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| Speaker: | Penny Tassoni, author, trainer, educational consultant | | Age Group: | EYFS |
The way that children are settled into a setting can impact on their development and also how they cope with future separations. Children who have ‘successful separations’ are likely to develop strong relationships with their key persons and also gain from being with us. In this session, we will look at the importance of creating a process whereby children and their parents settle into a setting without becoming upset.
| Speaker: | Dr David George, Educational Associate, Independent Thinking | | Age Group: | EYFS, All |
What should we do to support our gifted and talented children? This session will explore how we find our gifted pupils within the busy classroom; how to provide for them so that they are stretched; and ways in which to ensure a creative learning environment for all.
| Speaker: | Julia Douetil, Head of the European Centre for Reading Recovery and National Lead for Every Child a Reader | | Age Group: | KS1 |
This session shares lessons learned from the experience of Every Child a Reader. It explores the strategic management of layered intervention and how to target resources most efficiently in order to identify and meet the differing needs of all those struggling with literacy in KS1. It considers the challenge of accountability under the new Ofsted framework for children who struggle to learn, and looks at a school's ability to 'grow their own' professional understanding and expertise in early literacy through mentoring and staff development.
| Speaker: | Alice Sharp, Managing Director, Experiential Play | | Age Group: | EYFS, KS1 |
All early childhood practitioners have the responsibility of supporting our children in the development of their numerical skills, then challenging, supporting and enhancing each learner to ensure they develop and consolidate their skills. This session will explore ways of implementing the next stages in numeracy across our children's learning; traditional core experiences and play opportunities to expand and enhance children's numeracy skills and confidence; a range of techniques and strategies to bring numeracy to life in a fun and engaging way.
| Speaker: | Glenn Swindlehurst, Teacher Adviser Primary PE, Lancashire County Council | | Age Group: | KS1-2 |
This session explores a developmental approach to physical education in the reception class. It will take a look at the skills children should experience and how to teach them. The session will offer participants practical ideas on planning and teaching these skills through a topic-based approach.
| Speaker: | Penny Tassoni, Author, Trainer, Educational Consultant | | Age Group: | EYFS |
The first year of a baby’s life is important for their overall development, especially their language development. In this workshop we look at some essential activities that will give babies a great start in life, are easy to do and which support babies’ language and emotional bond to their key person. If you are working with babies or are a manager of a setting, this is the workshop for you!
| Speaker: | Marie Richardson, Childhood Practice Training and Development Manager, Experiential Play | | Age Group: | EYFS, KS1 |
In this era of quick communication, it is the responsibility of practitioners to respond positively to changes and incorporate them in the learning opportunities we afford our children. This sessions offers a training opportunity for those who wish to make effective use of each aspect of literacy in order to embrace the learning potential for each; explores the implementation of literacy subdivisions within everyday practice; and looks at the use of contexts, backdrops and environments to fully engage learners in a love of literacy.
| Speaker: | Liz Watson, MiniMentor development officer, Beat BullyingManager, Experiential Play | | Age Group: | KS1, KS2 |
Society has changed and so has the way friendships are formed and maintained. In this session we will look at the impact this has had on children's relationships and wellbeing. We will also explore some strategies to teach children the skills they need to build strong and healthy friendships.
| Speaker: | Gill Ellis & Nicola Morgan, Head Teacher and Independent Behaviour Consultant and Author | | Age Group: | EYFS |
Early intervention is key to maximising pupils' progress particularly in the foundation stage. Setting clear rules and reward systems is crucial if this progress is to be achieved. This session gives practical hints and tips on how to achieve this in the foundation stage using a variety of tried and tested ideas and resources. Aimed at headteachers, senior leaders and foundation stage practitioners to help them support foundation stage philosophy within their school. The session will also address Graham Allen MP's recent paper Early Intervention: The Next Steps
| Speaker: | Alice Sharp, Managing Director, Experiential Play | | Age Group: | EYFS, KS1 |
Play is the best way for a young child to learn. In the early years of a child's life the way they learn to play, the resources they play with and the kind of engagement they 'step' into will contribute enormously to their development. During the session delegates will consider possibilities of enhancing their space to ensure core curriculum is exciting and engaging; explore a range of contexts that will stimulate creative thinking; identify the 'provocations' they can use to involve children in sustained shared thinking.
| Speaker: | Laura Henry, managing director, Childcare Consultancy | | Age Group: | EYFS |
Within this session Laura Henry, who has written extensively about the legislative aspects of the EYFS, will give an overview of what the new EYFS safeguarding and welfare requirements arrangements will mean for providers.
| Speaker: | Carol Allen, Advisory Teacher: SEN, ICT and Inclusion | | Age Group: | EYFS, KS1, KS2 |
Touch technology is here and already in many of our classrooms. How do we utilise it to ensure that it's not just 'the latest thing' but a useful addition to our educational toolkit? How to choose apps? What can they offer? How do we successfully integrate the latest touch technologies into a busy primary classroom? This session will present lots of ideas, all based on classroom practice to show you how to get the best from your investment. Covering a range from EYFS and SLD learners through to those learners in KS2 who require additional support - a fast paced, practical and fun session!
| Speaker: | "Rhona Stainthorp and Morag Stuart, Professor of Education and Emeritus Professor of the Psychology of Reading, IoE, University of Reading and IoE, University of London | | Age Group: | KS1, KS2 |
What is involved in learning to read the words on the page, and how do children learn to do this? In this presentation we provide a brief overview of research into the word reading processes used by skilled readers (how do you read words?) and of recent research into how children learning to read develop these processes. We end by discussing the implications for teaching children to read, and for assessing children's reading.
| Speaker: | Alice Sharp, Managing Director, Experiential Play | | Age Group: | EYFS |
Play can make a positive and significant contribution in helping parents give their child the best possible start in life. It can be a release from the 'care and routine pressures'. Tickle Giggle is a programme of exciting and dynamic interactive play sessions for staff, parents and babies! Each session is shaped with songs, rhymes and simple games to highlight the development and learning benefits they bring.
| Speaker: | June O'Sullivan, Chief Executive, London Early Years Foundation | | Age Group: | EYFS |
The Government is funding the widespread rollout of free childcare for two-year-olds from disadvantaged homes. What challenges does this present when we have to take a so-called simple idea and make it a successful experience? This workshop addresses those issues while celebrating the 'twoness of twos'.
| Speaker: | Laura Henry, managing director, Childcare Consultancy | | Age Group: | EYFS |
This is an opportunity for practitioners to develop the necessary skills to be reflective in their day-to-day work with children and families. We will learn how reflection can be used as an agent for change in the learning environment. We will discover different approaches to reflective practice and how being evaluative and reflective helps to improve outcomes for children and provides a quality learning environment.
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