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Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Jan 18, 2016

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Alyson Freeman
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Page 1: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.
Page 2: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality of standards and provision. We will document the benefits and challenges of a practitioner-led network, as well as document improvements seen as a result of the model.

Page 3: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

What we hope to achieve?

• To develop greater professional understanding and respect across the breadth of early years provision

• To develop a moral purpose within that group to ensure outstanding provision for all children in Lincolnshire whatever provision they attend

• A model that could be developed with other Teaching School Alliances in other parts of the county.

• Improved outcomes for children

Page 4: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Joint Professional Development Triads Phase 1

•Nursery classes in Primary Schools

•Maintained Nursery Schools

•Day Nurseries

•Child-minders

Page 5: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Nursery Classes in Schools

Page 6: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

What we chose to do and whyTo develop a more effective understanding of learning and development for listening and attention in boys regarding storytelling.

Do group sizes and environment impact on children’s listening and attention skills?Is storytelling more effective than a story book?Do our own perceptions of good listening behaviours impact on children’s learning and development?

Improve boys literacy outcomes through professional development triads

Page 7: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Impact of triad•on children's outcomes•as an effective method of professional development

Page 8: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Three Maintained Nursery Schools

Page 9: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Text What we chose to do and why?

•Improve boys literacy outcomes through professional development triads•Do boys inherently ascribe meaning to marks that they see in different places?•Ascribe meanings to marks that they see in different places (30-50 months EYFS Development Matters)

Page 10: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Impact of triad•on children's outcomes•as an effective method of professional development

Page 11: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Three Day 0-5 Day Nurseries

Page 12: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

• Identify if 2,3 and 4 year old boys of different developmental levels access mark making independently or if they have to be ‘hooked in’

• Does adventurous mark making make a significant difference to their engagement?

• Improve boys literacy outcomes through professional development triads

What we chose to do and why?

Page 13: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Impact of triad•on children's outcomes•as an effective method of professional development

Page 14: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Childminders in Gainsborough

What we chose to do and why?•Explore visual aids to develop speech and understanding

Page 15: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

What we chose to do and why?•Can props focus and engage children sufficiently to enable vocabulary to be extended and developed?

Impact of the Triad•on children’s outcomes •as an effective method of professional development

Page 16: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

What did we hope to achieve?

• To develop greater professional understanding and respect across the breadth of early years provision

• To develop a moral purpose within that group to ensure outstanding provision for all children in Lincolnshire whatever provision they attend

• A model that could be developed with other Teaching School Alliances in other parts of the county.

• Improved outcomes for children

Page 17: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Phase 2 is continuing

• Mixed Triads 3 triads consisting of Day Nursery Nursery Class in a Primary School] Nursery School

• Focus English as an Additional Language

Page 18: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Early Years Project

•Triads of settings working together in similar ways with a co-ordinator to ensure that findings in individual settings are shared•Triads to embark on action research which will fulfil their own needs, but with reference to the Ofsted Regional Report•Triads sharing their work with other settings

Page 19: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Project Co-ordinators

So far Hazel Fewster from St. Faiths SchoolKerry Jones from Magical MomentsGemma Jarman from Prior Witham

and……watch this space….

Page 20: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Why do this…..?

•To develop greater professional understanding and respect across the breadth of early years provision•To develop a moral purpose within that group to ensure outstanding provision for all children in Lincolnshire whatever provision they attend• A model that could be developed with other Teaching School Alliances in other parts of the county.•Improved outcomes for children

Page 21: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.

Questions?

Page 22: Our aim is to evaluate/test whether a ‘joint practice model’ of CPD, used across all types of early year’s providers, can improve pedagogy, the quality.