BenTapestrySupport

One of our podcast guests, Zan Nadeem, has been busy creating more fantastic resources to support the teaching of maths. How to Find Percent whilst munching on Cupcakes vs1.pdf Zan's fantastic website can also be viewed here for other useful blog posts around maths teaching. If you'd like to listen back to our podcast, you can do so here.

Hi, Thank you for your post. These are both things that we are looking to include for future releases and I have added your suggestions to the developer notes. We will let you know when they are ready, and also be in touch if we have any other questions that we may need to ask you.

Hi, I've found this post from a few years ago: https://eyfs.info/forums/topic/48521-changing-age-range/ The last comment from @FSFRebecca might be the most useful I think.

Not an area of expertise for me, but have found the following information which may help: If a session runs for 2 hours (e.g., 9am-11am), it would still need to be registered with the local Health and Social Care Trust. If you’re planning to run a second 1-hour session in a separate room with the same children, it’s not explicitly stated in the sources I found. However, it’s important to note that crèches which care for children for more than two hours a day are registered and regularly inspected by the Early Years Team in your local Health and Social Care Trust (1). For more specific information and to clarify your situation, I would recommend contacting the Early Years Team in your local Health and Social Care Trust. They are responsible for the registration, inspection, monitoring, and support of childminders and daycare providers (2). They can provide you with the most accurate and up-to-date information. References (1) https://www.nidirect.gov.uk/articles/playgroups-and-creches (2) https://www.nidirect.gov.uk/articles/early-years-teams

Hi and welcome to the forum. This isn't an area where I have much expertise sorry, so hopefully someone else will be around to offer assistance soon. In the meantime, I'm currently exploring some of the AI tools that are developing fast, and had never really thought about how they could be used to help for things like this, so I hope you don't mind, but I popped your question into Bard (from Google) and Bing Chat. These are the responses I got: Bard There are a number of benefits to moving to the PSLA 2011 constitution, including: Greater flexibility: The 2011 constitution gives parent groups more flexibility in how they are run. This includes the ability to have a staff-run committee, which can be helpful in recruiting and retaining committee members. Reduced administrative burden: The 2011 constitution is shorter and simpler than the 1994 constitution, which can help to reduce the administrative burden on committee members. Improved compliance with charity law: The 2011 constitution is designed to help parent groups comply with the latest charity law requirements. In addition to these general benefits, the 2011 constitution also includes a number of specific provisions that can be helpful for parent groups, such as: The ability to appoint a co-chair: This can be helpful in sharing the workload and ensuring that the committee is always able to function. The ability to establish sub-committees: This can be helpful in delegating specific tasks and projects. The ability to hold virtual meetings: This can be helpful for parents who are unable to attend meetings in person. If you are considering moving to the PSLA 2011 constitution, I would encourage you to speak to your members about the benefits of doing so. You can also find more information on the PSLA website. Here are some specific examples of how the 2011 constitution can make it easier to fulfil charity commission regulations: The 2011 constitution includes a number of provisions that help to ensure that the parent group is accountable to its members. These provisions include the requirement to hold an annual general meeting (AGM) and to keep proper financial records. The 2011 constitution also includes a number of provisions that help to ensure that the parent group is managed in a safe and responsible way. These provisions include the requirement to have a written health and safety policy and to conduct regular risk assessments. By moving to the PSLA 2011 constitution, parent groups can help to ensure that they are complying with all of the latest charity commission regulations. Bing Hello, this is Bing. I can help you with some information about the PSLA 2011 constitution and how it differs from the 1994 version. Here are some of the benefits of moving to the 2011 constitution: The 2011 constitution allows for staff members to be part of the committee, as long as they do not form a majority or hold the positions of chair, treasurer or secretary1. This can help with recruitment and retention of committee members, as well as ensuring continuity and expertise in the management of the setting. The 2011 constitution also allows for co-opted members to join the committee, who are not necessarily parents or carers of children attending the setting1. This can help to bring in additional skills and perspectives to the committee, as well as increasing the diversity and representation of the community. The 2011 constitution simplifies the quorum requirements for general meetings and committee meetings, making it easier to hold valid meetings and make decisions1. The quorum for a general meeting is 10% of the members or 10 members, whichever is the greater, and the quorum for a committee meeting is 50% of the committee members1. The 2011 constitution also clarifies the roles and responsibilities of the committee members, the procedures for elections and resignations, the powers and duties of the committee, the financial and reporting obligations, and the dissolution clause1. These changes can help to ensure good governance and compliance with the charity law and regulations. To explain these benefits to your members, you could use the following points: Moving to the 2011 constitution will enable us to have a more diverse and effective committee, with staff members and co-opted members bringing in their valuable skills and experience. Moving to the 2011 constitution will make it easier for us to hold meetings and make decisions, without worrying about the quorum or the technicalities of the constitution. Moving to the 2011 constitution will help us to meet the standards and expectations of the charity commission and the PSLA, as well as safeguarding the interests and assets of our setting. I hope this helps you with your EGM/AGM. If you have any further questions, please feel free to ask. 😊

Welcome to the forum, and sorry to hear about the issues that you have been going through with this. I'm not really sure what to suggest, other than, maybe finding the qualification on the spreadsheet from this page here, stating exactly where it is on there, and explain that they need to be looking at the start date, not the qualification date. If possible, try to get hold of the contact details for HR at the company so that you can contact them directly. Good luck!

Completely agree there @Froglet, and hopefully the SLT would be open enough to adjust their parameters...

I think it's important for SLT to also share their vision for the school, the parameters that they are willing to work within - so that middle leaders can focus on finding solutions that fit within those parameters.

Hi, Welcome to the forum. This is possible through Control Panel - User Permissions - Relatives - Observations. Find the permission for commenting on observations and the one for group observations too. I would probably suggest setting it as "not permitted" for all, and then for those relatives of children in Nursery and Reception, set theirs to "permitted" using option to set different permissions for some users.

On Saturday, whilst on our way to Rethinking Education 2023, @Jules and myself were fortunate enough to walk to the event with Dr Anita Devi. During the walk, we talked about the National SEND Audit, and how it can be help you get support for your setting, and contribute to a national collection of data. If you would like to take part, you can do so here: https://sis-catalyst.webflow.io/campaigns/national-send-audit (closes 15/10/23)

Hi, and welcome to the forum! Have you got extended periods for child initiated learning time? We found switching things around so that there was a lot of time for children to 'play' without interruption really helped with behaviour and focus/development. We did have a lot of chopping and changing from coming in, to register, to phonics, to playtime, to assembly, to maths time etc.... It all meant that the children never got to extend their learning and so became disengaged during that time as they knew that they wouldn't be able to really get anything done. We therefore looked at the things we needed to do - and put them at either end of their own learning time. So our day was - register, phonics, child initiated time, maths lunch. That child initiated time though was uninterrupted from about 09:30 - 11:15 as we dropped playtime (they didn't need it as they could go outside if they wanted etc) and also stopped going to assembly until they were in the summer 2 term. The afternoon was similar - register, english (which was also linked to topic), child initiated time - home. So for this their time was about 13:00 - 14:45 and again - no interruption. This really did help with their focus and behaviour as they realised that they had time to get into something properly.

Forest school is about being outside, but also learning about respecting the outside world, and using it to support their learning. They get to use tools and resources that might not be possible inside, and be out in it in all weathers. This site has so much more information though that you might find useful: https://forestschoolassociation.org/what-is-forest-school/

I think those conversations that we have between staff at different settings are so important to share ideas. Even if you are in the same locality, the needs of the children at each setting can be so different and it's great to share ideas to support each other.

Hi and welcome to the forum. One thing I would suggest is to just mention to the teacher that you know that he hasn't yet mastered the skills mentioned, so that they're aware. I would very much doubt that he will be the only child who can't do these things though in the class, and all the adults there will be on hand to support them all. For the coat there is a way to help children to put on their coats. Before teaching in early years, I'd never heard of this method, but then I saw lots of children in my class doing it, and I was so impressed! This video is a good demonstration of it: https://youtu.be/LoSGaJCWhOw Appreciate that this may not be suitable for all children, but I thought I would share in case it helps. Hope the transition to school goes well for him and that he enjoys his new class.