Please note the below number of weeks that we will be funding in 2019/20. Additionally our FEEE headcount and funding payment dates will be published here shortly.
If you are stretching the offer, you will need to offer less hours over more weeks.
The next headcount task will open on Monday 2nd September and close on Wednesday 18th September 2019.
Please ensure that you remind parents to check eligibility prior to the 31st August 2019. If parents do it after this date, we will be unable to accept it and they will not receive funded hours for the Autumn period. We would recommend that parents check now, allowing plenty of time for any issues to be resolved.
A polite reminder that if parents have an existing code from another Local Authority, we will require evidence of this before payment is issued for their 2-year-old.
Autumn 19 courses are now available to book on Eventbrite.
EYFS 3i (Information, Inspiration, Interaction) events Introducing the new Ofsted Inspection Framework (September 2019)
This is a free event.
From September 2019 Ofsted will change the way they inspect early years settings with the introduction of the new Education Inspection Framework (EIF) Come along to these free events to find out what is changing so that you are fully prepared for your next Ofsted inspection.
The event will enable you to:
attend a presentation on the new Education Inspection Framework and ask those questions you might have
view a range of information stands including the following - SEND Support, 1001 critical days, LA training - what you need to know, The curriculum intent, implementation and impact, 'Cultural Capital' and health for under fives
collect your free 'glossy' copy of Leicestershire's new Graduated Approach for children with SEND in the early years
be the first to see the new Leicestershire School Readiness electronic toolkit
Trainer: - Early Years Inclusion and Childcare Service
Book here for the conference taking place on Saturday 12th October 2019 in Northampton. The day will consist of interesting speakers and workshops as well as the opportunity to meet with exhibitors. Refreshments and a hot lunch are provided.
Workshop to Raise Awareness of Prevent on 14th August from 14.00 16.00 at City Hall, Charles Street, Leicester LE1 1FZ
To understand what Prevent is and how it forms part of the UK's counter terrorism strategy.
To understand how Prevent tries to identify individuals who may be becoming involved in or supporting terrorism.
To understand how Prevent links in to Children's Safeguarding.
Understand the aims of Prevent.
Think about who may be vulnerable to radicalisation and terrorism.
See why some people can influence and manipulate others to commit crimes.
Recognise when a vulnerable individual may need your help.
Clarify what help and support there is in this area and who to turn to if you have any concerns.
It is important that all practitioners are aware of and have some knowledge of Adverse Childhood Experiences and their impact on children's lives. Adverse Childhood Experiences (ACEs) are stressful events occurring in childhood including: domestic violence; parental abandonment through separation or divorce; a parent with a mental health condition; being the victim of abuse (physical, sexual and/or emotional);being the victim of neglect (physical and emotional);a member of the household being in prison and growing up in a household in which there are adults experiencing alcohol and drug use problems.
When children are exposed to adverse and stressful experiences, it can have a long-lasting impact on their ability to think, interact with others and on their learning. Research shows that ACE's can increase the chances of physical and mental ill health and detrimentally affect a person's life. However, ACEs should not be seen as someone's destiny. There is much that can be done to offer hope and build resilience in children, young people and adults who have experienced adversity in early life. Further information can be found using the following links: -
Are there children in your setting who have experienced trauma, or who are going through changing circumstances? Consider how you can provide additional support. Contact your area SENCO or the Provider help line to find out about Attachment and trauma training.
It is worth taking the time to read the following lengthier document to gain greater insight. iriss.org.uk
A Family Fun Day for Leicestershire families of children and young people with disabilities is taking place on August 17th 2019. There will be a range of fun and inclusive activities for everybody to enjoy. Activities will include fun and games, inclusive cycling, soft play, Wheels For All and much more. Booking is essential through Eventbrite. Use this linkto book your place.
Creating an effective emotional environment
Planning an effective emotional environment involves observing the unique child, noting their interests, individual needs, characteristics of effective learning, their age/stage of development and working closely with parents/carers and other professionals involved. Using all this information allows the early years practitioner/s to provide tailored support and respond to the child's individual needs, so they have a secure foundation in their emotional well-being and development, as well as their physical and mental health.
A good emotional environment will "provide a secure base from which children grow into well-rounded, capable adults with robust mental health". DFE (2009) Every Child Matters.
Research The report titled "The Twoness of Two" "Leadership for Two Year Year Olds" (London Early Years Foundation, O'Sullivan. J and Chambers.S) details research on the leadership for two-year old's accessing childcare through Government funding. The research highlighted that children's emotional well-being was greater when the practitioners:
were "tuned in" to the children and responded, supported and planned for individual needs.
had a good understanding of how young children develop.
were aware of and valued children's fluctuating emotional and physical needs.
allowed time to develop new relationships and close attachments with the key person.
provided opportunities for regular involvement in small group experiences
planned for children's interests and supported their language development, reflecting on current practice.
supported all children during transitions, particularly those who found it hard to cope or difficult to separate from their parent and provided regular access to outdoors.
An enabling environment supports and promotes active learning and development for all children. It is a place where all children feel safe, cared for and relaxed because they are in the continuous care of adults who know them well and are 'tuned in' to respond to their needs and interests. It involves both the physical environment the space in which children learn and develop, and the emotional environment the atmosphere and ethos created by all who are part of the setting. An enabling environment is key to:
young children's safety both physical and emotional;
effective learning and development
successful personal, social and emotional development
Social and Emotional Aspects of Development Guidance for practitioners working in the Early Years Foundation Stage, Department for Children, School and Families, National Strategies,2008
Practical ideas to consider supporting an effective emotional environment
The "Key" Person to get to know the child and parents before (and during!) placement starts to tailor support and begin to build a bond with the child and positive partnerships with the family.
Celebrate achievements, efforts and listen and respond to the child's voice to ensure children feel valued and to support self -confidence and self-esteem. (Achievement tree, ideas display board)
Welcome the child and parent/carer on arrival.
Positively respond to the child's individual needs.
Support children's sense of belonging for example support the child to personalize their coat peg and place at the table (place/cup mat) with their choice of picture/drawing.
Provide a draw/space for the child to place their special items that are important to them for example comfort items.
Support children to understand and recognize their feelings and develop their emotional literacy (books, games, role play, puppets, mirror play, cameras etc.)
Provide a stimulating, challenging environment, full of exciting, active learning opportunities for children to follow their own interests and set their own play agendas.
Provide cosy, comfortable spaces to withdraw to, relax and play together or to play solitary. Spaces should take account of physical factors such as noise, colour, light and ventilation.
For ideas on how to meet the needs of individual children and families please view the audits and action plans found on our two year olds webpages.
National News Proposed rise to Ofsted registration fees for early years settings Have Your Say! A 12 week consultation into increasing registration fees for early years providers, as well as whether provider type categories need revising has been launched by the DfE They are proposing to increase the application fee and the annual fee paid to Ofsted by childcare providers from next April. There is a planned increase of £8 for childminders and sessional settings and by £49 for settings that offer full daycare. With regards to the application fee, they plan to charge an £8 increase for sessional settings and childminders, taking this fee to £43 and full day care settings are facing a £49 increase, taking the payment to £269, and both of these are required to be renewed every 12 months. The increase is being justified by the need for the inspectorate to recover the costs affiliated with the regulation and inspection of childcare providers. You can have your say on the proposed changes to fees until the 9th October 2019 by clicking here.
Hungry Little Minds DfE campaign
Hungry Little Minds is a Department for Education initiative around boosting communication, language and literacy development in early years and provides fun ideas for parents to engage with their children. Please see this link for more information.
Health and Safety
The Institute of Health Promotion and Education have issued a position statement. It is hoped that this can be used to be used to promote "Safe and active at all ages: a national strategy to prevent serious accidental injuries in England" as well as having an impact on unintentional child accidents both in England and further afield. The University of Nottingham has issued an injury prevention briefing. See here for more information.
Physical Activity guidelines
The World Health Organisation has put together these guidelines on physical activity and sleep for under 5s.
Child safety Button Batteries
Button batteries, especially big, powerful lithium coin cell batteries, can badly injure or kill a child if they are swallowed and get stuck in the food pipe. It's important to keep spare and 'dead' lithium coin cell batteries and any objects with easily accessible lithium coin cell batteries out of children's reach, and to act fast if you think a child may have swallowed one.