EYFS Support MeetingAutumn 2013
9.30-10.30 Letters and Sounds
10.30-11.00 Partnership working/networking
11.00-11.30 ELCS Update
Letters and Sounds
Phase 1
Childminders, PVI
settings, other early
years provision
Phases 2 - 6: Schools
www.foundationyears.org.uk
Phase One ActivitiesListen attentively
Speak confidently to adults and other children
Enlarge their vocabulary
Discriminate phonemes(phoneme - a sound in a word)
To develop oral blending and segmenting of sounds in words
Phase One Activities
These activities are intended to be used as part of a broad and rich language curriculum that:
• has speaking and listening at its centre• links language with physical and practical
experiences • provides an environment rich in print • has abundant opportunities to engage with
books
Phase One - 7 Aspects• Environmental sounds • Instrumental sounds • Body percussion• Rhythm and rhyme• Alliteration• Voice sounds• Oral blending and segmenting
‘Considerations for Practitioners’ section – helps you to reflect and develop practice
Phase One Activities• How do you / could you use this in your setting?
• How could you adapt this activity for younger/older children?
• What implications are there for practitioners?
• Discuss opportunities for providing similar activities within the continuous provision/everyday routine
• How do you share key messages and ideas with parents?
• As a leader/manager how do you monitor the implementation of Letters and Sounds in your setting?
Points for Reflection• Experiences should be play based and fun
–follow the children’s interests
• The role of the adult
• Parent partnerships
• Small group activities
• Letter and Sounds activities available to revisit in the continuous provision - indoor and outdoor
Partnership Working/NetworkingPartnership working will be crucial to the success of the two year old funded programme
Identifying and meeting the holistic needs of families is central to the two year old programme
Networking – peer to peer support, sharing positives/issues that have arisen, best practice around two year olds and their families
More great childcare – A plan of action
• Raising the status and quality of the workforce
• Freeing high quality providers to offer more places
• Improving the regulatory regime
• Giving more choice to parentsJanuary 2013
www.gov.uk/goverment/publications
August 2013
More affordable childcare – A plan of actionwww.gov.uk/goverment/publications
• Help families to meet the costs of childcare
• Increase the amount of affordable provision
• Give parents the right information so they can make informed choices about childcare
July 2013
September 2013
Early Education and ChildcareLocal Authority Duties
Local authorities to act as ‘champions’ for children and parents, particularly disadvantaged children and their families
Early education places for 2, 3 and 4 year olds (eligibility, flexibility, quality, funding, delivery)
Securing sufficient childcare
Information to parents
Information to childcare providers
Early Education and ChildcareLocal Authority Duties - Quality
• Local Authorities no longer to have separate quality assessment
• 2 year olds funded in good or outstanding provision
• 3 and 4 year olds funded in good, outstanding or satisfactory / requiring improvement provision
• Fund new providers registered with Ofsted until their first full Ofsted inspection judgement is published
• Secure alternative provision and withdraw funding, as soon as is practical, for children who are already receiving their funded entitlement at a provider when it is rated inadequate by Ofsted.
Early Education and ChildcareLocal Authority Duties - Information to
childcare providers
• Refocus the duty on local authorities to provide information, advice and training to childcare providers judged less than ‘good’ by Ofsted
• Priority Providers
Priority ProvidersPriority 1• Inadequate Ofsted judgements for all providers • Satisfactory /requires improvement Ofsted judgements for
providers in receipt of FEEE
Priority 2• Newly registered providers• Change of circumstances
Priority 3• Satisfactory/requires improvement providers not in receipt of
FEEE
Priority 4Good or outstanding Ofsted judgement for all provisions