zilongwang/ReadingBank huggingface dataset:
Watch out for reflective frames on glasses and droopy eyelids or long lashes (try moving the screen higher to encourage the eyes to open more. When you are happy with the calibration, select “ok” and the user will now be saved. To change to a different user profile: select the name from the drop-down bar in the top right hand corner and then select “ok”. Make sure you are always using the correct user profile for the individual and always check the track status position as the two “eyes” and the arrow on the right hand side should be centrally positioned. If you are using the Grid 2 for eye-gaze activities: Open the Grid 2 software and select your grid bundle. Check the user settings within the Grid2: Select “Edit” on the top menu bar. Select “user settings”. Select “input settings” Select “eye-gaze” Select “MyTobii” On the left hand side, go to “selection”: here you can select the dwell time and whether the pupil is using one or two eyes. The length of dwell time: The dwell time can be adjusted according to the user’s control and familiarity with the grid set. Initially a user may need a shorter dwell time as it is quite hard for some users to hold their gaze for more than a second on a cell. When you are happy with the “Selection” click on “ok”. Now the activity in the Grid 2 can be used! If you are using an activity that needs “Windows Control” such as Look2Learn or EyeFX: Double click on the “gaze interaction” icon . Select “Windows Control” on the left hand side. Check that “mouse emulation” is selected. Adjust the mouse speed to a reasonably quick speed (such as 75) if the pupil is using games. Select ok. There is also a gaze interaction icon that can be found at the bottom of the screen on the right hand side in the task bar: If you right click on this you can check that “Windows control” is enabled and disable it easily if you need to change back to an activity in the Grid 2.
Professional Support Team 01695 584730 Management of the Area Karen Boardman Head of Early Years Education 01695 584730 Tim Lucas Assistant Head of Early Years Education 01695 584727 Module Leaders Module Code Module Title Module/Strand Leader EYE1000 Professional Practice Jennie Swift EYE1001 Curriculum, Teaching and Learning / PPD Jennie Swift EYE1002 Curriculum, Teaching and Learning / PPD Jennie Swift EYE1003 Early Years Specialism Jo Albin Clark Curriculum, Teaching and Learning Strand Leads EYE1001/2 Early Years Foundation Stage Jo Albin Clark EYE1001/2 Child Development Susan Westmoreland EYE1001/2 PSED Christine Eyes EYE1001/2 Physical Development Christine Eyes EYE1001/2 Communication and Language Jennie Swift EYE1001/2 Literacy Susan Rogers EYE1001/2 Mathematics Hefin Williams EYE1001/2 Understanding the World – The World Rachael Sackville Jones EYE1001/2 Expressive Arts and Design Rachael Sackville Jones EYE1001/2 TTL Jacqui Basquill EYE1001/2 PPD Jennie Swift EYE1001/2 Understanding the World – People and Communities Rachael Sackville Jones Overview of the Programme The diagram below indicates how the four strands combine to create the structure of the degree: You will study modules to the value of 120 academic credits in each level of study Year 1 Level 4 Year 2 Level 5 Year 3 Level 6 EYE1000 EYE2000 EYE3000
anterior cavity (anterior to lens, contains watery aqueous humor) posterior cavity (posterior to lens, contains gel-like vitreous humor) scleral venous sinus (canal of Schlemm) Define the following disorders: cataract glaucoma Dissection: The Sheep Eye Follow the dissection procedure outlined in your lab manual and identify the following structures of the sheep eye, and state the function of each: cornea sclera optic nerve extrinsic muscle attachments ciliary body iris lens optic disc retina choroid tapetum lucidum vitreous humor Microscopic Anatomy of the Retina Identify the following structures on the retina model and microscope slide, and the state the functions of each structure (on microscope slides, identify the cell layers of retina by locating the layers of dark-staining nuclei). sclera choroid with blood vessels pigmented epithelium of retina rods & cones & their nuclei bipolar neurons & their nuclei ganglion cells & their axons & nuclei Visual Pathways to the Brain Trace the path action potentials travel from the axon of the ganglion cells of the retina to the visual cortex in the occipital lobe of the brain: axons of ganglion cells become optic nerve decussation of medial nerve fibers at the optic chiasma optic tracts (have fibers from the lateral side of the eye on the same side and from the medial side of the opposite eye) synapse with neurons in the lateral geniculate body of the thalamus emerging axons form the optic radiation reach visual cortex in occipital lobe synapse with cortical cells and visual interpretation areas. Visual Tests & Experiments Various activities are listed in the lab manual for different visual tests and experiments. Materials for performing these tests are provided in the lab. Perform these activities and explain the anatomical/physiologic basis for the responses to each test. Activity 1: Visual Acuity Activity 2: Astigmatism Test Activity 3: Blind Spot Mapping Activity 4: Accommodation Activity 5: Testing for Color Blindness
clinical data available when test results were interpreted as would be available when the test is used in practice? authors which clinical information graders received when grading images). (unclear risk of clinical review bias) authors which clinical information graders received when grading images). (unclear risk of clinical review bias) authors which clinical information graders received when grading images). (unclear risk of clinical review bias) authors which clinical information graders received when grading images). (unclear risk of clinical review bias) 10 Were uninterpretable/ intermediate test results reported? Yes (7/243 (2.9%) excluded from analysis), but not stated to which test they applied. (unclear risk of image classification bias) Yes (8/600 (1.3%) excluded from analysis), but not stated to which test they applied. (unclear risk of image classification bias) Yes (1/57 FAF images (1.8%) excluded from analysis) (low risk of image classification bias) Unclear. Not reported. (unclear risk of image classification bias) 11 Were withdrawals from the study explained? The only missing data were due to poor quality images (2.9%). However, sample size was not explicitly stated for test accuracy results. (low risk of attrition bias) The only missing data were due to poor quality images (1.3%). However, sample size was not explicitly stated for test accuracy results. (low risk of attrition bias) The only missing data were 1 poor quality image (1.8%) plus 1 missing image (1.8%). (low risk of attrition bias) There did not appear to be any missing data, although this was not explicitly reported. (low risk of attrition bias)
Each child has his/own set of experiences and a unique life story. The child’s identity as an individual and as a member of a family and wider community is recognised The role of parents as children’s primary educators is recognised and supported Education-focused inspections take cognisance of context factors related to the ECCE setting, including socio-economic circumstances The ongoing development of quality through co-professional dialogue between practitioners in early years settings and DES Early Years inspectors is promoted Education-focused inspections are conducted in accordance with the Code of Practice for the Inspectorate (DES, 2015). 2.2 Inspection Framework The proposed quality framework for education-focused inspections has been informed by: Aistear: the Early Childhood Curriculum Framework (2009) Síolta: the National Quality Framework for Early Childhood Education (2006) The pilot inspections carried out by the DES Inspectorate and HSE Inspectorate (2011) DES pilot inspections in Early Start settings (2013/2014) National and international research and policy relating to early childhood education and its inspection Review of other agencies’ inspection processes and requirements within the early years settings. The quality framework incorporates the key elements of best practice in early education, and categorises provision in accordance with the following four broad areas: Quality of context to support children’s learning and development Quality of processes to support children’s learning and development Quality of children’s learning experiences and achievements Quality of management and leadership for learning Key outcomes (20 in total) are identified for each of the four broad areas which describe aspects of best practice (Appendix 1). To ensure optimum transparency for early years practitioners about the focus of the inspections, each outcome has been further described through the use of a number of possible signposts of practice (Appendix 2). It is important to emphasise that the lists of signposts of practice are neither prescriptive nor exhaustive. It is acknowledged that there are different approaches among early years service providers and that providers are at different stages of development. It is not expected that all signposts will be evident in a given setting. The quality of the context to support children’s learning and development includes the following 3 outcomes: The atmosphere and organisation of the setting nurtures children’s learning and development
ii) Complete the table below with the defining features of HSP for each system (7 marks) System Exam Findings or Complications Vitals N/A Joints GIT Skin Neurological Renal/Urinalysis Respiratory iii) After review you believe the child has HSP. What criteria must the child meet to be appropriate for outpatient management (3 marks) ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Question 9 A 23 year old pregnant female presents to ED with her 2 year old daughter who has an itchy rash. She “doesn’t believe in vaccinations” and neither herself or her child are vaccinated. i) List the MOST LIKELY diagnosis (1 mark)
State of Wisconsin’s Eyewash/Shower Installation and Hazard Assessment Guidelines Table of Contents Page Introduction 2 Goal 2 Purpose 2 Procedures 2-3 General Drenching/Flushing Requirements 4 Typical Scenarios 5 Dimension Requirements 6 Appendix A – Job Hazard Assessment Outline 7 Appendix B – Installation Checklist 8-9 Appendix C – Inspection Form/Codes 10-11 Appendix D – Additional Resources 12
POLICY Eyewitness identification is a frequently used investigative tool. Officers shall strictly adhere to the procedures set forth herein, in order to maximize the reliability of identifications and gather evidence that conforms to contemporary eyewitness identification protocols. DEFINITIONS Functional Equivalent (FE) Procedures: Procedures used when an independent administrator is not available. FE procedures permit the investigative officer to conduct a photo array using procedures that preclude him or her from knowing the suspect is presented to the witness. Independent Administrator: The officer administering the lineup or photo array who has no knowledge of the suspect’s identity. Lineup: Live presentation of individuals, before an eyewitness, for the purpose of identifying or eliminating suspects. Photo Array: Showing photographs to an eyewitness for the purpose of identifying or eliminating suspects. Sequential: Presentation of photos or individuals in a live lineup to a witness one at a time rather than all at once. Showup: The presentation of a suspect to an eyewitness in a short time frame following commission of a crime to confirm or eliminate him or her as the perceived perpetrator. Showups, also referred to as field identifications, are conducted in a contemporaneous time frame and setting with the crime. Simultaneous: Presentation of photos or individuals in a live lineup to a witness all at once. PROCEDURES Showups The use of showups should be avoided whenever possible in preference for the use of a photo array or a lineup. However, when circumstances require the prompt display of a suspect to a witness, the following guidelines shall be followed to minimize potential suggestiveness: Document the witness’s description of the perpetrator prior to conducting the showup. Use showups only when the suspect is detained within a reasonably short time frame following the offense. Do not use single suspect showups if probable cause to arrest the suspect has already been established. Transport the witness to the location of the suspect whenever possible, rather than bringing the suspect to the witness.
EYFS Management Timeline Autumn 1 Spring 1 Summer 1 Undertake ‘On entry’ information gathering including use of parental contributions from induction process Identify pupil premium children through induction process and EYPP children within Nursery provision Evaluation of Induction arrangements – parental survey, questionnaire? Planning is in place to meet the needs and interests of the children and support early intervention and next steps progress Governors use the EYFS Ten Minutes Monitoring tool to support advocacy in EYFS Tracking of pupil progress undertaken across EYFS provision and impact of additional funding for EYPP/ PP reviewed (See Planning is in place to meet the needs and interests of the children and support early intervention and next steps progress SLT to undertake monitoring review of effectiveness of leadership and management of EYFS (See Ensure all statutory moderation materials are accessed via Essex Schools Info-Link – and inter-school/ external moderation activities are planned to take place. Monitoring and initial interim audit of EYFS profile outcomes to identify any ‘near misses’ children and/or children who are targeted to ‘exceed’ (Use ) See also Begin process of transition and induction arrangements – Use ‘ to secure a smooth and successful transition for ALL children Autumn 2 Spring 2 Summer 2 On entry information- is evaluated and a secure and robust moderation of these outcomes is determined and validated by SLT / External Moderation Planning is in place to meet the needs and interests of the children and support early intervention and next steps progress. Cohort specifics identified e.g. no.s of Summer Born, Boys and Term of Birth inform planning for learning and the enabling environment Audit of outdoor provision to maintain a safe and enabling outdoor environment and use of outcomes from pupil progress meetings to provide a rationale for any additional expenditure/ to continue to close disadvantage gaps See Audit in Finalise Moderation of Nursery outcomes to support transition into Reception Class Finalise Moderation outcomes for EYFS Profile Quality Assurance role of HT is in place to support data return for EYFS profile All information accessible on the Essex Schools Infolink
Course Title What worked well…… Positive impact in school….. General comments. EYFS Network Meetings 2017/18 The agenda was clear and lead well. Clear discussions and needs met in terms of the individual participants. Sharing ideas and having discussions. Lots of discussion about current practice, sharing ideas and relevant agenda. Lots of time to network and new ideas. Good to share resources, ideas that work. Agenda kept a focus whilst also allowing us to discuss as needed. Discussion about how to manage maths teaching. Group discussions were very useful. Discussing 'big' issues that effect us all but also everyday issues like planning and timetables. Good ideas. Discussion with peers. Loads of ideas to try out. Implementing new ideas. Asking for time to resource maths. Inform head teacher of ofsted, bold beings. New opportunities to video maths. Will try out individual maths 5 mins idea. Implementing Display ideas. Being new to EYFS it will give me more confidence in the things I am doing. Good opportunity to speak to other teachers outside of the Academy network. Writing moderation, I'll be much more confident with assessment. Feel more informed about baseline and where to go with writing. Helpful for making ELG judgements and good So lovely to network with other teachers and share ideas in a positive environment. Nice to chat to other EY Teachers, share ideas and frustrations. I find the opportunity to meet with other EY practitioners invaluable. It was useful to be able to discuss each others approaches. Great opportunity to network, share ideas. I would very much value being involved in future meetings. Email about bringing writing evidence was sent too late but the first time I had attended and found it extremely valuable. Really informative, looking forward to the next meeting. Good to moderate writing. Was not provided with directions / where to park, was not offered a
Sharing in small groups and then feeding back altogether. Looking at writing samples and gaining new things to try. Thinking about making a checklist for Exp and Exc writing. Looking at work examples and time to talk. Writing moderation, discussing gov. expectations, networking. Interesting agenda, good to discuss government lates issues eg. 2020 baseline and other colleague’s recent courses. Looking at writing, amazing to talk to colleagues and compare expectations. resources / handouts given. Ensure assessments are accurate. Confidence to talk back at school, different ways of working and new ideas. Bringing ideas for good practice back to my classroom. Ideas from others. Lots of ideas for transition and for my next topic. Encouraging independence for EY to be ready for YR1. More thought given to how I will do baseline assessment. drink, did not know timings of course and was unsure when I would get back to school. Would have been helpful to be informed about finishing time. A very supportive group with full coverage of this tem from profile to transition. Thank you for a really helpful, informative course.
Childs’s name PSED Making relation- ships PSED Self conf- idence PSED Manag feelings and behav C&L Listen & attent C&L C&L Speaking Phy D Moving and Handling Phy D Health and Self care Lit Reading Lit Writing Math Number Math Space, shape & measure U the W People & U the W The world U the W Ex arts & des Explo & using media & mat Ex arts & des Being imag GLD Total Point Score Joseph Bloggs 2 2 2 2 2 2 2 2 2 2 3 2 2 3 3 2 2 Yes 37 Jenny Bloggs 2 2 2 2 1 2 2 2 1 2 2 2 2 2 2 2 2 No 32
EYFS Progress Check at Age Two Name of Childminder: Parent(s)/Carer(s) Names: Date of check: Child’s Name: Date of Birth: Child’s Age: Setting Name (if appropriate): No. of months at the setting: Child’s home language: Personal, Social and Emotional Development Current Progress: Areas for Development: How the child demonstrates the characteristics of effective learning Communication and Language Current Progress: Areas for Development: Physical Development Current Progress : Areas for Development:
Characteristics of Effective Learning Playing and Exploring: Finding out and exploring Using what they know in their play Be willing to have a go Active Learning: Being involved Keeping on trying Enjoying and achieving Creating and Thinking Critically: Having their own ideas Using what they know to learn new things Choosing ways to do things and finding new ways Assessment On-going tracking and assessments taken in the form of long and short observations with clear next steps for individual children on the Ipad Individual Tracking Record of Achievements highlighted for every child and an analysis of class trends/and progress made Continue to provide appropriate support and refer children to SENCO/ outside agencies for SEN and Speech and Language, EAL issues Environment/Resources Listening and responsive adults who are aware of daily/ weekly termly aims Inside and outside environment planned for on a weekly basis Resources accessible and labelled for all Continue 2 Make a Profile for each child Role Play: a Fairy Tale Castle Parents Continue to develop relationship with parents/carers Invite parents to come and take part in monthly parent workshops- starting in January 2014 Invite parents on local trips, to change book bags, to share experiences with the class and read on a one-to-one basis
Adding and subtracting Finds the total number of items in two groups by counting all of them In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting Records, using marks that they can interpret and explain ELG – using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs * * I *** Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methods * I * I * ** ** ** ** *** I *** G *** G Represent and use number bonds and related subtraction facts within 20 * I * G * * I * G * ** Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 * G *** G *** G
Compare and sort common 2-D and 3-D shapes and everyday objects * G * * *** Position Can describe their relative position such as ‘behind’ or ‘next to’ Paths Describe position, direction and movement, including whole, half, quarter and three-quarter turns * I * I ** I *** G Order and arrange combinations of mathematical objects in patterns and sequences * G * G * I * I * * I ** I ** ** ** ** I
Please indicate below which ELG and level of development were moderated for each of the sampled children. Where practitioner judgements could not be validated for any ELG, please HIGHLIGHT the judgement and record the detail in the outcome box. Area of Learning Sample Child 1 Child 2 Child 3 Child 4 Child 5 Class Communication and language ELG 01 Listening and attention ELG 02 Understanding ELG 03 Speaking Physical development ELG 04 Moving and handling ELG 05 Health and self-care Personal, social and emotional development ELG 06 Self-confidence and self-awareness ELG 07 Managing feelings and behaviour ELG 08 Making relationships Literacy ELG 09 Reading ELG 10 Writing Mathematics ELG 11 Numbers ELG 12 Shapes, space and measures Understanding the world ELG 13 People and communities ELG 14 The world ELG 15 Technology Expressive arts and design ELG 16 Exploring and using media and materials ELG 17 Being imaginative Outcome Are the teacher judgements for all five children for all scale points discussed accurate in line with exemplification? If no please comment on any inaccuracies that were discussed: Action to be taken if inaccurate:
Once entered, click Save Select: Routines > Data Out > CTF > Export CTF Untick all boxes expect Student Basic Details, Student Address and Assessment Data Click down arrow next to Year Grp and select year group to show year R for EYFSP (Early Years Foundation Stage Profile) Right click in the first white box under Destination LA/Other and select Select All For EYFPS begin typing Norfolk (will auto complete) Click Export CTF to export file to your AnyComms Outbox. For EYFSP please move the file into the FSP folder within your AnyComms outbox and start an AnyComms call.
Area of Learning ELG Child A initials Child B initials Child C initials Personal, Social and Emotional Development ELG 06 Self-Confidence & Self-Awareness ELG 07 Managing Feelings & Behaviour ELG 08 Making Relationships Literacy ELG 09 Reading ELG 10 Writing Further training for practitioners requested – refer comments to Alison Murphy
PARENT/CARERS CONTRIBUTION If you would like to discuss this report, please arrange a meeting with your child’s teacher. Teacher’s signature: ……………………………………………………. Date …………………………. Head Teacher’s signature ……………………………………………… Date ………………………… Parent’s signature ………………………………………………………. Date …………………………. EARLY YEARS FOUNDATION STAGE REPORT ON TRANSFER AT THE END OF THE EARLY YEARS FOUNDATION STAGE Name D.O.B Setting/School Date Date of admission to F1 (Reception) Number of authorised absences Receiving support for SEN/EAL
ELG03 Speaking Physical development ELG04 Moving and handling ELG05 Health and self-care Personal, social and emotional development ELG06 Self-confidence and self-awareness ELG07 Managing feelings and behaviour ELG08 Making relationships Literacy ELG09 Reading ELG10 Writing Mathematics ELG11 Numbers ELG12 Shape, space and measures Understanding the world ELG13 People and communities ELG14 The world ELG15 Technology Expressive arts and design ELG16 Exploring and using media and materials ELG17 Being imaginative Early Years Foundation Stage Profile – SAMPLE Area of learning Aspect Emerging Expected Exceeding Communication and language ELG01 Listening and attention * ELG02 Understanding *
ELG03 Speaking * Physical development ELG04 Moving and handling * ELG05 Health and self-care * Personal, social and emotional development ELG06 Self-confidence and * ELG07 Managing feelings and behaviour * ELG08 Making relationships * Literacy ELG09 Reading * ELG10 Writing * Mathematics ELG11 Numbers * ELG12 Shape, space and measures * Understanding the world ELG13 People and communities * ELG14 The world * ELG15 Technology * Expressive arts and design ELG16 Exploring and using media and materials * ELG17 Being imaginative * Learning Characteristics How M learns awareness
This policy should be read in conjunction with: GHES child protection and safeguarding policy and procedures GHES EYFS rationale of planning document GHES GRH intimate care policy and intimate care plan guidance KEY Reference documents for EYFS teachers and leaders: ‘Statutory framework for the early years foundation stage.’ Department for Education, July 2014 Development Matters The report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2015 Early Years (Ofsted) Early Years Outcomes (DfE) EYFS profile exemplification documents (DfE) ‘Teaching and play in the early years – a balancing act?’ (sample of good practice from 48 settings – it dispels the myth that play and teaching are different and that good practice is a seamless progression of the two elements of teaching and play) July 2015 (Ofsted) ‘Early years inspection handbook’ June 2015 (Ofsted) ‘Early Years foundation stage profile’ 2016 handbook (December 2015) Pie Corbett’s Reading Spine Policy written and updated by Carmel Herrick: April 2015 Further information added by Laurian Bedwell: November 2015 Updated March 2016 (EYFS teachers and SLT) Reviewed April 2016 (Julia Hawkes – LA EYFS lead and Annalise Price-Thomas. Appendix 1 Early Years Foundation Stage – Early Learning Goals
EYFS Planning scrutiny Name of teacher: Number of children: Age range of children: Observer: Focus of scrutiny: Date: Adult focused planning Learning objectives? Success criteria? Learning intentions linked to next steps? Differentiation? Mention of groups / target chidlren? (girls, boys, SEND, EAL, most-able, G&T, pupil premium children) ‘Tteach, practice, apply’ structure to lesson? Opportunities for active learning? Opportunities for C & L? Role of adult identified? Key questions / vocab identified? Links to Dev. Matters / EY Outcomes? References to Characteristics of Effective Learning? Other cross curricular links? Weekly plans – structure of learning over several days? Opportunities for responsive teaching? Indoor and outdoor learning identified? Resources identified? Opportunities for children to revisit reflect on & assess own learning? Planning for adult initiated learning (enhanced provision) Clear learning objectives? Opportunities to practice & apply skills at own level? How well do opportunities to practice and apply link to recently taught skills? Links to Dev Matters / EY Outcomes? Links to Characteristics of EL? Opportunities for learning inside & outside? Planning for child initiated learning (continuous provision) Potential learning opportunities identified? Role of the adult / key questions / key vocabulary? Deployment of adults to support learning through play? Are opportunities identified for learning inside and outside? How regularly is continuous provision planning reviewed? How are parents involved in planning? E.g. Two way flow of information: planning tree / weekly newsletter
How are children involved in planning? Links to children’s interests? Plans adapted to children’s learning on daily/weekly basis? Next steps integrated into planning? Children involved in topic planning? Areas for development: A judgement of teaching and learning in the EYFS should be made over a period of time, ensuring information is triangulated from a variety of sources (lesson observations of adult led teaching, child initiated learning and supported play, planning, learning journeys, data, child’s voice).
Area of learning Early learning goal (ELG) Aspect Emerging Expected Exceeding Communication and language 1 Listening and attention 2 Understanding 3 Speaking Physical development 4 Moving and handling 5 Health and self-care Personal, social and emotional development 6 and 7 Managing feelings and behaviour 8 Making relationships Literacy 9 Reading
POST-WORKSHOP PARTICIPANT EVALUATION SURVEY Location of workshop: Date: Feedback on the workshop will be used to inform the delivery and ongoing implementation of the workshop, promotion of the workshop, and future resource development. The information you provide will be seen by the workshop trainers and the workshop organiser only. All responses will remain confidential. Please provide information about your experience of the workshop On a scale of 1-5, please rate your level of agreement with the following statements: I was satisfied with the Essential Youth Healthcare Skills workshop 1 Strongly disagree 2 Disagree 3 Disagree 4 Agree 5 Strongly agree Please comment: I was satisfied with how the workshop was facilitated 1 Strongly disagree 2 Disagree 3 Disagree 4 Agree 5 Strongly agree Please comment: The content of the workshop was relevant to my work 1 Strongly disagree 2 Disagree 3 Disagree 4 Agree 5 Strongly agree Any comment: The workshop was well organised 1 Strongly disagree 2 Disagree 3 Disagree 4 Agree 5 Strongly agree
Early Years Improvement Team contact details by Clinical Commissioning Group for nurseries, pre-schools and childminders Clinical Commissioning Group area Early Years Support and Intervention Officers Contact numbers Email Eastbourne, Hailsham, Seaford including Alfriston, Hellingly, Herstmonceux, Pevensey, Polegate, Ripe Claire Wood Katie Kobylak 01323 747419 / 07557 541988 01323 464769 / 07912 786255 01323 464769 / 07912 786255 claire.wood@eastsussex.gov.uk katie.kobylak@eastsussex.gov.uk Wealden, Lewes, Havens including Chailey, Crowborough, Heathfield, Horam, Newhaven, Peacehaven, Ringmer, Uckfield, Wadhurst Mel Fowles Penny Smith Verity Green 01323 464507 / 07876 037483 01323 747417 / 07827 983780 01323 747421 / 07920 592943 melanie.fowles@eastsussex.gov.uk penny.smith@eastsussex.gov.uk verity.green@eastsussex.gov.uk Hastings and Rother including Battle, Bexhill, Northiam, Robertsbridge, Rye, St Leonards, Ticehurst Terrie Simpson Laura Piper 01424 726108 / 07876 037471 01323 747420 / 07919 298446 terrie.simpson@eastsussex.gov.uk laura.piper@eastsussex.gov.uk Early Years Enterprise Improvement Officer Joanne Grogan 01323 464506 / 07920 565988 joanne.grogan@eastsussex.gov.uk Senior Early Years Support and Intervention Officer Julie Bowles 01323 464511 / 07876 037525 julie.bowles@eastsussex.gov.uk General Enquiries 01323 463026 childcare.support@eastsussex.gov.uk Early Years Improvement Team contact details for Nurseries, Pre-schools and Childminders
Program Opening Day What is the program opening date? Answer: The database will open and applicants may start creating applications on Monday, April 10, 2017. During this time, registered Applicants can access program documents from the resource tab, complete Reservation Request Forms (RRFs), and upload application materials to the database. Applicants can also use the Check My App feature on the Submit page to verify that their application is complete and ready for submission. The application portal will open for Step 1 application submissions at 1:00 am on Monday, May 1, 2017. To submit an application, an Applicant will log into their account and click the Submit button for each application from the Dashboard: Please note that if your application is missing any document uploads, or has information missing from a required field, you will NOT be able to click the Submit button. Do I need to log in at 1:00 am to ensure that I am first in line to submit my application? Answer: No. Beginning on Monday, May 1, the application portal opens every day at 1:00 am and closes at 12:00 am. You may submit your application at any point during the day. If after 12:00 am more requests for incentive funds are received than are available in the current incentive step, a lottery is triggered and the time during the day at which you submitted your application does not give higher priority to your application. What will be the exact protocol in cases where applicants are found submitting multiple applications? Answer: Submitting multiple applications for the same project is prohibited per the SGIP Handbook. If it is determined that an applicant has submitted multiple and/or duplicate applications, PAs may exercise options indicated in the Infractions section of the current
The messaging functionality provides a ‘rich text’ message editing facility to compose messages. Basic features such as choosing font style and size, bold/italics/underlining/highlighting, coloured text, bulleted and numbered items are available for you to use. From here you will be able to type your message to the nursery into the ‘Message’ box and click ‘Send’. A notification will then be sent by email to the nursery manager and the messages will be available on-line when they log in to their system. Note: You can also choose to ‘Save’ the message to come back to at a later time if required. Your Child’s Daily Diary The eyLog daily diary feature enables nurseries to record key information about your child’s day at the nursery - what the child ate, when the child slept, nappy changes and toilets. This can be shared with you on a daily basis along with the child’s register, a summary of the day’s observations and any additional notes. Adding Notes to a Daily Diary The daily diary can be used as a two way communication between parents and the nursery and as such can be started by you, as the parent, easily at any time from you Parent Portal. Once you are logged in, click on the ‘Daily Diary’ tab at the top of the screen. This will open up the daily diary tracker. To add a new entry, click on the ‘+’ sign under the relevant date. From the Daily Communication Diary screen, you can change the date by clicking in the ‘Select Date’ box and selecting the relevant day from the calendar. Note: You are not able to select a date in the future. You can then write a message in the ‘Notes from Parents’ box. Once you click ‘Save’ your message will be available to the nursery practitioners when they open your child’s daily diary from the nursery.
What’s involved in joining EYM? Below are the key steps and critical questions for Committees of Management Committee of Management undertakes a research process What is EYM and how could it work for us? Committee of Management identifies and assesses prospective EYM organisations What EYM organisations operate in my area and how do their models differ? Committee of Management considers long term implications of their structure If we join, will our incorporated association still be needed? Committee of Management decides whether to join Will EYM improve the quality and viability of our service? The Department and the Early Learning Association Australia (ELAA) can provide support during this process What will change if our service joins an EYM organisation? What will change depends on the specific EYM model you join. Parents will no longer be responsible for managing the service; this will become the responsibility of the EYM organisation. For example the EYM organisation will be responsible for: Setting the service budget and parent fees Collecting parent fees and Department funding Employing staff, including organising relief educators Improving the quality of the service including providing professional development for educators Licensing requirements under the National Quality Framework Dealing with parent complaints Reporting to the Department What will stay the same? Children will continue to receive an educational program based on an approved learning framework, such as the Victorian Early Years Learning and Development Framework Parents will continue to be involved in the service, although in a different, advisory role Where can I go for further information? For further information please about the policy and guidelines please visit: You can also visit the ELAA website that has an information kit that will help you think through the benefits and process for becoming part of EYM arrangements.
PLEASE COMPLETE ALL SECTIONS CLEARLY IN CAPITAL LETTERS (as mistakes cannot be rectified) MUST BE SUBMITTED WITH FINANCIAL APPLICATION FORM Last name First name Learner ID Address Post Code Mobile Home No E-mail Address College Site BEV BRID HULL OTHER Please specify your journey route e.g. Journey from:- Wetwang Journey to:- Bridlington Via:- Driffield Journey from Journey to Via (if required) College Days Monday Tuesday Wednesday Thursday Friday Please Tick Bus Number(s) Timetables are available online at www.EYMS.co.uk or call BusLine 01482 59 29 29 Monday – Saturday 8am-6pm. Signature (Learner) Dated OFFICE USE ONLY Learner Start Date Authorised Date sent to EYMS Temp Card issued (date and number) Amount per day Days per week College Mini Bus? (CMB) ER1? Entered on EBS? (tick) Which Fund? (tick) 16-19 19+ A’Learner Loan CTB Other points
Applicant’s Financial Information If you are over 18, please would you fill in this part of the application as accurately as possible. We assure you that any information you give us will not be sent to anyone other than the trustees of this trust and if you wish it can be posted to us separately. Do you have a student loan? (Please circle/delete) YES/NO If yes how much? £ Do you have an overdraft? (Please circle/delete) YES/NO If yes how much? £ What help do you receive from your family? £ Per week/month If financial help is not regular, and you need to pay for instrument repairs, books, music etc. please estimate the cost: £ What other financial support do you receive? (Please state how much and whether it is yearly/ monthly etc.) £ Do you have a job to help finance yourself? (If yes, please state your role and how much you earn) Occupation: £ Per week/month Please give details of any other information you consider relevant to your application: To the best of my knowledge, the information given in this application is correct. Signed: ________________________________________________ Date Please email and post your completed application form by 14 November to: and also to EYMT Essex Community Foundation 121 New London Road Chelmsford Essex CM2 0QT (Your bursary application should be emailed but it must also be followed up with a signed posted copy)
What’s On at the Discovery Centre Baby Time (0 - 3 years) An entertaining, educational program that encourages parents to interact with their babies. FREE Tuesdays (School term) 11:30am - 12pm For all enquiries and bookings Melton Library & Learning Ph: 9747 5300 libraryjtevents@ melton.vic.gov.au Story Time (2 – 5 years) A great way to introduce your child to the wonderful world of books - FREE Tuesdays (School term) 10:30am -11:15am Yoga Improve your health and well-being by toning your muscles, increasing suppleness, improving concentration and relieving stress. (During school terms) Tuesdays Evenings 6pm – 7pm Saturday Mornings 8:30am-9:30am Book online. meltonlearning.com.au For enquiries: Lyn Harding Ph: 9747 7200 Eynesbury Dance Academy Classes in dance, ‘Fusion’ – Jazz, Hip hop and contemporary for kids from 4 years old until 14 years old. Monday & Wednesday Evenings (School Terms) For all enquiries and bookings Narelle Ph: 0410478901 Mini Maestros For primary care giver to share a love of music with their young child. Children participate in simple action songs and dances to develop listening and gross motor skills. Fridays from 10am For more information please contact MaryRose Ph: 0413 863 552 or email maryrose@minimaestros.com.au Eynesbury Bird Walks FREE! All ages welcome - whether you’re a bird nerd or just bird curious, join us as we explore the Eynesbury Grey Box Forest. Join the Eynesbury Environment Group on Facebook. 10am – 2pm on following dates: Sun 29 July Sun 30 September Sun 25 November Contact Chris 0422 441 488 Meet at Discovery Centre carpark Maternal & Child Health Free health service for all families with children 0-6 years. Appointment Only Melton City Council’s Maternal & Child Health 9747 7287 Eynesbury Christian Fellowship Family friendly Pentecostal church for the community. Wednesdays 7pm Sundays 10am Contact Aisha 0408 628 778 or Eddie 0421 691 599
Early Years Planning and Review Meeting. Pathway 1 – Complex Needs. Referral Form. Name Date of Birth Child’s Home Address Male/Female Ethnic origin Home language Is child/young person Looked After? Yes / No If Yes – which Local Authority Name of or Person(s) with Parental Responsibility Home Address (If different from above) Relationship Telephone Email Name of any other or Person(s) with Parental Responsibility Home Address (If different from above) Relationship Name of pre-school setting/childminder Address and contact number Name of contact (keyworker/INCO) Name of person making referral Professional title Contact details Date and title of supporting report provided. Name of any other professionals Professional title Contact details Report included?
Early Years Planning and Review Meeting. Pathway 2 Referral Form. Name Date of Birth Child’s Home Address Male/Female Ethnic origin Home language Is child/young person Looked After? Yes / No If Yes – which Local Authority Name of or Person(s) with Parental Responsibility Home Address (If different from above) Relationship Telephone Email Name of any other or Person(s) with Parental Responsibility Home Address (If different from above) Relationship Name of pre-school setting/childminder Address and contact number Name of contact (keyworker/INCO) Name of person making referral Professional title Contact details Date and title of supporting report provided. Summary of child’s needs (please consider the Referral Criteria for Pathway 2 when completing this section):
PART-TIME 3 AND 4 YEAR OLDS EARLY YEARS PUPIL PREMIUM REGISTRATION FORM We need information about you and your child, to provide the best education and support by making sure we receive all the government funding to which we and your child are entitled. Please complete this form. PROVIDER NAME ABOUT YOUR CHILD/CHILDREN Child’s Last Name Child’s First Name Child’s Date of Birth D D M M Y Y Y Y D D M M Y Y Y Y PARENT/GUARDIAN DETAILS Parent/Guardian 1 Parent/Guardian 2 Last name First Name Date of Birth D M Y D M Y National Insurance Number* National Asylum Support Service (NASS) Number* / / / / Daytime Telephone Number Mobile Number Address Postcode: Postcode: * Complete as appropriate FAMILY INCOME AND BENEFIT DETAILS
Sulfur dioxide 1 hour Health and wellbeing 570 0.2 24 hours Health and wellbeing 230 0.08 Annual Health and wellbeing 57 0.02 Particulate matter (PM) as total suspended particulates (TSP) Annual Health and wellbeing 90 - PM less than 10 µm (PM10) 24 hours Health and wellbeing 50 - PM less than 2.5 µm (PM2.5) 24 hours Health and wellbeing 25 - Annual Health and wellbeing 8 - Carbon monoxide 8 hour Health and wellbeing 11,000 9 Dust deposition as insoluble solids Annual Protecting aesthetic environment 4 g/m2/month - 1,3-butadiene Annual Health and wellbeing 2.4 0.001 Acetaldehyde 1 hour Odour 42 0.023 Ammonia 1 hour Health and wellbeing 330 0.46 Antimony and compounds 1 hour Health and wellbeing 9 - Arsenic and compounds (as total metal content in PM10) 1 hour IARC Group 1 carcinogen (known human carcinogen) 0.09 - Annual Health and wellbeing 6 ng/m3 - Benzene Annual Health and wellbeing 10 0.003 Benzo(a)pyrene (as marker for PAH) Annual Health and wellbeing 0.3 ng/m3 - Beryllium and compounds 1 hour IARC Group 1 carcinogen (known human carcinogen) 0.004 - Cadmium and compounds (as total metal content in PM10) Annual Health and wellbeing 5 ng/m3 - Carbon disulfide 1 hour Odour 183 0.0055 24 hours Health and wellbeing 110 0.032 Chromium III compounds 1 hour Health and wellbeing 9 - Chromium VI compounds 1 hour IARC Group 1 carcinogen (known human carcinogen) 0.09 - Copper dusts and mists 1 hour Health and wellbeing 18 - Copper fumes 1 hour Health and wellbeing 3.7 - Cumene (isopropyl benzene) 1 hour Odour 21 0.004 Dioxins and furans (as TCDD TEF) 1 hour IARC Group 1 carcinogen (known human carcinogen) 0.000002 - Ethylbenzene 1 hour Health and wellbeing 8,000 1.8
CYP 5172 Supporting Transitions: Early Learning, Early Independence Lectures/ seminars/ workshops and tutorials Case study evaluation 4,000 words 100% Semester 1 – week 10 Marie Potter CYP 5162 Pedagogy, Practice, Assessment and Frameworks Lectures/ seminars/ workshops and tutorials Planning Report 1,000 words 3,000 words 30% 70% Semester 1 – week 6 Semester 2 – week 12 Marie Potter and Cathryn Keighley CYP 5142 Diversity and Inclusion: Education for All Lectures/ seminars/ workshops and tutorials Case study report 4,000 words 100% Semester 2 – week 11 Syra Shakir CYP 5182 Creativity: Expressive Arts and the World Lectures/ seminars/ workshops and tutorials Plans, storyboards, rationale statements Report 1,500-word equivalent 2,500 words 30% 70% Formative assessment throughout/summative in Semester 2 – week 12 Marie Potter CYP 5042 Research Methods and Evidence–based Practice Lectures/ seminars/ workshops and tutorials Research proposal 4,000-word equivalent 100% Semester 2 – week 11 Carmen Clayton CYP 5052 Professional Development and Placement 2 Tutorial, workshops and placement Portfolio Placement Reflective report 1,000-word equivalent 1,000-word equivalent 2,000 words 30% Pass/Fail 70% Semester 1 – week 11 During Semester 2 End of module Marie McAllister CYP 6142 SEN and Disability Lectures/ seminars/ workshops and tutorials Portfolio 4,000 words 100% Semester 2 - week 10 Janet Wilkinson