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NE SLE Newsletter – December 2019
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Developing best practice in the Early Years: Meeting the needs of children with Special Educational Needs.
Science network members area
Reciprocal Reading
Impacts of Professional Development on Pupil outcomes
Pilot evaluations
Early Years Pedagogy Network
Mary Anne Wolpert – presentation
Developing best practice in the Early Years: Practical Pedagogy, Research and Leadership
Excellence in the Early Years
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Developing best practice in the Early Years: Meeting the needs of children with Special Educational Needs.
How can you effectively enhance teaching and learning provision for children with speech and language difficulties in a way that ensures practitioners feel in control of the impending changes to provision that will challenge their professional skills, knowledge and practice and drive improvement?
An Overview of the Network’s Activity
How effective is intervention, within the classroom, in supporting SEN and EAL children with speech and language difficulties, to develop their communication and language skills in EYFS?
Will increasing the time I dedicate to targeted outdoor play with my SEND support child increase their progress in CLL.
To identify how to support children who struggle to communicate, to improve on their social skills and confidence with both staff and children through play.
How do you make an impact on children who require additional support in their communication skills, in a cash strapped education system?
To support and develop a SEN child with communication and language needs to have a positive impact on their PSE skills towards his peers and his overall behaviour in the Reception environment.
“How to support children with additional needs to progress in their Personal, Social and Emotional Development”
Science network members area
Seventh network meeting – 12th October 2016
Enthuse Partnership Award
Pilot plans
Fifth network meeting – 18 May 2016
Fourth meeting – 23 March 2016
Sixth network meeting – 22 June 2016
Eighth network meeting – 30 November 2016
Action plans for 2016-17
Science superhero squad
Ninth network meeting – 25 January 2017
Tenth network meeting – 22 March 2017
11th network meeting – 17 May 2017
Summaries from staff and pupil questionnaires
Reciprocal Reading
Conference 2017
North East London Teaching School Alliances
Year One Network
Science Network
Reciprocal Reading – Final Report
“Excellence in the Early Years” Network
NQT Network
Masters Network
UEL PGCE Mentor Network
LSEF Report
Developing Best Practice in the Early Years: Practical Pedagogy, Research and Leadership
PDQM
Notes from Reading Champions Workshop 2016 – Reading Conference
Impacts of Professional Development on Pupil outcomes
Pilot evaluations
Early Years Pedagogy Network
Learning Wild.
An ethnographic study of how children in the reception cohort of a sub urban London school use fantasy violence in their play.
Using Lesson Study as an effective model through which collaborative professional learning can solve a teaching or learning based problem which is affecting children’s progress.
“How can we develop children’s critical and creative thinking skills?”
Mary Anne Wolpert – presentation
Developing best practice in the Early Years: Practical Pedagogy, Research and Leadership
Edited highlights from the research conducted in 2016/2017
Impact Highlights from the research undertaken in 2016/17
Will an increase in adult interaction in the role-play area increase children’s attainment in Communication and Language?
How can we effectively accelerate EAL children’s progress in reading?
Using formative assessment to reduce the gap between the highest and lowest achievers in CLL
How do adult child interactions in the outdoor area impact on pupil outcomes in writing?
Does boys writing improve when linked to their play activities and interests?
How can provision be improved to support children’s physical development?
A study on self regulation and resilience in the Early Years
Excellence in the Early Years
Simple Praxis.
What impact does high quality adult interaction have on the attainment of EAL children in a nursery setting?
Promoting self-regulation in Nursery to increase children’s attainment in Physical Development
Would a “Gender Balanced” workforce within an early years setting increase the attainment of boys, closing the gender gap in attainment?
Would it be possible to turn the world of Maths into an exciting place to be in and find ways into Mathematics for all children and develop a learning environment that supports mathematical thinking?
Will a focus on leadership result in consistent high quality provision and raise pupil achievement in Nursery ?
Does the application of self regulation in Reception support children to reach age expected levels in PSED?
Will an increase in adult interaction avoid a “plateauing” of autumn born children’s progress and attainment in reception?
Teach in Redbridge School Direct Flyer
Does the implementation of the Key person role in Nursery support the develop of children’s PSED skills?
Edited highlights of the impacts from our research projects 2016
