Early Years Leadership Forum

1. Early Years Leadership Forum June 2018

2. Agenda • Welcome- Ruth Mason • General Data Protection Regulations – Data Governance Team NYCC • Break • Special Educational Needs – Clare Leonard • Operation Encompass – Ruth Mason • Virtual School updates – Ruth Mason • A Child’s Voice, Signs of Safety – Prevention Service • Ofsted Inspections – Ruth Mason • Lunchtime

3. Agenda continued • Policy and sufficiency – Andrea Sedgewick • Finance – Sally Dunn • Early Years Improvement Partnership- Jane Pepper • Maintaining responsible Pedagogy – EY advisers • Continuing Professional Development offer – Ruth Mason

4. Operation Encompass National police campaign to raise awareness of children who have witnessed domestic violence Op Encompass notification email from the police • For awareness • Not for action • No further details will be supplied by the police • Police have attended a domestic incident, subsequently reviewed by a domestic abuse officer for safeguarding • In most cases also reviewed by police and social care in MAST

5. Email alert

6. Virtual SchoolEarly Years Information

7. Who are the Virtual School The Virtual School are responsible for monitoring and supporting the education for all Looked After Children in North Yorkshire aged 0-25. We can now also give advice to settings for children who have recently been adopted or are no longer Looked After by the Local Authority. For children in Early Years we have PEP Champions who can come to support personal education plan (PEP) meetings. PEPs are statutory meetings that need to be completed when the child turns 3 and then reviewed on a termly basis, however it is good practice to start the PEP meetings as soon as a child starts attending the setting. We also run a literacy scheme for all children aged 2,3 and 4 called the Imagination Library, where the children receive a free book every month for them to keep and enjoy.

8. Assistant Director C&F Virtual School Head 1 FTE Educational Psychologist 1 FTE SEND Teacher 0.5 FTE Education Adviser 0.6 FTE Lead Education Adviser 1 FTE Assistant Head Teacher 1 FTE Lead Youth Mentor 1 FTE Admin Support 1 FTE (Sits in Business Support) Sessional Tutors 6 Team Structure Learning Adviser 3 FTE Youth Mentor 3.0 FTE

9. The Imagination Library What Will You Get? All children registered on to the scheme will receive a book through the post every month for them to keep. Who is eligible? The Imagination Library is a literacy scheme that the Virtual School access. We aim for all of our 2, 3 and 4 year olds to be able to access the scheme.

10. Ofsted Inspections – What’s new April 18 • Inspection cycle 1st August 16 to 31st July 2020 • Inspected once every 4 years • Newly registered within 30 months • Removal of the requirement for a written SEF • Clarification that it is an offence not to notify Ofsted of a significant event or to fail to comply with a condition of registration • Guidance on when inspectors should contact their Applications, Regulation and Contacts team about an inadequate judgement

11. Continued … • Clarification – Ofsted do not make a judgement on outcomes for children for providers who just provide before or after school for children younger than Reception age • Inspection managers can also carry out quality assurance of inspections • Word changes – to ‘reducing differences’ • Removed some wording from the Good grade descriptor for leadership and management

12. Inspections in North Yorkshire Outstanding • Enunciation Good - teaching, progress, monitoring, working with parents, group times, communities, thinking skills, better use of assessments to ensure rapid progress, outdoor learning, group times to support listening and attention, adults model how to pronounce words, support focus and attention, compare progress made by different groups, review activities to promote concentration

13. Inspections continued Requires Improvement: • Performance management to ensure all staff are supported; engage parents in children’s learning; parents views for self-evaluation; Inadequate: Three with Welfare Requirement notices

14. Maintaining Responsible Pedagogy Responsible pedagogy is evident when practitioners have a good understanding about how children develop and because of that they can accurately assess the child when they are demonstrating learning and development. Responsible pedagogy enables each child to demonstrate learning in the fullest sense. It depends on the use of assessment information to plan relevant and motivating learning experiences for each child. Effective assessment can only take place when children have the opportunity to demonstrate their understanding, learning and development in a range of contexts

15. Child ready, School ready • Are you ready? Ofsted 2014 • School Ready? NAHT • Teaching and Play in the Early Years – A Balancing Act 2015 • Effective Primary School Teaching 2016 • Bold Beginnings, Ofsted 1.17 • The Hundred Review, CREC 3.17 • Unlocking Talent, Fulfilling Potential, DfE 12.17

16. Clarification from Ofsted and Early Excellence • Ofsted have no preferred teaching style or approach to teaching or play • Providers are best placed to make important decisions about how children learn, rather than what they think Ofsted want to see • There is concern that children are too sedentary • More needs to be done about spoken language • Children should be fluid, moving interchangeably between activities initiated by children and adults

17. Definition of teaching: ‘Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term which covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment they provide and the attention to the physical environment as well as the structure and routines of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand and can do as well as take account of their interests and dispositions to learning (characteristics of effective learning), and use this information to plan children’s next steps in learning and monitor their progress.’ Getting to good for early years providers

18. What does learning through play actually mean? There is confusion about what learning through play actually means, and what the implications for this are for the role of adults • The provision of meaningful interactions between adults and children to guide new learning is essential • Likened to Vygotsky’s ZPD – what a child can do on their own, what they can do when guided by someone else – another child or an adult • Use your professional judgement to guide between adult led and child initiated • Do not be afraid to directly instruct, enable children to initiate their own ideas and to intervene to support learning • The role of the adult and their understanding of their specific role in that session is key

19. Characteristics of Effective Learning

20. Continual Professional Development 2018-19