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Hi, my name is Jordan. I am a special education teacher from the UK. I share my passion for

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everything communication, sensory regulation and fun lesson ideas for my classroom of disabled

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pupils aged 4 to 11. Each week I am joined by experts in the field answering your questions

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and sharing our knowledge and experience working alongside our beautiful young people. Let's get started.

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Hi everybody. Today is going to be all about early years. I'm going to be joined by Hayley

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from All About Early Years and we're going to be talking about the SEND provision and how to support

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your SEN children in early years. Now I haven't actually heard from Hayley today so if she doesn't

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turn up then we'll just work with your questions and I'll do my best to answer them and if she does

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turn up then awesome we can answer them together. I was really excited to speak to Hayley

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because my school is specially provisioned but we're attached to a mainstream school

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and it's becoming so obvious that so many teachers whether they're mainstream or not

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are SEN teachers now. There's incredibly complex and high support needs in mainstream especially

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on those early years nursery reception year one because the EHCP process is taking so long to get

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through that these children are in those early years and key stage one classes before they get

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to specialist provision. It's very rare now that children will get it you know before they start

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school which means that all you lovely early years teachers and key stage one teachers and nursery

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teachers are having to manage children with needs that you haven't been trained for or seen before

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so I'm hoping that we can work together and support you in this today and also I want to

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be making sure that I'm giving fair realistic and good advice. So let's have a look at how to set

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goals for non-verbal children with echolalia. So I assume these are like IEP goals or targets

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so I would look at I have a free blog post all about the stages from echolalia all the way through

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to actual um catching up with developmentally and speech with their peers. There's stages to that

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and I've got a free blog post all about it on my website if you head to my website and search

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guest old g-e-s-t-a-l-t then you will find my free blog post all about the stages it says what to

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look out for so you can see what stage your child is at and it says how to support them and then

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maybe you could check where your student or where your child is on the stages and then you could

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have a look at what the next descriptor is um that they're working towards and then set some

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and then set some targets around that. For example maybe if they're at stage one and they are echoing

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directly what they hear straight away you know when they hear it well then stage two is to have

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a delay before echoing that phrase so maybe their target would be to have a 20 second delay after

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hearing a phrase and then it might be having an hour delay a two hour delay you know making it

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realistic and then your how you achieve that would be you modeling and using those phrases in context

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um for other purposes you showing objects to do with that phrase and kind of make it meaningful

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and I understand your child's meaning behind that phrase as well if it's quite emotive maybe

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they're trying to share that emotion if it is about a certain object maybe they're requesting

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it or or seeking something similar and so that could be a target around yeah echolalia and it's

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it does happen on the child's terms but it's really great to be able to measure where they're at um

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because then you can look out for what's next because the interesting thing about gestalt

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language processing is it looks like they're taking a backwards step as they're progressing

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through it but they actually are progressing so it's really important that you know the stages

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and I say that because so let me explain what I mean by that so often their speech seems really

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quite great because they're copying exact phrases so they'll be grammatically correct they'll have

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inflection they'll be emotive you know they'll be really great sentences however as they work

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through the stages they will be adding words and creating words on their own without it being from

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a tv program or add their own ideas onto it now often they are not grammatically correct

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but that still is a step forward because they're creating them themselves but sometimes parents

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will say oh they've gone backwards you know they used to be able to say all these beautiful phrases

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and now they can't anymore but it's actually because they're they're um they're creating them

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themselves so for example a great example of this is one of my students uh loves the groffalo

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and has lots of echolalic phrases so exact phrases but I knew he'd reached this certain stage of being

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of being you know and stepped forward because he said when the groffalo was holding up the mouse

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and he spun him around he said groffalo spun uh groffalo spinned mouse around and I knew

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that he hadn't heard that from anywhere else because I knew that that wasn't grammatically

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correct so he must have created spinned or spunned I think he said himself which is really exciting

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but it's only exciting to me because I knew what the next stage to look for was whereas otherwise

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if I hadn't have known that I would have thought you're going backwards you know you used to be

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able to say that word really well so yeah definitely look at the stages on my website

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about gestalt language processing okay next question we are waiting on Ofsted how do you

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set an early years classroom up with the high level needs we have that is such a great question

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and a really great question for Hayley I hope she comes on soon as far as often Ofsted with Sen though

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I can speak for that we had Ofsted last December and genuinely they want to if they see a behaviour

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live in the classroom they will want to see that reflected on their behaviour plan or if it's a new

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behaviour randomly that day they want they'll want to see you logging it or what you're doing

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about safeguarding and as far as recording that just as you would all the time as for their

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learning they loved that my class learned in parallel with mainstream subjects so when

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mainstream were learning about Vikings we were learning about all about me and all about our

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history and our family or if they were doing about a certain like nurses for example like nurses in

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World War Two we were learning about emotions and how to request help and how to say what's wrong

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or say what we're feeling you know they were linked and they really liked that so if you have

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Sen and high level high support needs in your class then try and think outside of the box what

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does this target or skill look like for them to make it meaningful and then go off of that

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luckily I've done all the hard work for you my sensory curriculum is literally that

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because I had to create a curriculum from my mainstream schools curriculum for my sensory

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learners I literally took all of the subjects all of the topics all of the breakdown from the

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national curriculum that they used and I broke it up into making it suitable for my sensory learners

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that's £10 on my website so hopefully that helps as far as Ofsted goes and support your teaching

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assistants as well because they'll feel incredibly watched and observed especially if the child's

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having a difficult time or going through a crisis I know a couple of mine became dysregulated just

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because there was a visitor in the room you know and they're they're feeling my fear and anxiety

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so just reassure the teaching assistants that they know the plan like go through what to do

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if that happens then do this if that happens then do this just so they feel reassured and yeah not

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judged on the day so they're making some sensible and well thought out judgments on what to do how

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do we do continuous provision in a safe way yeah lots of children in my class have trajectory

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schemes of play super dangerous yeah lots of throwing so I find that continuous provision

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can be really overstimulating for sensory learners and autistic learners typically autistic learners

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are incredibly visual learners and they take in everything all at once at the same time so if

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everything is out on show it can be really overwhelming and really heightening and then

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they get overexcited and then make some unsafe decisions like throwing tipping pouring messing

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things up tearing all of those kind of things so a really good way if you've got sent in your

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continuous provision classroom I use dividers so wall dividers in my room to make them a safe

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section that doesn't have anything on the dividers so it is you know clutter free in a way not that

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your classroom is cluttered but it might look like that to them it might let there's lots of things

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around another way is rather than having see-through boxes you could have clear boxes

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or having little curtains that go across your shelving rather than it all being on show all

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at once so just yeah being really mindful of you know what does this look like visually for

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my learners that get visually overstimulated without taking it away from your other learners

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I'm I know that this is incredibly complex because continuous provision has such great value

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for so many reasons but just be mindful of where you're positioning your autistic children in the

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classroom I often go for corners or edges so there's nothing happening behind them because

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that can cause anxiety and overstimulation so have them by the wall in the corner or

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in the corner with dividers in between and then they can choose when to go out and when to come

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in and when they need that that break away from the busyness of the room and then also if you

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wanted things out just be careful what you have out maybe if you have children that eat things

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or like to cut things you know maybe actually the children have to ask for the scissors or

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ask for the blue tack or the play dough rather than having those out and I know it feels like

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I know we have this wonderful idea of having a Pinterest classroom actually how things are

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going now with such high needs in your classroom it just might not be safe and that has to come

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first and so it might be that you have a visual on the tough tray or on your table that the children

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can use to ask for what they need so they're still showing independence they're still choosing to go

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to the areas but it's just making it a little bit safer for those learners and taking the burden

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away from the teaching assistant that's trying to manage and keep that child safe and everyone else

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around him safe. How to teach a child to walk straight with vestibular sensory issues so it's

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not it is about teaching them and they might have a physio plan I suppose but also if they have

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vestibular sensory seeking needs it's about meeting those needs so vestibular for those that don't

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know is your balance sense it's linked with your inner ear and it helps your body to know if you

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are upright or upside down or a bit wobbly and a bit unbalanced. Those with vestibular seeking needs

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can be one of two things if they have a heightened vestibular sense then they would be

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incredibly seeking of it which means they're your upside down, restly children on the swing, laying

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upside down, doing bridges, doing cartwheels, flipping up and down that's that they're your

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vestibular seekers but also you can have vestibular avoiders so these are children

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that struggle to walk upstairs that feel a bit unbalanced and struggle to sit back on their seat

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without you know looking back and looking a bit nervous and really feeling if the chair's there

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they trip up they fall and they're a bit nervous and unbalanced so via saying with

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vestibular sensory issues I wonder if they are seeking it or avoid it or vestibular avoiders I wonder if which one you mean there but either way I would if they're seekers I would be meeting that need regularly

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with regular sensory breaks that meet that upside down climbing swing nest swings are fantastic rolling

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on the floor like sausage rolls all those kind of things to get that vestibular seeking and then

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that will heighten them so then do some grounding and calming afterwards before going back into class

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if they are vestibular avoiders so they're a bit nervous about that then it is about spotting them

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and and then slowly building their confidence it's about having support systems in place so like hand

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rails and steady chairs heavier furniture so if they lean on them they don't wobble all of those

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kind of things and and gradually walking around it could also be linked with if they're a bit

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unsteady it might just not be just vestibular it might also be vision as well or proprioception

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and so for vision you can masking tape or tape lines or spots to the ground to help with transition

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and guiding and that might help them navigate their way when they're transitioning if they've

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got proprioception needs that is lots of grounding work so maybe heavy things might help them feel a

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little bit more grounded in their bodies in to be able to walk but also having lots of movement

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breaks again deep pressure squeezes jumping anything that's hard that makes helps them to

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know where their body is helps them feel is centered in their body because proprioception

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makes you not really sure if you're not you know looking where your arms are where your legs are

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and you feel a little bit woozy so anything kind of weight or grounding jumping tiptoe walking

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clapping all those kind of things that help you tell where your body is will probably help with

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their gross motor as well what's the reason behind special education kids who scratch and bite in the

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early years so scratching and biting is a classic get out of my space because what do people do when

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you scratch and bite them they don't want to play with you anymore the way to support that is to

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give them a safer and more appropriate way of getting space so it might be that you're create

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you've created a space in the classroom a little den it could literally be a blanket over their

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table it could be a pop-up dark den or a pop-up tent it could be like i was just saying earlier

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about wall dividers they've got their own safe space it could be that it's a safe place that

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they can go to at any time when they need to some children like outside as well and then maybe having

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a visual as well of i need a break or i need space and something they can use and have on them and

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that it's honored because we'd way rather them communicate in that way than be scratching biting

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hitting hair pulling another reason and it's often linked with this is they like they enjoy the cause

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and effect of it they like the reaction and it might be the only interaction they get with their

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peers even though it's not a positive one it still might be reinforcing and being meeting that social

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interaction need they have so it's also about modeling interactive games with their peers

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that are far more safe and appropriate that they could play and initiate with them something like

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tag works really well because they're still having that grounding input of having impact on the

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child but it's a known game and the child won't be offended by it and will reciprocate the game

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and they can then play together but that that takes lots of adult modeling and support to do

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that with um high support needs children so yeah have a look at those kind of things it's again the

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cause and effect as well maybe talk to your children um not to have such a big reaction which is so hard

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in the early years but certainly for the adults to not have such a big reaction on the negative or on

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the hurting behaviors but have a really big and elaborate and exaggerated response to when the

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child initiates an interaction in a safer way so that that cause and effect happens for more safe

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and appropriate behaviors um does secured a role as a class teacher in an autistic base fantastic

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but congratulations any tips for first time working in this setting yes listen to your ta's your ta's

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will be your gurus because they will have worked with the children before especially if you're

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starting you know from january they'd have worked with them for at least 12 weeks maybe even years

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before you step in so don't feel like you have to walk in stamp your feet make them make your mark

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known and you know and make changes listen to your staff listen to what's going well in the classroom

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listen to what's not going well in the classroom and work together collaboratively from that point

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on there might be things after a few weeks that you want to initiate and embed in the classroom

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because you've seen things and you think of a better way of doing things or something you want

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to try then fantastic but initially when you first walk in you're actually the student and they are

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the teacher and you can just learn so much from them my teaching assistants dragged me first

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through the first year or two of my teaching when i first trained and i learned so much so yeah go

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in with no ego and they will they will guide you through also say yes to any training you're offered

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even if it doesn't feel relevant at the time it might be one day or with one student so yeah just

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say yes to every opportunity for training work closely with professionals that are within the

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school so maybe you've got occupational therapists or physios or speech and language therapists or

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educational psychologists and nurses that you might be working alongside so ask all the questions

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and just soak in all of their knowledge like a sponge that's the only reason i know what i know

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oh hailey is here hello hello i'm so pleased you're here because i was doing my best to answer these

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early years questions but the fact is i said this right at the beginning i've never worked in an

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early year so i know what good practice looks like for high support leads in a specialist provision

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but that's why i want you here because this really isn't my specialty and i really want to hear from

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you you've had loads of posts recently about high contrast about um vision impairment about sensory

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needs so does that give a clue as to what your class is looking at like right now maybe explain

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a little bit about um yeah your class and what you do because i know you've been in the space

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for a long time yeah definitely so um this cohort of children is kind of like no other we are very

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much on learning and i've just been watching you as well so like learning what we're doing right

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now and taking all the advice that we can so i have a particular child um in my own class that

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um is visually impaired um and they are blind so there are lots of different and again i'm still

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learning so many different types of visually impairment and i never knew about so um my

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particular child um has only got light perception so if you imagine your eyes closed that is then

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what they see so they can see shadows and things like that we also have another particular child

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in our cohort that is has a visual impairment but again that is why we are then looking at

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the high contrast and things like that so they have a nice stigma as well as a couple of other

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things as well and so it's all about learning what we can and making those adaptations and again

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we all know what school budgets and things like that are like so what can we change and what can

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we do that's kind of on the cheap and trying to work things out what we've already got right now

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it seems like you're really embracing it though and actually like it seems like you're quite

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enjoying like this new skill that you're learning which i love there's so many things like i'm

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learning braille at the moment and i've got no idea you know there's so many i think when we teach

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to um like teachers and other people phonics i think that we could teach them you know when you

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sit well when you see phonics they always say like i have some squiggles on the screen and then they

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they sort of say like okay so this squiggle means and this squiggle means right read this

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sentence and you're obviously you're going to go i don't know what that sentence means but i actually

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think that they could use braille instead because so there's again i'm just gonna share what i know

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there are six cells in braille and that's it so we're using braille is very very tiny so we're

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using things like paint trays and tennis balls egg cartons and pot and ping pong balls and things

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like that to recreate the cells and they all where the cells are placed where the balls are

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means a different sound or it also links like is also number one but you need the number character

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of braille before then the number to know that that is one not ah and just like all of that i'm

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in a whole new world that whole language isn't it and i'm just you know i just think teaching you

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know you never know everything i always think you can just embrace more of what we we learn about

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and again i'm still learning the things of these vi children and the vi team we've got amazing

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support coming in to help us out i didn't know that there's braille lego that you can get as well

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exciting yes doing we've got braille lego we've got yeah just so many different resources

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i'm really excited we've just ordered a chameleon reader so it's a pen that you can get and it's

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got um stickers alongside it so you can stick into any object any book is what we're looking at doing

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and then you record what's on that sticker so then it means that the child will be able to feel for

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the sticker and click it along to the pen and then they'll be able to embrace stories and reading a

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lot more and also with that they'll be able to build in those social skills to go and share a

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story with somebody else as well so i think that's again a really important aspect that we're trying

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to do that's really great and also embedding the love of learning like you are with all your

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like you are with students as well yeah i know you posted about um the living paintings as well

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recently you guys gonna say have you have you accessed that yeah yeah definitely and like

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there's a whole list on there and you can just access so many different things and have that

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whole inclusiveness as well that then this month is blindness awareness month so as a school we've

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celebrated blindness awareness month and i've done some assemblies on it every class is doing some

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different activities and learning about the children that we have in school and ensuring

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that we're just celebrating that and it can be a simple because that is inclusion isn't it like

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everything you're describing is absolutely inclusion it's not just making reasonable

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adjustments which is what you're doing it is celebrating the amazing world that is this and

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not only within your class but in the whole school is so exciting to me to hear i just think that

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there's the main thing to take away from it is that anything that we're doing to support these

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children doesn't just support these children it supports all children so it can only benefit

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all the children that that we have the high contrast it only benefits all the children

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that we are exposing different like we're adding sense to our play dough and things like that that

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can only support and help all the children as well yeah because some of your learners may not

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have visual impairment but they might learn through touch or learn through doing or you know be more

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physical learners kinesthetic learners so yeah you're exactly right or might be like find it

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easier to listen to the story or feel the story or you know whatever it's not gonna hurt is it

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yeah definitely but that's your visual impaired learners have you got any other complex needs or

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high support needs in your class as well yeah we do so we have um another particular child that is

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has currently got an ehtp but we're currently having a look at diagnosis at with them so we've

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got physios involved ot's involved speech and language involved as we do all the all the

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professionals that you take advice from and that we are probably going towards a cerebral palsy

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diagnosis and probably as well as other diagnosis as well so again learning from new how to put on

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splints and things like that and lots of growth motor and fine motor stuff as well yep um they

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currently don't walk as well so um we're in the process of trying to get them a wheelchair we're

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in the process of trying to get them a standing frame this is what i was saying right before you

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came on the early years because they haven't necessarily got the htp or they haven't got the

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diagnosis or they haven't got that support in place yet they're not in specialist provision or

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whatever like you're in the like you're in the trenches sometimes aren't you like starting

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everything with also starting with parents like often by the time they come to us the parents are

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so reassured and like know what their child is has whatever that we don't ever have to have that

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conversation with the parent for the first time because they've been fighting for it for years

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before they even come to us do you know what i mean then all that shock factor all of those

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conversations has kind of gone whereas you are dealing with it like from the forefront you like

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early years at the nursery and reception i think it's really hard as well because we've got these

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particular children that actually parents are really on board with and they're very accepting

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and you know how can we provide what they actually need and we have these reasonable adjustments but

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there are also children within our provision that actually might not be so on board and actually we

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need to start that slow process of you know are they meeting developmental goals and actually we

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want the best for them we're on the same team and actually what can we do to then support them

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support you at home and work together so that they're not reaching those milestones if there's

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nothing else no one else to compare them to right yeah i've had parents before who have had a

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disabled older sibling but have had no idea how disabled their younger sibling was because in

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their comparison is relative isn't it so they were you know they were there speaking they're

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making yeah they do massive readings like they are working at three years below where they should

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you know but they just didn't know so it's it's about having those conversations as well isn't

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it and and kind of and you just have to kind of sometimes just tread carefully and bring it up

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and you know use your like evidence within this and sometimes it's quite good i really dislike

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the typical like ages and stages of things yeah because you know children don't all learn like

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that in one straight line they do this they do this they do this it doesn't work like that so

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what i like to do is sometimes sit down with parents take that all away and sort of like hide

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those ages and stages and just go through with them like where do they think they're at and what

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are we seeing at school so then we can then like take those ages and stages then re-look at them

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to then see okay so what where are where is the child in ages and stages and where are they actually

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showing us um no that's really helpful because yeah otherwise how would they know

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yeah that's really interesting we had a question it's not it's a question i get a lot about

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continuous provision um of it like i'm a firm believer in continuous provision i'm an incredibly

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creative person i get it i totally get it but i hear lots of teachers coming to me with they have

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an autistic learner in their class or you know one with you know sensory regulation needs that

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finds it incredibly overwhelming to have you know everything out or to have things out and there's

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lots of throwing eating tipping pouring have you come across that and how how do you manage that

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within your room and what are your thoughts around that because i i have mine so my advice was

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create a safe you know clutter free environment for them to go back to and reset and go again

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but i know it's not as easy i've seen it i'm attached to amazing school i've seen children

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that tear displays rip poor poor tip out and it can be incredibly disruptive can't it so and

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breaking children's work you know it can be really difficult so yeah have you seen it and and how

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what do you do absolutely you know in early years you kind of like you said before you kind of see

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everything you kind of see a bit of everything so again at this cohort right now we've got a

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particular child um who loves to rip things so it's about trying to what can they rip and what

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can't they rip and then trying to teach that child of if they start ripping then bringing them over

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to that safe space so this is where we can rip and once they've got that particular rip that they are

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looking for yeah now we can come out and we can access that provision again yeah previously i've

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had a child with picker before so lots of eating mouths and different objects and things like that

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so again i think it's really important to when we look at things like messy and sensory play

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is that appropriate for them and i'm yes we need to be aware of poverty and food play and things

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like that as well but actually if our children are mouthing everything what is safe for them and what

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isn't safe for them and that balance between it and one thing we did with that particular child

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they used to like lots of like the little tiny like stones like pebbles and rocks yeah and mild

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those and it was about finding um something that we can trade out with them so if they were to give

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you the rocks or anything what's the texture like of a rock so it's quite like solid and things like

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that it could be quite crunchy so are they accepting that into a cheerio for example yes i was going to

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say dry cereal or something like that yeah what's acceptable what's not is there something that

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actually um it needs to be of a similar texture so it can't be completely something if they're

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eating sticks i'm not going to give them some jelly yeah it's a completely different texture

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it's probably what we've been um what we've been advised about what we've been advised about is

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ensuring that it's that similar texture because that's what they're looking for that sensory need

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of that but yeah but yeah we we've had swiping off the tables and everything's gone we've had

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you know ripping up children's work and it's that again that understanding within your class of

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acceptance and children learn differently and no that's not okay they've come and ripped your

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work or anything but this child might need a little bit of extra help or anything and it's okay

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so it's modeling that acceptance isn't it through your reaction because your other children are

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going to be looking to you on how to react on this aren't they so validate their feelings

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validate you know i know you worked really hard on that and that's really sad that that's broken

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isn't it you know and then and then start that conversation that way to validate them but also

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children are incredibly wise actually on difference and they do get it even these little

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these in your class don't they they do get it they see it and they can be incredibly kind and

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generous with their um with their uh forgiveness can't they but it definitely comes from adult

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modeling first i think if adults are even if they're trying to hide it i think children are very

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can you know read very acute emotions and if you're underlying frustrated or anxious about

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something i feel like they're going to pick that up and and kind of replicate that as well become

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frustrated and anxious themselves yeah i think it's just you know the like you say like validating

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their emotions and then actually oh well never mind let's make another one you know moving that

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on yes or how can we fix it can i help you yeah should we get some tape or what can we do to

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you know solve this problem now and kind of looking at it then that way but not skipping over that

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validations of emotions as well because it is valid that actually so they've been working on

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for a long time has been destroyed and it's okay if you're feeling sad and it's okay you know if

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you're upset about that how can we now change that around sort of thing um or should we put it back

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together and take a picture of it shall we photocopy it yeah those sorts of things as well so actually

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we've kind of recreated that um images as well i really love that idea because it makes it more

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permanent doesn't it and maybe take if you know that a child rips maybe uh taking a picture of

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it really quickly yeah you've got that and we've had things like this particular child who um

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loves to rip things like displays and things like that and i know you've shared before like using

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material and things like that another thing that we've done is use um like a pvc plastic over the

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top of boards and velcroed it yes so actually if you're if like the backing will be safe if

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it's material but actually the work on it that could get ripped as well so actually we pull down

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the plastic behind it put the paper and displays up and then put the plastic because if then that

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child rips it that's velcro that they're ripping and we can just easily stick that back down

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nothing's broken nothing's got damaged yeah there we go that's a really great idea and also um

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children that i don't know spray water or you know spray their drink or whatever it's just

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safe from all of those those wet materials as well isn't it oh little icky children i love it

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i love it it's never boring is it no day is the same absolutely i love it somebody has said have

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you got any top tips for a trainee in a non-subject specific class i can imagine it's yeah very i mean

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i mean that's that is what early years is isn't it it's it's all uh all subjects can be met with

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every activity pretty much can't it yeah so so what does i suppose what does that look like as far as

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um uh like what your day looks like and what kind of activities do you kind of are your every go-to

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activities i suppose so i always think that we kind of go with our strengths so i love maths

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i'm personally i'm dyslexic so i think one and one always will add two but the whole we like a before

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e except after c but not in this word or that one well doesn't make sense to me so i'm always drawn

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to you know the maths learning and things because i think it's very hands-on it's very tactile we can

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you know explore in different ways and things like that quite creative and fine motor i like as well

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because i'm a big believer in ensuring that we've got the skills before writing so i do a lot of

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work with our parents and with um teaching the parents that actually how to help them write is

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it by sitting down and getting them to write letters and letters and letters it's actually

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by going to the park and riding a bike and going on a scooter and all of those big arm muscle

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movements first of all and then bringing it to the final to me is that a common problem because i have

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i have in-laws and and siblings with three-year-olds and they are obsessed with

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pencils writing and i'm like no don't play in mud you know use pegs play in the kitchen um don't do

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that you don't need to do that yet you know do dances and practice moving your body um absolutely

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i think it's just a typical thing that people associate school with sitting down and writing

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and learning in that sense it's a lot of the work that we do when the children first start and

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we have our meeting coming up really soon all the way beginning of next year's cohort we then have

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a meeting in may we then have one in september once those children have their places but again

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starting it from that point of in our school in early years we are play-based what does that

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actually mean you know it's not that we have they just what do you do all day i just play

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because of course that's what your children are going to do they don't know that they're actually

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learning these skills or practicing these skills that they're actually doing everything we have

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out has a purpose for their learning and it's so cross-curricular as well nothing is just this is

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math and this is only going to be math so it's all so different cross-curricular and it's kind of

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teaching the parents that and that is still learning we give them a whole list of different

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activity ideas that they can do that is learning in math that is learning in writing and things

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like that as well yes we obviously have phonics lessons the children take home little phonics

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cards so they can practice that and again we have an activity pack that goes home with every child

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and it is not you know sitting down what's this flash card what's this flash card absolutely yes

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they are mini sounds but actually go and put them on the stairs and then stamp on the stairs as you

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go along put them in different corners and then can you run to the at sound can you run to the

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sound and the sound splat and i always say like get the children to teach you as much as you teach

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the children because 100 like we've all had to learn phonics i had to learn phonics when i was

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trained to be a teacher i didn't know it before and i'm not assuming the parents know that either

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right yeah so the children are the experts really aren't they and otherwise they could have some

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like yeah difficult practice um on this on all these cross-curricular amazing ideas i can see

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your book behind you do you want to do a little uh pluggy plug of your book which looks incredible

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by the way so you've broken it down into the cross-curricular subject the earlier subjects

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haven't you yes so this is my book it's called play all the way it's available on amazon and in

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00:38:29,040 --> 00:38:34,960
it it kind of shows you my journey so my journey i was a nursery nurse i've been a one-to-one ta

392
00:38:34,960 --> 00:38:40,720
i've been a ta i then trained to be a teacher i did my degree whilst working full time and then i was

393
00:38:40,720 --> 00:38:45,760
in nursery um in my current school and then i moved through to foundation took over as early

394
00:38:45,760 --> 00:38:51,760
as lead three weeks before lockdown um so that was an interesting time and then i've been in

395
00:38:51,760 --> 00:38:56,240
foundation since so i've been teaching only seven years but i've got like quite a big range of

396
00:38:56,240 --> 00:39:00,480
different experiences within early years during that time and and it kind of goes through my

397
00:39:00,480 --> 00:39:06,720
journey it breaks down really what's the statutory framework what's not statutory framework it then

398
00:39:06,720 --> 00:39:12,080
goes into the areas of learning and of course i love a rainbow so everything is color coded

399
00:39:12,080 --> 00:39:17,680
i love it so you can easily see that if you want an activity idea that's psed you can go to the

400
00:39:17,680 --> 00:39:24,000
red section and then all of those activity ideas are to do with psed so if you want communication

401
00:39:24,000 --> 00:39:29,440
and language it's orange if you want um physical development it's yellow because again my dyslexic

402
00:39:29,440 --> 00:39:34,000
brain just works like that i love that i love it just makes sense to me i love that and there's

403
00:39:34,000 --> 00:39:38,640
loads of pictures in there of your activities isn't it it's all broken down really easy so if

404
00:39:38,640 --> 00:39:44,480
there's any early years teachers or trainees that are struggling to think of ideas you know you're

405
00:39:44,480 --> 00:39:49,040
going for the flashcards you're going for the pencils and paper and you're not really you know

406
00:39:49,040 --> 00:39:53,680
you're mind-boggled and a bit overwhelmed by pinterest because sometimes there is just too

407
00:39:53,680 --> 00:39:59,200
much choice and actually it's not realistic let's face it it's actually for the photos and not for

408
00:39:59,200 --> 00:40:05,280
the children then this book would be perfect wouldn't it because it's all broken down and it's

409
00:40:05,280 --> 00:40:11,200
real you're actually doing these things so i'm all about i'm all about just recreating those like

410
00:40:11,200 --> 00:40:16,960
really simple about effective learning ideas it doesn't need tons of resources it doesn't need

411
00:40:16,960 --> 00:40:21,840
loads of expensive things as well it's about recreating these activity ideas something that

412
00:40:21,840 --> 00:40:26,080
you can just pick up and use as inspiration you don't have to recreate the same thing of course

413
00:40:26,080 --> 00:40:30,480
you can do but you can take it when you're just a bit stuck that day you're thinking i don't really

414
00:40:30,480 --> 00:40:34,560
know what to do around this learning objective oh i'll pick up this book flick through it oh

415
00:40:34,560 --> 00:40:38,640
that's a great one right i'm going to take this element of it but change it into this sort of

416
00:40:38,640 --> 00:40:43,840
part instead so again yeah sometimes you just need that starter don't you because often well

417
00:40:43,840 --> 00:40:48,960
especially like a first thing on a monday or last thing on a friday you have nothing left and

418
00:40:48,960 --> 00:40:54,480
certainly no creative flare left sometimes i just stare into the abyss and just like and just hope

419
00:40:54,480 --> 00:41:00,080
that something comes to me and um and it really does and i have to just go home and sleep on it

420
00:41:00,080 --> 00:41:05,120
but if you grab that book then at least you know you're not starting from scratch and you can be

421
00:41:05,120 --> 00:41:10,640
oh yeah of course of course i could do that and and then uh and start creating that way absolutely

422
00:41:10,640 --> 00:41:16,800
i just think pinterest is is so overwhelming and like you say it's not realistic we're not going

423
00:41:16,800 --> 00:41:21,680
to be creating these of course we all have wonderful classrooms but the reality is if only i

424
00:41:21,680 --> 00:41:25,280
could take bring my phone into school and show you what an actual day looks like or what my classroom

425
00:41:25,280 --> 00:41:30,480
looks like during provision time of course there's toys on the floor and there's scissors i left over

426
00:41:30,480 --> 00:41:34,480
here and there's bits of paper everywhere because this is a really realistic classroom

427
00:41:34,480 --> 00:41:39,520
so it's things that you can actually pick up and do whether that's at home or whether that's at

428
00:41:39,520 --> 00:41:43,680
school as well they're really easily you can recreate them really easily yeah i was talking

429
00:41:43,680 --> 00:41:47,280
about pinterest and the whole social media side of things you've been on social media for a while

430
00:41:47,280 --> 00:41:51,680
haven't you because i remember following years ago uh do you know what you used to do when you

431
00:41:51,680 --> 00:42:00,560
started i started in 2018 yeah i was i was an nqt when i started so i actually started um because

432
00:42:00,560 --> 00:42:07,280
when i when i joined my school there was no early years leader and i was an nqt in nursery

433
00:42:07,280 --> 00:42:14,720
in foundation there was an nqt and um a um teacher who had been there one year and we were kind of

434
00:42:14,720 --> 00:42:20,400
just in there and off you go so i was setting up different activities and things like that

435
00:42:20,400 --> 00:42:23,360
and i was like i don't know if these are good activities are they going to like them are they

436
00:42:23,360 --> 00:42:28,240
not am i going to remember them so i just started taking pictures with my phone and i was like yep

437
00:42:28,240 --> 00:42:32,880
this is a good one keep this one if it didn't work delete that one and then i kind of got a bit fed

438
00:42:32,880 --> 00:42:38,240
up with them all of my stored on my phone so that's actually why i started um instagram and i was

439
00:42:38,240 --> 00:42:42,400
literally like at least they can be stored there i can read look back over them that's been a great

440
00:42:42,400 --> 00:42:48,400
journey yeah it's pretty clear i think mine was kind of similar but i felt like no one ever came

441
00:42:48,400 --> 00:42:54,240
into my sensory room and i was putting in all of this effort and none of the parents ever saw it

442
00:42:54,240 --> 00:42:59,200
because we weren't doing ipad photos or evidence at that time so none of them saw it um none of the

443
00:42:59,200 --> 00:43:04,000
slt cared enough to come in none of my colleagues were coming in i thought i'm putting in all this

444
00:43:04,000 --> 00:43:09,360
effort i want to share it with someone for a bit of a pat on the back i did a similar thing i was

445
00:43:09,360 --> 00:43:14,320
taking photos of stuff anyway but i was like i want people to see this because i think this is a really

446
00:43:14,320 --> 00:43:18,880
good idea and i want to get the phrase looking back that's what it was and that was in 2015 so

447
00:43:18,880 --> 00:43:23,120
similar time to you really and yeah that was called our sensory kids back and it's sensory

448
00:43:23,120 --> 00:43:27,440
classroom now but yeah i did it i did it genuinely just so that people could tell me what a good job

449
00:43:29,680 --> 00:43:36,880
it's so much effort and time and money and resources and energy into it that i knew it

450
00:43:36,880 --> 00:43:40,800
was brilliant for the kids but then on feegin they couldn't tell me how amazing i was

451
00:43:42,480 --> 00:43:46,400
and then of course it stables and actually there were so many benefits aren't they because

452
00:43:46,400 --> 00:43:53,280
i was never expecting the community that yeah i didn't know like teacher gram was a thing it was

453
00:43:53,280 --> 00:43:57,200
only when i joined and then oh i followed that person and then more people come up and then

454
00:43:57,200 --> 00:44:01,440
you know sort of builds and things like that and i just think it's this amazing incredible place

455
00:44:01,440 --> 00:44:06,480
it's one of the first um places that i always say to people so i in my school also need all of the

456
00:44:06,480 --> 00:44:10,960
teach training and all of the ects in my school too it's one of the first places i say like have

457
00:44:10,960 --> 00:44:15,840
a look on instagram instagram will give you realistic pinterest basically is what i call it

458
00:44:15,840 --> 00:44:20,960
so if you can search hashtags you can if you know of certain account and things like that obviously

459
00:44:20,960 --> 00:44:25,840
you can look them up but you can search a topic you can search you know if you want a particular

460
00:44:25,840 --> 00:44:31,520
um fire motor skills or if you want a particular bonfire night activity and just look through all

461
00:44:31,520 --> 00:44:36,960
of those pictures again i'm quite um a visual learner so i need those visual pictures to be

462
00:44:36,960 --> 00:44:40,800
like oh yeah that works really well oh i really love that but i think that's why

463
00:44:40,800 --> 00:44:45,680
interest Instagram won't say well particularly is because it is so visual isn't it it is picture or

464
00:44:45,680 --> 00:44:51,440
video first and i feel like the people that go into teaching especially those early years or

465
00:44:51,440 --> 00:44:58,880
special education stages i feel like they're incredibly creative and practical and like to do

466
00:44:58,880 --> 00:45:04,640
and create and make and i feel like instagram like scratches that itch perfectly doesn't it

467
00:45:05,200 --> 00:45:09,920
yeah absolutely and it's just grown into one of those things that i'm just i'm so incredibly

468
00:45:09,920 --> 00:45:14,480
grateful for obviously we had lockdown that's where i grew the more i've been able to work with

469
00:45:14,480 --> 00:45:19,840
fantastic brands i've been able to write my book now um i've been able to build a business and

470
00:45:19,840 --> 00:45:24,160
with my teacher best friend and everything and just support those teachers around us and things

471
00:45:24,160 --> 00:45:28,960
and i just think again sometimes you might not want to speak to somebody in your school because

472
00:45:28,960 --> 00:45:32,960
you might feel a little bit embarrassed or something but talking and reaching out to somebody that

473
00:45:32,960 --> 00:45:36,800
you kind of don't know but actually right i'm just gonna reach out and ask those questions

474
00:45:36,800 --> 00:45:41,680
i'll always try and get through um my dms and help people if i can do and and things like that and

475
00:45:41,680 --> 00:45:47,680
it's just because i would want that of somebody as well so if i wanted to ask a question i would

476
00:45:47,680 --> 00:45:51,520
want somebody to be able to reach out back to me and we've all been there haven't we we've all been

477
00:45:51,520 --> 00:45:56,320
for that first interview we've all been we've all done an enqt or it was called an enqt year that

478
00:45:56,320 --> 00:46:02,720
then which is my eighth uh ect year we've all done like we've all been there so there's no

479
00:46:02,720 --> 00:46:09,280
silly questions because one we didn't know this either and actually also i am learning so much

480
00:46:09,280 --> 00:46:15,040
from being on here my practice has improved so much since i've been sharing again i only started

481
00:46:15,040 --> 00:46:22,480
this new account in christmas so less than a year and my god my practice has improved massively

482
00:46:22,480 --> 00:46:29,920
because i'm be able to learn from such experts in the field all across the world and take little

483
00:46:29,920 --> 00:46:36,880
bits it's like being on training like whenever i'm on my phone it's incredible i absolutely like it

484
00:46:36,880 --> 00:46:42,320
i still call like social media this is like cpd time as well for me because you you're taking

485
00:46:42,320 --> 00:46:47,040
those experts and you're looking at watching a video or you're taking some ideas or you've read

486
00:46:47,040 --> 00:46:50,720
a little something on the caption or something that that that's and you've asked a question or

487
00:46:50,720 --> 00:46:54,800
you've reached out to somebody else and it turns into this conversation and we're not experts in

488
00:46:54,800 --> 00:46:59,280
everything but we come to have our own little expertise but actually learn from each other i

489
00:46:59,280 --> 00:47:04,320
think that's what instagram does so well and with teacher grams sort of thing teachers on here and

490
00:47:04,320 --> 00:47:09,680
sharing ideas and that community it's not competition and it's you know sharing all of our

491
00:47:09,680 --> 00:47:17,520
ideas and and lots of you know year two to year six teachers have sen in their classroom so they

492
00:47:17,520 --> 00:47:21,760
will be looking to early years teachers or look into special education teachers for ideas because

493
00:47:21,760 --> 00:47:26,880
that's where those learners in their class are at you know they're learning that practical creative

494
00:47:26,880 --> 00:47:32,880
way well year four five six teachers aren't used to thinking in that way so they're going to be

495
00:47:32,880 --> 00:47:38,320
looking aren't they for ideas and that's where we're happy to help them aren't we yeah definitely

496
00:47:38,960 --> 00:47:43,600
and it's just it is because your early years people in your schools are the ones that have

497
00:47:43,600 --> 00:47:48,160
so many different creative ideas and it's go and visit them go and have a look what they do because

498
00:47:48,160 --> 00:47:53,680
early years is just like this unique place that actually is unlike usually any other unless you

499
00:47:53,680 --> 00:47:58,560
do provision in year one and year two but what is provision lots of teachers don't understand what

500
00:47:58,560 --> 00:48:03,040
provision is and what the children actually do and they just see that as like they're just independent

501
00:48:03,040 --> 00:48:07,200
they're just playing they don't get the whole purpose behind it and the thoughts and the

502
00:48:07,200 --> 00:48:12,160
considerations we've had to do i always say provision is so much harder to teach in

503
00:48:12,720 --> 00:48:18,080
than like if i was to sit down and teach my phonics lesson completely oh my god if you were just to

504
00:48:18,080 --> 00:48:25,040
lead structured group sessions it would be way less time and energy wouldn't it and so much easier

505
00:48:25,040 --> 00:48:33,040
to control and manage and yeah it's definitely not the easy way out yeah definitely that's by far i

506
00:48:33,040 --> 00:48:39,600
could totally say that but it leaders don't know necessarily what their subject looks like in early

507
00:48:39,600 --> 00:48:46,240
years ah so i always suggest that a an early years teacher an early years person should go with their

508
00:48:46,240 --> 00:48:50,960
subject leader and go and explain that to them but don't just explain it in the staff room go and

509
00:48:50,960 --> 00:48:55,440
show them that in practice as well so the things that you might be seeing in science could be this

510
00:48:55,440 --> 00:48:59,600
it could be this it could be this or you think let's go and have a look and then talk them through

511
00:48:59,600 --> 00:49:04,880
what you're actually seeing because they won't see what history looks like in early years unless

512
00:49:04,880 --> 00:49:09,600
they're going to sit there and see an input so in some schools then if they're a subject leader would

513
00:49:09,600 --> 00:49:15,200
they be expected to do the long term or medium term plans for early years or usually is that

514
00:49:15,200 --> 00:49:20,320
down to you guys they do so my school works a little bit differently in that but yeah a

515
00:49:20,320 --> 00:49:25,040
typical school would be you would have a subject and you would do that from early years until year

516
00:49:25,040 --> 00:49:29,920
six right um which i think is just crazy because as an earliest person i have no idea what they're

517
00:49:29,920 --> 00:49:33,840
learning in year six i don't want to tell them just the same as i don't want them to tell me how

518
00:49:33,840 --> 00:49:39,840
to run my early years what i'm going to be doing that would be the most um i get it because then

519
00:49:39,840 --> 00:49:44,080
you can see the progression like that's obviously why they're doing it because they want there to be

520
00:49:44,080 --> 00:49:50,240
a clear linear progression from early years to year six but you also want really high quality

521
00:49:50,240 --> 00:49:56,880
teaching and as higher expectations as you can offer for all children don't you so that it does

522
00:49:56,880 --> 00:50:02,800
it would make sense to me that you would work together i mean we're so separate and self-contained

523
00:50:02,800 --> 00:50:10,720
in my room um actually i just do all of it i just do the algorithm but yeah it would be good we should

524
00:50:10,720 --> 00:50:15,760
work more in my club in my school because obviously there's sen all throughout the school so there's

525
00:50:15,760 --> 00:50:20,080
no reason why they couldn't then access what i'm doing like that door is just like there just seems

526
00:50:20,080 --> 00:50:24,160
to be like a wall up but it's something i'm working on and something i'm trying to bang

527
00:50:24,160 --> 00:50:30,320
crams down it's really hard isn't it it's hard because people don't want to that is the unknown

528
00:50:30,320 --> 00:50:35,760
as well if i cross this line of like little children that like might touch me even and like

529
00:50:35,760 --> 00:50:40,880
they come and just stand there like like what are they doing it's so true if i ever get asked to like

530
00:50:40,880 --> 00:50:46,400
supply or cover year five or six i'm like i can't do that they don't sing nursery rhymes i wouldn't

531
00:50:46,400 --> 00:50:52,720
know what to do but i need to do it my way okay oh my god i would end up they just look at me like

532
00:50:52,720 --> 00:50:56,800
what are you doing is i'm like putting something exciting out of my bag or whatever i think they

533
00:50:56,800 --> 00:51:01,120
still love that though i think everybody's got this inner child that they would still be engaged

534
00:51:01,120 --> 00:51:06,480
they would still love that and i think that's kind of what's missing from older year group season

535
00:51:07,520 --> 00:51:12,960
but yeah maybe our school works completely differently so we have like teams of people so

536
00:51:12,960 --> 00:51:20,240
we have a curriculum person on the earliest team we have a couple of curriculum people on the

537
00:51:20,240 --> 00:51:24,720
key stage one team and a couple of people on the key stage two team they then work together

538
00:51:24,720 --> 00:51:30,800
on curriculum of our school so then for example if the big o was to come they would all be brought

539
00:51:30,800 --> 00:51:35,920
into that meeting to talk through how it progresses from early years into key stage one into and it

540
00:51:35,920 --> 00:51:42,400
goes on we're an all through school into secondary as well so even we had to talk through what year

541
00:51:42,400 --> 00:51:47,200
six looks like into year seven and then they go and explore obviously so what is that your age

542
00:51:47,200 --> 00:51:52,080
range then in your school and so we're over two sites so we've got a primary site and a secondary

543
00:51:52,080 --> 00:51:57,600
site and we do have a nursery but once they get their foundation place so once they're into four

544
00:51:57,600 --> 00:52:01,360
they can be with us they don't have to apply for another school until they're into sixth form

545
00:52:01,360 --> 00:52:07,440
oh that's incredible i didn't even know they existed yeah yeah and then we've got different

546
00:52:07,440 --> 00:52:10,960
other teams so we've got like a pastoral team again that's split between the different

547
00:52:10,960 --> 00:52:17,920
key stages so that's pastoral so safeguard and behavior we've got another um scnd inclusion team

548
00:52:17,920 --> 00:52:22,320
so again that's split between the different key stages and it just means that it's definitely

549
00:52:22,320 --> 00:52:27,520
yeah it just means that it just seems a lot more coherent we haven't got i haven't got a year six

550
00:52:27,520 --> 00:52:32,080
teacher telling me how to teach computing or something like that i'm like you don't know

551
00:52:32,080 --> 00:52:36,320
what for you is old to need to know and i don't know what they need to know right and then it

552
00:52:36,320 --> 00:52:41,280
just ends up a bit blah doesn't it because you just you're not inspired you don't know

553
00:52:42,400 --> 00:52:47,760
yeah that makes sense that does make sense it makes me feel like from what you've said i think

554
00:52:47,760 --> 00:52:53,760
my main student do it like one person is just the math lead and they do it for the whole school so

555
00:52:53,760 --> 00:52:58,000
that's interesting because i think yeah i've never really understood it yeah i think it's really

556
00:52:58,000 --> 00:53:03,280
important because does that person well one usually you're given given a subject it doesn't

557
00:53:03,280 --> 00:53:08,240
matter if you're you really like that subject or not it's you could be going into a new school and

558
00:53:08,240 --> 00:53:12,320
you're given you're given maths but actually i don't really like maths and i don't know what

559
00:53:12,320 --> 00:53:16,640
i'm doing or something like if i was given english as an example i wouldn't know what they need to

560
00:53:16,640 --> 00:53:20,000
be learning and i don't feel confident in the subject so why would i feel confident going to

561
00:53:20,000 --> 00:53:24,800
tell each different year group what they need to be teaching and going to monitor that are they

562
00:53:24,800 --> 00:53:28,080
doing the right thing is that curriculum right am i doing what's bringing a different scheme

563
00:53:28,080 --> 00:53:31,680
yeah because i wouldn't i wouldn't even have the first idea it's not something that you do in

564
00:53:31,680 --> 00:53:36,080
teacher training it's not something at all in your 82 years or anything you're just kind of

565
00:53:36,080 --> 00:53:40,720
put in a school and kind of expected to know those things yeah it's true it's really true i

566
00:53:40,720 --> 00:53:47,360
remember i remember when i first started um i almost fought for to be um leader in the create

567
00:53:47,360 --> 00:53:54,480
creative subjects so i was like it's all i know i'll do dance art and drama um i can do those ones

568
00:53:54,480 --> 00:53:59,760
yeah and even subject leaders you have quite often more than one subject so you're not only leading

569
00:53:59,760 --> 00:54:04,240
like just maths you might be leading maths and you might be leading computing and science or

570
00:54:04,240 --> 00:54:08,880
something like that you think how can like we say like we're not experts in everything how can we

571
00:54:08,880 --> 00:54:14,640
be experts in those subjects as well as if we're teaching early years yeah yeah it's so true and

572
00:54:14,640 --> 00:54:21,680
yet that that ask is often on teachers and it is such a it's such a big workload isn't it to add

573
00:54:21,680 --> 00:54:28,800
on to what already is a lot of work isn't it yeah it really depends on the school as well what the

574
00:54:28,800 --> 00:54:34,400
expectation is of subject leadership and things but i'm very happy the way that we do things

575
00:54:34,400 --> 00:54:40,320
yeah at my school with that it kind of makes sense it kind of uses people in their expertise

576
00:54:40,320 --> 00:54:46,160
in what they feel passionate about as well we do lots of peer observations on each other as well

577
00:54:46,160 --> 00:54:51,760
and my part of that is not only part of curriculum as well as well as somebody else but also part of

578
00:54:51,760 --> 00:54:57,520
leading the ITT and ECT stuff as well so i'm sort of a lone wolf in that but sort of again i get

579
00:54:57,520 --> 00:55:01,840
other people i will take them on learning walks around the school and what am i seeing in different

580
00:55:01,840 --> 00:55:07,600
people and then talk through a lesson of somebody but i think that's really important that sharing

581
00:55:07,600 --> 00:55:13,040
of knowledge and things yeah definitely and picking that specialist thing i guess is it

582
00:55:13,040 --> 00:55:21,120
quite a big score is it like a three four mentoring yeah as is like one and a half sometimes or even

583
00:55:21,120 --> 00:55:26,160
you know one and a half for mentoring so that would be difficult wouldn't it i feel like maybe

584
00:55:26,160 --> 00:55:33,360
that's why yeah it's funny isn't it how schools work so incredibly different like from literally

585
00:55:33,360 --> 00:55:37,680
five minutes down the road it would be just completely different curriculum completely

586
00:55:37,680 --> 00:55:44,720
different subjects how it works and even we're part of a trust even within our trust we've got

587
00:55:44,720 --> 00:55:49,680
different phonics schemes we've got somebody else teaching differently to their year six

588
00:55:49,680 --> 00:55:54,400
because we're teaching not to sats we're teaching to our secondary school we want them

589
00:55:54,400 --> 00:56:00,480
for long-term success and things so even within that even though that all of our tends to be all

590
00:56:00,480 --> 00:56:04,880
of our trust schools will go to our secondary school yes people still have different curriculums

591
00:56:05,680 --> 00:56:09,360
wow and then interesting it'd be interesting to see the data on that wouldn't it about the

592
00:56:09,360 --> 00:56:13,520
phonics schemes and like you know if there's an overall what phonics scheme do you use

593
00:56:14,160 --> 00:56:21,040
read write do you yeah it's standard isn't it yeah yeah mixed feelings there but yeah

594
00:56:21,040 --> 00:56:27,840
yeah i agree i feel so i um support phonics for key stage two as well as part of my school

595
00:56:28,400 --> 00:56:35,120
and for the dyslexic students who um read write inc still hasn't worked for when they're year four

596
00:56:35,120 --> 00:56:40,160
five six you know there's just certain students that often they're sight readers um that they're

597
00:56:40,160 --> 00:56:44,240
just they're not progressing they progressed initially and then they didn't progress past

598
00:56:44,240 --> 00:56:49,440
year one or two and i'm working with those with a dyslexia company to kind of unpick that and

599
00:56:49,440 --> 00:56:55,040
find other ways that they might like to learn it's so interesting like seeing the mainstream

600
00:56:55,040 --> 00:56:59,840
key stage two children that way because i never work at that stage or level so it's been really

601
00:56:59,840 --> 00:57:05,520
interesting that to work at that part of send really um and work out all the all the different

602
00:57:05,520 --> 00:57:11,360
reasons why they might not be reading but yeah i'm yeah it does seem to be the flavor of the

603
00:57:12,080 --> 00:57:17,120
month doesn't it but i know when i trained it was all about jolly phonics and then it was all about

604
00:57:17,120 --> 00:57:22,800
you know um it's wonder and they're left to land was before that you know there's always a flavor

605
00:57:22,800 --> 00:57:27,600
isn't there and there'll be something else yeah there's pros and cons obviously two different

606
00:57:27,600 --> 00:57:34,720
schemes and things like that a definite pro is there's set routines every lesson is exactly the

607
00:57:34,720 --> 00:57:40,800
same but it does mean that once you're trained i can go into any lesson of any book um any level

608
00:57:40,800 --> 00:57:46,560
and i can go and teach that so it means for a cover sense and if i'm out of class that i know

609
00:57:46,560 --> 00:57:51,040
i can leave i don't have to get all different resources and talk through the lesson they know

610
00:57:51,040 --> 00:57:57,360
how to cover that um pros and cons as well with that because because each session is the same

611
00:57:57,360 --> 00:58:03,920
it reduces the cognitive load of that but for me also it's quite boring because you're teaching

612
00:58:03,920 --> 00:58:08,720
the same thing um and like the same routines in the same day it's just a different sound for example

613
00:58:08,720 --> 00:58:14,400
and things but yeah we can make it a bit more fun exciting we have to stay to the scheme but yeah

614
00:58:14,400 --> 00:58:20,080
yeah yeah phonics is an interesting one in my room i've tried all sorts with my autistic learners

615
00:58:20,080 --> 00:58:24,560
typically they read they learn through phrases or whole words like that's what they naturally want

616
00:58:24,560 --> 00:58:32,560
to do um and a couple of them have progressed through with phonics but lots haven't i've just

617
00:58:32,560 --> 00:58:36,800
been doing lots of experimenting over the last like four or five years trying to joddy phonics

618
00:58:36,800 --> 00:58:40,640
thinking oh the actions of the songs you know maybe that will entice them and they really like the

619
00:58:40,640 --> 00:58:45,040
actions of the songs but it didn't help them read and so there was that and then we did sensory

620
00:58:45,040 --> 00:58:51,200
stories through phonics and that was again fun and got their engagement but again it didn't help

621
00:58:51,200 --> 00:58:56,560
them to read um and i did a bit of read write ink but through made my own interactive games to do

622
00:58:56,560 --> 00:59:01,680
with the sound and again they enjoyed it but it didn't help them read and now i've just succumbed

623
00:59:01,680 --> 00:59:10,080
to i'm going to teach them why am i slogging teaching them how other children learn now i

624
00:59:10,080 --> 00:59:14,640
should actually just teach them how they learn so we've gone whole words we've gone phrases we've

625
00:59:14,640 --> 00:59:21,600
gone you know and um sight words call words and and i'm seeing some really good progress so maybe

626
00:59:21,600 --> 00:59:26,320
all along i should have just listened to myself i'm mixed with phonics though because i'm still

627
00:59:26,320 --> 00:59:34,800
an advocate for phonics first i do i i can see why only learning 44 sounds to read everything

628
00:59:34,800 --> 00:59:41,200
helps completely but also like if they don't learn or hear in that way and think in that way then

629
00:59:41,200 --> 00:59:46,240
it's it's really difficult isn't it to assume that they would you know teaching somebody with

630
00:59:46,240 --> 00:59:51,040
visual impairment when we started talking about that at the beginning how a sighted person would

631
00:59:51,040 --> 00:59:55,040
see well it's not going to work like that they're autistic and maybe their brain just you know

632
00:59:55,040 --> 00:59:59,360
protest his language and learning differently but i'm really enjoying learning about it

633
00:59:59,360 --> 01:00:02,800
yeah i think that's the best thing about teaching isn't it you're just constantly learning

634
01:00:02,800 --> 01:00:07,280
and i think it's okay and i think even more so in early years and any other year groups that it's

635
01:00:07,280 --> 01:00:12,240
okay to experiment with that that it's okay i'm going to try this is that working reflect on that

636
01:00:12,240 --> 01:00:18,000
no it's not okay let's try something else i think almost within key stage one key stage two it

637
01:00:18,000 --> 01:00:22,320
becomes a little bit more trickier to be able to experiment a little bit more but i think that's

638
01:00:22,320 --> 01:00:27,440
important to work out what works for you what works for the children how different children then learn

639
01:00:27,440 --> 01:00:32,320
and it's the same as if you walk into a classroom i have quite a noisy classroom and i'm quite like

640
01:00:32,320 --> 01:00:38,320
a loud person that doesn't suit everybody so i have to learn to you know with some children have to

641
01:00:38,320 --> 01:00:42,880
be a little bit more quieter and you know talk softer to them other children we can jump around

642
01:00:42,880 --> 01:00:47,920
be really noisy with them yeah and that suits their learning style you can go into some classrooms

643
01:00:47,920 --> 01:00:51,440
and it completely deadsign them because that's the way the teacher likes it and that's their

644
01:00:51,440 --> 01:00:57,040
expectations for me it's not my typical classroom my typical classroom is organized chaos that's

645
01:00:57,040 --> 01:01:02,640
going on lots of laughter lots of fun lots of you know learning and playing and all of those things

646
01:01:02,640 --> 01:01:07,120
yes of course those routines and those boundaries are still in place but we have different

647
01:01:07,120 --> 01:01:10,400
expectations and that's okay and different children learn in different ways obviously

648
01:01:11,040 --> 01:01:14,720
yeah and that's what's good about having lots of different teachers because you'd hope between

649
01:01:14,720 --> 01:01:19,920
early years and year six they've had a few teachers that match their style and i know it's really

650
01:01:19,920 --> 01:01:24,320
frustrating for parents when you don't get the teacher you wanted or whatever because you can

651
01:01:24,320 --> 01:01:29,200
see how it would match and i get it and i've felt it as a student as well and i've seen so i've

652
01:01:29,200 --> 01:01:35,200
certainly seen my friends and colleagues feel that around um teachers for their children and i do get

653
01:01:35,200 --> 01:01:40,640
it is quite an anxious time isn't it but just know that the majority you know from early years to

654
01:01:40,640 --> 01:01:46,560
year six there will be teachers that just make match your child that little bit better and just

655
01:01:46,560 --> 01:01:52,240
because of their learning style and that's nothing to do with a choice it is it just is just like we

656
01:01:52,240 --> 01:01:56,640
get on with certain people better and we just think it's better with others yeah i think it's

657
01:01:56,640 --> 01:02:01,760
just so important that so much goes into that as well it's not just a drawn from hat being a three

658
01:02:01,760 --> 01:02:06,000
four mentoring school and having 90 children in my club in our cohort it's not just a pick from the

659
01:02:06,000 --> 01:02:09,600
hat right that one's going to that class and that one's going to that class there's friendship

660
01:02:09,600 --> 01:02:14,800
there's like ratios to have a look at there's the level of need who would get on better with that

661
01:02:14,800 --> 01:02:19,520
teacher there's different friendships we have to be aware of there's behaving there's there's so much

662
01:02:19,520 --> 01:02:24,080
that goes into those or okay that that looks good let's put them together and when you put them

663
01:02:24,080 --> 01:02:29,200
together and actually see them in front of you you go oh no that doesn't work i know i've seen it

664
01:02:29,200 --> 01:02:34,400
sometimes that you know you have the the practice run like you know like meet the teacher ever

665
01:02:34,400 --> 01:02:39,920
and they're like this cannot work like why do we think this was a good idea let's switch that

666
01:02:39,920 --> 01:02:44,320
you think you think you've perfected it and you're like yeah this is set it goes to the parents you

667
01:02:44,320 --> 01:02:48,720
have your transition day they you're like yeah it's all gonna be good september starts within

668
01:02:48,720 --> 01:02:52,560
the first week they've made new friends and there's all different parts that you should be together

669
01:02:52,560 --> 01:02:57,840
but it's the way it goes yeah so true luckily i don't have that problem i have my kids for seven

670
01:02:57,840 --> 01:03:02,800
years they don't just don't leave my room wow yeah it's quite intense actually because obviously

671
01:03:02,800 --> 01:03:08,960
you get to know them so well and the family so well after seven years is like incredible isn't

672
01:03:08,960 --> 01:03:14,560
it so yeah it's very different and and with my classroom so it's 10 children but ranges from

673
01:03:14,560 --> 01:03:20,560
early is two years six those 10 children so we'll always have like eight somebody leaving but also

674
01:03:20,560 --> 01:03:24,800
a couple coming like it's kind of like a flow there's never everybody starting and everybody

675
01:03:24,800 --> 01:03:30,000
leaving and i quite like it because it definitely helps with the transition because we can embed

676
01:03:30,000 --> 01:03:35,360
routines really quickly because all of the others are modeling for that new student yeah what to do

677
01:03:35,360 --> 01:03:40,320
and also saying goodbye after seven years is so hard i think i would actually die of a broken heart

678
01:03:40,320 --> 01:03:46,320
if all 10 were to leave at the same time it would be horrendous we had to say goodbye to four randomly

679
01:03:46,320 --> 01:03:53,360
last year out of 10 and that was honestly heartbreaking saying um goodbye to them all

680
01:03:53,360 --> 01:04:00,080
so all at once so it works really well for us if having that kind of constant flow it's so

681
01:04:00,080 --> 01:04:03,840
interesting like you said about how so many different schools can just be up the road from

682
01:04:03,840 --> 01:04:08,560
each other and work completely different whether that's their like how they support their scnd

683
01:04:08,560 --> 01:04:14,240
children how they do their curriculum what phonics scheme they follow all of those different things

684
01:04:14,240 --> 01:04:21,200
yeah exactly couldn't be more different right we are going to have to end this now hailey people

685
01:04:21,200 --> 01:04:27,280
need to know where to follow you plug all your stuff and yeah because i think there's lots of

686
01:04:27,280 --> 01:04:33,520
people here that have some fantastic questions and um i think your knowledge is really useful for all

687
01:04:33,520 --> 01:04:39,120
of special education parents if you're working in early years and if you are planning a curriculum

688
01:04:39,120 --> 01:04:42,800
for early years within your school then i think it would be really great to know your stuff so

689
01:04:42,800 --> 01:04:48,080
yeah where can people find you so you can find me on instagram lots of different social medias

690
01:04:48,080 --> 01:04:53,520
um all about early years i have the book that i have just published it's called play all the way

691
01:04:53,520 --> 01:04:59,440
it's available on amazon i also have a business called the powerful play teachers in which there

692
01:04:59,440 --> 01:05:04,480
is a membership club and we sell resources on there and there's video training videos and resources

693
01:05:04,480 --> 01:05:08,640
to support teachers through their teacher training through you can be a qualified teacher you can be

694
01:05:08,640 --> 01:05:13,520
an unqualified teacher at nursery nurse a child minder you can be an experienced teacher of so

695
01:05:13,520 --> 01:05:18,560
many years and there's bits on there for everybody there is available a little free trial on there

696
01:05:18,560 --> 01:05:23,440
as well so come and check it out come for give me a follow dms are always open if you want to chat

697
01:05:23,440 --> 01:05:27,760
thank you so much for your time today thank you so much i have absolutely loved having you and i'm

698
01:05:27,760 --> 01:05:33,040
so excited to chat with you more in the dms about lots of ideas my class thank you so much

699
01:05:33,040 --> 01:06:01,040
see you bye bye