This is the meeting of November 2019

1. STAFF MEETING
N O V E M B E R 2 0 1 9

5. PARENTS ARE NOT ALWAYS RIGHT!
ABOUT WHAT IS WRONG WITH THEIR CHILD
• Clarify
• Contact the manager if in doubt
• If symptoms persist – contact parents
again
• Recommend that they see a doctor
• Contact the manager (again!)

6. LOOK AFTER YOURSELF, AND THE
CHILDREN
• Cover your noise when you sneeze!
• Wash your hands regularly
• Managing hygiene properly in the gan

7. ASK PARENTS….
• Check the illness against the exclusion
periods to see if they are allowed back
yet!
• Do other people need to be informed?
• Log In the diary the illness of the child

8. HOW TO PREPARE…

9. PARENT MEETINGS
• All parents will be encouraged to have a meeting
• Sign up sheets for each colour group on the door of each unit
• Colour group leader + Team leader

10. EARLY YEARS FOUNDATION STAGE

11. OBSERVATIONS

12. UPDATE SUMMATIVE RECORDS

13. ANNOTATED WORK/PHOTOS
12/1/17 – Ori selected colours independently at the writing table without
adult support, she took a piece of paper and began drawing

14. PARENT MEETING PREP SHEETS

15. 5 PHOTOS ON A PAGE WITH
CAPTIONS
• Pictures should should show engagement at different times (eg – inside, outside,
free play, adult initiated activity, meal time and care routines, playing alone and
interacting with others) and across different developmental areas (physical, language
development, maths/reasoning, creativity dev, KUW)
• Pictures should focus on what the children do
• Captions should link to development and have a date
• Use an App to arrange the photos, print them from your phone by connecting to the
office printer, and handwrite the captions

16. Niv selected the tubing, took it to the craft table
and said “telephone line”. 14/3/18
Colin played for 20 minutes alone with with cars,
organising them by colour, and then crashing them into
each other, saying “boom” 5/4/18

17. Observation form | Rainbow
Name Suzie Sunshine Age 38 months Date 27.10.2019 Time 10.00 am –
10:12
Context
Where is the child, what is happening in the nursery and what is s/he doing at the start of the observation. Is there a particular reason for this observation
The theme of the week is the five senses. Suzie is sat at the activity table, alongside 3 peers and the practitioner. The children are beginning to take part in an
adult-led fruit exploration activity.
Observation Record
What the child did, said, went, noises they made, interactions with other ch/adults
Suzie is listening to the practitioner who asks the group what our five senses are. Suzie calls out “mouth”. The practitioner praises Suzie and explains that we use
our mouth for tasting. Suzie smiles.
The practitioner asks the children to feel and smell the fruits on the table. Suzie chooses a pineapple and tells the practitioner “It is spikey!”
Suzie turns to her peer and prompts for him to also touch the pineapple as they laugh together.
The practitioner cuts in half a kiwi and asks Suzie to describe the fruit. Suzie appears puzzled. The practitioner explains the fruit is furry and oval shaped. Suzie
calls out “It is green and they grow on trees like in my garden. I went with mummy to take some oranges from the tree yesterday. They were circles.”
The practitioner uses picture cards to show the five senses and asks the children which of the senses they have already used during this activity. Suzie again calls
out “mouth”. The practitioner explains that although taste is one of the five senses, they have not yet used their taste sense. Suzie listens as the practitioner
explains they have used their sight, touch and smell senses. Suzie points to the picture card showing the nose, the practitioner asks Suzie to explain what is on this
card. Suzie tells “It is the nose and we smell from it”. The practitioner praises Suzie.
The practitioner asks the children to choose a fruit to cut. Suzie chooses a strawberry and places it on her chopping board in front of her. “My favourite is
strawberry!” She takes the knife in her right hand and holds it upside down. The practitioner explains that the knife is upside down and asks Suzie to turn it the
correct way. The practitioner talks about safety with knives and how we should use them appropriately. Suzie looks at the practitioner. The practitioner asks
Suzie again to turn the knife the correct way, which she still does not. The practitioner supports Suzie and helps her to begin cutting the strawberry. The
practitioner moves away to assist another child, and Suzie stops cutting and puts the knife down. The practitioner asks why she has stopped cutting, and Suzie
replies “I want you to help me”. The practitioner sits beside Suzie and guides her to cut the strawberry independently in two pieces.
Suzie holds up the cut strawberry pieces and the practitioner praises Suzie for her cutting skills and tells her she can now taste them. Suzie smiles as she turns to
her peer and shows him the cut strawberry. She puts one part in her mouth and rubs her tummy. The practitioner asks Suzie to explain how it tastes. Suzie
responds “it is good”.
Evaluation
What areas of learning were observed, what ‘stepping stones’ were met?
Personal, social and emotional development : Making relationships
- Initiates play, offering cues to peers to join them (30-50 months)
Personal, social and emotional development : Self-confidence and self-awareness
- Welcomes and values praise for what they have done (30-50 months)
- Confident to speak to others about own needs, wants, interests and opinions (40-60+ months)
Physical development : Moving and handling
- May be beginning to show preference for dominant hand (22-36 months)
Communication and language : Listening and attention
- Listens to others one to one or in small groups, when conversation interests them (30-50 months)
- Maintains attention, concentrates and sits quietly during appropriate activity (40-60+ months)
Communication and language : Speaking
- Beginning to use more complex sentences to link thoughts (e.g. using and, because) (30-50 months)
- Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences (30-50 months)
Mathematics : Shape, space and measure
- Shows interest in shapes in the environment (30-50 months)
Understanding the world : The world
- Can talk about some of the things they have observed such as plants, animals, natural and found objects (30-50 months)
Expressive arts and design : Exploring and using media and materials
- Beginning to be interested in and describe the texture of things (30-50 months)
Next steps
How can we further support the child’s learning and development? (Continue on the back)
Personal, social and emotional development : Self-confidence and self-awareness
- Offer Suzie support with activities if she asks for it but not before
Physical development : Moving and handling
- Provide activities to give Suzie the skills to use equipment safely e.g. cutting with knives or scissors
Mathematics : Shape, space and measure
- Introduce Suzie to the mathematical names for solid 3D shapes and mathematical terms to describe shapes
Expressive arts and design : Exploring and using media and materials
- Introduce describing vocabulary (adjectives)
OBSERVATIONS
• Anyone can conduct observations
• Primarily the Key worker
• 2 Observations per month, per child
• YOU take the initiative to observe
• Observe in a range of contexts
• Observe to FIND OUT about something
• Evaluate your observation to see where
children’s development is at! Plan for next
steps

18. Heuristic Play

19. CALLING IN SICK
• Contact Kathleen before 10pm and between 6am
and 7am 054-627-1708
• You MUST get a response. If no response contact
your team leader. If not response – contact the
manager
• During sickness – let us know by 3pm if you will
be back the following day
• Requesting time off – from the manager only
(including one hour late, appointments…)
• After two days of sickness we require a doctor’s
note
• After all sickness – we conduct a back to work
interview
• We are monitoring attendance patterns

20. NEW TO PARENTS MEETINGS?
NEED TO DEVELOP YOUR SKILLS?
• Michelle
• Bar
• Tatiana
• Nina
• Soraya
• Kristina
• Anna
• Gaya
• Jess
• Erica
• Sarah

21. CERTIFICATES
P R E S E N TAT I O N S