Department for Education early years COVID-19 recovery experts and mentors programme
The Department for Education (DfE) have launched the Expression of Interest process for those wishing to apply to be Experts, Mentors or Area Leads for the national programme. This is part of the government’s £180m programme of support for early years recovery that the DfE shared information about in October. The DfE are inviting providers to help your settings benefit from this programme and share the opportunity to become an Expert, Mentor or Area Lead.
The DfE early years COVID-19 recovery experts and mentors programme will support early years practitioners, leaders and whole-settings through bespoke support to be delivered both in the setting face-to-face and virtually. The offer to settings will include leadership support, coaching for leaders, mentoring for practitioners and whole-setting support depending on needs.
The DfE are now looking for candidates to take part in the full programme roll-out, commencing on a national scale, in September 2022 (covering academic years 2022/23 and 2023/24). Experienced early years professionals are invited to apply for the roles of Area Lead, Expert or Mentor. A link to the application forms can be found here.
More information on the experience required, responsibilities and funding associated with each of these roles is provided in each of the expression of interest application forms.
Quality Improvement and the Early Years Reforms – part 3
This week we are going to be considering how to support:
… “the voice of a child in the light of creating a safeguarding culture”
The articles will be based on the 7 Features of Effective Practice (Julian Grenier, 2021).
The aim is to support managers and leaders when planning for quality improvement and to help build on practitioners’ professional knowledge and skills.
Intent – Effective feature 3: The Curriculum
“the curriculum is a top-level plan of everything the early years wants children to learn” (Julian Grenier, 2021:26)
Implementation – Key messages
NSPCC Pants are Private Guidance for early years and childcare settings (nspcc.org.uk)
Why do we listen to children?
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“Children who have experienced neglect, abuse, exploitation, torture or who are victims of war must receive special support to help them recover their health, dignity, self-respect and social life.” UNICEF interpretation of Article 39, United Nations Convention on the Rights of the Child, 1989
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Early years settings should be safe environments where children can learn and develop. Inspectors should consider how well their leaders and managers have created a culture of vigilance, where children’s and learners’ welfare is promoted and where timely and appropriate safeguarding action is taken for children or learners who need extra help or who may be suffering, or likely to suffer, harm. Inspecting Safeguarding, Ofsted, 2021.
How do we listen to children?
- Create a safe culture where children feel confident in talking – clear Key Person system, language rich environment etc.
- Teach children key safeguarding words e.g. ‘Tell, Describe, Explain’ from TED
- Build strong, positive relationships with the child, Key Person and parents
- Acknowledge: what a particular child might be feeling, put yourself into their shoes, how does it feel?
- Build mutually respectful relationships – listen and act on what children are telling you – verbally and non-verbally
- Gain a picture of the child’s lived experiences – who is important to them, what is life like outside of your setting?
Impact
- What difference has it made for the children in your setting?
Tools to support
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