Bonneygrove

Clare Keilty

Provision mapping

• Continued training on provision mapping
• No IEP’s at SA
• Only have IEP’s where targets and strategies are complex/not appropriate for provision mapping e.g. S+L
• Displayed in every room
• Maps highlighted for individuals and shared with parents. 3 targets and outcomes at bottom of map

• Less paperwork for teachers
• Increased awareness of good practice already in place (IEP form not big enough to record all)
• Easy to identify children with similar needs and to put in necessary intervention
• Parents impressed with amount of provision
• Lots of info that’s presented visually and clearly

Bushey Meads

Sue Lawrence

• IEP’s Provision led – review if the support put in place has helped the child achieve their targets – rather than just reviewing targets – asking what can we do to help reach targets

• Link to provision mapping and evaluation how useful provision is

York Road Nursery

Sharing Good Practice

• Cluster meetings have a theme following concerns e.g. behaviour, next time ABC sheets were shared

• Useful to see other examples

York Road Nursery

SEN assessment without using tick boxes

• Following a British council visit to new Zealand 2 staff in our nursery school have written “Learning Journeys” for children who they were concerned about in e.g. interactions with others/ concentration – involves observations and writing about what you have observed/pictures also taken
• E.g. “I saw you playing in the sand and you …….”, “I thought when you poured it out you did it carefully”

• A clear oversight has been gathered and the children are keen to read these with their parents
• The teachers observations and comments have carried on a great deal of weight

York Road Nursery

Immature speech and language in children 3 / 4 years

• ACTIONS – identify children who would benefit
• Group similar needs together
• Provide activities to develop e.g. sentence – construction / sound / work/ turn taking / confidence

• Children’s abilities and confidence have developed

Arlesdene Nursery and Children’s Centre

Judith Allcott-Watson
Head 01992 626879

head@arlesdene.herts.sch.uk

Children's rights

• We developed a children’s charter – agreed by staff and governors – minuted in governors minutes etc – official
• Copy in all “public Rooms”
• Charter includes e.g. not be called naughty, to be listened to, not to hear swearing, to be spoken to quietly etc
• It ensures equality for all children accessing the site

• Services accessing the children’s centre display the charter and parents/childminders ‘sign up’ to the charter e.g. children not called naughty, parents aware of what they chat about in front of children
• Factor – confidence belief in what doing

Arlesdene Nursery and Children’s Centre

Judith Allcott-Watson
Head 01992 626879

head@arlesdene.herts.sch.uk

Transition (nursery school to Primary School)

• Termly meeting with neighbouring primary school where we evaluate process and decide dates and events for next term
• So we now have sessions where we e.g. take nursery into the primary for story, P.E. in a big hall! This term we are having Yrs2 coming to us for shared reading with the nursery
• Moving on meeting for parents who are leaving DEC/July, just a flavour of actions

• Parents and children move confident, knowledgeable about the move into a new school/ class

Watton-at-Stone

Outside agency visits

• Write a minor report from verbal feedback of the main ideas
• Focus on 2 to start straight away
• Share with all staff who work with the child

• Can implement strategies quickly whilst waiting for report
• All have access to ideas quickly

Cluster 14

Solution Circles

• Support staff when funding refused
• Use of solution circles format as a group
• Gives staff/teacher time to put forward the problems/ offload their concerns etc

• Staff responding positively to ideas that may be tried within their setting
• Good liaison developing between first/middle/upper
• Follow up shows that there has been success with the settings
• Ideas that have been tried and tested
• Support from other colleagues with the cluster
• Develop our listening skills

Cluster 14

Local cluster support group

• Regularly meet after the district meeting to feedback results and have development meeting

• We shared our provision maps
• We are having a S+L meeting to increase our knowledge following an audit

Cluster 49

CPD

• Discussions at local cluster in ‘spare’ time of shared needs of group
• Identification of focus area on interest (e.g. transition for pupils with ASD)
• Invitation to relevant professionals to attend and share ideas
• Discussions, modelling, training to local cluster
• Feedback on impact at next session

• Sharing ideas, discussing inter-school visits
• Fitting CPD into needs of cluster
• Identification of group’s needs, common areas of difficulty
• Improved awareness of how things are handled at different key stages