This document provides tips for childcare providers to prepare for an Ofsted inspection. It emphasizes the importance of ongoing training, evaluating and improving the service, understanding child development, partnering with parents and professionals, ensuring paperwork is up-to-date, acknowledging the educator role, offering an inclusive service, and effective self-reflection on leadership and management. Preparing for inspection takes commitment across many areas to provide high quality care.
An early years curriculum that provides opportunities for children to thriveDr Julian Grenier
Dr. Julian Grenier will discuss challenges in early years education such as attainment gaps starting early and growing over time. He will focus on the importance of language, communication, and pretend play for developing self-regulation and resilience. Developing strong relationships between practitioners and children, as well as practitioners and parents, can help build these skills. An effective early years curriculum should avoid simply "ticking off" skills, instead focusing on step-by-step learning through engaging activities.
The document provides an overview and update on the Development Matters guidance for early years education in the UK. It discusses reducing practitioner workload, focusing more on children's communication and helping those at risk of falling behind. Over 200 practitioners and various experts and organizations provided feedback. The revised guidance will be published in September pending approval. It emphasizes professional judgement, play-based learning, and assessing what is important rather than collecting unnecessary data. It also focuses on curriculum design, pedagogy, partnership with parents, and ensuring coverage without overloading children.
All-Party Parliamentary Group for Nursery Schools and Nursery ClassesDr Julian Grenier
This presentation to the APPG argues that maintained nursery schools are essential to the development of a self-improving early years system. We need to be given the freedoms to innovate and expand: "you can mandate adequacy but you cannot mandate greatness; it has to be unleashed.”
This document summarizes a presentation on achieving success during Ofsted early years inspections. The presentation covers teaching, learning and assessment based on Ofsted's inspection framework, developing self-improving early years systems, and avoiding using Ofsted as a motivator. It discusses the importance of values, characteristics of effective learning, proper assessment practices, and becoming a leader to approach inspections confidently while focusing on pedagogy rather than data. The document promotes practitioner-led research and collaboration to drive systemic change.
This document discusses the characteristics, knowledge, and preparation needed to be an effective early childhood educator. It outlines that competent educators are healthy, have a positive self-image, are caring and respectful professionals. Educators need knowledge about child development, families, education practices, program implementation, and partnerships. Preparation can include informal opportunities as well as formal education and training, such as mentorships, workshops, continuing education courses, vocational programs, and CDA programs. The document emphasizes that teacher education impacts quality of care and education for infants and toddlers. Educators must observe and record child behaviors using various tools to make educational decisions and plans.
This document provides tips for childcare providers to prepare for an Ofsted inspection. It emphasizes the importance of ongoing training, evaluating and improving the service, understanding child development, partnering with parents and professionals, ensuring paperwork is up-to-date, acknowledging the educator role, offering an inclusive service, and effective self-reflection on leadership and management. Preparing for inspection takes commitment across many areas to provide high quality care.
An early years curriculum that provides opportunities for children to thriveDr Julian Grenier
Dr. Julian Grenier will discuss challenges in early years education such as attainment gaps starting early and growing over time. He will focus on the importance of language, communication, and pretend play for developing self-regulation and resilience. Developing strong relationships between practitioners and children, as well as practitioners and parents, can help build these skills. An effective early years curriculum should avoid simply "ticking off" skills, instead focusing on step-by-step learning through engaging activities.
The document provides an overview and update on the Development Matters guidance for early years education in the UK. It discusses reducing practitioner workload, focusing more on children's communication and helping those at risk of falling behind. Over 200 practitioners and various experts and organizations provided feedback. The revised guidance will be published in September pending approval. It emphasizes professional judgement, play-based learning, and assessing what is important rather than collecting unnecessary data. It also focuses on curriculum design, pedagogy, partnership with parents, and ensuring coverage without overloading children.
All-Party Parliamentary Group for Nursery Schools and Nursery ClassesDr Julian Grenier
This presentation to the APPG argues that maintained nursery schools are essential to the development of a self-improving early years system. We need to be given the freedoms to innovate and expand: "you can mandate adequacy but you cannot mandate greatness; it has to be unleashed.”
This document summarizes a presentation on achieving success during Ofsted early years inspections. The presentation covers teaching, learning and assessment based on Ofsted's inspection framework, developing self-improving early years systems, and avoiding using Ofsted as a motivator. It discusses the importance of values, characteristics of effective learning, proper assessment practices, and becoming a leader to approach inspections confidently while focusing on pedagogy rather than data. The document promotes practitioner-led research and collaboration to drive systemic change.
This document discusses the characteristics, knowledge, and preparation needed to be an effective early childhood educator. It outlines that competent educators are healthy, have a positive self-image, are caring and respectful professionals. Educators need knowledge about child development, families, education practices, program implementation, and partnerships. Preparation can include informal opportunities as well as formal education and training, such as mentorships, workshops, continuing education courses, vocational programs, and CDA programs. The document emphasizes that teacher education impacts quality of care and education for infants and toddlers. Educators must observe and record child behaviors using various tools to make educational decisions and plans.
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
The document discusses the need for a new approach to supporting students who are not achieving national standards and are disengaged in learning. It notes that around 20% of students fall into this category. The school wants to embrace findings from neuroscience research and provide personalized learning opportunities based on individual student profiles. This would include identifying cognitive strengths and weaknesses and using programs like Cogmed or Feuerstein to improve learning capacity. Training selected teachers in the Feuerstein method is proposed so it can become part of the school curriculum and benefit all students, not just a select few. The goal is to increase student achievement, engagement, and learning capacity through a greater emphasis on the cognitive and process of learning.
This document summarizes key points from a superintendent conference for teachers. It discusses challenges facing the district like declining state aid and increased charter school competition. It emphasizes improving student achievement through strengthening curriculum, increasing engagement, using data-driven instruction, and teachers committing to lifelong learning. The overall message is that teachers need to go above and beyond their basic responsibilities to help students succeed despite budget cuts.
The revised Early Years Foundation Stage: what does it mean for children with...Dr Julian Grenier
The document discusses changes to the Early Years Foundation Stage (EYFS) and how they may impact children with special educational needs and disabilities (SEND). Key changes to the EYFS include simpler assessment of new Early Learning Goals, removal of the "exceeding" level, and more guidance for reception year. The document emphasizes that early identification and the right support are important to help all children progress, including those who may struggle or be behind developmental expectations. Assessment should focus on essential building blocks and understanding causes of difficulties rather than just end goals. An inclusive curriculum and scaffolding techniques can help children learn.
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Curriculum Infants, Toddlers and Two Year Oldskmgirl
The document discusses curriculum considerations for infants, toddlers, and two-year-olds. It states that curriculum includes all experiences and interactions children have in the classroom. Curriculum should be based on each child's development and scaffold their learning. Multiple influences shape the curriculum, including families, culture, the care setting, and each child's needs and interests. Routine care times like meals and naps are also part of the curriculum. The document provides guidelines for creating developmentally appropriate planned learning experiences and outlines the process of curriculum development as a cycle.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
This document discusses adopting a public health approach to improving parenting practices in order to reduce behavior problems in children. It notes that while evidence-based parenting programs have been shown to be effective, few parents participate in them due to limited availability and engagement challenges. A public health approach aims to strengthen parenting skills across whole populations using a variety of minimally intensive formats to maximize reach, including self-administered materials, brief consultations, and online/TV programs. This broader reach can achieve greater impacts on children's outcomes than traditional intensive formats alone. The Triple P Positive Parenting Program is presented as a model that incorporates different levels of support.
Tackle troublesome behavior among youths before it leads to poor outcomes like violence, delinquency, dropping out of school, substance abuse and teen pregnancy. That lies at the heart of “prevention science.
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
This document provides an overview of Portland Public School's model for supporting the transition from early childhood special education to kindergarten. It discusses the challenges and successes they have experienced over the past year implementing this model. Some key points:
- PPS has an Early Childhood Transition Team that provides a single point of contact for families to help ensure a successful transition. Transition coordinators manage the transition process.
- Successes of the model include building personal connections with families, having the transition coordinator as a consistent contact, and taking a strengths-based and culturally responsive approach.
- Challenges include starting transition evaluations too late, kindergarten teachers feeling they have insufficient support for children with complex needs
This document provides an agenda and overview for a specialized student services professional development conference. The conference will focus on specializing and strengthening skills to support student needs, and will include sessions on strategies for working with parents and paraprofessionals. The parent session will discuss approaches, attitudes, atmosphere, and actions to build shared responsibility for student progress between parents and teachers. The paraprofessional session will cover defining appropriate paraprofessional roles, introducing them to the classroom, delegating tasks, and strategies for collaboration challenges.
The Pupil Premium: Strategies to Improve Achievement that Work? - Lee Elliot ...Challenge Partners
Drawing on evidence from the 'Sutton Trust-EEF Teaching and Learning Toolkit' this presentation will look at maximising the impact of school spending, with a particular focus on the pupil premium.
This document outlines an online course aimed at parents, stakeholders, researchers, developers, and policymakers. The course covers five key challenges related to educational success: supporting parenting; learning together; communication; volunteering; and participating in the community. It aims to help parents reflect on practices to support children's development and academic achievement. The course also seeks to stimulate attitudes about creating supportive family and school environments and designing strategies to promote educational success for all children. The course materials include resources, audiovisual content, and tools for reflection. It is intended for both individual self-learning and shared learning through online discussion.
This document discusses various ways that Longforgan Primary School promotes health and wellbeing (HWB) through its curriculum. It focuses on collaborative working, eco-school initiatives, becoming a UNICEF Rights Respecting School, having student committees, implementing the Bounce Back resilience program, using restorative approaches, encouraging personal achievement projects, employing learning logs, outdoor learning, cooking in school, following GIRFEC principles, building skills, and enhancing transitions between stages of education. The school aims to help students make healthy choices, develop life skills, and establish lifelong wellness habits through these comprehensive HWB efforts.
1. The document outlines the vision and priorities for an assistant head at Newminster Middle School, focusing on curriculum development, teaching and learning, assessment, enrichment, and directed learning experiences (DLE).
2. Key goals include developing a school community centered around excellence in learning, reviewing curriculum maps, celebrating student work, using technology to reinforce learning, ensuring high expectations and progress for all students.
3. The assistant head will also focus on improving assessment practices, providing enrichment opportunities across subjects, and reviewing the school's DLE program to enhance impact and recognize student achievements.
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
The document discusses the need for a new approach to supporting students who are not achieving national standards and are disengaged in learning. It notes that around 20% of students fall into this category. The school wants to embrace findings from neuroscience research and provide personalized learning opportunities based on individual student profiles. This would include identifying cognitive strengths and weaknesses and using programs like Cogmed or Feuerstein to improve learning capacity. Training selected teachers in the Feuerstein method is proposed so it can become part of the school curriculum and benefit all students, not just a select few. The goal is to increase student achievement, engagement, and learning capacity through a greater emphasis on the cognitive and process of learning.
This document summarizes key points from a superintendent conference for teachers. It discusses challenges facing the district like declining state aid and increased charter school competition. It emphasizes improving student achievement through strengthening curriculum, increasing engagement, using data-driven instruction, and teachers committing to lifelong learning. The overall message is that teachers need to go above and beyond their basic responsibilities to help students succeed despite budget cuts.
The revised Early Years Foundation Stage: what does it mean for children with...Dr Julian Grenier
The document discusses changes to the Early Years Foundation Stage (EYFS) and how they may impact children with special educational needs and disabilities (SEND). Key changes to the EYFS include simpler assessment of new Early Learning Goals, removal of the "exceeding" level, and more guidance for reception year. The document emphasizes that early identification and the right support are important to help all children progress, including those who may struggle or be behind developmental expectations. Assessment should focus on essential building blocks and understanding causes of difficulties rather than just end goals. An inclusive curriculum and scaffolding techniques can help children learn.
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Curriculum Infants, Toddlers and Two Year Oldskmgirl
The document discusses curriculum considerations for infants, toddlers, and two-year-olds. It states that curriculum includes all experiences and interactions children have in the classroom. Curriculum should be based on each child's development and scaffold their learning. Multiple influences shape the curriculum, including families, culture, the care setting, and each child's needs and interests. Routine care times like meals and naps are also part of the curriculum. The document provides guidelines for creating developmentally appropriate planned learning experiences and outlines the process of curriculum development as a cycle.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
This document discusses adopting a public health approach to improving parenting practices in order to reduce behavior problems in children. It notes that while evidence-based parenting programs have been shown to be effective, few parents participate in them due to limited availability and engagement challenges. A public health approach aims to strengthen parenting skills across whole populations using a variety of minimally intensive formats to maximize reach, including self-administered materials, brief consultations, and online/TV programs. This broader reach can achieve greater impacts on children's outcomes than traditional intensive formats alone. The Triple P Positive Parenting Program is presented as a model that incorporates different levels of support.
Tackle troublesome behavior among youths before it leads to poor outcomes like violence, delinquency, dropping out of school, substance abuse and teen pregnancy. That lies at the heart of “prevention science.
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
This document provides an overview of Portland Public School's model for supporting the transition from early childhood special education to kindergarten. It discusses the challenges and successes they have experienced over the past year implementing this model. Some key points:
- PPS has an Early Childhood Transition Team that provides a single point of contact for families to help ensure a successful transition. Transition coordinators manage the transition process.
- Successes of the model include building personal connections with families, having the transition coordinator as a consistent contact, and taking a strengths-based and culturally responsive approach.
- Challenges include starting transition evaluations too late, kindergarten teachers feeling they have insufficient support for children with complex needs
This document provides an agenda and overview for a specialized student services professional development conference. The conference will focus on specializing and strengthening skills to support student needs, and will include sessions on strategies for working with parents and paraprofessionals. The parent session will discuss approaches, attitudes, atmosphere, and actions to build shared responsibility for student progress between parents and teachers. The paraprofessional session will cover defining appropriate paraprofessional roles, introducing them to the classroom, delegating tasks, and strategies for collaboration challenges.
The Pupil Premium: Strategies to Improve Achievement that Work? - Lee Elliot ...Challenge Partners
Drawing on evidence from the 'Sutton Trust-EEF Teaching and Learning Toolkit' this presentation will look at maximising the impact of school spending, with a particular focus on the pupil premium.
This document outlines an online course aimed at parents, stakeholders, researchers, developers, and policymakers. The course covers five key challenges related to educational success: supporting parenting; learning together; communication; volunteering; and participating in the community. It aims to help parents reflect on practices to support children's development and academic achievement. The course also seeks to stimulate attitudes about creating supportive family and school environments and designing strategies to promote educational success for all children. The course materials include resources, audiovisual content, and tools for reflection. It is intended for both individual self-learning and shared learning through online discussion.
This document discusses various ways that Longforgan Primary School promotes health and wellbeing (HWB) through its curriculum. It focuses on collaborative working, eco-school initiatives, becoming a UNICEF Rights Respecting School, having student committees, implementing the Bounce Back resilience program, using restorative approaches, encouraging personal achievement projects, employing learning logs, outdoor learning, cooking in school, following GIRFEC principles, building skills, and enhancing transitions between stages of education. The school aims to help students make healthy choices, develop life skills, and establish lifelong wellness habits through these comprehensive HWB efforts.
1. The document outlines the vision and priorities for an assistant head at Newminster Middle School, focusing on curriculum development, teaching and learning, assessment, enrichment, and directed learning experiences (DLE).
2. Key goals include developing a school community centered around excellence in learning, reviewing curriculum maps, celebrating student work, using technology to reinforce learning, ensuring high expectations and progress for all students.
3. The assistant head will also focus on improving assessment practices, providing enrichment opportunities across subjects, and reviewing the school's DLE program to enhance impact and recognize student achievements.
The document discusses strategies to support disadvantaged students. It notes that consistent high-quality teaching, a focus on literacy and numeracy skills, targeted interventions monitored through data, and deploying effective staff are important. Individual barriers must be identified early and transition from primary school should address skills gaps. Disadvantaged students should have high profiles, opportunities to develop aspirations, and advice on pathways. Effective parent links should also be established. Funding must be strategically coordinated. There is no single solution and a range of evidence-based strategies tailored to individual schools and students are needed.
This document discusses collaboration, effective characteristics of collaboration, approaches to promote home-school connection, and ethical issues. Effective collaboration requires having a clear purpose, healthy discourse and trust between members. Approaches to promote home-school connection include developing efficient communication systems, providing staff training, engaging parents in learning at home, decision-making, and volunteering. Ethical issues that can arise include maintaining confidentiality and using only professional methods of communication.
Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning
Joe Hallgarten presentation from the HEA 'Curriculum Challenge: Being a Curriculum Thinker' event on 7 April 2014
The document summarizes a parent engagement event about developing the local offer for children with special educational needs. It includes an agenda for the day with presentations and workshops. The presentations discuss what parents want from communication and information, examples of successful local offers, and what interventions work for different needs. The workshops gather parent input on improving outcomes and how to design the local offer website.
The document presents a toolkit called "FaCE the challenge together" for implementing effective family and community engagement strategies in schools. It discusses why family and community partnerships are important for improving student outcomes. Effective engagement requires a whole-school approach, respect for cultural values, understanding of barriers, and focus on communication, respect and trust. The toolkit provides a framework with five themes: leadership, embedding engagement school-wide, welcoming families, supporting student learning at home, and developing community partnerships. Next steps recommended include designating staff leadership, incorporating priorities into the school development plan, defining roles and training, using targeted funds, and collaborating with other schools.
The document outlines the objectives and goals of a quality school from the perspective of stakeholders. It discusses bringing together physical, financial, and human resources to develop holistic personalities in students that prepare them as global citizens committed to social change and inculcating life skills. The school aims to instill environmental sensitivity and a commitment to human values.
The document discusses challenges that early childhood educators face in supporting children with complex emotional and social needs, as well as their families. Educators felt they lacked training and confidence to provide feedback to parents on children's needs, encourage follow through on referrals, and work across disciplines. The document proposes adopting a design-thinking approach and child-centered practice model to develop new strategies for supporting children and families.
The document discusses challenges that early childhood educators face in supporting children with complex emotional and social needs, as well as their families. Educators felt they lacked training and confidence to provide feedback to parents on children's needs, encourage follow through on referrals, and work across disciplines. The document proposes adopting a design-thinking approach and child-centered practice model to develop new strategies for supporting children and families.
Enhancing The Quality Of Primary EducationEklavya Sharma
This document discusses strategies to enhance the quality of primary education in India. It notes several problems with the current system such as untrained teachers, rigid curriculums, and lack of resources. The proposed solutions aim to make education more student-centered, involve the community, and improve teaching quality through teacher training and development. Key strategies include implementing relevant curricula, strengthening parent and community involvement, adopting new teaching methods, and providing ongoing professional development for teachers.
This document discusses strategies to enhance the quality of primary education in India. It outlines several problems with the current education system such as untrained teachers, rigid curriculum, and lack of resources. It then proposes solutions like project-based learning, cooperative learning, comprehensive assessments, and involving community partners. Specific implementation strategies are also provided, such as developing relevant curricula, emphasizing real-world learning, and establishing sustainable institutions through reform. The goal is to enable all children to receive a quality education.
Trending Topic: It's All About Family Engagementreneelajackson
The trinity of family and community engagement is relational trust, promising practices, and compliance. It's time to rethink family and community engagement - moving from management and presentation of information to relationships and capacity building, as well as, helping families, communities, staff, and students learn together.
This document summarizes the key points from a meeting at Moonlight High School on their mission, vision, guiding principles and current status. It discusses that the school's mission is to ensure rigorous learning for all students through engaging instruction and community collaboration focused on student success. The vision is to produce globally competitive learners ready for college and careers. Current status is positive with increased enrollment and quality education, but infrastructure and academic programs could be improved, as well as strengthening communication between school and parents.
This document provides guidance on developing effective school-parent compacts. It begins by emphasizing the importance of school-family-community partnerships for student success. It then outlines 10 steps for schools to create meaningful compacts that are aligned with school improvement goals and involve input from families, students, and teachers. The steps include designating a leader, gathering data to identify focus areas, getting feedback from stakeholders, developing grade-specific strategies, and creating family-friendly compacts. The document stresses that compacts should facilitate two-way communication between home and school to strengthen student achievement.
This document outlines a nursery policy from Stronsay Junior High School aimed at developing children's participation. It defines participation as having influence over decisions and actions, not just taking part. Meaningful participation requires positive child-adult relationships and engaging children in dialogue. The benefits of involving children in decision making include fulfilling their rights, empowerment, improving services, developing citizenship and life skills. The policy aims to have children's views listened to and valued at the school and nursery by consulting them in age-appropriate ways on issues that affect them.
Similar to Npf conference 2012 paul campbell and susan liveston - final - copy (20)
This document discusses the importance of health, wellbeing, and developing skills for the future across a whole learning community. It emphasizes positive relationships between teachers, parents, and other partners that encourage mutual trust and respect. The goal is for all learners to leave school equipped with coping skills and creativity needed to thrive in a changing world, and to develop healthy lifestyles as adults.
New national qualifications are being introduced in Scotland to replace the current system. From 2013 to 2014, specimen question papers and course information will be published for the new Higher qualifications. The first certifications of the new National 1 to National 5 courses will also occur. The new qualifications build on the strengths of previous qualifications while supporting the aims of Curriculum for Excellence. The qualifications are designed to support learning, choice, skills development, and progression to further education or employment. Current Access, Intermediate, Higher and Advanced Higher courses will be replaced by the new National levels and revised Higher and Advanced Higher courses between now and 2016.
This document summarizes an early years community project called First Step that supports families through transitions. It discusses how First Step held a coffee morning where parents shared their experiences of children transitioning from First Step to local nurseries. This informal discussion helped alleviate parents' concerns. The project used feedback to improve its transition support, like involving parents earlier. The document also explores transition theories and how First Step's approach aligns with curriculum guidelines on supporting children's health and wellbeing during changes.
The document summarizes the activities and lessons of a literacy group from January to April 2012. It discusses how the group used various spelling, grammar, and brain training strategies. These strategies helped build the students' confidence and literacy skills. The group saw success through a variety of engaging activities, individual and group work, and applying their new skills to real books. Moving forward, students were encouraged to continue developing their literacy abilities across other classwork.
Blairmore Nursery School has been part of the local community in Greenock, Inverclyde since 1976. In 2006 and 2009, the nursery received grants to develop literacy resources for children and parents to borrow, including books, bags, and materials to promote early writing skills. The nursery involves parents in projects through book reviews, lending libraries, and workshops that provide information and support play.
This is the Parents as partners presentation used at Scottish Learning Festival 2012, delivered by the National Parent Forum of Scotland's reps, Joanna Murphy and Margaret Leitch (file uploaded by Kiran Oza)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Npf conference 2012 paul campbell and susan liveston - final - copy
1. Paul Campbell – Clarkston Primary
School
Susan Liveston – Hyndland Primary
School
2. But we don’t claim to
have a panacea, to
know everything Provocative and
about effective challenging
parental partnership ideas/questions?
in learning or to have
all the answers to the We can promise that.
questions we are
raising.
- Japanese Proverb
3. • Commitment to the area of working with families.
• Recognition and understanding of wider policy area and implications
on practice.
• Focus for practice, professional learning and development and under
continual review.
• Engagement with the wider education debate.
• Share, discuss, challenge ideas, engage with a wider demographic
of partners in education.
• Share what we see as important and key next steps for progression
and improvement.
4. • Curriculum for Excellence (CfE) – Building the Curriculum
• Getting It Right For Every Child (GIRFEC)
• Advancing Professionalism in Teaching – McCormac
• Teaching Scotland’s Future – Donaldson
• Commission on School Reform
• Quality and Improvement in Scottish Education Report
• Curriculum for Excellence Impact Reports
5. WHAT?
WHO?
HOW?
• The Journey from Good to Great to Excellent
• Involvement, expectations and rights of the relevant partners in the
education and learning of our children and young people
6. • Time
• Family circumstances
• Geography
• Lack of confidence
• Unfamiliarity
With barriers come ideas and approaches that can
overcome them. But it takes time, as well as active and
sustained dialogue between relevant stakeholders with a
practical focus on improving experiences, achievements
and outcomes of all learners.
7. • System wide variation:
Healthy but practically there are wide unfortunate
variations.
How do we embed the key elements – agree the key
elements?
• Agreed broad national framework to allow for local
interpretation:
Positive and necessary but can be a potential challenge.
• Sharing local innovation.
• Redefining the policy-maker.
8. • What is parental involvement?
Consider the following reflective questions in groups of 2-4.
1. What do you consider to be effective parental
involvement and in what way does it happen in your
establishment/ associated educational setting/ sector?
2. How are you supporting/ encouraging effective and
meaningful involvement of parents in their child’s
learning?
9. Effective partnership and involvement has to start with communication.
Communication is key to having effective and meaningful partnership with
parents.
It takes a tailored, relevant approach agreed by all involved.
This can be done in a variety of ways:-
• Face-to-face appointments
• Chats at the gate
• Letters/notes
• Phone calls
• Class blogs
• Twitter/ Facebook/ GLOW page and updates
• Drop in sessions
• Open mornings/afternoons
Considerations (not exhaustive):
communication preferences, time commitments and constraints, personal
and social circumstances, required tools/ input, expectations
10. • Establishing effective practice at local levels with mechanisms to
collaborate a share between professionals, parents and community
partners, devised, developed and sustained locally.
• Broader range of communication tools and mechanisms advocated and
in place; harnessing the full potential of technology and social media.
• Greater involvement of the ‘everyday, busy’ parent and teacher
(children’s learning, school life, policy development and decision
making)
• Move beyond the ‘call for evidence’, ‘opportunities to respond’,
‘representatives from all parties’ to a model of localised community
partnership working/implementation (and interpretation)/review groups
(e.g. curriculum, qualifications, assessment, reporting, partnership
mechanisms)
…with regular meaningful opportunities for feeding back to national
groups/bodies.
11. • We know it’s right.
• Our children deserve the best; better than we are doing.
• The school as the community hub.
• Reconceptualising the learning process – there is still
work to do. Not just at policy level, but practically and
meaningfully.
• Valuing what our children and young people value.
12. • Curriculum News / Newsletters and updates
• Homework Log – tips/hints and two way communication
• Letters communicated to and from parents
• Being available to talk to parents outside at the end of the day
• Appointments to talk to individual parents
• Open door system for all
• Open days
• Meet the Teacher
• Display of Work
• Parent helpers
• Class Blogs
• Shared Learning Journals
• Personal Learning Plans
• Peer-initiated and led professional learning networks
• Openness to new ideas and approaches
• Engagement in the wider policy debate
• Commitment to career long professional learning and development
• Commitment to engaging with parents, families and community partners to
ensure the best experiences and achievements possible
13. • Complete the table by identifying all the parental
involvement opportunities that are offered by your school
or establishment.
• On a scale of 1 to 6, grade their success in terms of (for
example) raising achievement, positive pupil attitudes,
behaviours and attendance, and encouraging parental
participation (with 1 being the least successful and 6 the
most successful).
• Identify what made it successful.
14. There isn’t a panacea, Reflection.
there aren’t answers Ideas.
to all the challenging Communication.
questions. But there Evaluation.
are actions to go with Revolution.
visions. Transformation.
- Japanese Proverb
Editor's Notes
Healthy but practically there are wide unfortunate variations which means parents and children aren’t getting the best from parents as partners (is there an excuse?) but we know what elements of good practice look like with principles that underpinning innovative localised practice across Scotland. So we are not advocating more prescriptive frameworks and guidelines. We’re saying finding a way of fostering the sharing of local innovative practice amongst colleagues, parents and community groups, and a clearer defined route to share this on a larger scale which relies on a systemic change of our definition of the policy maker and the opportunities we afford parents, communities and the profession to engaged in the agreed principles that underpin policy development and implementation.