Training: Excellence in Literacy, Science and Mathematics

From early mathematical skills to learning to code, story-telling and meaning making as part of literacy development and a keen enthusiasm for exploring and investigating the world around – I thoroughly enjoyed this training given by Norfolk County Council.

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Summer Continuous Professional Development (CPD)

I thought that perhaps I would theme some blog posts around the official professional development I log during the summer term.
My personal approach to training and extending knowledge has never been “less is more”. Since becoming an early years practitioner (and later a senior early years practitioner) I have adopted the motto of “never be content with practice but strive to be” – this does not mean being negative when reflecting upon practice, instead it is a reminder that a great practitioner is also an industrious learner. All learning need not be formalised or arduous, this term I have Beach Schools training and a messy play workshop planned.

Speech and Language in the Early Years INSET

Speech and Language in the Early Years

In Setting Training Agenda – 2012

The aim of this training is to support and develop practitioners’ understanding of children’s speech, language and communication development, knowledge of normal patterns of development, monitoring practices, effective multi-agency working, fostering parental partnerships and best practices when working with children with communicative difficulties.Read More »

1 in 10 children in the UK have communication difficulties that require specialist help

Imagine spending the next 24 hours unable to express yourself, unable to make your needs known or simply unable to interact with others. The essential speech, language and communication skills you practice daily are often taken for granted; speech, language and communication needs (SLCN) are sometimes referred to as “invisible” difficulties. “Speech, language and communication needs” is a general term used to describe any kind of difficulties with speech and language. It is estimated that 1 in 10 children in the United Kingdom have communication difficulties that require specialist help. Children with communication difficulties may seem withdrawn, isolated or labelled as “poorly behaved”. Too frequently these children’s needs are missed, presumed to be “shy” or seen as “difficult” due to the challenges they experience in socialising, reading or learning.Read More »