funding criteria applies).

What is the cost?

The training centre are very lucky to be able to offer funding towards this qualification. Currently the only cost to the learners is a non- refundable administration fee of £150.

How do I enrol?

To enrol for the next cohort please email [email protected]

Qualifications and Awards Our new qualification ‘Level 2 Diploma for the Early Years Practitioner’ was launched in September 2019

The Early Years Training Centre are pleased to be able to offer a new accredited award for practitioners interested in becoming a Speech Language and Communication champion and develop practice within their setting.

The Award aims to develop the appropriate knowledge and skills to enable learners to:

• Understand the importance of speech, language and communication

• Identify the signs of those children who are experiencing difficulties

• Promote speech, language and communication development

• Explore ways to support children and young people who have speech, language and communication needs (SLCN).

What is required?

Learners must • Have a level three early years qualification • Be passionate about enhancing provision for speech,

language and communication • Be able to implement change • Commit to the course requirements (see below)

Expectations The award is delivered over four daytime sessions over the course of 12 weeks. As this is, a short course 100% attendance is expected.

To complete this award, homework must be submitted via e-portfolio and there will be one face-to-face observation in the setting.

Estimated study time (on top of teaching sessions) is 6 hours per week (this will depend on learner motivation and commitment).

New! CACHE – Level 3 Award for Speech, Language and Communication Needs

For full details of the content of the course, please visit https://www.cambslearntogether.co.uk/early-years


workforce

The award was mapped to the training delivery within the annual training programme to ensure everything required to complete the criteria was offered within the training and accessible after the course completion. Once this was completed we developed a distance learning package for learners to work online at a time that was convenient to them. The learners were set tasks that were staggered over the course of two months via e-portfolio and were able to provide evidence relating to real life working situations. Learners were encouraged to challenge and critically analyse their current practices and develop new resources to enhance future practices within their settings. Here is an account from one of our learners who completed the award.

This is what Tina Spencer at Sawston Nursery, Cambridge had to say about the award

I am Head of Nursery, SEND Coordinator and Safeguarding Lead. I recently completed my L3 SEND qualification to develop my role in the nursery supporting children with SEND and ensuring they achieve the best possible outcomes in their learning and development.

The distance learning using an e-portfolio worked well for me. I was able to work at my own pace whilst completing the set units by my tutor. My intent was to analyse my current SEND strengths and weakness whilst developing my knowledge and skills. I was also able to enhance understanding and awareness of working with SEND children with members of my team to ensure we were all working together for the best interest of the child and families involved.

I understand how early identification of needs, together with appropriate support, can help children who have SEN or disabilities to achieve and thrive leading to good transitions in life.

I was able to work towards tasks through researching information and implementing the strategies, techniques provided and learnt which were then recorded on One File. completing set tasks enabled me to reflect on my own practice as SEND coordinator and my effectiveness in the workplace. Identifying my own skills allowed me to complete an analysis in relation to the SENCO role and this highlighted gaps that would need to be recognised and worked towards in the setting. We have worked together as a team and these actions have now been completed.

As a manager, I feel the whole team need to be a part of this journey to ensure the Best Start in Life for all

children in our care. I created a small booklet to share with my staff/parents and carers, which explains the SEND process. Often, people are not knowledgeable about the support available and the process involved. My booklet talked about the Code of Practice and local offer available to families. This can point them in the right direction and informing them ofthe different levels of support available.

I have trained my staff working to support children with SEND in the nursery to create clear Individual Child Plans, together with the implementation of clear long-term and short-term targets. The Assess, Plan, Do, Review Cycle is embedded across the nursery to support children with SEND, and reviewed regularly with staff and parents/carers.

The course was well organised and expectations were clear from the start, which is important with distance learning. I had all the tools I needed on OneFile to complete my course in my own time. My tutor, Lisa North was very supportive and gave constructive feedback on the work I submitted throughout.

I would definitely recommend this course if you want to learn about the SEND approach to support children and families in the workplace. I have certainly been able to reflect and make little changes where necessary to ensure I am a proactive SEND coordinator in my nursery.

Level 3 Award for SENCo for the Early Years (SENDEY) In July 2019 we launched a pilot course for this award for Designated Special Educational Needs Coordinators to gain recognition of their responsibility.


workforce

Are you or your staff members considering enrolling in a qualification or award?

Congratulations! To all our learners who have completed qualifications with us between August and December 2019

Level 2 Certificate in Early Education and Care

Sandra Bartoszek Vikki Brew Rachel Fahy Keri Walsh Charlene West

Level 3 Diploma for the Early Years Workforce (EYE) Level 3

Katie Alexander Susanne Jackson Hannah Moden Georgia Pendle Helen Spilka Lauren Start Angela Sinfield Harriet Young Joanna Wright

Award for the Special Educational Needs Designated Person in the Early Years

Joanna Carter Nikki Clarke Tina Spencer

Level 4 Award for the Advanced Early Years Practitioner

Monique Cooper Alison Furr Kirsty Gaunt

Stop! Consider these questions first

As a training centre, we want all of our learners to achieve and maintain the high standard that we set and it recognised by the awarding body. Therefore, we need to ensure learners signing up to do qualifications are ready to commit and are motivated to work towards their professional development. We urge learners and managers to consider the courses they are signing up for are correct level and course the applicant wishes engage in.

Questions you will need to consider before enrolling onto a qualification or award…

Learner

• Do I meet the entry requirements? If no – what do I need to do to meet the entry requirements?

• Am I able to produce work at the academic level required?

• Do I have the personal capacity and commitment to study the additional weekly study time required?

• Do I have access to a computer and the internet for additional study outside my working hours?

Manager/ Owner

• Is your staff member academically and practically suitable for the qualification you wish them to do?

• Is your staff member working at the level required to do the coursework and achieve the expectations of the course?

• Have you considered the different levels available to suit your staff member?

• Do you have the commitment to support the staff member to achieve this course whilst they are on programme? (this could be a mentor)

• Do you believe your staff member can achieve this qualification?

If you have answered no to any of the questions above we strongly advise you speak to a member of our team before embarking on the chosen course. We will provide advice and guidance on how to meet the level or suggest a more suitable course for the person in question. Failure to meet the level learner/setting will be required to pay back the full funding of the course.

family focus


Food plays a crucial role in a child’s development, as well as creating the foundations for a lifetime of good food choices.

The early years foundation stage (EYFS) sets the standards for early years providers to meet to ensure that children learn and develop well and keep healthy and safe.

Children aged one to five must get a good balance of nutrients in meals and snacks, based on a range of foods from these four groups:

1. Starchy foods

2. Fruit and vegetables

3. Meat, fish, eggs, beans

4. Milk and dairy.

Every child has the right to enjoy healthy, tasty and sustainable food, to learn about where it comes from, how it grown and cooked, and to understand the importance of well-sourced produce.

At our parent workshop, we discussed what to include in a healthy lunchbox. Parents and children categorised foods into unhealthy and healthy compartments. We finished by making banana milk shakes, fruit salad, and coleslaw. The workshop supported wider learning through practical growing, cooking and tasting activities as well as food-related topics. For some parents, this was a new experience.

Staff regularly take the children to the local grocery shop to buy vegetables and fruit as well as growing them in our garden. They prepare their own snack, cook together, role-play with real food and kitchenware, and join in routines such as washing-up and wiping down tables.

Our engaging workshop helps parents and children build knowledge and skills around food education and provision. It shows parents the importance of healthy food and healthy behaviours.

Managing food allergies involves parents, practitioners, children and all health professionals working as a team. Parents need to read ingredients with an awareness of allergies children may have before packing a lunch box.

Parent healthy eating workshop at ABC Kids Nursery

Parents and guardians need to ensure their children are having healthy, nutritious food as part of a balanced diet, and need more awareness of allergies in providing packed lunches for nursery.


family focus

When we observe children, we identify those moments when a child wants or needs to learn something for themselves and we show them how with slow clear movements, so that the child can gain as much visual information as possible before taking over the task for themselves. We allow them time for repetition, as practice makes perfect. When a child is not able to achieve a task on the first attempt, we always encourage them and offer help and support, “Can I will help you?” or “We could try again later”.

Whether it’s packing away the resources or toys they have been using, tidying up after lunch or getting their drink, all children want to be able to do the things they observe their parents or teachers doing. We prepare our environment for the children with real-world items, to promote real-world learning. Children use little mops, china plates, glasses, water indoor plants and set their table places for mealtimes.

With independence comes toilet learning. From a young age, children who can stand are changed standing up, they have the option to sit on a potty and we ask them to help us take their nappies and trousers off. When they move to the infancy classroom (Infant Community), they find their cubbyhole, pick up their nappies, wipes, and take them to the teacher. The teacher will give them a choice; if they wish to sit on the toilet or potty. If the child does not want to use either it is fine, but we always ask, and eventually they will see that other children are sitting down and they will choose what they believe is best for them.

In our infant community, parents provide pull-up nappies because they support children to be independent and dress themselves. If the child does

not have pull-ups, we show the child how to undo the tabs and how to pull their trousers up. Everyone should be positive about the outcome, even if a child did not achieve the desired outcome, we always say ‘’we could try later on, but it is good that you tried’’.

When a child starts to do regular bowel movements, we speak with parents about toilet learning. We ask parents for lots of spare clothes, as accidents do happen and we always say that once we start we never look back! We explain that children will not be happy to be wet and they may not ask for the toilet when they need to go, but we will ask the child to go and try, to prevent accidents. For some children who have more accidents than expected, we create a record of the time they went to the toilet and if they achieved a movement.

Sometimes parents are not ready to commit to toilet training. We understand this and rather than forcing them into doing something they are not ready to do, we revisit the idea with them later on, and provide the support they need.

It took us a long time to reflect and to step back and let the children set their place at the table, prepare their snack, change their clothes, and look after their environment at such a young age. For the last 2 years, we have started to have two talks per year to support parents, where we explain how we can support children to be independent and why it is important. We are still working closely with parents to support children to reach their early learning potential.

Ingrid Radaviciute Smiths Children Montessori

Independence and toileting We promote independence and ability, by supporting children to try things for themselves and to succeed in what they are setting out to achieve. We help children to trust their own ability to accomplish small daily tasks such as putting on their shoes, zipping up their coat or using the toilet.

We at the Cambridge City Child and Family Centre have been thrilled to debut our Chatter Natter Tuesday initiative this term.

With a focus on supporting the ongoing improvement in the area of communication, language, and literacy, the premise behind the initiative is taking small, simple steps to increase positive communication between families in their homes by using social media to promote conversation.

Each Tuesday we post a joke, riddle or rhyme on our Social Media pages with encouragement for parents to share this with their children. If a riddle is shared, the answer will be posted later in the day to allow families times to make their guesses. What better tool to use than humour as a way of increasing critical thinking, play and communication.

“Get ready for some joke and riddle sharing! Let’s use social media in a positive light to spark some new and different conversations with our loved ones and family members. Laughter is the best medicine.”

Child and Family Centre get the giggles …


family focus

The Mosaic Approach Bringing elements of The Mosaic Approach to Learning to Eaton Socon Child and Family Centre, Huntingdonshire, parents and children recently attended a Loose Parts session inspired by the Reggio Emilia approach to learning. Clark and Moss adopted the Mosaic Approach in 2001 to suggest a framework by which the views and ideas of children could be heard.

We made the environment from resources we already had in the centre, and wanted to show that we could easily create a reading nook that could be replicated at home. Our beautiful shade sail was made from a donated voile curtain. This has helped to provide a community space for sharing books, stories, and rhymes. Families choose the book they want to share and see the helpful hints on the back page to extend their book reading opportunities. It has proven popular so far and has become an area where communication is actively encouraged and valued.

Alongside this, we have started making home visits alongside Family Workers to families who have a child aged 2-5 years. We visit them for four consecutive weeks to support them to develop a love of stories,

books, and rhymes. We aim to improve primary carers’ confidence in sharing books, to make this a fun experience for parents and children, and to develop a reading habit in the home. We model book sharing, rhyme singing, play and use of props to the families through planned sessions, and we deliver resources week by week to the families.

Once we have measured the impact the project has had on the caseload families, we will look to extend this work to children eligible for funded twos provision within our area.

Laura Hunt & Lottie Dack Child & Family Centre Workers, Wisbech

It is a multi-method approach in which children's photographs, drawings and maps can be used to gain deeper understanding of children's perspectives on their early childhood settings.

The aim of the first session was to explore children’s creativity through child-led play and let the children show the adults what they did (and did not!) like about their environment, to improve their learning experience.

The Loose Parts session was set up with leaflets and explanations for parents about the aim, and how to reflect upon the child’s experiences. A few parents had questions, but I explained that the play was initiated by the child themselves. There was no right or wrong way to proceed – it was all about the process, not the end product.

The children were able to explore natural and synthetic loose parts, undirected by adults, and use them to make different creations that could be taken apart and made into something different. A camera was placed in each area and the children were encouraged to take photos of what they had made, what they liked doing and what areas they did not like.

The children quickly warmed to the sense of importance and independence they were given. Not only did we end up with photographs of the creations they had made and the activities they enjoyed, we had photographs of friends and family engaged in embracing their play, which the children themselves had taken.

This approach gave me a valuable insight into which areas, activities did work (the small area section), and what did not work (making a large picture on boards section). Parents became more aware of their children’s capabilities and promoted the children’s sense of self-worth, taking photographs of the creations that they were proud of before dismantling them!

The next session will involve gathering more of the children’s ideas through maps, drawings and tours of the centre, which will enable practitioners to make changes and implement an improved learning environment for all users.

Bookstart project in Wisbech Child & Family Centre This year’s Bookstart Project has seen us develop an area in our Poppy Room for families to share a book.


family focus

Inter-generational projects in East Cambs

The inspiration

There is a growing understanding that older people in residential care can demonstrate significant levels of isolation, especially those who don’t have family nearby and miss contact with younger people. Although the literature on how best to tackle isolation in care settings is not well-developed, some initiatives appear to demonstrate beneficial effects. Common approaches include those involving companion animals, and schemes that attempt to break down barriers between care residents and the wider community – often operating on an intergenerational basis, e.g. by linking care homes and schools.

Inspired by the Channel 4 TV series Old People’s Home for 4 Year Olds, East Cambs Child & Family Centre teamed up with local organisations, schools and retirement living projects in Soham and Ely to plan our first series of inter-generational sessions in 2018.

The format

Five one-hour sessions ran over consecutive weeks with a seasonal theme. Each session included a welcome song, an activity, refreshments, nursery rhymes or story and a goodbye song. The activities were simple and involved the children and older people helping each other. Some involved physical activity while others were more sedentary. Activities included flower placemats using hand painting, bug hunting, seed planting, parachute games, picnic.

The sessions brought together ten residents identified by the manager as likely to benefit from interaction

with younger children (who did not regularly see grandchildren, or have no wider family), with ten reception class children with little or no experience of older people in their families identified by the school.

The partnership planning group agreed to keep the pilot small and to match the number of children to older people, so that meaningful relationships could be built up, enabling all the participants to feel at ease with each other.

A comprehensive risk assessment was agreed by all the partners. Participants were briefed before the sessions about acceptable and safe behaviour, to ensure all were safeguarded. Parents were asked to give consent for their children to take part and both the children’s parents and older people were asked to consent to their photos appearing in the media.

Following the sessions, the residents were invited to attend the school, e.g. to watch nativity shows. The older people enjoyed visiting a school, observing how schools had changed over the years and chatting with pupils and teachers.

The cost

Each partner agency provided some of the resources required for the project to run successfully. The main cost was staff time. We agreed a ratio of 5 staff members to 20 children and older people, i.e. one member of staff to two pairs of children and older people, but often 8 to 10 adults took part in each session.

The impact

Children

• There was real enjoyment shown by childrenevidenced by their skipping in, smiling and chattingwith ease with the older people (even the quieterchildren).

• Teachers and parents noticed that some childrengrew in confidence with adults in school and withtheir classmates. The children continued talkingabout the sessions on Monday morning after theFriday session.

• Parents at the school asked for their children to takepart in future projects.

• The children demonstrated observational skills. Onechild noticed that an older person did not have theirwalking stick after the first session, and mentioned thisto the older person.

• The children initiated conversations with adults andwith their families about the sessions.

• The children behaved impeccably when walkingbetween school and the Retirement Living scheme


family focus

and throughout sessions. This also had a positive impact on the Primary School perceptions of the children and the setting.

• One family made a cake for one of the children’s birthdays to bring to the last session.

• One child made a card for an older person’s 92nd birthday and returned with his parents to deliver it at the weekend – in the rain!

• A look of real sadness on one child’s face when he thought ‘his’ older person was not coming to the session turned to joy when he eventually arrived.

Older people

• The project created openings for conversations between some of the residents who participated and did not know each other.

• Older people said they felt it gave them a reason to get up in the morning.

• Quotes included: ‘Their smiley faces made me smile’ ‘It made me feel younger’ ‘Memories flooded back of when I used to work in a school’

‘The sessions felt safe and controlled and allowed us to be let loose’. ‘We bonded’ ‘The bug hunt was good’

• Other residents at the retirement living schemes asked to be involved in future activities.

• Adults lost their concerns about the ability to get involved in physical activities and took part.

• Older people said that they had something to chat with their families about.

Next steps

Following successful projects in Soham with Millbrook House residents and Weatheralls Primary School pupils in Soham, and a successful project in Ely with Baird Lodge residents and Spring Meadow Infant School pupils, we plan to continue the roll-out in other areas, as well as continuing in Soham and Ely.

In addition, some older people were considering being helpers in school, listening to children read.

Find out more about Inter-generational projects at the Early Years Conference, see page XX for details.

Den building with St Andrews Primary School, SohamEast Cambs Child & Family Centre Worker, Danielle, has been working with a primary school in Soham to deliver a lunchtime Den-Building Club for children who need a bit of extra support.

Den-building encourages and supports team-building skills, problem-solving skills, and listening skills. Children work together as a team, helping and supporting one another and learning to follow instructions.

Kate Amann, St Andrews Primary School Home-Link Schools Worker, added ‘‘all of the children have loved Den-Building Club, and others in school have been intrigued and wanting to get involved, too’’.

Sarah Dean, St. Andrews Reception Teacher, said that the children are also taking risks with their exploration of the wooded area. She added, “I enjoyed having the opportunity to be involved in Den-Building Club, getting to know the children and seeing them work together and knowing I can support that is very rewarding for me.”

The children commented that they had made friends through the den-building, and had enjoyed throwing leaves around and trying to saw wood. One child said she “loved everything about den-building.”

The Den-Building Club will return next term. In our last session, we will be handing out Den-Building certificates for all their hard work. Then we will continue working with another group of selected children, allowing everyone to explore den building.

Danielle Pavey Child & Family Centre Worker East Cambridgeshire Child & Family Centres


childminding

Use of Child and Family Centres in Cambridgeshire Cambridgeshire Child and Family Centres have always provided a rich and supportive environment for childminders.

The Child and Family Centre teams value and support this partnership, recognising the importance of early years education and care that childminders provide, and the integral part they play in their local networks.

Earlier this year, Cambridgeshire County Council decided that a standard charge for childminders attending Child and Family Centre groups would be applied across the county. From the 1st January 2020, the charge will be £1.00 per childminder and £1.00 for every child they bring along.

Childminders will be able to continue running their groups, or to start new ones where there are rooms available in centres. Room hire charges will apply to these, in line with the community rate in other County Council buildings. Please do talk to your local centre manager to see what is available.

We are all looking forward to seeing more of you during the coming year. Please let us know if you have ideas or suggestions about how we can work together to support our children and families.

I wanted to involve the children in my setting so we based the activity on the book 'The Scarecrows’ Wedding' by Julia Donaldson.

I did activities around the book to support the children's learning, and we had many walks around the local pits, collecting feathers to decorate the scarecrow. We placed our scarecrow outside our setting.

The day came when they announced the winner of the competition… and it was us! All the children were so happy. I spoke them about what we could spend the winning money on, and we decided it would be nice to have a pet to care for. A rabbit was number one favourite.

In the summer holidays, a few children and I went to Pets at Home and added a new member to our family, Domino the rabbit.

It is so nice to see the children enjoy having a pet in the setting, to support the children's learning and skills.

Emma Bishop

Trip to Peterborough on the Train On the 5th December, some St Neots childminders headed to Peterborough on the train.

The children loved watching the countryside whizz by, and there was lots of talk about seasons, animals and colours. We walked through the shopping centre, looking at all the pretty decorations and the big tree. After a snack break, we headed into the Cathedral to talk about the true meaning of Christmas, and see the pretty lights. The children enjoyed a social lunchtime and a look around the Christmas market, enjoying all the lovely smells before catching the train back, tired but happy children and minders.

Fens Scarecrow Festival In the summer, we had our first Scarecrow competition in our village, so our neighbour and I decided to make a scarecrow.


childminding

Peter-bear-ough hunt Nene Park hosted the National Literacy Trust Bear Hunt event as part of Peterborough Celebrates Reading through the Peterborough Literacy Hub.

Brilliant event, children loved the sensory activity

and the trail by Library Bus. Very relaxed but fun

filled. Would highly recommend. (Childminder)

It was amazing for the children – and adults. We will

definitely come again to any event. The children loved

it all – thank you! (Two Childminders).

I liked the bear and in the mud (Hakim, 6).

Walker Books sent their “Story Builders” to deliver a fun interactive story-telling session, followed by activities that included a Bear Hunt in the woods, a visit to the Vivacity Book Bus, a Bear Hunt trail and a sensory activity organised by one of Nene Park’s rangers.

Twenty-five childminders came along with their children, and everyone had a brilliant time!

Thanks to Walker Books, we were able to give each child a ‘We’re Going on a Bear Hunt’ 30th Anniversary book to take home with them.

Outstanding grades for Cambridgeshire childminders

Beth Smith • Carol Chaplin • Sian Hawkes • Analisa Roper


childminding

As part of Peterborough Celebrates Reading, settings and childminders were invited to a free performance of the Mr Men organised by National Literacy Trust and New Theatre, Peterborough. Zig Zag Day Nursery share their experience of the day.

We set off from nursery to the bus stop. The children were all very excited to ride the bus, choosing their own seat and looking out of the window telling the practitioners what they could see. We arrived at the theatre with ten very excited children. They helped us to find our seats recognising numbers and we all sat down to enjoy the show. As a setting, we were very surprised to find that our children sat for the whole show listening and watching. They really enjoyed the interactions and were laughing and shouting when asked to join in. At the end of the show, the children were excited to talk to the practitioners about the characters and the funny things they had done throughout the show.

As a follow-up to the show, we planned numerous activities throughout the rest of the week to build on what the children had seen. They drew their favourite characters and made jigsaw puzzles of Mr Men and Little Miss.

The children really enjoyed our theatre trip and they went home to parents talking about the trip.

When the Mr Men came to Peterborough

We took a group of six children from

Birchtree Pre-school. The children loved

the whole experience, from giving in

their own tickets, finding their seats

and waiting for the show to start. They

joined in, shouting out where the

characters were and laughed a lot!

The next day they drew pictures of

their theatre experience. Thank you so

much for this wonderful opportunity

for the children to experience their first

theatre performance.

My mindees enjoyed the show. One

child was so excited to tell their parents

about the show. This was the first time

they had been to the theatre. What a

great experience for them all

Jodie Williams, childminder


childminding

Children in Need 2019 The week before Children in Need, Lara (my registered assistant) and I were invited to be in the audience at The One Show. This gave us a chance to showcase our event, and it turned out to be an amazing event, as working in partnership with Treetops our total money raised is £1,160.

My assistant and I extended our Children in Need activities in the setting making multi-coloured Pudsey Bear sun catchers, recognising Anti-Bullying Week, National Friendship Day as well as Poppy Day. All notable dates when the children can think of others and as childminders, we can support them in doing this with simple activities as well as conversation starters and open ended questions, supporting them in their knowledge of the wider world.

Sue Smith Childminder Ely

The Children of Kaylas House have been busy getting involved with Children in Need. We all came dressed in our PJs and donated money to do so. We made our own Pudsey Bear masks and baked some Pudsey cakes to sell to parents at pick up.

Michaela Ellis and Kerrie Forsey Childminders in Hartford

Marking Remembrance Day in a childminding setting The Children at Kaylas House have been learning about Remembrance Day.

We made our own Poppies to wear and made our poppy sun catchers that look lovely on the window of our setting. We made a wreath and took it to the memorial statue in our town centre; this will be on display for the Memorial Sunday parade. We had a learning tray in our setting with toy soldiers and Poppies and explained to the children that we make and wear Poppies to remember and celebrate the brave soldiers.

Winner Childminding Business of the Year We are delighted to share that Debbie Watling Childminder Hartford won the Nursery World Childminding Business of the Year Award at a glittering evening ceremony on Saturday 28th September 2019 at the Brewery in London.

Debbie shared that she was nervous during the ceremony but delighted to have won. Debbie and her husband enjoyed the rest of the evening. Debbie has worked hard since becoming a childminder in June 2010. She has worked with some of the most vulnerable families in the area and now works 50% of the time in the local nursery employing two assistants offering childminding and crèche support for parents.


childminding

We at Jelly Tots have been looking at ways in which we can help save our planet, as we feel it's really important to introduce children to the idea of recycling and reusing materials from a young age!

he children really grasped this concept and ran with it. We looked a sorting and recycling. Litter picking which the children now do on a monthly basis because they loved it so much. We even started a veg patch to encourage the children to care for plants and learn about sustainability.

We participated in junk modelling, again looking at recycling and reusing, experimenting with art materials and techniques. We also looked at endangered species. This topic was such success, we'll certainly be revisiting it later on in the year.

Julie Middleton Childminder – Caxton

Opportunities provided from utilising various materials and resources Providing children with opportunities to utilise various materials and resources is essential for their development. Here, my ‘Mindee’ is using an old

map, cardboard, real money as treasure & an egg carton to create a pirate scene and ship. This prompted hours of play and recreating different narratives for their play. They were extremely proud of their achievement once it had all come together, and have asked to do lots more!

Dannii Summerfield Brampton Childminder

Learning how to help save our planet Introduce children to the idea of recycling and reusing materials


playwork

Just Play 2019

This year’s conference invited Ben Kingston-Hughes, National Playwork Trainer of the year 2019 to deliver a keynote speech on ‘The Power of Play’

Ben’s key message highlighted how play is the single most important developmental process in any child’s life and we restrict it at our peril. It is fundamental to the cognitive, emotional and neurological development of the child as well as underpinning all other aspects of learning. This interactive and thought-provoking keynote highlighted the importance of play not just from a developmental perspective but also as a therapeutic process that can profoundly affect children’s self-esteem, confidence and mental health. Delegates were invited to be Interactive, laugh aloud and be silly whilst gaining up to date information about the neuroscience and biochemistry of play. Delegates were encouraged to re-discover their passion for play and support their approaches in standing up for ‘children’s rights to play’ in a society that does not seem to value this essential process.

Workshops

Adventurous Play – Essential Risk and Challenge

During this workshop Ben emphasised overprotecting children is systematically damaging their development, which has been linked to a wide range of mental health issues and even life expectancy. This transformative workshop challenged delegates to think about what we must do to give children exciting experiences to help them build resilience and prepare them for the rest of their lives. Delegates engaged in different challenges, which included one piece of rope, and two teams that had to lift as many people off the floor in one go and chariot racing. They key messages here promoted practitioners to give children a vibrant and stimulating opportunities in their childhoods whilst ultimately help them assess danger for themselves.

Inclusive Play workshop

Beth provided a supportive and instructive session, considering how after school clubs can include the differing needs of the children in their care. These needs incorporated those not always recognised such as children with varying sensitivity to their sensory input. The participants discussed how they work with schools to maintain consistency and ways to record this such as using passports or ‘All about Me’ documents and shared the SEND tool kit with them to help support their practices and approaches. After a class activity to demonstrate how difficult non-verbal communication can be, Beth talked through practical ways to ensure that the environment is inclusive.

Grafham

Grafham team members delivered a practical selection of teamwork and problem solving activities for their workshops, which can be adapted for any age group. Delegates were challenged to think about the term ‘Teamwork’ and break it down into what good teamwork involves. Activities promoted loose parts and budget items which included being delegates handcuffed together and needing to free yourself from each other without cutting the string, moving a team from one point in the room to another without touching the carpet and balancing nails.

Six impossible things

We were recently joined, for a fun-filled Saturday morning by Ben Kingston-Hughes from Inspired Children.

Our playworkers learned that nothing is impossible and with a little imagination, we can create enabling and empowering environments to extend and enrich play.

“The course was very good, I learnt new activities which we could bring into the out of school club and different things which we could do to normal activities to make them more exciting for the children.” Little Tigers

We look forward to another fun filled morning with Ben on Saturday 28th March 2020 when he delivers

Amazing Play: Innovative ideas for memorable play opportunities for children 5+.

Conferences

Acknowledgements

Articles, letters and pictures

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Jigsaw summer 2012 - Learn Together€¦ · The initiative is part of Peterborough Celebrates Reading, a year of activity from summer 2019 to summer ... at The Hallmark Hotel in Bar