Drawing on collaborative work with speech and language, occupational therapy, teaching and early years colleagues, this session looks at what makes a long-term difference for children’s literacy. It covers the foundational skills in phonological awareness, oral language, motor skills, concepts of print and working memory
Rachel Buckler is a highly experienced practitioner, trainer and consultant working in support of safeguarding and child protection practices. During her 30-year career in children’s service social care in England, she has developed and managed services including Sure Start Children’s Centres and been a strategic lead for early intervention services delivered in Greater Manchester. Rachel continues to deliver training to local authorities’ early years workforces, as well as providing training and consultancy for independent nurseries and childcare providers across the country. Rachel is co-founder of the Early Years Hub and creator of the Safeguarding Hub.
Rachel will talk about the 3 C’s of child protection that underpin effective child centred practice for those working in the early years. She will consider the need to be compliant, competent and confident referring to Scottish legislation and the Getting it right for every child’s SHANARRI wellbeing indicators for children’s wellbeing. In this session we will explore how early years practitioners can ensure that children they work with are SAFE, being protected from abuse, neglect or harm at home, at school and in the community.
Rachel’s book Developing Child Centred practice for Safeguarding and Child Protection. Strategies for every Early Years Setting was published by Routledge in 2023.
Participants will receive a voucher for a 20% discount on the book.
The importance of Trauma Informed Practice for people with lived experience: A brief introduction.
With Shumela Ahmed
Leslie believes that all children are competent and capable learners, given the right environment and she believes deeply in life-long learning and acknowledges that her own knowledge and ability to improve practice has come from the excitement of discovering alternative possibilities and evaluating how to use new ideas effectively.
The
session will include what makes a learning environment ‘enabling’ and what this
means in practise. We will explore how different periods in the year will
require different approaches and ways to support children transition into their
new environments. We will also cover the adults’ role in facilitating
children’s learning and how to create a language supporting classroom.
This will include planning for language in meaningful contexts and strategies
to help adults interact with children as they learn and play.