The children in our schools and settings today live in a very different world to that of their educators and therefore this has major implications for education today. They are ‘digital natives’ born in to a time when technology is used in their everyday lives, whereas their educators are ‘digital immigrants’ who have had to adapt to many aspects of technology (Prensky, 2001). Each generation has different experiences of childhood to some extent: a child of the 1970’s relied upon books to find information whereas children of the 21st century can navigate their way around a digital world to access vast amounts of information. Moreover, pressures of the pace of life, different childhood past times, access to outdoor experiences and play behaviours can all have an impact for young children today.
Pace of Change
Over the past few decades’ society has witnessed an explosion of technological developments. The mass market of smart technology enables children of today to access a range of functions on one device ranging from a phone, a camera, a video player, a music player, a search engine, a navigation system, the possibilities are endless. However, what are the knock-on effects for innovation and creativity and how are we building on these developments in technology in our teaching practice?
Research suggests that parents today are more inclined to remove risk and responsibility away from their children. This can be due in part to safety fears regarding crime and traffic influenced by media (Lindon, 2011). Parents can also overcompensate for the lack of neighbourhood play by engaging their children in organised play or regulated sporting activities. Furthermore, communities are now often, fragmented (Vose, 2010) resulting in a lack of opportunity for free play outdoors and chances for children to manage their risk in their play.
Implications for Education
This changing world provides a challenge for the education system. Children in the Early Years Foundation Stage today may be competing for jobs in a global market place that don’t yet exist, therefore to prepare them adequately for the future we have a responsibility to give them the skills they will need to do this. There is a responsibility for educators to provide “highly focused professional development,” as recommended by Ofsted (School inspection handbook Ref:150066) to ensure practitioners are equipped to guide children on this journey. Simultaneously, we need to consider how practice supports children to be effective communicators, creative thinkers, risk takers, work collaboratively and to respect and care for one another. Therefore, this would suggest a balanced approach is required to prepare children of the future.
Find out more
To learn more, why not come along to our Early Years Conference - Child of the Twenty First Century on the 12th May at the Entrust Riverway Centre in Stafford. Be inspired by Juliet Robertson, an international specialist in learning and play outdoors and Dr Sam Wass as features in the multi award winning channel 4 series ‘The Secret Life of 4, 5 and 6 Year Olds’.
Call us on 0300 111 8030 or email email@example.com to find out more.
Entrust Music and Performing Arts’ (MPAS) becomes ‘Entrust Music Service Staffordshire’
Music is fairly unique in having an established national structure for music education, based predominantly on local authority areas (LAs) and funded directly to each area by the DfE in the form of Music Education Hubs. Our Hub has recently changed from the ‘Staffordshire and Stoke-on-Trent Music Education Hub’ to incorporate Telford and Wrekin and is now known as ‘The North-West Midlands Music Education Hub’, which consists of thirty six partners including three music services.
After consulting with a number of stakeholders within the growing Hub area, it has become apparent that we need to be clearer on where we operate and what we do. This extra clarity will support our customers to better understand who provides their funded music education and which LAs form ‘The North-West Midlands Music Education Hub’. To achieve this, the ‘Entrust Music and Performing Arts’ service (MPAS) will be renamed ’Entrust Music Service Staffordshire’ (EMSS).
To contact EMSS, please email firstname.lastname@example.org.
English as an Additional Language in the Early Years- Myths and Facts
English as an Additional Language in the Early Years - Myths and Facts
It is helpful for children learning English as an additional language (EAL) to only hear English in the setting.
Supporting the continued use of the child’s first language in the setting will allow children to access learning beyond that which their language skills allow. It will ensure appropriate levels of cognitive challenge as well as offering comfort and familiarity.
The Statutory framework for the early years foundation stage, 2017 states – ‘For children whose home language is not English, providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS’.
Practitioners should use self-talk whilst playing alongside children with EAL
Giving a simple narrative to the play alongside a child can support the child in acquiring new language.
Children with EAL should not be paired with children who are competent in English
It can be useful for children with EAL to be paired with peers who are competent in English, however remember that it takes high levels of energy and concentration to continually process another language so children with EAL may need ‘brain breaks’ where they listen to music, paint or rest.
Children with EAL who are very quiet in the setting make less progress in English language acquisition
A ‘silent phase’ is very common in children learning English as an additional language. Usually during this time, there is a huge amount of language acquisition happening and children need time and space to assimilate this and begin to speak.
The child’s key person must be able to speak a few words of the child’s first language
This is of course an advantage but more importantly, the key person should quickly tune in to the child’s non-verbal cues and body language to understand their needs and likes. They should spend extra time with that child to establish a strong positive relationship. Establishing key words with parents/carers can however be helpful.
Children with EAL should not, by default be classed as having a special educational need purely because English is not their first language
Children with EAL should have their progress tracked diligently but practitioners should not assume that a child will need a lower level of challenge because they have EAL. Some children may have EAL and a special educational need and will need specific support for each.
Good morning. Welcome to GovernorLine. How may I help you?
The initial response of many callers to GovernorLine is one of surprise – a real person and not an automated list of buttons - pressing to find the right contact. Calls to GovernorLine are answered by an advisor with the time and expertise needed to help governors when they need support and advice.
GovernorLine is a free advice service provided by Entrust, who have been commissioned by the DfE to provide support to all involved in school governance. It is a free service that provides individual advice and support via telephone conversations or via email. In the first six months of service, over 300 calls and emails have been answered.
GovernorLine provides a one stop advice point for all who are involved in school governance in England. It is staffed by a small but very experienced team. With skills ranging from being governors, Chairs, Clerks, School Business Managers, School Improvement officers and Senior leadership roles including headship, the team has a wealth of experience and knowledge.
Callers have acknowledged the importance of sharing and clarifying ideas with colleagues who are actively involved in governance. Often callers need the reassurance that they are on the right lines and in most cases, are addressing issues in a professional and clear manner. Often, they find the conversation with the advisor enables them to drill down to identify clear actions and a way forward.
Most calls clearly demonstrate the desire of school governors to focus on school priorities and fulfilling the duties and functions of effective governance. What has become very apparent in the last six months is the high level of commitment and determination governors have and how they are working to achieve the very best for their school communities. The time and effort governors give is commendable.
The GovernorLine team look forward to hearing from your school – we are here to support, advise and work with all those involved in school governance in England. As many of our callers say –“ thank you – it has been really helpful talking to you.”
Please pass this information onto your governing board…
GovernorLine – a free, confidential advice, information and support to School Governors, clerks and individuals involved directly in the governance of maintained schools, academies and free schools in England.
Call us free on 0800 151 2410 from Monday to Friday 9:000am to 8:00pm or email your question anytime Governorline@entrust-ed.co.uk
Asset Management System (AMS) – Coming Soon
Entrust has developed a unique software tool that enables its customers to access their property information in a single location. This allows visibility of all related activities via their client/contractor diary using a secure web based portal.
This advanced software is provided as a fully hosted and managed service.
The AMS system is designed to be a single point of reference for all your core property information:
Property details: - name, address, GIA, opening hours, etc.
CAD Floor plans
Hazard Exchange forms
Control of Contractor policy
…plus, other critical documents that are essential for contractors to prepare and plan their visits to your school. The visit can be planned via the site diary that allows the contractor to propose visit dates and the customer to accept or decline. Entrust has oversight of the process and will manage any issues that may arise.
The system holds all the visit details including activity dates, work reports, certificates, invoices, defect reports - all collated for quick and simple access of current and historic records. Entrust’s management service involves the receipt and appraisal of these documents before issuing a notification to you that they have been approved for you to make payment.
The site diary enables a clear view of the full schedule of upcoming and future dates for all disciplines. This will allow you to easily and effectively control the number of contractors on site at any time, preventing your caretakers becoming overloaded with visitors.
Additional features of the system include the ability for the school to add surveys including condition, suitability and DDA, etc. This data can be easily extracted, assisting with strategic planning and the production of school based asset management plans. Allowing you to allocate budgets more effectively, aid in the production of bids for additional funding and planning for the future
You will also be able to create an asset condition register for furniture, IT equipment or any other assets that need to be tracked, monitored and replaced over time.