Early Years Spring Edition 2017 E-Magazine Contents Welcome to the spring term edition of the Early Years Pupil Premium Northumberland Early Years E-Magazine. The Lost Boys

Helping Young Children Develop Dear reader, Positive Behaviours Every year brings with it new opportunities and challenges and I am sure that 2017 will be no Boogie Mites Music Workshop different as we work towards providing the highest quality early years provision for all children in Northumberland. As well as being a time for resolution, a new year brings an opportunity to reflect on all of the things we have done so far and how things can be made Core Book Collections even better. A mantra which comes to mind is...

Facebook “If you always do what you’ve done, you’ll always get what you’ve got”!

Safeguarding Updates We are all working hard to provide the best we possibly can, but if we are to be truly aspirational for all children in Northumberland we need to recognise the need for constant reflection and progression in our practice in response to new research and information about Committee Run Provision children and their families.

Early Help Assessments This edition also features a competition so be sure to read on and find out how to enter!

30 Hours Childcare Update We do hope you enjoy the breadth of articles and features within this issue. It’s always good to hear from you so please do send your comments and suggestions our way...your Partners Pages: feedback is highly valuable!

● Northumberland

Libraries Kind Regards, ● Sensory Support Group The Early Years Team ● Parental Interaction to Support Language Development Back To Contents page Early Years Pupil Premium EARLY YEARS PUPIL PREMIUM… With a strong emphasis on the two recommendations for schools In an attempt to review the importance of high quality and settings to ensure that experiences of the EYPP, the early years provision as being disadvantaged children are Department for Education (DfE) also crucial for ensuring children supported appropriately: commissioned a study to assess the enter Year 1 ‘school ready’, it 1. ensure that key information, impact of early education on school is of no surprise that the including early assessments readiness and the longer term focus of many Ofsted is shared promptly at the point outcomes for children including the inspections continues to of transition so the needs of most disadvantaged. This study include the outcomes for disadvantaged children are included interviews with providers to disadvantaged children and known quickly gain insight into their first hand whether the inequality gap is 2. review the use of EYPP to experiences of EYPP. closing. ensure that support is sharply

focussed on improving the The summary of findings indicated Following on from the introduction of areas of development that that two recurring themes were Early Years Pupil Premium (EYPP), help a child catch up. evident when deciding how to use Her Majesty’s Chief Inspector EYPP. The first was the use of commissioned a survey to evaluate EYPP to support the speech, the effectiveness of local authorities language and communication and early years providers in tackling needs of children. The second was the issues faced by disadvantaged supporting children to play and families and their young children. learn outside; the intended aim being to broaden children’s The survey ‘Unknown Children - experiences of the outdoors, their Destined for Disadvantage?’ was led understanding of the natural world by Lee Owston, HMI for the North and encourage healthy learning East and Ofsted’s specialist advisor activities which providers felt was for the early years. The report made important for their development. Back To Contents page Early Years Pupil Premium … EARLY YEARS PUPIL PREMIUM Feedback from providers in If settings have any success stories The EYPP allocation record will also Northumberland has indicated that that they would like to showcase in be useful in helping providers they would find it useful to have future editions of the emagazine or identity what is working well and any more guidance on how to spend during our live Facebook chat possible areas for improvement, EYPP. Although there are already session, please get in touch with helping to prioritise decision-making resources available online such as Kay Summers. and allocations going forward. the EEF toolkit which provides research based information around In addition to using social media to To access the EYPP allocation effective strategies when using provide networking events, the record or for any further information EYPP, the Early Years team are are Early Years team have also created on the use of EYPP please contact keen to source additional case documentation for providers to use your locality Early Years Consultant. studies so that providers can learn as a means of recording which of from the successes of one another. their children are eligible and how their EYPP has been allocated. Kay Summers To support the sharing of good This document will also help Early Years Consultant practice even further, we will be providers evidence the impact of using the Northumberland Early EYPP allocation. Years Facebook page to host a series of live chats where We hope this new documentation practitioners can ask questions and will help settings evaluate spending share ideas and success stories with and impact on an ongoing basis. one another. Back To Contents page Early Years Pupil Premium - Top Tips … EARLY YEARS PUPIL PREMIUM Top tips for using Early Years Pupil Premium:

1. Know who your EYPP children are and be able to talk about what their individual needs and targets are. 2. Communicate with practitioners and parents - they need to know how EYPP is used and why. 3. Think about the outcome - what do you want the child to achieve and what will make the difference? 4. Remember, intervention is not the first resort (Rowland:82). High quality teaching and learning opportunities should be prioritised over intervention. 5. When intervention is needed, it should be in addition to quality first teaching - not in replacement of. Consider the amount of time which is spent and the appropriateness of moving children away from play to ‘deliver’ interventions. 6. Consider ways to support parents. There is a wealth of evidence that shows the impact of the home learning environment on future outcomes for children. 7. Be able to talk about what EYPP children are getting which is ‘extra’ to support their needs. 8. Record and evaluate the impact of EYPP - you need to be able to evidence how it is making a difference. 9. Use evidence based strategies when allocating funding. 10. Be creative - you may be able to pool EYPP with other schools/settings to get more out of it.

Back To Contents page The Lost Boys THE LOST BOYS… The issue of the gender gap A report by Save the Children in is well documented but this is 2016 highlighted that the risk of a growing problem in falling behind at age five is much higher for girls and boys who grow Northumberland with the gap up in poverty. But it is poor boys between boys and girls in who need our attention the most EYFS Profile data increasing because of just how many are from 15.6% in 2015 to 16.7% in struggling. Top tips for supporting boys to 2016. help them listen, engage and The topic of conversation around “...we must focus more understand the need for the gender gap is not a new one closely on raising the boundaries 1. Touch their arm - this will get with many articles appearing in attainment of boys eligible press and education publications, their attention before you for free schools meals if each trying to identify what the speak to them. causes for this gap could be. Is it we are to continue to 2. Give choices - this gives boys the EYFS? Is it differences in improve the life chances of an element of control to behaviour between boys and girls? the poorest children. And increase levels of motivation What about brain research findings? improve we must - the & engagement. Is it about the adults who provide 3. Use positive statements - “I circumstances of their birth learning experiences and the fact like it when you…” rather that early years is a predominately still have too much of an than “don’t do…”. female workforce? Research would influence on how well 4. Use boys interests to inform suggest that it is a mixture of all of children do and their the experiences you provide. the above. success in later life”. 5. Let them move - boys are It is our job to understand the very active so will be drawn differences and similarities between The Lost Boys: Save the Children to resources which promote boys and girls so that we are all able 2016 physical activity. to meet their individual needs.

Back To Contents page The Lost Boys … THE LOST BOYS Boys and Writing What inspires boys to write: Although the gender gap at the end ● Action heroes, cartoon and of EYFS is evident in many areas TV characters of learning, it is particularly ● Getting messy and noisy; noticeable in literacy, especially ● Active role play

writing. However, there are gender ● Using IT such as ipads differences that need to be taken ● Construction into account. Developmentally girls ● Investigating and tend to reach milestones earlier researching the natural than boys, particularly in the areas world of language and fine motor skills. It ● Male role models who use is therefore essential that boys writing meaningfully have ample opportunities to talk about things which fascinate them and have regular access to mark making activities in a range of active contexts. If you would like further information and access to CPD on meeting the Boys are more likely to write if: developmental needs of boys in ● They have purpose and your setting, please contact your reason locality Early Years Consultant. ● It is relevant to what they are doing Kay Summers ● Materials available for Early Years Consultant writing are interesting ● It is a challenge or competition ● it is on their terms

Back To Contents page Behaviour Helping Young Children Develop Positive HELPING YOUNG CHILDREN DEVELOP POSITIVE BEHAVIOUR…

Following the delivery of They wanted to provide EYFS behaviour support training to practitioners with the underlying schools and settings in the knowledge of how and what children communicate through the behaviours area of they display, alongside ways to Northumberland, there were promote the positive behaviours we requests from Early Years want and reduce those we don’t. practitioners for CPD They called this framework ‘Calming The aim of their Behaviour Support focussed more specifically The Volcano’ (CTV) in recognition of Framework is to help settings to the emotions deep within all of us that on the needs of 0-5 year create a clear policy for all staff to can be difficult to manage and follow which promotes a nurturing olds and in particular how to sometimes explode without warning! environment with quality first actively teach children to teaching backed up by consistent develop positive behaviour. early intervention when needed. Catherine and Liz devised In response to these requests Liz practical strategies, resources and Somerville, Early Years Consultant exemplar paperwork to embed as worked with Catherine Clark from good practice across the EYFS Project Nurture to develop a and into KS1, supporting and Behaviour Support Framework nurturing children’s developing specifically aimed at meeting the social and emotional development. needs of very young children.

Back To Contents page Behaviour Helping Young Children Develop Positive … HELPING YOUNG CHILDREN DEVELOP POSITIVE BEHAVIOUR…

Julie Stanton from Busy Bees The Calming the Volcano Nursery in Seahouses attended one framework provides EYFS of the INSET sessions and was keen settings with: to start using the ideas and materials ● Guidance for creating and with a child in her setting who had implementing a policy for been displaying increasingly The Development of aggressive behaviour. Positive Behaviour with 0-5 year olds Following the course Julie in her role ● An understanding of the as SENCO, discussed with her team importance of good role They agreed together which the need for a consistent and models and clear behaviours they wanted to stop and positive approach from all staff. She expectations which they would modify, grow or started to use some of the ● Advice on how to plan and reinforce with strategies to achieve paperwork to uncover possible apply consistent and firm this. After committing to this agreed triggers and timings of the child’s boundaries approach and developing their own behaviour and to help staff begin to ● Strategies for reducing skills in de-escalation, practitioners understand why he might be ‘conflict’ between children and the child’s parents were able to displaying certain behaviour to see positive changes in his communicate his needs. behaviour. ‘Both the child and the

staff were clear about what was Through planning a consistent going to happen’ said Julie, which response from all practitioners the she felt had contributed to the good setting was able to provide support outcomes for the little boy. targeted to the time the child needed it.

Back To Contents page Behaviour Helping Young Children Develop Positive … HELPING YOUNG CHILDREN DEVELOP POSITIVE BEHAVIOUR

The framework also provides a Liz and Catherine’s Calming The starting point of how to manage Volcano course illustrates how children who are showing behaviours children move through different of high anxiety through their physical emotional levels in response to behaviour including: their environment, and helps ● An ‘Assess, Plan, Do, Review’ practitioners to identify appropriate model consistent with the adult responses to each level. It SEND code of practice supports practitioners to identify ● Strategies for positive where the ‘stretch zone’ is for behaviour support appropriate individual children and how to get to the EYFS them there- the place where Knowing what we want to achieve ● Exemplar paperwork which learning most effectively happens. and actually getting there is rarely supports the use of the Finally it provides guidance on how straightforward. However having a Northumberland Early Years to plan for the use of ‘reasonable clear, consistent plan routed in Inclusion Toolkit when force’ if absolutely necessary, good practice can help take the creating personalised support appropriate for the EYFS. stress out of the situation and plans ‘I wish I had known the things I result in better outcomes for all. ● A comprehensive behaviour learnt on the course earlier’ Julie There are still a few places left on data gathering pack to support Stanton from Busy Bees said ‘as the two remaining CTV courses early identification of needs putting the ideas and paperwork (Sat 25 March and Monday 3 and if necessary, referral to into place helped us to feel more in April). Please see the EYFS SLA other agencies control of the situation’. training directory for further details. ● Support to work in partnership with parents and structure Liz Sommerville & possibly ‘difficult Catherine Clark conversations’ Back To Contents page BOOGIE MITES SCHOOL READY PROGRAMME Boogie Mites School Ready Programme The autumn term saw phase one, which supports the Northumberland Early Years development of children’s teaming up with Boogie phonological awareness. Mites to deliver music workshops to practitioners The atmosphere throughout the working with 3-5 year olds session was incredibly positive and using resources from the motivating due to enthusiastic Boogie Mites School Ready attitude which all of the practitioners programme. took...even at the end of a very long day! In addition to new strategies “I think there is a wealth of Practitioners from a variety of and songs, each practitioner went valuable activities to be used settings came from all over away with their Boogie Mites training in focussed way which will Northumberland to learn new a pack which includes teaching notes benefit children in our new repertoire of songs which will for each song and how it could be setting, particularly those support them to deliver high progressed over time. with attention and speech & language difficulties. Fab! quality music sessions. Each of Thank you.” The feedback from everyone who the songs is closely linked with the aspects within letters and sounds attended was extremely positive with “I already have staff asking all practitioners saying that the to attend the training...can training had been valuable and that you come back!” they left feeling confident and motivated to lead music sessions for For further information on delivering the Boogie Mites School Ready the children in their setting. programme please contact your locality Early Years Consultant. “Very inspiring, lots of Kay Summers practical ideas that I’m sure I Early Years Consultant will use. Thank you!” Back To Contents page

CORE BOOK COLLECTIONS Core Book Collections Developing Children’s Language Through a Love of Books Claire Johnson, Early Years What is a core book collection? Returning to the same books again and again gives children the Consultant, talks about her A ‘core book collection’ is a chance to wallow in the language experience of using core collection of between 10-20 quality structures of narrative and to learn book collections. picture books which have been about plot, character and setting. “I became aware of the idea of ‘core carefully selected as having the books’ in the early days of being a unique features that support Quality picture books can support Children’s Centre teacher in children’s language development children’s phonological awareness Sunderland working alongside my (e.g. rhyme, rhythm, word-play, through rhyme, rhythm, alliteration colleague Penny Henry.” alliteration etc.) and will enable and word-play.

“They became a prime focus in our children to develop a love of work supporting schools and settings books and stories. Children’s vocabulary can be with the ECaT project and the impact enriched through rich descriptive of core collections on children’s early Why core books? language in familiar books. language and literacy development was powerful. More recently, I worked A core collection of good quality alongside Seven Stories with settings picture books raises the status of in Sunderland on their ‘Living Books’ books and makes stories more project which aims to bring picture important, memorable and books to life for disadvantaged enjoyable. children and their families.” By allowing children to return to books again and again, we offer opportunities for emotional satisfaction, intellectual challenge or indeed a combination of both! Back To Contents page

CORE BOOK COLLECTIONS Core Book Collections - Competition Developing Children’s Language Through a Love of Books Competition Time!

Do you have a book area in your setting or school worthy of sharing with others? Do you place books at the heart of your early years provision? If so, why not send us some photographs along with a short description describing your book area and how you use it to impact on children’s early language and literacy skills. The best entry will be selected by the Northumberland Early Years team and the winning school or setting will receive their own core collection of books FREE! In addition, photographs of the winning book area will be published in the next E-Mag. All entries should be emailed to [email protected] by Thursday 13th April 2017. Please see following page for top tips in setting up a high quality book area. Back To Contents page

CORE BOOK COLLECTIONS Core Book Collections Developing Children’s Language Through a Love of Books Developing a high-quality book area - TOP TEN TIPS!

1. High-quality book areas need to be accessible, owned and loved by all the children. 2. Make your book area welcoming, cosy and attractive. Carefully choose furniture, flooring and lighting to make it appealing and to maximize comfort for children of all ages. Using natural materials and neutral colours creates a calm space, ideal for sharing books. 3. Ensure adults and children can comfortably share books

together. 4. Consider adding an adult-sized sofa to snuggle up on. 5. Your book area should contain a carefully planned selection of books, chosen based on the ages and stages of development of the children and their special interests. 6. Consider if there is a good balance between story and rhyme books and information books. 7. Bookcases and other storage units should make it easy for all children to choose books by themselves. To access a full version of this leaflet 8. Book covers should face outwards. and recommended core books for 9. Keep the area free from distractions – consider where you different aged children, please speak to place the book area to avoid unnecessary visual your locality Early Years Consultant. distractions as well as noise. 10. Voiles, screens and drapes etc. are a cheap and easy way Claire Johnson to define an area of the room and create an atmosphere conducive to sharing books. Early Years Consultant Back To Contents page Early Years Communication EARLY YEARS COMMUNICATION

Facebook Update Northumberland Education Webpage

Exciting news!! Northumberland In addition to featuring ecourier updates Early Years now has it’s own and links to school improvement and Facebook page. The purpose of SEND information, the Northumberland Education website page will soon the page will be to share updates feature an Early Years section where from the team as well as links to practitioners will be able to access current research as it is released further information and documents in order to keep practitioners as relating to early years provision. up to date on recent developments as possible. Click on the link below to visit the page if you haven’t already and keep As the page develops we also watching for further updates!

hope to be able to use the group http://northumberlandeducation.co.uk/ as a forum for sharing good practice and ideas. We are confident that this group will be a great asset to Early Years communication that everyone will benefit from.

The Facebook group will be by invitation only so watch out for email and ecourier correspondence for further information on how to join. Back To Contents page Safeguarding Updates SAFEGUARDING UPDATES The Local Authority Designated Operation Encompass: Following such an incident, Officer (LADO) supporting children through children will often arrive at school key adults. The LADO has had a name change upset and unprepared. Operation and is now known as the Operation Encompass is a new Encompass aims to ensure that Designated Officer (DO). To access innovative project which appropriate school staff are made Adam Hall's new contact details and are running in aware early enough to support to download the new process partnership with schools children in the best way possible. flowchart I have attached the link throughout the force area. It is For further information: below. currently live in Gateshead and http://www.northumbria.police.uk/a South Tyneside and the rollout in http://www.northumberland.gov.uk/N dvice_and_information/operation_ Northumberland started in orthumberlandCountyCouncil/media/ encompass/ January 2017. Child-Families/Safeguarding/Allegati ons-Flow-Chart.pdf What is Operation Encompass?

The project aims to safeguard and support children and young people who are involved in or affected by incidents involving domestic abuse.

Witnessing domestic abuse is extremely distressing for a young person, who can often see the abuse, hear it from another room, see a parent's injuries or distress afterwards or be physically hurt trying to stop the abuse. Back To Contents page Safeguarding Updates SAFEGUARDING UPDATES Children’s Social Care Locality The Single Point of Access (SPA) Children’s Social Care Locality Teams contact numbers is coming soon. Teams boundaries have Work is underway to develop a changed Monday to Thursday 8.30am – 5pm Single Point of Access (SPA) for Friday 8.30am – 4.30pm children’s social care enquiries to The map has been previously ● Central Locality ensure one point of contact for our emailed to providers however it 01670 536000 clients, health professionals and can also be found on the ● North Locality and partners in delivering children’s Northumberland County Council Berwick 01670 629400 social care. Webpage. ● South East Locality Blyth http://www.northumberland.gov.uk

and 01670 The SPA will give a single /Children/Safeguarding/Safeguardi 629600 consistent response to ensure ng-children-information-for-childre ● West Locality enquires and referrals are met in a n-and.aspx 01434 611499 timely way and will be fully Scroll to: How to get advice to ● Disabled Children Team integrated with the early help offer help if you are unhappy section, 01670 516131 to ensure children, young people then click on the link. ● 16+ Team 01670 852225 and families receive the timely ● All calls outside these hours support they need. Private Fostering please ring 01670 822386 Have you accessed the new Northumberland information leaflet for professionals. http://www.northumberland.gov.uk /NorthumberlandCountyCouncil/m edia/Child-Families/Looked%20aft er%20children/for-professionals_1 .pdf Back To Contents page COMMITTEE RUN PROVISION - IMPORTANT! Committee Run Provision - Important!

This is a reminder to all committee Previous communication from the Please note: it is the run childcare providers to ensure Early Years team has reminded responsibility of providers to follow that any changes to the committee settings of the importance of this this up and ensure Ofsted are kept are notified to Ofsted, this includes: however, some settings are still up to date. Failure to do so may ● The recruitment of new falling foul of this requirement. affect your Ofsted judgment. committee members; Ofsted are responsible for ensuring ● Informing Ofsted of that people are suitable to be Managers should ensure that new members who have left and involved in childcare. committee members are reminded no longer serve on the about the importance of this and committee; The committee is responsible for follow it up. Support is available ● Any change of address of ensuring that safe recruitment from your locality Childcare committee members; practices are carried out and any Development Worker should you ● Changes to the nominated new staff members employed have require it. individual - the nominated gone through a robust recruitment person will be required to do procedure, that includes obtaining a Notifications must be made this before they leave; DBS and registering with the within 14 days to Ofsted. ● Changes to the name of update services and obtaining Failure to do this may affect your charity and registration relevant references. you overall Ofsted judgment. number; Please do not get caught out at ● Changes to the name or Please see the link to Ofsted your next inspection! registration of your document .Inspecting safeguarding company; in early years, education and skills Dianne Williamson ● Changes to the person settings Childcare Development managing your provision. Worker Back To Contents page EARLY HELP ASSESSMENTS Early Help Assessments Early Help Assessments (EHAs) The Early Help Assessment is a have replaced the CAF (Common process of identifying needs early to assessment framework) and are ensure better outcomes for the child used as a tool to support children and family. It aims to get the right and families in need of help and services, to the right families at the support. EHAs use a holistic right time, swift and easy access to approach to ensure the whole services. family's needs are assessed alongside the child’s. It aims to What kind of situations might support families before they reach Where can i get more I come across that may crisis point, by assessing and information?

providing support at an earlier time. require an EHA?

Access training to support early Some examples you may come help contact your locality childcare I am a childcare provider, across are perhaps: development worker why do I need to know about ● Parent can’t pay their Northumberland Early help it? childcare fees, says they are strategy struggling to pay their bills, Early Help process FAQ It is part of your duty of care to partner has lost their job Early help assessment forms know about the EHA process which ● Parent says they have split should form part of your from their partner and can’t safeguarding policy. It is part of cope with the behavior of the the “working together to children at home Diane Williamson safeguard children ” document ● Parent says they are Childcare Development which is referenced in the EYFS. depressed and struggling to Worker manage ● When a child is identified as having SEND Back To Contents page 30 HOURS CHILDCARE UPDATE 30 Hours Childcare Update We continue to experience great success and 30 hours free childcare is rapidly approaching Northumberland has become known as an early - what is your plan? implementer with a positive, solution focused approach that is trailblazing some very successful ● Have you informed parents that this will strategies. We are extremely proud that we are be an entitlement from September? being recognised for some of our work on digital ● Have you decided how you will support innovation and have been invited to share our successes and support other Local Authorities both parents to access their entitlement? nationally and regionally. ● Have parents approached you to ask if you will be delivering the entitlement? You will also be aware that we have been offered a ● further 100, 30 hours places for summer term Have you considered that parents may 2017. This will see approximately 700 families decide to move to an alternative benefit from the extended entitlement across the provision if you cannot support them to County this academic year. This is 260 more take up the provision they are entitled families than our original budget allocation from to? DfE. ● Do you have a business plan in place? We think you will agree this is a huge achievement ● Do you have a partnership and would like to take this opportunity to once arrangements in place? again thank your for your continued support and ● Have you begun to think about solution focused approach to delivery! partnerships? Please contact Eve Sinclair 01670 622726 ● Do you require any support in developing [email protected] if you would your plan? like to showcase any specific pieces of work linked to the extended entitlement that you feel is Contact the Early Years Team if you require innovative or inspirational! any support in the delivery of 30 hours. Back To Contents page PARTNERS PAGE: NORTHUMBERLAND LIBRARIES Partners page: Northumberland Libraries Bear’s Reading Adventure Book Trust Bath, Bed, Book The Bookstart library incentive for Campaign under 4's was piloted last year in The Book Trust are building on the libraries across the country. success of its Bath, Book, Bed In Northumberland we targeted campaign in 2017 . As part of their branches that held Story and vision of every child reading for Rhymetimes but further materials pleasure, this campaign will are now available so that all libraries encourage parents to make stories can be involved. The colourful part of every child’s bedtime routine. storybook is perfect for sharing with The campaign is launched on 24 young children and collecting the 10 April and a 16 page booklet will be stickers is a fun incentive to visit the available from all our libraries, library to choose some books and Time for Reading at Haltwhistle detailing top tips & advice from take part in the Story & Rhymetime A joint project between Hexham celebrity parenting expert Jo Frost sessions. Book Festival, West CC on the simple steps to take for a Information on Northumberland & Haltwhistle Library aims to better night’s sleep. The booklet will libraries & events is available from support parents to to share books also feature Daddy Pig- from the http://mylibrary.co.uk/ with their children & encourage Peppa Pig stories, a highly library membership. Targeting recognisable character in the daily families in the Haltwhistle area with lives of many parents & carers of story & rhyme sessions led by young children. early years specialists at West Further information & free resources Tynedale Children’s Centre. The 12 will also be available on the Book week programme starts on 28 Trust website www.booktrust.org.uk February with a session from 9.15-9.45 am for 2-4 year olds and Diane Wright Senior Librarian: 10.00-10.30 am for under 2’s. Children & Young People Back To Contents page Partners page: Bookstart PARTNERS PAGE: BOOKSTART Bookstart Packs In addition to the main packs, Bookstart Touch for blind/partially sighted children Bookstart Baby Pack. & Bookstart Shine for deaf & hearing This autumn between September- impairment are available for 0-1 year November, 773 Baby Packs have been olds. We also support parents whose gifted to parents of babies aged 4 first language is not English, with a wide months through health visitors & range of community languages. This hospitals across the county. A shortfall autumn we have supplied packs in in packs, kindly filled by Newcastle Polish, Chinese, Bengali & Bulgarian. Libraries has meant a delay in the December deliveries but they should be The Treasure Packs are gifted through distributed shortly. Thanks to the over 150 Early years settings across the Thank you to all the settings who continuing backing of our colleagues in county from independent nurseries to completed the forms, and renewing Northumberland Care Trust for pre-schools. In a review of the delivery their support for the Treasure Packs supporting this universal offer and and contact with these settings, gifting. From the responses received sowing the seeds of the value sharing Northumberland Bookstart Coordinator, over 2000 packs have been ordered rhymes & books with babies. Diane Wright, agreed with the support of with strong support for gifting during the Northumberland Bookstart partners, June & National Bookstart Week. represented by Children’s Centres, Further work on achieving this County Early Years Team & ambition is to take place and we will Northumberland Care Trust to move keep you informed of further toward linking the gifting with transition developments. to school & National Bookstart Week. This would help streamline the deliveries, build up links with local Diane Wright Children’s Centres & libraries whilst Senior Librarian: providing a higher profile for the Bookstart message. Children & Young People Back To Contents page PARTNERS PAGE: SENSORY SUPPORT MUSIC Partners page: Sensory Support Group GROUP & FAMILY SIGN… Here at Northumberland The music group runs on Thursday The music session is delivered by afternoons during term time from two Teachers of the Deaf who Sensory Support we work 1-2pm and is followed by Family Sign both have experience and with sensory impaired young from 2-2.30pm. qualifications in working with people and their families, young children and have attended from birth to 25. We A music group was initially started in a range of specialist training on support children with 2013 when a need was identified for the use of music with sensory hearing, vision and the parents and carers of deaf impaired youngsters. Nearly all children to meet in an informal children enjoy moving to music, multi-sensory impairments. context in order to support the making music and singing and

emotional well-being of families and children with sensory impairments We are often involved with families children. Since then the group has are no different. Musical activities and babies at the earliest stages become an integral and well attended can play an important role in the following a diagnosis of a hearing part of our pre-school provision. development of communication or visual impairment. In addition to skills. home-based support for pre-school We frequently seek feedback from children, and support into settings, the families who attend and respond we also hold a friendly, welcoming to families’ requests and needs weekly music group and family sign accordingly. In 2014 following on session at our base at Ashington from parental suggestions, we added Riverside. The sessions are open a family sign group which follows on to all pre-school sensory impaired from the music session. In 2015 we children and their families. adapted and expanded the group to include children with visual impairments. Back To Contents page … PARTNERS PAGE: SENSORY SUPPORT Partners page: Sensory Support Group MUSIC GROUP & FAMILY SIGN The music session lasts for an She added that it has been brilliant We know this is important in helping hour and children and families for her in providing both professional to form a positive identity and participate in a range of musical and parent-to-parent support. self-esteem as a deaf or visually activities; singing nursery rhymes, impaired young person. action songs, signing songs and Family sign is delivered by a Teacher playing a range of suitable of the Deaf who holds a BSL level 3 If you would like to know more about instruments. Through these qualification but who has also trained what we do or have any further activities the children develop with the National Deaf Children’s questions please contact Ginny listening, attending, turn-taking Society in the delivery of a Family Parker or Pip Harrison on and concentration skills in a group Sign Curriculum. This curriculum was 01670 624854 or email environment. These are all developed to specifically meet the [email protected] fundamental to early needs of families wishing to or communication. In addition, these communicate with their deaf baby [email protected]. skills provide a good foundation in using sign or as a means to support uk

preparation for attending an spoken communication. educational setting. One parent Nicola Taylor whose deaf son is now 3 and has Both the music group and family sign Service Manager attended since he was 8 weeks also offer an opportunity for parents Sensory Support Service old said that it has been great for and families to meet and socialise

her son who has been able to with each other, offering informal express himself through music. support in a relaxed environment. In He has learned to listen and addition, the children have the interact with others, particularly opportunity to meet other children those with a hearing loss. with similar needs. Back To Contents page - How your local Children’s Centre can help Parental Engagement to Support Language Development PARENTAL INTERACTION TO SUPPORT LANGUAGE DEVELOPMENT… Like many practitioners in One such initiative is a scheme early years, we at Action called Play Packs which promotes language development within the for Children strive to create home. The Central Northumberland positive working relationships cluster has two Language with parents. Both the Development Workers - Gemma Lee statutory framework and (, Morpeth and Choppington) and Rebecca Falkous, EYFS reference parent Play packs are weekly one hour (Ashington, Newbiggin, Pegswood partnerships as being sessions delivered in the family and Lynemouth). Gemma and important in the identification home. Providing play opportunities, Rebecca take referrals from schools, of children’s individual learning Language Development Workers playgroups, speech and language model and support parental needs. therapists and health visitors. interaction with the child to develop Through learning journals, feedback early speech and promote and events, staff communicate preventative strategies. Rebecca about child progress, achievements Falkous explained “Families I have and concerns. Part of this process worked with, explain how they now is sharing information and offering feel more confident getting down on support to extend learning their child’s level. They enjoy opportunities in the home. interacting with them, playing with Being based in the Children’s them and learning what their Centre we regularly promote interests are to help with their courses and initiatives that can help language. They also explain how support both the parents and enjoyable it is reading stories and children. singing with their children, making it part of their daily routine.” Back To Contents page … PARENTAL INTERACTION TO SUPPORT Language Development Parental Engagement to Support LANGUAGE DEVELOPMENT

Gemma Lee talked about a young Katie was a particularly shy child in boy she worked with during the our sessions with very little weekly topic “food” and the language. Her key worker had enjoyment he had shown during done one to one work around messy play with noodles. The child speech and kept a constant had additional needs and the dialogue with mum about the sessions were adapted, helping to concerns. Katie was referred for build confidence to try and repeat play packs, her key worker was

words. also invited to attend one of the sessions within her home. Gemma The Play Packs initiative and seeing Lee says “Katie did not always the success in playgroup children want to engage but with has been exciting to watch. When a perseverance she became more child is showing difficulties with If you are looking to advise confident and gained a great deal speech, staff usually discuss with parents on supporting language from the sessions”. Her key worker the parent a referral for play packs. development in the home and Anna Clough added “within the All parents are keen to access the would like to refer a child, contact playgroup her confidence support on offer. The language Bedlington Children’s Centre developed and she was willing to development workers complete a 01670 822714 or Ashington communicate with other children report after the sessions to inform Children’s Centre 01670 819988. and start to vocally join in with you of the work done which staff can Play packs are available to all activities”. Katie’s Mother Nicola discuss with the parents. children in the locality aged two to Hindhaugh agreed the sessions three. Waiting lists apply. were very effective and said “Katie is a little chatterbox now. Gemma Michelle Black was great and Katie enjoyed her Playgroup Leader sessions.” Back To Contents page

EARLY YEARS TEAM CONTACTS Early Years Team Contacts County Hall, Morpeth North Locality South East locality David Street - Commissioner of Early Liz Somerville - Early Years Consultant Claire Johnson - Early Years Years & Primary [email protected] Consultant [email protected] Mob: 07825124842 [email protected] Tel: 01670 622744 k Mob: 07500125980 Maureen Doherty - Early Years and Tel: 01670 798831 Childcare Development Worker Mob: 07554 417696 Katie Watson - Early Years Advisor [email protected] [email protected] Mob: 07768066870 Diane Williamson - Early Years and Tel: 01670 622806 Childcare Development Worker Mob: 07949393039 [email protected] Central locality k Eve Sinclair - Early Years Claire Johnson - Early Years Tel: 01670 798820 Sustainability Officer Consultant Mob: 07785773921 [email protected] [email protected] Tel: 01670 622726 Tel: 01670 798831

Mob: 07917070970 Mob: 07554 417696 Early Years Inclusion team Julie Beattie - Early Years Inclusion Theresa Iley - Early Years Julie Murray - Early Years and Consultant/Area SENCO Sustainability Officer Childcare Development Worker [email protected] [email protected] [email protected] Tel:- 01670 841143 Tel: 01670 622743 Tel: 01670 841143 Mob:- 07768335879 Mob: 07824476543 Mob: 07876132318 Cheryl Wade –Early Years Inclusion Lesley Kelly - Early Years Consultant Administrator West Locality [email protected] [email protected] Kay Summers - Early Years Consultant Mob: 07818032773 Tel: 01670 622739 [email protected] Mob: 07464494398

Jill Prescott - Early Years and Childcare Development Worker [email protected] Mob: 07768066931