 3rd – 9th June 2024 is Child Safety Week, and together with Child Accident Prevention Trust, we have put together some top tips to keep children across Derbyshire safe.
- Cut food into small sizes to avoid giving a small child anything that could block their airway.
- Small children’s skin burns easily as it’s so thin - keep hot drinks and liquids out of reach to prevent burns and scalds.
- Check that battery compartments are secure for toys – children aged 6 months to 4½ years are most at risk from swallowing a button battery.
- Small children are curious and want to learn more by putting things in their mouths – keep cleaning products and medicines locked away.
- Climbing presents lots of benefits for children, but even a fall from a small height can cause a serious head injury - identify key climbing opportunities to reduce risks when children use stairs, highchairs, windows, and cots.
Child Safety Week is an annual community education campaign run by the Child Accident Prevention Trust. This year’s theme is ‘safety, sorted’. According to the Royal Society for the Prevention of Accidents (RoSPA), every year in the UK year an average of 370,000 children need treatment in the Emergency Department, and an average of 55 children under the age of five die every year due to an unintentional injury.
National Consultation
The DfE are consulting on proposals to strengthen the EYFS safeguarding requirements and make them more comprehensive for early years providers. This is to ensure that all children are kept as safe as possible in early years settings. This consultation is open to the public and in particular they invite responses from anybody with an interest in childcare. Closing date Monday 17th June.
Early Years Foundation Stage Government Consultation - Department for Education - Citizen Space
The Derby and Derbyshire Safeguarding Children Partnership (DDSCP) Website provides a wealth of information for the public, children, young people, parents, carers, and professionals, to improve local safeguarding arrangements and hold each other to account as to how they are keeping children safe.
The website has links for staff and volunteers, parents and carers, children and young people, as well as online training opportunities, serious case reviews and links to polices and procedure.
https://www.ddscp.org.uk/
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Derbyshire - Starting Point Consultation and Advice Service for Professionals:
01629 535353 (Monday to Friday, 10am – 4pm)
Derby and Derbyshire Safeguarding Children Partnership - Are you worried about a child?
National Consultation
If your work, your children, your decisions, your education, or your care are affected by what they do, then Ofsted want to hear from you. The Ofsted Big Listen seeks views about their work, from schools and children’s social care to teacher training and early years. Closing date Fri 31st May.
Ofsted Big Listen - GOV.UK (www.gov.uk)
Ofsted would also like to hear from children about their views - please share the links above and below with parents/carers and colleagues.
Ofsted Big Listen children’s survey
Celebrating childminders and welcoming change – Ofsted: early years (blog.gov.uk)
Published on 16th May as part of the National Childminding Week. It recognises the excellent work of childminders like yourself. The Chief Inspector of Ofsted also thanks you for the amazing work you do each week.
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Maintaining quality early years provision in the face of workforce challenges – Ofsted: early years (blog.gov.uk)
This blog post highlights some of the ways workforce challenges are evident upon inspection, what providers are doing to mitigate some of these negative impacts and the importance of continued good leadership and management in times of high staff turnover. It makes for a really interesting read! |
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Sharon Lea, Manager, Holbrook Pre-School
Several years ago, our preschool was like most other early years settings, full of brightly coloured plastic toys, lots of bulky storage cupboards and walls full of big, bright and bold displays. The environment was extremely ‘busy’ and was far from calm and tranquil. We wondered how much this was affecting the children’s behaviour, particularly for those children who had sensory processing difficulties.
As a team, during staff meetings we discussed and looked at ‘alternative’ ways of developing our environment, for example, the curiosity approach and Hygge. It was really valuable to look at their ideas online, through attending training and ultimately visiting some of their settings. This helped to highlight how ‘different’ it felt to be in an environment that was more neutral, used lots of low lighting and fairy lights and plastic was on the whole replaced with more natural and authentic items.
Getting the whole team on board was an absolute necessity, through everyone being involved every step of the way. A new journey is always accepted better if everyone understands the purpose of this new direction, feels involved and that their opinion is valued and heard. So we started a plan of where to start, the stages to achieve our ultimate goals and who would take responsibility.
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Once we had decided what we wanted to achieve, we used the internet a great deal, to look for ideas and to source the materials we would need, for example, crates for storage shelves, cable reels for tables and how we could divide sections of our rooms, with wooden trellis. Staff became alert to items we could use on local selling sites, visited electrical wholesalers for cable reels and were frequent visitors to charity shops. During an inset day, we even visited a local car boot sale as a group and each staff member was given a challenge to achieve, such as finding art works to display on the walls, jugs and other resources for water play, etc. As well as getting everyone involved, this also helped to keep the costs as low as possible as well as giving us the opportunity to be resourceful, imaginative and creative.
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At the heart of everything we did and continue to do, are the children.
As each cohort of children change, our environment also changes, to adapt to the current needs and interests of the children. For example, following a number of children showing an interest in wanting to brush and style one another’s and the adult’s hair, we created our own ‘hair salon’, complete with hair rollers, brushes etc. and a working overhead hair dryer acquired from a local auction sale, introducing technology in another form. Once the children had moved on from this, the salon was put away and replaced with an area in the home corner to encourage hair care and pampering. In this way, we ensure that our environment is as responsive to the current needs and interests of the children as much as possible.
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In our recent Ofsted inspection, the inspector in her feedback specifically talked about our environment and how welcoming and nurturing it was for the children. New families also comment on the ‘magical’ feel when they walk inside, due to the abundance of fairy lights.
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We feel that through changing our displays, backed in neutral brown packaging paper, the children have a strong sense of belonging as the artwork displayed is all theirs, alongside ‘home link’ activities completed at home with their parents, such as ‘how I have grown’ booklets, winter boxes, ‘my summer’ bags, etc. Photograph albums of the children’s families, homes, pets, grandparents and family celebrations are ever present and are fabulous conversation starters, in addition to supporting the children to learn about other families beyond their own.
The staff also feel that the environment is so much more enabling than it was previously. Children have free access to a wide range of resources and there is something for every child’s interests. This has really supported staff when observing their key children accessing and using their chosen resources, enabling staff to join the children at play, to find out what they already know and further develop their skills, knowledge and understanding.
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Whilst some areas of our environment are constants, such as the home corner, small world area and creative area; we are always looking at ways that these areas can be enhanced, to better support the children’s learning and enjoyment, and to introduce new opportunities and experiences.
So the exciting journey for our team continues, today, tomorrow and into the future ………………………..
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Many of you will be familiar with the famous quote by James Britton (1979) ‘Reading and writing float on a sea of talk’, this talk along with developing a love of books are the foundations of learning to read that we will establish from a child’s earliest interactions.
The DfE guidance highlights the importance of phonics as the prime approach to teaching early reading, but phonics doesn’t begin with learning to sound out letters. Our youngest children are getting ready to read long before they understand that letters stand for sounds (the grapheme phoneme correspondence). They’ve got to be able to remember the letter shapes, match the letter shapes to the corresponding spoken sounds, then blend them together to read whole words. At the same time, children in our reception classes need to understand that words are read from left to right, that some words can’t be blended, and try to make sense of what these words mean.
Starting Phonics in the Reception Year is the end of a long developmental journey, not the beginning. For children to be able to embark on this critical process of recognising the letters on the page, matching the letters to the spoken sounds, and blending, there are fundamental building blocks which impact significantly on success.
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Our task is to prepare preschoolers and nursery children exceptionally well. To play with sounds, to sing, to tune in to the sounds around them, to hold books and enjoy sharing a story, joining in and responding in an interactive way to what they hear. We need to know where they’re starting from, with high expectations of the end goal, building confidence at each stage of the pre-reading journey. A deep mastery of what comes before phonics and what needs to be developed alongside phonics is critical for our children to become capable, confident readers. Ready to come on this early reading developmental journey? Next stop attention and listening skills which are the cornerstone of phonics learning… |
This is part one of a series of spotlight articles on Early Reading and Phonics, look out for the next article in the Autumn Term newsletter.
Gestures: What is the Point?
Mary Gavin - Highly Specialist Speech and Language Therapist
will be the live virtual guest on 10 June and 13 June
Mon 10 June, 6.00pm - 7.30pm book via Eventbrite book via S4S
Thu 13 June, 1.00pm - 2.30pm book via Eventbrite book via S4S
This is an amazing opportunity to learn from our expert, Mary Gavin - Highly Specialist Speech and Language Therapist - who will take you through this introduction to gestures. You will deepen your knowledge in: Understanding of what is and is not a gesture. Understanding of the different functions of gestures. Understanding the developmental sequence of gestures in neurotypical children and atypical gestures observed with autistic children.
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On Eventbrite
Developing Your Unique Curriculum and Assessment Tue 4th June, 6.30pm – 8pm
PSED: Behaviour and Attitudes – Strategies that work
Wed 12th June & Wed 26 Jun, 6.30pm – 8pm
(both sessions must be attended)
All behaviour is communication - what is a child's behaviour telling us and how can we help children to have the behaviours and attitudes to get the most out of learning?
This training course links in with expectations in the Ofsted Inspection Framework.
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Being a Designated Safeguarding Lead in Derbyshire
Tue 18 June & Tue 25 June, 6.00pm – 8.00pm
(both sessions must be attended)
Back by popular demand! Providers asked our team to undertake another evening session this summer. This training will support you to become familiar with statutory and non-statutory guidance to safeguard and promote the welfare of every child; to know about local organisations and agencies to help safeguard and promote the welfare of every child; to introduce the roles and responsibilities of the DSL, and to assist you in creating a DSL Toolkit
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Designated Safeguarding Lead (DSL) Refresher Training Wed 3 Jul, 6.00pm – 8.00pm
On S4S
EYFS Assessment Community of Practice: Agreement Trialling for Reception teachers Wed 12 Jun, 10.00am - 12.00pm (in person at County Hall, Matlock)
Meeting the needs of early years children within a mixed age KS1 and Reception class Wed 26 Jun 1.15pm - 2.45pm
Details of other courses can be found on Eventbrite or S4S:
Derbyshire Early Years on Eventbrite - 'Follow us' to be the first to hear when courses become available to book.
Derbyshire S4S Early Years Improvement Service
Derbyshire S4S/Training (Filter using 'Early Years' as the key word)
The courses above and others can be delivered bespoke for your team or cluster - please email us with your training needs for more information:
CS.EYS@derbyshire.gov.uk
Awards made in December 2023 or before:
These will need to be evaluated if further funding is needed for the whole of the summer term as the award will be due to run out before the end of the summer term. Early Years SEN Inclusion Fund Evaluation Form.
Awards made from January 2024 onwards:
These have automatically been awarded up to the end of the summer term (or the end of August if the child concerned accesses a stretch-funded offer.)
Transition funding:
There will no longer be an award of an additional hour per week in summer 2 term to support transition. Providers will be expected to support enhanced transition activities with their existing EYIF award.
Funding for Autumn 1 and beyond in school:
For nursery children who are starting school in September, applications for Inclusion Panel funding for September should be made by the school using the Inclusion Panel Referral Form. These applications will be accepted in the summer term for funding decisions to be made in time to allow schools to plan staffing ahead of the start of the new school year.
For children NOT already receiving Early Years Inclusion Funding:
Early Years SEN Inclusion Fund Application Form New awards will not be made to EY children who will start school in September if the applications are received after 31st May 2024. Schools can still apply as outlined above.
We hope that these changes will reduce the amount of funding paperwork and enable you to concentrate your time to supporting the child through the process of starting school.
The Helpline: EarlyYears.SENhelpline@derbyshire.gov.uk
We are very excited to announce that from this term there is a new team forming part of the EYSEN service – the Outreach team. They will be taking on the assessment and support of early years children in their settings (both PVI and maintained nurseries and nursery classes) in place of the specialist assessment nursery placements. Assessment will no longer be offered through the assessment nurseries at Spire and Stubbin Wood. Instead, children can be referred for short term, intensive assessment and support in their current setting.
The EYSEN Outreach team offers support at a targeted level of the graduated response.
The aim of the Outreach team is to improve inclusion and access for children with Social, Emotional and Mental Health (SEMH) needs and/or complex needs that present as a barrier. The support will involve both assessment of the child’s needs and upskilling of the EY workforce.
Settings will be required to engage in a whole setting approach to accessing training, following advice, and implementing strategies. Families will be required to engage with the process where appropriate.
It is envisaged that settings who have worked alongside the Outreach team proactively will be well-equipped to meet future needs of children requiring targeted support around SEMH needs without further support.
Initially, the EYSEN Outreach team will be working with a small number of settings identified through other referral pathways as part of pilots to establish the best working practice for the team and best support for settings.
If you are involved in pilots, you will need to be willing to contribute to the evaluation of the service and be part of reflective conversations about the impact of the support, what worked well, and what could be done differently.
Following the support over a period of 6-12 weeks the final review meeting with parents will make decisions about the ongoing support needed for the child. This may involve referrals to specialist support services, additional funding applications or an application for a statutory EHC Needs Assessment.
This is not a traded service and no charges will be made for training offered as part of the assessment work.
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Over the past 3 years, the EYSEN service has developed and piloted an inclusion quality award which settings can apply for and work towards achieving. The pilot has been completed by SENCO Suzanne Milward at her setting, Little Acorns in Chesterfield. The setting and Suzanne were supported by EYSEN Specialist teacher, Ellen Warr.
Congratulations and thank you to Little Acorns and Suzanne for helping us carry out and evaluate this pilot work. The EYSEN team are in a great place to continue the development of this award with a view to further pilots and future roll-out.
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Thank you as well to Ellen for all the work which went into this. Ellen retired at Easter and will be missed by the team and the settings she supported so fantastically.
Pictured: (top left) Suzanne Milward receiving a certificate of achievement presented by Rebecca Jones (Head of EYSEN) to celebrate the work of the setting in the pilot. (Right) Ellen Warr.
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Head over to Eventbrite or Derbyshire S4S to book your place on one of our summer term training courses. Many are free to attend and all will be really supportive to you as you work to be inclusive for children with SEND.
EYSEN training for Summer 2024
Derbyshire EYSEN Service Events - Upcoming Activities and Tickets | Eventbrite
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Social, Emotional and Mental Health (SEMH) training:
Derbyshire EYSEN SEMH (Becoming curious, calm and competent practitioners in response to complex behaviour)
Thu 13 Jun, 9.30am – 12.30pm
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All these courses can be booked on Eventbrite or S4S for maintained EY settings:
Derbyshire EYSEN Service courses on Eventbrite
Derbyshire S4S Early Years SEN.
To be first to hear about EYSEN Service training and events go to Derbyshire EYSEN Service training and events | Eventbrite, log in on Eventbrite and click 'Follow'. You'll then receive an email notification each time a new event or training is added.
We want to make sure that all Early Years settings are aware of the Local Offer website and all the information on it. It is a great resource for you all and for your parents and families.
We would be really grateful if you could publish a link to the Local Offer website on your setting website or Facebook page to help raise awareness amongst families who have children with SEN:
Home - Derbyshire Local Offer
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 Derbyshire and Nottinghamshire Early Years Stronger Practice Hub Bulletin - Summer 1 2024
Our Hub has been super busy this month delivering a plethora of events, webinars and resources for practitioners. From childminder roadshows, to training on SEND, all feedback has been extremely positive, with practitioners yearning for the continuation of these wonderful CPD opportunities.
Childminder Roadshows
A chance for childminders to network with a focus on baking, reading, music and SEND.
 One childminder who attended our roadshow stated that ‘"it is wonderful being able to bring the children and network with others who face similar challenges, swapping practical ideas with them. This is a great CPD opportunity for childminders and I have really valued this session."
For more information including upcoming dates please see Childminder Training Roadshows
Derbyshire & Nottinghamshire Early Years Stronger Practice Hub on YouTube
Watch webinars, recordings and 'diamond nuggets' aimed at all Early Years practitioners, which particularly focuses on PSED, Communication and Language, early literacy and maths, and SEND.
Derbys & Notts Early Years Stronger Practice Hub - YouTube
More content being added … so keep your eyes peeled!
Research Opportunity
Nuffield Early Language Intervention (NELI) Pre-School
Now recruiting for an effectiveness research trial starting Autumn 2024!
NELI Preschool is a new nursery-delivered oral language enrichment and intervention programme for children in the year before they enter formal education – usually three to four year olds.
The programme provides a 20-week evidence-based language intervention for all children, as well as additional targeted support for the children who need it the most.
It includes an easy-to-use and reliable assessment of language skills, called LanguageScreen, CPD-certified training and end-to-end support.
https://oxedandassessment.com/uk/neli-preschool/
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Annual subscriptions to high quality online CPD
Keep informed and up to date on their Hub activity by registering here. For further information, please contact enquiries@DNEYhub.org
Derbyshire and Nottinghamshire Early Years Stronger Practice Hub | Stronger Practice Hubs
The government’s ambition is that by 2026, all parents and carers of primary school-aged children who need it will be able to access term time childcare in their local area from 8.00am - 6.00pm.
The National Wraparound Childcare Programme was launched as part of the childcare reforms announced in the 2023 Spring Budget to create additional places to meet this ambition.
If you are interested in expanding your current wraparound provision or are looking to open new provision*, there is funding available to support the National Wraparound Programme. Provision should provide childcare before and after the school day, Monday - Friday, term time. If you would like to apply for the funding, please email: CS.SufficiencyService@derbyshire.gov.uk.
*Please note – ‘Expansion’ of current wraparound provision or ‘new’ wraparound provision must meet the programme requirements. For more information on this, please visit: National Wraparound Childcare Programme Handbook - a guide for local authorities (publishing.service.gov.uk)
Derbyshire County Council welcome applications for the National Wraparound Programme Funding up until 3 June 2024.
Sunderland primary schools have successfully trialled an eight-lesson, cross-curricular pilot based on Belly Bugs (gut microbes) for Early Years Foundation Stage, Key Stage 1 and Key Stage 2.
Covering topics such as fibre, colourful food and sustainability, the pupils loved discovering they had little helpers inside them keeping them healthy and happy. School cooks reported an increase in uptake of vegetables and salad during the pilot.
Contact zoe@bellybugs.co.uk if you are interested in trialling the programme.
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Early Years Service general enquiries: CS.EYS@derbyshire.gov.uk
Early Years Service - info on Schoolsnet
Funding & contract queries: cs.enquiries.groupcare@derbyshire.gov.uk
OR cs.enquiries.childminders@derbyshire.gov.uk
OR cs.enquiries.schools@derbyshire.gov.uk
Derbyshire’s Families Information Service (FIS) provides free, impartial information and guidance for parents, carers, practitioners, children, and young people on a wide range of services, activities, and events available in Derbyshire.
Families Information Service (FIS)
You can contact FIS via:
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 Monthly updates about services and activities, in and around Derbyshire, that support the wellbeing, mental and physical health of families, children and young people can be found here:
Derby and Derbyshire Emotional Health and Wellbeing Community Updates
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