Changing Attitudes 2009

Short seminar choices - Day one

1A — Oh Boy – tuning into boys learning

This practical session will explore:

• Foundation Stage Profile data – what is the pattern for boys achievement across all areas of the EYFS over the last 5/6 years
• Why should this be so
• Boys Development – what we need to look for and be aware of
• Supporting Boys interests and Positive Dispositions to learn
• Empathetic learning – YES it is alright to do that!
• Parental Involvement
• Transitions

Practitioners will have the opportunity to discuss issues concerning boy’s achievement – share which ideas work and explore why.

Neil Farmer is a Foundation Stage Consultant – he has completed his MA in Education and his current post involves working at a strategic level with Schools, Governors, and Head teachers, supporting and advising practitioners on best practice and the implementation and monitoring of the EYFS and the Outcome Duties. He works closely with Early Years Improvement Teams and the Primary Strategy Consultants, implementing the Revised Frameworks and ensuring that data analysis is used to highlight areas for improvement – then putting in structures of support.

Neil is an experienced Early Years and Foundation Stage teacher – he has taught for many years in Nursery, Reception and Years One and Two. He has been a Foundation Stage Co-ordinator and Deputy Head, and as a member of School Leadership Teams directed schools through successful Ofsteds and transformations. Neil was also an Early Years Advisory Teacher for Croydon and worked closely with the Private and Voluntary Sector – supporting the development of Children’s Centres.

Neil has led on many training days and contributed to numerous Early Years Conferences on subjects including Dispositions towards Learning, Boys Learning, Involvement in Learning, Early Language Development. He is very interested in Children’s Involvement in the learning process and the role of the adult. To this end, Neil is an accredited Effective Early Learning Trainer, has completed the EEL project and supports others through the process. He has had articles published on Involvement and Engagement, Boys Learning, Transition, and Implementing the EYFS.

1B — Inclusion? Does that mean Lesbians, Gays, Bisexuals and Transgender people?

This seminar will focus on the visibility and inclusion of Lesbian, Gay, Bisexual and Transgender children and adults in the early years setting.

Sue Sanders is a founder member and co-chair of School’s OUT - a voluntary organisation that has supported Lesbian, Gay, Bisexual Transgender teachers for 30 years and instigated LGBT History Month. She also founded CHRYSALIS, a team of trainers that delivers training on Diversity and particularly LGBT issues in the public and voluntary sector. Sue is member of the NUT working party on LGBT issues and is also the vice chair of Southwark Anti Homophobia Forum.

She is a consultant to the Crown Prosecution Service helping them produce national policy on prosecuting homophobic crime effectively.

The DCFS invited Sue to be an exhibitor and panel member at the 9 regional launches of the Anti Bullying Charter to raise the issue of homophobic bullying.

Sue has worked in education for many years. She has produced a teachers pack for Southwark Local Authority - Tackling Homophobia, Creating Safer Spaces, which has gone to every school in the borough and can be found on the Schools OUT website. She delivers training both to staff and governors on the issues and works with pupils across the country. Sue has co-written a model Equal Opportunity Policy and Anti Bullying Policy for Schools which is also on the Schools OUT website.

www.schools-out.org.uk
www.lgbthistorymonth.org
www.thechrysalisteam.co.uk

1C — Inclusive Play

This seminar will consider why play is important for all children and discuss some of the practical issues around creating inclusive provision. Ideas will be shared for simple play equipment and adaptations to games.

Judy Denziloe is a qualified trainer and author, specialising in play and sensory work with disabled children. Having started one of the first toy libraries in 1972, all her working life has been devoted to ensuring that disabled children have access to the same range of play opportunities as their peers.

Much of Judy’s work involves encouraging early years workers to include disabled children in their settings and sharing simple, exciting, low-cost ideas for play and learning materials.
www.afltraining.co.uk

1D — Massage in settings

The aim of this fun, interactive seminar is to learn first hand how valuable the sense of positive touch is for helping children feel valued, respected and safe. Learn the far reaching effects of introducing this simple Programme, which has been developed to fit into everyday practice, not only for the children but also for all the adults involved. Some UK studies will be shared showing the benefits of this programme, including improving social skills and reducing bullying / aggressive behaviour. We will explore the ripple effect of this programme that by creating a calm, safe environment it supports the natural development of peer support and individual learning. A truly inclusive activity.

Carol Trower currently works as an International Massage in Schools Programme (MISP) Trainer, conference speaker and workshop facilitator, following her early retirement as a Health Professional in 2004. Carol was also the first chairperson of Massage in Schools Association (MISA) – England, Wales and Northern Ireland. A position she held for 6 years.

Carol`s experience as a conference speaker includes: International Public Health Conference, CPHVA conferences, Kidscape conference, Early Years conference in Northern Ireland, as well as many regional conferences. Carol has also facilitated many successful ‘Massage in Schools’ workshops at conferences and organisations throughout the UK including the DfES anti-bullying regional conferences in 2004 and the young peoples Anti-bullying conference in Western Super Mare in 2006.
www.vitalsense.co.uk

1E — Men in Childcare

Jacqui McGrath

1F — Mummy’s black, Daddy’s yellow and I’m orange

This seminar offers practitioners tools for talking with young children about skin colour and racial identity.

It aims to help participants understand and discuss how prejudice and racism impact on young children within and beyond settings; and to consider specific issues for multi-ethnic and multi-heritage families.

Patrice Lawrence coordinates the National Children’s Bureau’s work on equality and inclusion in the early years. Patrice is the co-author of ‘Promoting race equality – policy into practice’, a resource book for school managers and many articles on children, young people and equality.

She is currently developing a forum to promote the views and experiences of early years workers of black and other minority ethnic heritage in children’s policy. A significant element of her work over the last six years has focused on children of mixed heritage, including consultation with children on identity and writing articles and delivering workshops highlighting specific issues impacting on children of mixed heritage.

‘Out-of-hours’, Patrice is a published children's fiction writer.
www.ncb.org.uk

1G — The Portage Model

Portage is a home-visiting educational service for pre-school children with additional support needs and their families.

Christine Walker Chair of The NPA and Ruth Morgan consultant
www.portage.org.uk

1H — Unlocking True Potential

The seminar will address ways of unlocking true potential of young bilingual learners of English as an Additional Language (EAL) in the Early Years.

The main areas of focus will be:

• understanding the needs of the EAL learner
• EAL strategies to be used within mainstream
• the importance of bilingualism
• involvement of parents in the learning process
• assessment matters

Ramani Gopinath, independent trainer and trustee, Early Years Equality (EYE)

Ramani’s career began as a mainstream teacher. In due course she developed an interest in supporting children who have English as an Additional Language (EAL) and worked towards getting a diploma in teaching EAL.

She remained in this line of work for about 20 years, initially as a support teacher and then as a mainstream teacher in a school where nearly 98% of children were from bilingual backgrounds. Later an opportunity arose for her to join the Ethnic Minority Achievement team as an advisory teacher. In this capacity she trained mainstream practitioners in using appropriate EAL strategies whilst working with bilingual children in the Early Years and in the primary sector. She has retired but continues to work as an independent trainer and is also a trustee with Early Years Equality (EYE).
www.earlyyearsequality.org

1I — Wiggle and Whoosh

“Wiggle and whoosh” or Developmental Movement includes lots of fun ideas, games and songs to promote children’s early physical, communication and social skills. It is an excellent tool for promoting relationships and children’s general well-being. Developmental movement can be adapted to use for whole groups and classes as well as for individual children. Wiggle and whoosh can be particularly helpful for children who have additional needs, including autistic spectrum disorders and emotional and behavioural difficulties.

NB It is advisable to wear comfortable clothing for this fun interactive session

Anne Kibukka has had 30 years teaching experience, working with a range of age groups including 11-16 and in Further Education. For the past 19 years she has focussed on Early Years and Inclusion. Anne was Deputy Head and Nursery “assessment class” teacher for ten years, and Head of an Early Years Inclusion Service for five years. She is currently the Head teacher Kay Rowe Nursery School and Children's Centre in Inner London.

Christina White has had twenty years experience, working in mainstream, integrated and special schools also in early intervention. She is currently an Area SENCo team leader for Milton Keynes council.

Short seminar choices - Day two

2A — Oh Boy – tuning into boys learning

This practical session will explore:

• Foundation Stage Profile data – what is the pattern for boys achievement across all areas of the EYFS over the last 5/6 years
• Why should this be so
• Boys Development – what we need to look for and be aware of
• Supporting Boys interests and Positive Dispositions to learn
• Empathetic learning – YES it is alright to do that!
• Parental Involvement
• Transitions

Practitioners will have the opportunity to discuss issues concerning boy’s achievement – share which ideas work and explore why.

Neil Farmer is a Foundation Stage Consultant – he has completed his MA in Education and his current post involves working at a strategic level with Schools, Governors, and Head teachers, supporting and advising practitioners on best practice and the implementation and monitoring of the EYFS and the Outcome Duties. He works closely with Early Years Improvement Teams and the Primary Strategy Consultants, implementing the Revised Frameworks and ensuring that data analysis is used to highlight areas for improvement – then putting in structures of support.

Neil is an experienced Early Years and Foundation Stage teacher – he has taught for many years in Nursery, Reception and Years One and Two. He has been a Foundation Stage Co-ordinator and Deputy Head, and as a member of School Leadership Teams directed schools through successful Ofsteds and transformations. Neil was also an Early Years Advisory Teacher for Croydon and worked closely with the Private and Voluntary Sector – supporting the development of Children’s Centres.

Neil has led on many training days and contributed to numerous Early Years Conferences on subjects including Dispositions towards Learning, Boys Learning, Involvement in Learning, Early Language Development. He is very interested in Children’s Involvement in the learning process and the role of the adult. To this end, Neil is an accredited Effective Early Learning Trainer, has completed the EEL project and supports others through the process. He has had articles published on Involvement and Engagement, Boys Learning, Transition, and Implementing the EYFS.

2B — Inclusion? Does that mean Lesbians, Gays, Bisexuals and Transgender people?

This seminar will focus on the visibility and inclusion of Lesbian, Gay, Bisexual and Transgender children and adults in the early years setting.

Sue Sanders is a founder member and co-chair of School’s OUT - a voluntary organisation that has supported Lesbian, Gay, Bisexual Transgender teachers for 30 years and instigated LGBT History Month. She also founded CHRYSALIS, a team of trainers that delivers training on Diversity and particularly LGBT issues in the public and voluntary sector. Sue is member of the NUT working party on LGBT issues and is also the vice chair of Southwark Anti Homophobia Forum.

She is a consultant to the Crown Prosecution Service helping them produce national policy on prosecuting homophobic crime effectively.

The DCFS invited Sue to be an exhibitor and panel member at the 9 regional launches of the Anti Bullying Charter to raise the issue of homophobic bullying.

Sue has worked in education for many years. She has produced a teachers pack for Southwark Local Authority - Tackling Homophobia, Creating Safer Spaces, which has gone to every school in the borough and can be found on the Schools OUT website. She delivers training both to staff and governors on the issues and works with pupils across the country. Sue has co-written a model Equal Opportunity Policy and Anti Bullying Policy for Schools which is also on the Schools OUT website.

www.schools-out.org.uk
www.lgbthistorymonth.org
www.thechrysalisteam.co.uk

2C — Early Support

Early Support is the Government programme to achieve better-quality, family-focused services for young disabled children and their families. It is a joint initiative by the Department for Children, Schools and Families and the Department of Health, working through Sure Start and local Early Years services and health services. The programme is integral to the restructuring of children’s services in response to Every Child Matters and delivery of well-integrated, family-focused services.

Early Support raises expectations about the way agencies and services work together to meet the needs of children and families and it encourages change. It also promotes the development of lead professional and key worker services. To drive and support the development of integrated processes and services at local level, Early Support provides practical resources, including a programme of training to support workforce development.

This seminar will introduce Early Support; give participants the opportunity to explore its principles, values and resources. The workshop will also introduce the Early Support programme of training and participants will be able to sample some of the training activities.

Until recently, Kim Bevan was the National Director of Training for the Early Support Programme – the central government mechanism to improve the quality, consistency and coordination of services for young disabled children and their families across England. Previously, she was Director of an inclusion charity in Wales and has worked for many years in the field of inclusion, as a manager, practitioner, a trainer and a consultant. She was the lead for the Connexions national training programme and has developed a wide range of inclusion qualifications, in inclusion management and for practitioners working with young people with behavioural and learning difficulties and disabilities. Kim is a Chartered Psychologist, with her heart still in the field of Psychology – she has been a researcher investigating word recognition and reading and the impact of hearing loss on communication. She was also an Assistant Principal in a Sixth Form College. Kim has been a freelance consultant for the last two years, working in the field of disability and social inclusion.
www.earlysupport.org.uk

2D — Ready to Include

Lindsay Brewis is an experienced teacher and Portage worker who has also worked with educational psychology teams. She is the author of ‘Including the child with cerebral palsy in the Early Years Foundation Stage’. Lindsay has worked for the cerebral palsy charity Scope for 13 years in a variety of roles and is currently Head of Early Years.
www.scope.org.uk

Extended seminar choices - Day one

E1 — Mindstretchers

This interactive seminar will explore the features of high quality outdoor play sessions that encourage all children to discover the wonders of being outside and discover the benefits of outdoor play. Delegates will look at intrinsic motivation/motivational buttons for children and staff and will also investigate the challenges of outdoor play.

Weather permitting – some, or all of this seminar will take place outside, so as to provide opportunities for delegates to experience sample activities.

NB It is advisable to bring warm/waterproof clothing for this seminar

Kate Hookham
www.mindstretchers.co.uk

E2 — Bright Sparks - making music with all children in the Early Years

This is an enjoyable practical session which will teach new material and build everyone's musical skills. The focus will be on how music sessions make everyone feel included and how we can use this to help children grow.

People who attend this interactive workshop leave with:

• New songs, rhymes and games to use with all their children
• Ways of using music to welcome and include anybody in any setting
• A range of simple techniques for presenting the material and songs they already know
• A greater sense of confidence in their own music making abilities
• Ways of extending their music work and stretching their children
• Lots of ideas for using instruments to enrich their sessions
• Information on finding making and choosing instruments
• A greater understanding of how music can be used to help children’s development

Steve Grocott is a musician who splits his time between composing, songwriting, performing, recording, teaching and writing about music.

He plays mandolin, guitar, bouzouki, harmonium, flowerpots and harmonica and has a small recording studio, a large collection of bird calls and things that make interesting noises.

Steve is an experienced facilitator of workshops and provides INSET to primary, nursery and special school teachers. His visits to educational settings, comprising a performance and lively sessions in which children are allowed to get their hands on his collection of fascinating instruments, are very well received. Steve’s teaching work focuses on musical practicalities - building a repertoire of songs, rhymes and games and developing a range of things to do with them. He is a member of the Orff society and The Voices Foundation.

At the moment most of his teaching is in Early Years Centres where he treats everybody as if they are a member of his band and advocates jamming in the playground.
www.dronesmusic.net

E3 — Ready for Change

This seminar will explore underlying issues in the design of a multi-agency, family-centred approach for babies and young children who require multiple interventions.

Peter Limbrick has a science degree and has divided his career between teaching in special schools and managing voluntary agencies concerned with both adults and children with disabilities and special needs. He has a younger brother, now deceased, with cerebral palsy. Peter is author of 'An Integrated Pathway for Assessment and Support – for children with complex needs and their families' and 'Early Support for Children with Complex Needs: Team Around the Child and the Multi-agency Keyworker' and editor of 'Family-centred support for children with disabilities and special needs' (2007).
www.icwhatsnew.com

Extended seminar choices - Day two

E4 — Mindstretchers

This interactive seminar will explore the features of high quality outdoor play sessions that encourage all children to discover the wonders of being outside and discover the benefits of outdoor play. Delegates will look at intrinsic motivation/motivational buttons for children and staff and will also investigate the challenges of outdoor play.

Weather permitting – some, or all of this seminar will take place outside, so as to provide opportunities for delegates to experience sample activities.

NB It is advisable to bring warm/waterproof clothing for this seminar

Kate Hookham
www.mindstretchers.co.uk

E5 — Bright Sparks - making music with all children in the Early Years

This is an enjoyable practical session which will teach new material and build everyone's musical skills. The focus will be on how music sessions make everyone feel included and how we can use this to help children grow.

People who attend this interactive workshop leave with:

• New songs, rhymes and games to use with all their children
• Ways of using music to welcome and include anybody in any setting
• A range of simple techniques for presenting the material and songs they already know
• A greater sense of confidence in their own music making abilities
• Ways of extending their music work and stretching their children
• Lots of ideas for using instruments to enrich their sessions
• Information on finding making and choosing instruments
• A greater understanding of how music can be used to help children’s development

Steve Grocott is a musician who splits his time between composing, songwriting, performing, recording, teaching and writing about music.

He plays mandolin, guitar, bouzouki, harmonium, flowerpots and harmonica and has a small recording studio, a large collection of bird calls and things that make interesting noises.

Steve is an experienced facilitator of workshops and provides INSET to primary, nursery and special school teachers. His visits to educational settings, comprising a performance and lively sessions in which children are allowed to get their hands on his collection of fascinating instruments, are very well received. Steve’s teaching work focuses on musical practicalities - building a repertoire of songs, rhymes and games and developing a range of things to do with them. He is a member of the Orff society and The Voices Foundation.

At the moment most of his teaching is in Early Years Centres where he treats everybody as if they are a member of his band and advocates jamming in the playground.
www.dronesmusic.net

E6 — Positive Environments

This training day will allow delegates to:

• Consider the use of play to promote confidence, self-esteem and social skills.
• Explore practical ways to help children understand, express and mange their emotions.
• Consider various play approaches, and forms of communication to encourage a nurturing family
• Explore the need to present and calm a welcoming and stimulating environment
• Share practical ideas to encourage bonding, emotional engagement and positive play will be shared

On completion of her early years qualification Marie Richardson worked in a Family Learning and development centre, working with children under five years and their families. Marie used her research skills and stimulating approach to enable the important emphasis of care to merge with current evidence of the multi-sensory environment and play experiences for the families with children under the age of three.

She also has experience of working in the Montessori system where she used art and creativity to enhance the structure of the Montessori approach and therefore the curriculum the children experienced. In this establishment her emphasis was on balance, highlighting that one approach is not always the answer for every child.

Marie has worked with Experiential Play for six years. She is Head of Centre for the 100 students as well as being involved in development and delivery of professional training days.

When the new Level 4 Management qualification became available in Scotland Marie completed this in order to appreciate what each student would be involved in. She is currently completing her degree in Youth and Childhood Studies.

She has significant experience of Pre-5 abroad having observed and reflected on practice in New York, Madrid, London, Belfast and Dublin.

She is an accredited trainer for in-service programmes covering all aspects of professional development.
www.experientialplay.com

E7 — Sensory Play and Learning

This workshop will consider the importance of sensory work as a powerful tool in our interaction with children and young people, and the use of sensory work to encourage communication, learning and decision making. A wide range of simple, low-cost sensory materials will be demonstrated.

Judy Denziloe is a qualified trainer and author, specialising in play and sensory work with disabled children. Having started one of the first toy libraries in 1972, all her working life has been devoted to ensuring that disabled children have access to the same range of play opportunities as their peers.

Much of Judy’s work involves encouraging early years workers to include disabled children in their settings and sharing simple, exciting, low-cost ideas for play and learning materials.