zilongwang/ReadingBank huggingface dataset:
! _ Company Number 9369678 Shelf Help Collection - young people’s mental health (and of interest to others) Although developed for young people, this will be of wider interest. The Shelf Help Collection is a new national initiative in all of Norfolk’s public libraries. Supported by Norfolk County Council Public Health services. It is essentially a list of 35 books, selected by mental health specialists and recommended by young people, to help cope with the pressures of life, feel better and boost confidence. The scheme is an extension of the successful Reading Well/Books on Prescription schemes for adults with mental health problems and people with dementia and their carers. The Shelf Help Collection is to support young people aged 13 -18 and their friends and families dealing with mental health problems and to raise awareness of common issues, including advice and information about anxiety, stress and Obsessive Compulsive Disorder (OCD), and difficult experiences like bullying, body image and exams. All of the Shelf Help books are now available and can be borrowed by young people, their friends, parents or carers, and professionals and any interested people from all of Norfolk’s libraries. See here for the Young people under 18 can request that any book in the County is sent to their local library or mobile library, free of charge, to be picked up by them. Health professionals, like GPs and school nurses, can also recommend the books as a way of supporting young people experiencing pressures in their day to day lives, as well as with specific issues. You can print off a page of the attached as a reminder of the titles. If you would like a supply of the Shelf Help leaflets, or further information, contact Kirsten Francis, Manager - Schools and Young People's Library Services, Norfolk County Council Library and Information Service e-mail: Tel: 01603 222 266
(t) 01603 723 845 (m) 07770620438 (f) 01603 630 411 (w) Wellbeing Socials November 2017 Wellbeing Associates Workshops & Socials Date and Time: What and Where: Wednesday 8th November 5.00pm – 7.00pm Thursday 9th November 10.30am – 12.00pm Monday 13th November 5.30pm – 7.00pm Wednesday 15th November 11.00am – 12.30pm Thursday 23rd November 5.30pm – 7.00pm Thursday 30th November 2.30pm- 4.00pm Every Tuesday in November Wellbeing Art Workshop Providence Street Community Centre, King’s Lynn, PE30 5ET No booking necessary, but priority will be given to people who have booked Coffee and a Catch up Chives Brasserie, 11 High Street, Hunstanton, PE36 5AB Coffee and a Catch up Sainsbury’s Café, Hardwick Industrial Estate, Scania Way, King’s Lynn, PE30 4LR Coffee and a Catch up Reeds Café, Nelson House, Bridge Street, Downham Market PE38 9DS Coffee and a Catch up Sunshine Café, 20 Court, Downham Market, PE38 9JZ Coffee and a up Swaffham Community Centre The Campingland Swaffham PE37 7RB Peer Led Discussion Providence Street Community Centre
Being a carer can be life changing – having to reassess your whole way of living and the future plans you once had. This can often generate a sense of loss around once valued goals, leading to possible feelings of resentment. However goals can still be achieved it’s just about thinking of different ways of approaching them. This workshop will give carers the time and space to explore the goal setting process. £5 per workshop (cheques payable to West Norfolk Carers). For further information and to book a place on any workshop please contact West Norfolk Carers 20 Thorsby College Street Lynn PE30 1HX 01553 768155 Or see the website page Nar Family Learning Courses Family Learning Courses 2017/18 Nar & St Clements’s Children’s Centre Saddlebow Road King’s Lynn PE30 5BN Family Learning covers a whole range of activities, courses and events that involve all family members exploring, discovering and learning together. Family Learning has proven to be a successful way of raising achievements of the whole family by providing learning opportunities for mums, dads, extended family members, carers and guardians. All of our Family Learning courses are FREE to attend. Family Health WFXFH4617P Thursday 22 February 2018, 10am - 12.30pm (6 sessions) This course will provide all the information needed to develop a healthy lifestyle for the whole family. A Taste of Maths FMXTM4717P Tuesday 17 April 2018, 1pm-3pm (1 session) Families take part in fun activities with their child and discover ways to support the children’s learning at home
Wednesday 6th September 5.00pm – 7.00pm Thursday 7th September 10.30am – 12.00pm Monday 11th September 5.30pm – 7.00pm Wednesday 13th September 11.00am – 12.30pm Thursday 21st September 5.30pm – 7.00pm Every Monday until 11th September then every Tuesday from Tuesday 19th September 2017 1.00pm – 3.00pm Wellbeing Art Workshop Providence Street Community Centre, King’s Lynn, PE30 5ET No booking necessary, but priority will be to people who have booked Coffee and a Catch up Chives Brasserie, 11 High Street, Hunstanton, PE36 5AB Coffee and a Catch up with Guest Speaker Sainsbury’s Café, Hardwick Industrial Estate, Scania Way, King’s Lynn, PE30 4LR This month we will be joined by Sharon Pryde from New Horizons (Norfolk Citizens Advice Bureau) to talk about the coaching service that she and her colleagues offer. Coffee and a up Reeds Café, Nelson House, Bridge Street, Downham Market PE38 9DS Coffee and a Catch up Sunshine Café, 20 Wales Court, Downham Market, PE38 9JZ Peer Led Discussion Group Providence Street Community Centre Providence Street, King’s Lynn PE30 5ET Contact Stewart Oddie – stewart.oddie@nsft.nhs.uk Domestic Event Pandora Project is holding a Domestic Abuse Networking Event Bringing together West Norfolk agencies to promote collaborative working Tuesday 12th September 2-4pm Providence Street Community Centre
For further information events or to book where necessary please call 01366 383073 Regular events Baby bounce and rhyme - Thursdays – 10-10.30 term time only Come along and enjoy some songs and rhymes. Scrabble Club – every Tuesday 10am – 12pm (term time only) a game of scrabble. Knit and Natter – 1st and 3rd Wednesdays in month. 1.30 – 3pm Brew and Banter – Every Friday 10am – 12 noon. 50p suggested donation. Enjoy a chat over a tea or coffee. Job Help – free help with using the universal Jobsmatch website. Wednesday mornings or Friday afternoons. Booking essential. Special events Storytelling with Liam Caroll - Folk Tales Monday 4th September 2pm – 3pm Most suitable for 4 - 8 year olds but everyone welcome. Family ticket - £12 (2 adults, 2 children) Adults £4 Children £3 All children to be accompanied by an adult. Booking essential - tickets available from the library in advance or on the day. Opium Eating in the Fens in 19th century A talk by Dr Eric Somerville of the Wisbech Society Tuesday 5th September 1 - 2pm This event is part of the In Good company Group so £1 payable, refreshments included. Booking essential. For further information or to book please ring the library on 01366 383073 Chair Yoga Come along and have a go at chair yoga. Monday 11th September 1.30 - 2.30pm Booking essential. For further information or to book your please contact the library on 01366 383073 Animal Agents Presentation Ceremonies! Saturday 23rd September at 1.45, 2.45 or 3.45pm. Booking essential. Free event.
connection to this support and that such practitioners might include, amongst others, family workers, youth workers, teachers, doctors, psychologists, nurses, therapists and social workers. First name Last name DOB Gender (M/F) Relationship e.g. mother, father, Ethnic origin Any declared disability Name of school or workplace (include NI) Signature of consent (Please state ‘yes’ in signature box above to indicate signed copy held locally) Individuals or agencies you do not wish information to be shared with. Please give reasons why. Information you do not want to be shared IMPORTANT: The main family contact needs to sign beside any member of the family that is aged 15 or under*. Any family member over the age of 16 needs to give consent by signing against their details. *A young person aged 12 or over, who has the capacity to understand and has sufficient understanding to make their own decisions, may give (or refuse) consent to sharing information. This should include an understanding of the question being asked, what information might be shared and implications of sharing that information. It is good practice to ensure you have their consent to share information and work with services. Additional information Details of other agencies / practitioners involved with the family (e.g. GP and School): Practitioner Name Job role/ Team/ Organisation Supporting which family member Contact details (work details only)
If your request is for funding, please state clearly how much funding you are requesting. Please include the name of the supplier and how the fund will alleviate one of the identified Early Help criteria. Please note that a maximum of £200 per family can be approved at triage and requests for more than this will need to be discussed at the monthly Locality Alliance meeting, which may result in delay. 11. Does any child / young person in the family have an allocated social worker? (e.g. is subject to Child in Need, on a Child Protection Plan or is a Looked After Child) YES NO If YES please give details 12. Other agencies working with the family Name of Agency Contact Person Telephone / E-Mail
PROVISION MAP TO BE COMPLETED PROVISION MAP Name ……………………………………………….. D.O.B…………………………………... Date of intervention …………… Review Date ............................ Key person…………………………………………. SENCO………………………………… Date of request for funding ………............................................... Provision to meet outcomes Monday Am Pm Tuesday Am Pm Wednesday Am Pm Thursday Am Pm Friday Am Pm TOTAL One off / purchases specific to child Cost
The Project Manager will conduct regular meetings, communicate about issues as needed and coordinate with others who may also need to attend. * Project Team members * Client Devices Manager or representative * Campus Customer Support Managers or representatives * Service Desk Manager or representative * Applications Support Managers * FRMs * Others deemed necessary for specific concerns Regular (likely daily) Project and Deployment will attend regular meetings. The purpose of the meeting is to identify specific incidents and determine necessary courses of action. Other topics that arise needing more than a few minutes to address will be set aside for later discussion among the necessary parties. Tracking progress against stabilisation criteria. * Service Desk Manager * Service T & A Manager At the end of Project ‘stand-by’ period (day 4 post-migration), then as required until ELS exit. Via regular e-mail, phone or in-person discussions or meetings when necessary. Announcing stabilisation and early life support exit and the move to standard support. * All Support Teams * Project Board * Lead Team On final decision Via formal meeting between Project Managers, Service Desk Manager, relevant
Read more: New York Times – May 12, 2014 – Research links – the value of reading. Explore: Albert Shanker Institute’s . 6. What are the foundational skills that children need in order to be ready to learn to read and write? “Reading or the foundational skills for reading, prepare a child to begin to read on their own. Thinking, language and physical skills all contribute to the readiness of a child: Thinking Skills Physical Skills Language Skills attention- ability to tune out distractions organization motivation – curiosity remember sounds and images differentiate or see differences between different sounds and images critical thinking – problem solving background knowledge creativity and imagination pool of mental images healthy body – physical stamina visual tracking – scan across the page fine motor skills – hold a book and turn pages, hold a pencil strong base in language listening speaking awareness of speech sounds (phonemic awareness) vocabulary language structure Suggestions:
Systematic instruction of relationships, including practice Opportunities for students to manipulate letters to change words and spelling patterns Learn decoding strategies Few classrooms show evidence of learning of decoding strategies Most classrooms show evidence of learning decoding strategies In all classrooms, students have: Practice decoding and identifying words Practice that involve word families Practice blending and “chunking” words Introductions to irregular Practice fluency Students practice reading decodable stories less than 2 times a week Students practice reading decodable stories 2-4 times a week Students practice daily reading decodable stories with 90% of words known to the reader. Read and comprehend a wide assortment of books and texts Students have access to a wide variety of non-fiction and fiction books and other written materials or have daily time for self-selected reading or books can be taken home. Students have time for reading and have wide access to a variety of non-fiction and fiction books and other written materials or materials can be taken home Students have access to a wide variety of non-fiction and fiction books and other written materials. They have daily time for self-selected reading. Books can be taken home. Develop and comprehend new vocabulary Teachers use 0-1 of the vocabulary techniques listed Teachers use 2 of the vocabulary techniques listed Teachers provide vocabulary instruction through: Explicit instruction during read aloud and content area instruction (i.e. science and social studies) Teaching about context clues Tools (i.e. word bank) and positive reinforcement as students use new words comprehension strategies Teachers provide comprehension instruction through:
Schedule Classrooms have less than 60 minutes designated for language arts instructions. The support for struggling readers is not explicit. Most classrooms have 60-90 minutes designated for language arts instruction. Most struggling readers get extra support. Every classroom has 90 minutes designated for language arts instruction. A system for intervention for struggling readers is in place.
Daily Early Mobility Data Collection Tool Hospital ID# ___________ Unit ID#___________ Date (mm/dd/yyyy) ___________ Fill out for all beds Fill out if patient is intubated or has tracheostomy (trached) and is mechanically ventilated (can use for patients not mechanically ventilated) Bed # Intub/ Trach & Mech Vent Date of Intubation (mm/dd/yyyy) Sedation Scale Delirium Assessment Highest Level of – 0 to 8 (see daily codes on next page) Barrier to a Higher Level of Mobility – 0 to 15 (see daily codes on next page) PT OT Events (Up to Three Events) 0 to 25 (see daily codes on next page) RASS/ SAS/ Not Used in Unit CAM-ICU/ ASE/ ICDSC/ NU P, N, X, UTA, NK ASE 0–10, X, UTA, NK P, N, X, UTA, NK If RASS – 5 to 4, NS or X, NK 1 Required Event 2 Only if Needed Event 3 Only if Needed If SAS – 1 to 7, NS or X, NK Y N E / / RASS SAS NU C A I NU Y N NK Y N NK Y N E / / RASS SAS NU C A I NU Y N NK Y N NK Y N E / / RASS SAS NU C A I NU Y N NK Y N NK Y N E / / RASS SAS NU C A I NU Y N NK Y N NK Y N E / / RASS SAS NU C A I NU Y N NK Y N NK Y N E / / RASS SAS NU C A I NU Y N NK Y N NK ICU
least four times, two for each foot) with or without assistance Walking: walking away from the bed/chair by at least four steps (two for each foot) assisted by a person/people or gait aid, or unassisted Unknown: it is unknown regarding what activity, if any, occurred Staffing (registered nurse, physical therapist, respiratory therapist) unavailable throughout the day Patient declined mobilization throughout the day Patient is too weak to progress to higher level of mobility Other barrier not listed above Unknown barrier Desaturation (02 sat <85% or if intervention required [i.e., increase in Fi02]) Cardiac arrest requiring cardiopulmonary resuscitation New arrhythmia (excludes sinus tachycardia, premature ventricular contractions (PVC), or pre-existing arrhythmia that did not worsen during mobilization) Fall WITH staff assisting in lowering patient Fall WITHOUT staff assisting in lowering patient Other Instructions for Daily Early Mobility Data Collection Tool Please complete this form once a day, every day. If possible, complete it around the same time each day, hopefully during patient rounds. Patients are considered mechanically ventilated on a specific day if they were mechanically ventilated at the time of observation. All of the contraindications are listed at the end of the data collection tool. Please print the data collection sheet with the contraindications on the back for ease of data collection. **This tool may also be used for patients who are not mechanically ventilated.** DATA FIELD DIRECTIONS Hospital Enter the name of your hospital. Enter the name of your unit. Date Enter today’s date as MM/DD/YYYY format (e.g., 01/31/2014). Bed # Enter all the bed numbers on the form, regardless of whether the patient is on mechanical ventilation. Include empty beds.
Data collection information Data collections comprise data management systems and data sets. Data collection name Data management system Data set Reporting cycle Parenting assessment and skill development service (PASDS) Integrated Reports and Information System (IRIS) Integrated Reports and Information System (IRIS) PASDS module Monthly TWEQ Manual TWEQ - Early Parenting Centre Quarterly Key documents Mandatory <http://www.providers.dhhs.vic.gov.au/family-services> Supporting Parents, Supporting Children: A Victorian Early Parenting Strategy <earlytraumagrief.anu.edu.au/files/Supporting-parents-early-parenting-strategy.pdf> Best Interests Framework for Vulnerable Children and Youth <http://www.providers.dhhs.vic.gov.au/child-protection> Best Interests Case Practice Model - Summary Guide To receive this publication in an accessible format, <sacomms@dhhs.vic.gov.au> Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © of Victoria, Department of Health and Human Services, 1 July 2017. Where the term ‘Aboriginal’ is used it refers to both Aboriginal and Torres Strait Islander people. Indigenous is retained when it is part of the title of a report, program or quotation. ISSN 2207-8347 (online) Available on the <https://www.dhhs.vic.gov.au/policy-and-funding-guidelines>
Trips Mother Shiptons Cave Railway Museum Trips The Deep The Farm Pets at Home Flamingo Land (zoo) Police Station Fire Station Doctors Vets Trips Harlow Carr PSED Jonah and the Whale Noah’s Ark Parable of the Sower Boy who cried wolf The good Samaritan The prodigal son Loaves and the fishes Joseph and the technicoloured dream coat Parable of the two builders Harvest Shrove Tuesday / Lent Nativity Easter Sharing a Shell Mr Rude The path that runs by the church Willy and Hugh Music Familiar songs Rhyming songs Exploring sounds Duration – fast and slow sounds Dynamics – loud and soft Timbre – compare sounds Pitch – high and low Tempo – rhythm and steady beat Music making Making instruments Playing instruments Art Drawing Painting Colour mixing Junk modelling Clay Design and creating Shading Colouring Observational drawing PD Real PE curriculum skills ICT Laptops 2 Simple 2 graph Early Years maths program Busy things Phonics play Bug club Ipads Apps Letter formation Pictures Videos Beebots Programming Cameras Taking photos
many other aspects! The University, Department for Education and Ofsted take the results of this survey very seriously and it is really important to us that NQTs take the time to fill it in. We will send a reminder nearer the time, but please note the email will come from NCTL and not EHU. Please encourage any NQT’s in your setting to participate. The purpose of the Partnership Development Groups is to meet on a termly basis to discuss the development of the Edge Hill University Partnerships. The groups review policies, procedures and enhancements to inform future developments within the Primary and Early Years Partnerships. If you would like to contribute to the development of the provision for trainees across the Edge Hill University Partnership, have a voice in planning for the future, then please volunteer for either group. Please contact Eleanor Davidson (Assistant Head of Primary Education (School Based Training) for the Primary PDG at or for the Early Years PDG, Tim Lucas (Assistant Head of Early Years Education) Tim.Lucas@edgehill.ac.uk Partnership Development Group (PDG) Primary School Host Date Banks Methodist Primary School Headteacher Christine Adams 24th September 2015 4:15-6:00pm Edge Hill University Assistant Head of Primary Education Eleanor Davidson 26th November 2015 4:15-6:00pm Duke Street Primary School Deputy Headteacher Ridley 17th March 2016 4:15-6:00pm Edge Hill University Assistant Head of Primary Education Eleanor Davidson 16th June 2016 4:15-6:00pm Partnership Development Group (PDG) Early YEars Venue Chair Date Edge Hill University Jasmin Saunders St Bede’s Academy 1st March 2016 2:00-5:00pm Edge Hill University Jasmin Saunders St Bede’s Academy 9th June 2016 2:00-5:00pm
Section E Outcomes and Provision: Need(s) Desired long term outcome(s)? Steps towards achieving the outcome(s) Special Educational Needs Provision required (please identify whether this is current or additional provision) Person making the request Name Date of completion Signature Role Contact details Organisation Parents name Date signed Parents Signature
Radicalisation See ‘Prevent’ in the Safeguarding Policy. Admissions and Transitions Please see the Admissions Policy. PUBLICISING THE POLICY A copy of this policy will be available on the Academy’s website and the Learning Gateway/intranet. (Sentence deleted – it’s repeated just above) Staff will be advised of amendments to this policy via Staff Briefings and are expected to familiarise themselves with the content. POLICY STATUS This is a non-statutory policy.
Complete attached EYFS Developmental Summary to show child’s present attainment (page 5). Do NOT attach any additional progress reports or IPP’s. Is the Early Years Consultant involved with this child? Yes No OTHER AGENCIES INVOLVED Please attach reports from other professionals only if they contain supporting evidence to substantiate this application. View of the child/young person Has this application been discussed with the child/young person? Yes No View of the parent/carer Please attach the parent/carer contribution (as an appendix) if made. If a contribution has not been made, please outline below the actions you have taken to gain a contribution Signatures and checklist By signing this request you are giving consent for the Consultant Community Paediatrician to provide a report for the assessment, if required. Please note unsigned requests will be returned.
Child 4 Started November 2017 22-36 months 30-50 months 22-36 months 30-50 months 22-36 months 30-50 months Child 5 30-50 months 30-50 months 22-36 months 40-60 months 30-50 months 30-50 months Child 6 5 termer 22-36 months 30-50 months 30 – 50 months 40 – 60 months 22-36 months 30-50 months Child 7 16-26 months 30-50 months 22-36 months 30-50 months 16-26 months 30-50 months Child 8 Joined Nursery in October 2017 16-26 months 30-50 months 16-26 months 30-50 months 16-26 months 30-50 months Child 9 2nd year in Nest 22-36 months 30-50 months 16-26 months 22-36 months 22-36 months 22-36 months Child 10 Nest 22-36 months 30-50 months 22-36 months 30-50 months 16-26 months 30-50 months Child 11 Nest 16-26 months 30-50 months 16-26 months 30-50 months 16-26 months 30-50 months Summary 91% of children left having achieved in the 30-50/40-60, for most this was either at, or above, age related expectations. On closer analysis of data those children who remain within an age band in a particular subject, or subjects, did move up within the 3 steps of that band so still made progress, although this is not shown in this less detailed summary. The child who has made less progress is staying with us for an additional year and is now receiving SEND support with a 1:1 TA. Some of the children receiving pupil premium have had particularly challenging situations during the year and the progress made by them especially in PSED shows how well they have coped in this supportive environment.
*Total Funding : £7,854.60 17 Early Years children attracting PP Funding Use of Funding – Additional Notes Average Impact Using Evidence from EEF Teaching & Learning Toolkit Cost Early Years Interventions To support children identified early with communication and social skills. Motor Mouth, Signing and singing intervention to help with delayed speech. £2,500 Play Equipment- Team Building games. Co-operative Play Equipment to support children’s communication and social skills. £1,500 Reading Books to support Reading For Pleasure and home school reading books. To ensure children have access to a plethora of texts for pleasure and there are a bountiful amount of books for children to choose from to take home. £5,000 £9000 How are we spending our Early Years Pupil Premium 2017-2018?
(eg ADD, ADHD, Cystic Fibrosis, Downs, MS, MD, Epilepsy, etc) Communication and interaction: Autism (including Asperger’s syndrome) (ASD) Speech, Language & Communication Difficulties (SLCN) Cognition and learning: Moderate Learning Difficulties (MLD) Severe Learning Difficulties (SLD) Specific Learning Difficulties (SpLD) Profound and Multiple Learning Difficulties (PMLD) Social, emotional and mental health difficulties: Social, emotional and mental health difficulties Sensory and/or physical needs: Physical Difficulty (PD) Hearing Impairment (HI) Visual Impairment (VI) Multi-Sensory Impairment (VI) 7 Checklist of essential documents attached Document Required Document Attached? YES Document Attached? If No, indicate why document is missing 7a The Child’s One Page Profile or similar document Child’s View – the child/young person should be encouraged to fully participate in the process. This may be done either through the school or via the parent in a format appropriate to the child’s/young person’s needs – either a One Page Profile or similar document. 7b The parent/carer’s ‘My Child, My Story’ or similar document Copies of the template and guidance notes for ‘‘My Child, My Story’ can be obtained from the SEN Team. The SEND Information Advice and Support Service
EYFS Developmental Summary Setting: Date Completed: Child Name: Chronological Age: PLEASE INDICATE PROGRESS BELOW USING CODE: W=working within, E=emerging , S=secure Prime Specific Personal, Social & Emotional Communication & Language Physical Literacy Mathematics Understanding the World Expressive Arts and design SC & SA MF & B MR L & A U S M & H H & SC R W N SS & M P & C W T E & U M & M BI 40 – 60+ months 30 – 50 months 22 –36 months 16 – 26 months 8 –20 months 0 – 11 months
- more common in malingering than in conversion disorder (hysteria). truly deaf patients seek sensory input from their environment, watch examiner intently, and turn good ear toward speaking voice. patients with true long-standing hearing loss may speak loudly. Tests to distinguish true unilateral deafness from psychogenic deafness: patient wears headphones and listens to story being told, part in one ear and some in another → patient is tested on information. auditory evoked responses and measurement of stapedius reflex. if psychogenic hearing loss is bilateral, loud noise (e.g. clapping hands) may produce oculopalpebral reflex. Bibliography for ch. “Otology” → follow this
Increase % of P1 children with no obvious signs of dental disease 59.7 (2010) 68.2 (*2012) 75 Reduce pregnancy rate amongst under 16 year olds per 1000 10.5 (2009) 6.7 (*2011) 6.0 Decrease % babies requiring treatment of substance misuse 8.6 (2010) 6.5 (2013/14) 6.5 Increase % of babies exclusively breastfeeding at 6-8 weeks 25 (2010) 23.9 (2013) 27 Increase % of children categorised as healthy weight at 27 check and P1 check 85.1 (2011/12) 73.8% (2013/14) 86 Increase proportion of pregnant women not smoking at booking New target 78.3% (2014) 82 Ensure women experience positive pregnancies which result in the birth of more healthy babies Stillbirths: 4.9 per 1000 births (2010) 4.3 per 1000 births in 2015 Reduce by 15% Infant mortality: 3.7 per 1000 live births (2010) 3.1 per live births in 2015 Ensure all children reach their developmental milestones at the time of 2730 month health review 81% (2013/14) 85% in 2016 Take up of 27-30 month child health review 89% 90% Ensure all children reach their developmental milestones at end of primary one Literacy 89.9% (2013) Numeracy 91% (2013) Literacy 92.7% Numeracy 93.9% 90% in 2017 Ensure all children reach their developmental milestones and learning outcomes by end P4 Literacy 81.7% (2013) Numeracy 84.4% (2013) Literacy 85.8% Numeracy 88% 90% in 2021 Decrease children under 5 who are re-registered on the Child Protection Register 4% or 9 children 6% or 13 children* 5% Increase % of children under 5 who are Looked After at home or in Kinship Care 44.08% 43.55% 50%
Supporting Children in a Dual Placement Who is it for Early years practitioners in settings who are working with a child who has a dual placement with Pindar Nursery (specialist nursery) Areas covered This targeted course aims to ensure that children who attend both Pindar Nursery and a mainstream school or setting experience a consistent approach in both learning environments. It focuses on effective provision to meet their needs, including teaching approaches, practical strategies and resources. Course outcomes Participants will: have an opportunity to visit the specialist nursery and its facilities explore a range of strategies and approaches used in the specialist nursery and consider how these could be implemented in a mainstream setting recognise the importance of working in partnership with the specialist nursery and with parents and professionals reflect on and review their practice and identify areas for development Participant evaluations Nice to access training delivered by extremely skilled and informed practitioners The whole course was excellent and enjoyed looking at resources and getting a feel for what it is like at Pindar Nursery. The whole morning was interesting and inspiring Thank you. I feel more confident about working with X at my school Good to see where my child attends and to share ideas. Date(s) Thursday 5th October 2017 Time 9.30-12.30 Duration 3 hours Location Abbey training room, Early Years Support Centre Fee Free for early years practitioners working with a child who has a dual placement with Pindar Nursery
skills. This method of recording bring a new dimension to the observation methods that Hobart and Frankel compiled back in 2009. Teamwork Website Manual Belbin outlines the importance of teamwork and the various within a team. Siolta cements the value of teamwork as one of its principles. Belbin.com Department of Education and Skills Useful Organisations: Name Contact Information Early Childhood Ireland Barnardos National Council for Curriculum and Assessment (NCCA) Quality and Qualifications Ireland (QQI) Further Education Support Service (FESS) Childminding Ireland Forbairt Naonrai Teo
Emergency Assembly Area Tate – Hallway on lowest level of building away from stairwells, close classroom doors Taylor – Hallway on lowest level of building away from stairwells, close classroom doors Munroe – 1st floor hallway away from lobby and stairwells, close classroom door. Murphy – central hallways away from doors and windows. North Apartments – 1st floor hallway away from lobby and stairwells, close emergency doors at stairwells, with warning and advisement by campus police, alternative is Taylor Hall South Apartments – 1st floor hallway away from lobby and stairwells, close emergency doors at stairwells, with warning and advisement by campus police, alternative is Taylor Hall Porter Gym – Men’s locker room basement area, enter from Wolves Athletics Lounge Porter Auditorium – Lower level of building in classrooms in center of building Olive Swann Porter – Trice Room Candler – 1st floor hallway left of lobby (women’s bathroom side) Library – Basement or 1st in middle of room away from windows Persons – 1st hallways away from stairwells, close all room doors Wortham – Laundry room Banks – Laundry room, with warning and advisement by campus police, alternative is Trice Room in OSP – enter through small passage way by Leadership Rooms Hightower – Basement level in middle of hallway away from stairwells and laundry room – Basement level in middle of hallway away from stairwells and laundry room. Huckabee – Behind desk, close partition doors Equestrian Center – Bathroom in center of building, with warning and advisement go to Mathew’s Mathews Athletic Center – In stairwells, stay on ground level Physical Plant – Murphy Building – central hallways away from doors and windows Soccer field, softball field, and tennis courts- get to the Matthew’s Athletic Center and in the stairwells. Stay on the ground level and underneath the stairs as far as you can get. 2I. Fire Safety Every time a fire alarm goes off, all building occupants must exit the building, unless they have been notified prior to the event that it is not necessary to evacuate (as in testing of the alarms, etc.). Upon hearing the fire alarm: Everyone will exit the building quickly and in an orderly fashion, assisting those who may need assistance. Whenever possible, employees will
Síolta Online document Child led approach Síolta was developed by the Centre for Early Childhood Education on behalf of the Department of Education and skills Quality environments in Early Years Services Book This book supports years practitioners with the ideas, knowledge and resources needed to provide quality environments for children. It encourages reflection on all aspects of the environment, both indoors and out. Barnardos YouTube video Play activities, Curriculum development Thinking about Play, Developing a reflective approach Book Curriculum development Open university Press Literacy and numeracy Matters Book This book provides up-to-date theory and research on the critical importance of the development of both literacy and numeracy in early childhood and outlines the links with national documents such as Síolta, Aistear and the literacy and numeracy strategy. Barnardos
Note: Assessment #1d Praxis II PLT sub-score data may be used as an assessment for meeting pedagogy standards. A data table for Praxis II PLT sub-score data must be submitted but a rubric is not required. Assessment #1d Praxis II PLT sub-scores are not used as a stand-alone assessment. Sub-scores must be used in conjunction with at least one other assessment (not including other Praxis data). Assessment 2 Candidate Ability to Plan Instruction (Required) Assessment 3 Clinical Experience (Required) Note: Clinical experience includes practica, student teaching, and internships. Assessment 4 Candidate Effect on Student Learning (Required) Assessment 5 Content-based assessment (Required)] Examples of assessments include comprehensive examinations, projects, comprehensive portfolio tasks and score/s aligned to standards OR up to TEN course grades-based assessments related to content knowledge. Note Course grades-based assessments can only be used for Assessment 5. The program may not use course grades-based assessments and a content based assessment for Assessment 5. One course MAY NOT MEET more than TWO standards. If the course grades-based assessments are used as evidence for meeting two standards, the program must submit the course key assessments’ data results in a total grade per each standard. Do not submit grades for each key assessment, but instead a cumulative grade for all the key assessments together per each standard. Assessment 6 Content-based assessment (Required) Assessments 7 and 8 Content-based assessment (Optional) For each Kansas licensure standard on the chart below, Identify/name the assessment(s) in the assessment column header (multicolored top row). In each standard row, identify the assessment &/or assessment component that is used to address that standard or part of the standard. One assessment may to multiple Kansas licensure standards. In Section IV you will describe these assessments in greater detail and summarize and analyze candidate results to document that a majority of your candidates are meeting Kansas standards. To save space, the knowledge and performance indicators of the Kansas licensure standards are not identified here, but are available on the website — .
HAVE SCHOOL FOLLOWED THE FOUR ACTIONS Early childhood Services: TO INCIDENTS, DISCLOSURES OR SUSPICIONS OF CHILD ABUSE? WAS APPROPRIATE DECISION MADE IN RELATION TO TO ACT? NO YES COULD ABUSE HAVE BEEN DETECTED EARLIER? NO YES ACTION 1 DID STAFF TAKE APPROPRIATE IN EMERGENCY? NO YES 2 WAS A REPORT MADE TO THE APPROPRIATE AND INTERNALLY? NO YES WERE SUBSEQUENT REPORTS MADE IF NECESSARY? NO YES ACTION 3 DID THE SCHOOL CONTACT THE PARENTS/CARERS ASAP? NO YES HAVE THE PARENTS CONTINUED TO BE ENGAGED IF APPROPRIATE? NO YES ACTION 4 THE SERVICE PROVIDED ADEQUATE SUPPORT FOR THE CHILD? NO YES HAVE ANY COMPLAINTS BEEN RECEIVED? NO YES HAVE THE COMPLAINTS BEEN RESOLVED? NO YES
Policy on communicating to students that they are at risk for failing a course, supports for helping the student get back on track, and actions that may or may not be taken if a student fails a course or multiple courses. Guiding Principle 4: Connection to Career Designated programs should expose students to a variety of career opportunities including greater depth in careers relevant to their selected pathway, for example, by providing opportunities for targeted workforce and career skills development, career counseling, and elements of experiential and workplace learning. This guiding principle dictates that designated early college programs should be designed such that students are expected to develop awareness of their educational growth and development while understanding the manner in which their educational path is connected to career opportunities. This connection should be framed broadly, to allow students to explore career possibilities and to more generally develop skills necessary to thrive in any work environment. Preliminary Designation Criteria to demonstrate Connection to Career: Career Development Education (CDE) is integral to the early college program design, with career awareness, exploration and/or immersion activities included in the program across the four years of high school, Program is designed to incorporate in depth and comprehensive college and career counseling that aligns to the necessary elements of individual learning plans (as defined by the Department of Elementary and Secondary Education). College and career counseling and education incorporates relevant regional and statewide labor market data as a method to inform students about career opportunities beyond college and supports students to make the connection between that information and their potential pathways. Specific career and college counseling will be part of the early college program plan, including the guided use of individualized learning plans beginning in 9th grade. Program will engage area employers to support connections between education and career. Courses offered as part of the early college program will be aligned with multiple postsecondary and degree pathways (see Guided Pathways). Final Designation Criteria to demonstrate Connection to Career: The applicant continue to meet all criteria requisite for Preliminary Designation. In addition, the applicant must provide: Proposed career development education activities, by grade level, that include awareness, exploration, and/or immersion (internships, proposed career pathways) that consider labor market information.
Early Help and Supporting Families Checklist This checklist needs to include every member of the family in the household and is designed to support practitioners in considering whether an Early Help Assessment should be commenced. Concerns with regard to Safeguarding should be reported immediately by telephoning 0300 555 1384. If you are not currently linked with your Early Help Hub, please ring 0300 555 1384. This checklist should be read in conjunction with the ‘Thresholds of Need’ chart - . Does the family member appear to be: Insert name of Family member e.g. mother father, child 1 2 3 4 5 PART A Physically healthy? Yes/No Not sure Not sure Not sure Not sure Not sure Emotionally well? Yes/No Not sure Not sure Not sure Not sure Not sure Learning and developing – making progress? Yes/No Not sure Not sure Not sure Not sure Not sure Getting on with others, have good relationships? Yes/No Not sure Not sure Not sure Not sure Not sure Safe and protected from harm? Yes/No Not sure Not sure Not sure Not sure Not sure Engaged in years education if eligible Yes/No Not sure Not sure Not sure Not sure Not sure Presenting risky or inappropriate behaviour Yes/No Not sure Not sure Not sure Not sure Not sure Part B Parents and children involved in crime or anti-social behaviour Yes/No Not sure Not sure Not sure Not sure Not sure Children with non- or poor school attendance and/or exclusions Yes/No Not sure Not sure Not sure Not sure Not sure Adults out of work or at risk of financial exclusion and young people at risk of worklessness Yes/No Not sure Not sure Not sure Not sure Not sure Families affected by domestic violence and abuse Yes/No Not sure Not sure Not sure Not sure Not sure Parents and children with a range of health problems Yes/No Not sure Not sure Not sure Not sure Not sure
If you have answered no or not sure to three or more of the questions 1.-7. above, you should consider commencing an Early Help Assessment to inform the support that is needed for the child and family from you and other agencies. If you have answered yes to two of the questions in Part B (8-12) or yes to one of the questions from Part A and one of the questions from Part B, the family is likely to meet Supporting Families criteria. They may therefore be eligible for additional funded support. Please contact your Early Help Hub for further information or alternatively local Supporting Families Senior Responsible Officer.
MHA10D intervention for adults with first time psychosis - Non-clinical staff A service by non-clinical support staff to provide a recovery-oriented service specifically for adults experiencing symptoms of psychosis for the first time or following a first presentation to mental health services for a first episode of psychosis. FTE As above Sector Services MHA10E Early intervention for adults with first time psychosis - Cultural staff A service by support cultural staff to provide a recovery-oriented service specifically for adults experiencing symptoms of psychosis for the first time or following a first presentation to mental health services for a first episode of psychosis. FTE As above Sector Services MHI10A Early Intervention - Infant, child, adolescent, youth - first time psychosis - Senior medical staff A service by senior medical to provide a recovery-oriented service specifically for infant, children, adolescents and youth experiencing symptoms of psychosis for the first time or following a first presentation to mental health services for a first episode of psychosis. FTE As above Sector Services MHI10B Early Intervention - Infant, child, adolescent, youth - first time psychosis - Junior medical staff A service by junior medical staff to provide a service specifically for infant, children, adolescents and youth experiencing symptoms of psychosis for the first time or following a first presentation to mental health services for a first episode of psychosis. FTE As above Sector Services MHI10C Early Intervention - Infant, child, adolescent, youth - first time psychosis - Nurses & allied health A service by junior medical staff to provide a service specifically for infant, children, adolescents and youth experiencing symptoms of psychosis for the first time or following a first presentation to mental health services for a first episode of psychosis. FTE As above Sector Services
Early Learning Assessment Bridge Document Teacher Paper and Pencil Directions FALL/SPRING Data Collections Write Same Student Names on Page 2 & 3 Emotional Identification Response to Distressed Peer Separation from Familiar Adults Seeking Emotional Support Play/ Work with Peers Social Behaviors Rhyming Syllables/ Onsets and Rimes/ Phonemes Initial / Final / Medial Sounds Adding/ Deleting/ Substituting Sounds Purposes and Situations Word Meanings Copy Student Names From Page 2 Word Relationships Number Words Object Counting Number Concepts Subitizing Numeral Identification /Writing Tool and Object Manipulation Writing Tool Safe and Unsafe Behaviors Safety Rules Ways Adults Help Keep Children Safe Personal Care and Basic Health
Learning Assessment Bridge Document Teacher Paper and Pencil Directions FALL/SPRING Data Collections Write Same Student Names on Page 2 -4 Emotional Identification Response to Distressed Peer Separation from Familiar Adults Seeking Emotional Support Play/ Work with Peers Social Behaviors Copy Student From Page 2 Rhyming Words Syllables/ Onsets and Rimes/ Phonemes Initial / Final / Medial Sounds Adding/ Deleting/ Substituting Sounds Purposes and Situations Word Meanings Word Relationships
Appendix 3 – Summary of indicative values for each option Current Option 1 Option 2 Option 3 Values for 2016/17 Bandings Current (£) Values for 2017/18 Bands Revised (£) Values for 2017/18 Bands Revised (£) Values for 2017/18 Bands Revised (£) Base Rate 3.81 Base Rate 3.95 Base Rate 3.95 Base Rate 3.95 Deprivation 0 0.00 Deprivation G 0.00 Deprivation G 0.00 Deprivation G 0.00 1 0.20 0.20 0.20 F 0.20 2 0.25 E 0.25 E 0.25 E 0.25 3 0.33 D 0.33 D 0.33 D 0.33 4 0.40 C 0.40 C 0.40 C 0.40 0.48 B 0.48 B 0.48 B 0.48 6 0.50 A 0.50 A 0.50 A 0.50 Flexibility F1/F2 -0.30 Flexibility F1/F2 -0.30 Flexibility F1/F2 -0.30 Flexibility F1/F2 -0.30 F3/F4 0.15 F3/F4 0.15 F3/F4 0.15 F3/F4 0.15 Quality Q1 0.00 Quality Q1 0.00 Quality Q1 0.00 Quality Q1 0.00 Q2 0.10 Q2 0.14 Q2 0.10 Q2 0.10 Q3 0.19 Q3 0.26 Q3 0.19 Q3 0.21 Q4 0.29 Q4 0.36 Q4 0.47 Q4 0.44 Ofsted Inadequate 0.00 Requires Improvement 0.07 Good 0.19 Outstanding 0.29
– “The Bellybutton of the Empire” Central was given the shape of a crouching puma, a symbol of strength and power. Only royalty or the highest nobility were allowed to live in this area. At the puma’s head, the immense fortress of Sacsahuaman was built into the steep-sided hill that overlooked Cuzco. Inca Society Macchu Picchu End of the Incan Empire Similarities in of Inca and Aztec Empires
Term: glacier (p.6) What Do I Think the Term Means: Definition: Visual or Example of the Term: Term: surplus (p.7) What Do I Think the Term Means: Definition: Visual or Example of the Term: Term: culture (p.10) What Do I the Term Means: Definition: Visual or Example of the Term: Term: irrigate (p.7) What Do I Think the Term Means: Definition: Visual or Example of the Term: Term: civilization (p.8) What Do I Think the Term Means: Definition: Visual or Example of the Term: Term: navigation (p. 19) What Do I the Term Means: Definition: Visual or Example of the Term:
Term: Monotheism (p.22) What Do I Think the Term Means: Definition: Visual or Example of the Term: Term: conquistador (p.44) What Do I Think the Term Means: Definition: Visual or Example of the Term: Term: mercantilism (p.47) What Do I Think the Term Means: Definition: Visual or Example of the Term: Term: Circumnavigate (p.40) What Do I the Term Means: Definition: Visual or Example of the Term: Term: plantation (p.47) What Do I Think the Term Means: Definition: Visual or Example of the Term: Term: alliance (p. 57) What Do I Think the Term Means: Definition: Visual or Example of the Term: