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Planning for childminders

3/2/2014

2 Comments

 
How do you write your planning?

Following on from my recent blogs about different types of observations here... 

And carrying out joint observations with Ofsted inspectors here...

And developmentally appropriate next steps here... 

And the learning characteristics here...

And tracking children’s progress through the EYFS here...

I have been asked to write a blog about planning – so here you go!

I see lots of planning forms shared by childminders keen to ask my opinion. ‘Do we do enough?’ they often ask me. Sadly, a lot of childminders do way too much planning (in my opinion of course –and if you are happy with yours please don’t change it!!) and completely overwhelm themselves every week with complicated planning sheets provided by over-helpful Local Authority advisors who started out wanting to improve practice but left their common sense in the office.

‘What does your planning look like?’ childminders ask me… well my planning works for me and it might not work for you, but I am more than happy to share what I do, because it’s manageable and it helps me. However, if it is not manageable and it doesn’t help you then please don’t use it!

I use 2 main types of planning – individual and group.

Individual planning

This is the most important – it helps you to show that you know your children really well. It includes information taken from as many different places / people as possible including –

·       The child – observations of their current interests, learning styles etc; talking to the child and asking what they want to do next;

·       The child’s family – taking account of what the child is doing at home in the evenings, at weekends, on outings etc;

·       My own ideas – developmentally appropriate activities I think the child/ren in the provision might enjoy based on the seasons, weather, numbers, letters, songs and rhymes etc – all the things that children enjoy doing inside and in the garden;

·       My resources – using the toys and games I have in my playroom and garden shed to extend children’s learning as much as possible during their time with me;

·       Outings – to the park, toddler groups, walks in the local area, singing sessions, soft play, meeting friends etc which support the children to learn about the world around them, making friends etc;

·       Other settings the child attends – if relevant.

My individual planning is very simple –

·       I say what the child has enjoyed doing – this is often called retrospective planning…

·       I talk about experiences I am going to provide for the child to do next… I can’t make the child do them, but I can supply the ideas and resources and make them exciting and interesting so the child wants to join in and learn new things…

·       I talk very briefly about what the child has done when joining in with our group planning (which I will talk about in a moment).

I use my play plan to record individual planning – you can find a copy with a completed example on the Independent Childminders Facebook group 

My play plan is in free files on the Childminding Forum here and there is a completed sample on the Facebook group (please excuse the handwriting!)


Group planning

I know, before you tell me, that it is not a requirement to record / write planning for the group. I use group planning because it works for me. I care for quite a few children through the week between the ages of 1 and 10. They are all part time, so my group planning is a series of ideas for things we might do to celebrate a festival, mark a global event, think about a special day etc.

Group planning complements individual planning – most of the day is taken up with meeting children’s individual care and learning needs. Group planning is the little bit extra that I do to support children to learn new things… and take their learning in new directions. It doesn’t really work for younger children unless they want to join in.

Date – March 30th

Theme – Mothering Sunday

Why? – I always ask myself – why am I planning this? What will the children get out of it? Is it worthwhile? Does it reflect their current interests? Is it something they will understand? There is no point in planning if I am so far off beam that nobody ‘gets’ it and all my plans go in the bin.

So… why plan for Mothering Sunday? – I will write some planning / gather some activity ideas because the children have seen cards and gifts in the shops and some of the older children have asked to make cards for their mums.

Activity ideas – these ideas can be planned inside the house, when we are on outings, in the garden etc. They focus on things the children might enjoy doing. I will, of course, change them depending on the children’s ages, their abilities, likes, dislikes, interests etc. These are just some general ideas for the week… we will probably do lots more as well and I will write them in later.

So… activity ideas for Mothering Sunday might include – talk to the children about significant femals in their lives (PSED / C & L), card making / craft / collage (A & D), talking about our mums (C & L) and why they are special (PSED), taking and printing photos (UW), learning a new song to sing to mum (A & D), writing mum a poem (Lit), making mum some buns (Maths) etc.

Outside activities – these ideas are focussed on the garden and taking learning outside. Ofsted are looking for planned outside play every day, so I find it helpful to have this section in my planning to focus myself.

So… outside play activity ideas might include - planting daffodils (UW), making mum a chalk picture (A & D), writing ‘mum’ with paints at the easel (PD), buying flowers and arranging them to give to mum (UW).

Book of the week – I always have a book of the week in a basket with some appropriate puppets or small world characters to help bring it alive. Sometimes, the children will choose a different book and that is fine – we will go to the library and see if we can find it if I don’t have a copy on my shelves. Over the years I have built up a collection of special books for different occasions – we read them through the year but they become our focus book for special events and festivals.

So… our book of the week for Mothering Sunday is ‘My Mother’s Sari’ by Sandhya Rao.

Home learning idea – it is a requirement of the EYFS to share ideas about how children’s learning might be extended at home.  It is not a popular requirement among childminders – but it is a requirement so let’s look at how you can comply with it easily.

So… home learning idea for Mothering Sunday – give parents a copy of your bun recipe, praise their child’s stirring technique or counting ability when they added the decorations - and suggest they make the buns at home with their children. Yes, it really is as simple as that.

Main EYFS links – I have given you links in the planning sections. I just note what I have covered in the children’s learning. I don’t link to statements in EYO because that is not necessary – EYO is not a tick list, it is guidance to suggest what children might be doing at each age. I simply link to main areas of learning, knowing that I plan across all 7 areas of learning throughout the day anyway - when children are involved in our care routines, outings, outside play etc.

Other group activity ideas – if there are other important things happening like a birthday or local event, I will add a note to remind me here.

Comments – I want feedback from parents and children because that’s how I improve the service I offer! I am not worried if the comments are negative because they help me more than positive ones – although of course positive make me feel good! I ask parents or children verbally for their thoughts and I write something down – it doesn’t take me long and it’s not an exact science. If feedback is particularly useful I include it in my SEF.

I keep my group planning and put it into a big folder filed in month order. I use it in future years – I have ideas from magazines and online as well as my own notes so I do not put children’s names or family details on my group planning sheets. I am not the most creative person in the world so if we do something crafty and it works, I take a photo for my album (no children’s faces) so I can remember what we did next year. 

You can do lots of other types of planning - if you want to and if they work for you. A lot of childminders use continuous provision planning - you don't have to but it can be helpful.  If you would like further information about different types of planning, please see my e-book 15 ‘EYFS planning’ available for £4.99 from my Knutsford Childminding website.

I am happy to answer any questions you might have – please email me, tag me on the Facebook group or find me on the Childminding Forum (sarah707).

Chat soon, Sarah.


Here is my annual planning calendar for this year detailing some of the multicultural, diverse and religious and home festivals and celebrations we MIGHT cover with the children depending on time available, their interests and ideas for their learning. I don't keep rigidly to a timetable - if the children's interests take them in other directions that is great because they are still learning... I hope you find it useful x
annual_planning_calendar_2014.pdf
File Size: 35 kb
File Type: pdf
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2 Comments

Inclusion - CPD for early years providers

5/24/2013

1 Comment

 
Inclusion discussion - #EYTalking - Tues 21 May 8 – 9 pm

Enhance your CPD by sharing ideas with other professionals and using what you have shared to make changes to your provision and ways of working. Then, use your CPD to improve your business practices - and write about the changes you have made and their impact on outcomes for children and their families in your self evaluation / Ofsted SEF.

This CPD was shared on Twitter #EYTalking - I have added information to the suggestions made during the discussion. #EYTalking is open to all early years professionals including childminders.

I hope you find it useful! Sarah x


EYFS requirements - inclusion /equality of opportunity / diversity

·         Overarching statement III of the EYFS - ‘The EYFS seeks to provide: Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported’

·         EYFS Requirement 3.18 - ‘Induction training (for staff) must include: information about the provider’s equality policy.’

·         EYFS Requirement 3.66 - ‘Providers must have and implement a policy, and procedures, to promote equality of opportunity for children in their care, including support for children with special educational needs or disabilities. The policy should cover: how the individual needs of all children will be met (including how those children who are disabled or have special educational needs, will be included, valued and supported, and how reasonable adjustments will be made for them); the name of the Special Educational Needs Coordinator (in group provision); arrangements for reviewing, monitoring and evaluating the effectiveness of inclusive practices that promote and value diversity and difference; how inappropriate attitudes and practices will be challenged; and how the provision will encourage children to value and respect others.’

·         EYFS Requirement 3.72 - ‘Providers must make the following information available to parents and/or carers: How the setting supports children with special educational needs and disabilities.’

Childcare Register requirements - inclusive practice

·         Requirement CR 6.4 - ‘Childminders must ensure that the childcare is accessible and inclusive by taking all reasonable steps to ensure that the needs of each child, relating to their childcare, are met.’

·         Requirement CR 6.5 - ‘Childminders and home childcarers must ensure that the childcare is accessible and inclusive by not refusing to provide childcare or treat any child less favourably than another child by reason of the child’s:

-         Race

-         Religion

-         Home language

-         Family background

-         Gender, or

-         Disability and/or learning difficulty

Taking all reasonable steps to ensure children with disabilities have access to the premises.’

EYFS / Childcare Register required policy

The requirement for childminders to have a WRITTEN equality of opportunity policy which includes information about how you support children with learning difficulties and disabilities is clarified here -

http://www.ofsted.gov.uk/resources/factsheet-childcare-records-policies-and-notification-requirements-of-early-years-register

Further legislation

·         UN Convention on the Rights of the Child -

http://www.csie.org.uk/inclusion/child-rights.shtml

·         SEN code of practice -

http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DfES%200581%20200MIG2228.pdf

Note - the Code of Practice is under review – due to be completed Sept 2014

·         Equality Act 2010 – the legislation within which all childminders must work -

http://www.legislation.gov.uk/ukpga/2010/15/contents


Audit your inclusive practice

·         ‘All of us: inclusion check list for settings’ -
http://www.somerset.gov.uk/irj/go/km/docs/CouncilDocuments/SCC/Documents/CYP/All%20of%20Us%20Inclusion%20Checklist%20for%20Settings.pdf

·         Accessibility audit from Whizz Kidz (for wheelchair users) -
http://www.whizz-kidz.org.uk/wp-content/uploads/2010/02/Schools_accessibilityaudit1.pdf

·         Leeds Access Audit (free resources on Childminding Forum) -

http://www.childmindinghelp.co.uk/freeresources/Free%20downloads/accessaudit.html

·         Consider taking the Vision2Learn 'Equality and Diversity' training course -

http://www.vision2learn.net/channels/index.aspx

·         ‘Inclusive Practice Self Audit’ from Noel Quinn for Devon Childminders - available as a protected Word document when searched via Google

·         EYFS Theme 1.2 ‘Inclusive Practice’ card (DfE archives) includes lots of tips and self evaluation questions -

http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DCSF-00012-2007.pdf

·         Take advice from your local Development Officer or childminding coordinator - is there an inclusion / disability / equality of opportunity training course you can attend?

·         Working towards inclusive practice – a toolkit from Save the Children to support providers who care for children from Gypsy, Roma and Traveller cultures -

http://www.savethechildren.org.uk/resources/online-library/working-towards-inclusive-practice-training

·         Professional Development Pack from Education Scotland -

http://www.educationscotland.gov.uk/resources/p/professionaldevelopmentpacks/genericresource_tcm4642395.asp

·         Speak to children's parents -  how do they feel you can improve your inclusive provision?

What do we mean by ‘inclusion’?

·         Taking the time to assess each child’s individual needs - most childminders have an ‘all about me’ child record form which is regularly updated to reflect children’s changing needs

·         Consulting with and listening to the views of every child

·         Being aware of when you are not inclusive and making changes to include the child

·         Offering the best opportunity for each child to reach their full potential



Ideas for ways to be inclusive –

·         Use Makaton with all the children = inclusive communication

·         Include each child in observations, assessments and planning activities

·         Work closely with parents - respect parents views; don’t be afraid to talk to parents about concerns; encourage parents to share information about children’s home learning

·         Work with other professionals, sharing information to benefit the child

·         Use inclusive dolls (for example) to tell stories which support children learning about similarities and differences and the world around them including disability and equality of opportunity

·         Children must be given equal opportunities to participate in all activities and experiences – how can we adapt the environment / resources to ensure they can join in?

·         Learn words / phrases in each child’s home languages

·         Attend training and educate yourself about different aspects of inclusion eg English as an additional language or food allergies etc

·         Translate documents for parents, use plain English and be prepared to read and complete documents for parents who do not read


Links to free information and support documents

·         Disability and the EYFS factsheet from NCB -

http://www.ncb.org.uk/media/58941/factsheet_10_finatemplateready-disability.pdf

·         Information from Pre-School.org –

https://www.pre-school.org.uk/practitioners/inclusion#


·         Developmental journal for disability / promoting inclusion – EYFS in smaller steps -

http://www.ncb.org.uk/media/884631/early_years_developmental_journal2013.pdf

·         Good practice on You Tube (for older children to watch) –

http://www.youtube.com/watch?v=JyhAViSRQ8s

·         Play and Learning in the early years for inclusion –

http://www.newman.ac.uk/files/w3/pleyin/pdf/childcarecopy.pdf

·         Inclusive Play information from Play Wales –

http://www.playwales.org.uk/login/uploaded/documents/INFORMATION%20SHEETS/inclusive%20play.pdf

·         Inclusion Development Programme for children with autism - http://www.foundationyears.org.uk/wp-content/uploads/2011/10/Inclusion_Development_Programme_Autistic_Spectrum.pdf

·         Planning for inclusion - making your play strategy inclusive -

http://www.kids.org.uk/Shared_ASP_Files/UploadedFiles/kids/95B56F89-207C-4FB9-B791-05CCD0C79204_PlanningforInclusion-Makingyourplaystrategyinclusive.pdf

And here - http://www.kids.org.uk/files/104572/FileName/InclusivePlayStrategy0510.pdf

·         Effective learning opportunities for all -

http://www.inclusivechoice.com/files/inclusion_-_providing_effective_learning_opportuni.pdf

·         Bridges to including disabled children in play -

http://www.kids.org.uk/Shared_ASP_Files/UploadedFiles/kids/F1EC3D2C-D7DE-4D9E-AEFF-33D77353CC48_BridgestoIncludingdisabledchildreninplayandchildcareprovision.pdf

·         Advice and information – http://www.kids.org.uk/

·         Scope campaign - in the picture - http://www.scope.org.uk/campaigns/inclusion-and-participation/disabled-children-books/principles

Resources available to purchase

·         Nursery World magazine articles ‘Inclusive Practice’ - member log in required -

http://www.nurseryworld.co.uk/go/inclusive_practice/

·         ‘Supporting Special needs: Understanding inclusion in the early years’ – Penny Tassoni

·         ‘Inclusion and Diversity in the early years’  - Practical Pre-school -

·         ‘Special needs and Early years: a practitioner guide’ - Kate Wall

·         Children’s inclusive books from letterbox Library - http://www.letterboxlibrary.com/

·          ‘Buskers Guide to inclusion’ by Philip Douch

1 Comment
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    Author details

    Hello! My name is Sarah Neville and I am an independent Ofsted registered childminder. 
    I will use this blog to share information, good practice advice and CPD tips with other early years professionals who want to enhance their own CPD.
    Please see my Knutsford Childminding website for more information or email me if you would like to ask me a question. Thank you. 

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