Martenscroft Nursery School & Sure Start Children's Centres

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Martenscroft Nursery School & Children's Centre, 33 Epping Street, Hulme, Manchester, Lancashire, M15 6PA

admin@martenscroft.manchester.sch.uk

0161 2261266

Martenscroft Nursery School & Sure Start Children's Centres

Play, Learn, Grow

Research and Education Endowment Foundation

We are running a project jointly commissioned by the EEF and Greater Manchester to improve outcomes for all children, but in particular, disadvantaged children by increasing capacity and quality in both teaching and learning.  This will be rolled out to our colleagues in the PVI/childminder sectors and will involve 4 ninety minute sessions with support from the Martenscroft team between sessions.  The sessions will be held on Saturdays and will be an opportunity for face to face collaboration. Particpants will also receive a small renumeration for attending the 4 sessions.

If you are interested in joining us, please call or drop an email to Donna or Debbie on;

d.crawford@manchester.sch.uk

d.keary@martenscroft.manchester.sch.uk

0161 2261266

The first session will be held on Saturday 9th october 2021, here at Martenscroft.

 

Course Outline:

 

A brighter future for every child

 

Improving quality and outcomes for all children

A unique opportunity for your professional development

 

  • We’d like to give every child a positive experience of early years education and care.
  • We want every child to have a fair chance of success for the future.
  • But that’s not happening for many of our children, especially those who are growing up in disadvantaged circumstances.
  • This programme is all about using the best available research and evidence to help every child thrive and learn in the early years.
  • This is a practical four-session course which will help participants to make changes that work – for them, for their children, and for all our futures.

 

Ways of working

Settings will be paid backfill for their attendance.

 

There is bespoke support throughout the programme and after it ends for every setting. This recognises that it is difficult to put new professional learning into action. But if we don’t focus on implementation then there may not be any impact.

 

The prime areas and key pedagogical approaches like scaffolding are ‘golden threads’ running through every session. Session 4 makes it explicit that scaffolding and promoting self-regulated learning are critically important for disadvantaged children. There is a strong association between child poverty and poorer self-regulation, because of the stress that poverty puts on family life.

 

 

A brighter future for every child: travelling along equality street

 

 

Session 1

 

 

·         What do we mean by ‘evidence’ and ‘quality’ in the early years?

·         What is the impact of high-quality early childhood education and care for disadvantaged children?

·         Can we capture what quality looks like?

·         How can we check how well we’re doing and start to think about priorities for change?

 

 

Self-study: Greater Manchester Competency Framework

 

 

Gap-task

 

·         Complete the framework

·         Support from Martenscroft to each setting

 

 

Making a difference: doing less and doing it better

 

 

Session 2

 

·         What tools can we use to check quality? How can we use them in our settings?

·         Why is listening to children and having conversations with them so important?

·         How do we prioritise communication without losing sight of the ‘big picture’ of children’s early learning?

·         What types of professional development work? What’s not worth doing?

 

 

Self-study: how we are we promoting children’s early communication?

 

 

Gap-task

 

·         Communication MOT: checking how well everything is working

·         Support from Martenscroft to each setting

 

 

The shape of things to come: the special importance of early maths

 

 

Session 3

 

·         Why is early maths so important?

·         How does what we’ve been learning help us to think about the idea of ‘curriculum’ in the early years?

·         Why are there 3 ‘prime areas’ in the Early Years Foundation Stage?

·         How does what we’ve been learning help us to prepare to make changes to our setting?

·         Developing plans to give them the best chance of success?

 

 

Self-study: linking our learning to the revised Early Years Foundation Stage

 

 

Gap-task

 

·         Read and reflect on the new EYFS Statutory Framework and Development Matters

·         Create a top-level plan to make change happen in your setting

·         Support from Martenscroft to each setting

 

 

Get set, go!

 

 

Session 4

 

·         How can we reduce the workload around tracking, and make good use of assessment?

·         How can the 7 key features of effective practice in Development Matters help our work?

·         What is ‘scaffolding’? Why is it so important for disadvantaged children and children with SEND?

·         How can we put our plans into action and check they’re working?

 

·         Implementation support from Martenscroft to each setting (delivering and sustaining change)