Every child a talker: guidance
In October 2009 National Strategies published Every child a talker: Guidance for early language lead practitioners. Every Child a Talker (ECAT) is designed to help lead practitioners and their colleagues create a developmentally appropriate, supportive and stimulating environment in which children can enjoy experimenting with and learning language. It can be implemented whether children are in early years settings, with a childminder or at home with their parents. These materials are closely linked to the Early Years Foundation Stage. The materials will be developed and distributed in instalments throughout the first year of ECAT.
New Ofsted forms and publications
Ofsted have produced guidance for registered childminders and childcare providers to help them if they need to object to decisions made about their registration, or if they intend to change the recommendations or conditions of their registration. View it on the Ofsted website
On 29 October Ofsted launched its new Self Evaluation Form (SEF). The new form gives clear guidance on which parts have changed, and compares it to the old form. Any info saved online using the current sEF will be transferred to the new format. Users will be able to see where the information has been moved to. Existing completed SEFS submitted as part of the Inspection process will remain in the old format. A new one will need to be started in the latest format.
How the recession is affecting day nurseries
National Day Nurseries Association (NDNA) have revealed that nurseries are continuing to report increased levels of bad debt due to the recession and that over half have frozen staff pay or plan to in order to keep fees affordable for parents. Read more
New Pre-school Learning Alliance publications
In October 2009 the Pre-school Learning Alliance published two brochures on: rights and inclusion:
Rights and legislation: human rights, including legislation; disability discrimination, special educational needs, racial discrimination, sex discrimination; the Equality Bill 2009.
Download the brochure from http://www.pre-school.org.uk/documents/220
Inclusion: what does inclusion mean; inclusion is a right; what makes inclusion work.
Download the brochure from http://www.pre-school.org.uk/documents/721
Safe early years environments was also published by the PLA in October w009. It will support practitioners in making sure that children are kept safe at all times within the framework of existing legislation and the experience of practice. The guide includes:
What is a safe environment?
Safeguarding children
Children taking risks
Risk assessment
Safety sweeps
Managing and minimising risks – the legal context
Managing a safe environment
To download the guide visit http://www.pre-school.org.uk/documents/225
Working in the childcare sector: how to progress your career was published by the Pre-school Learning Alliance in October 2009. The brochure describes the range of qualifications available to anyone planning a career in childcare. Download the brochure at
http://www.pre-school.org.uk/documents/207
First survey of nannies
In October 2009 Children’s Workforce Development Council, in partnership with the education union Voice and the National Childminding Association, published 'The composition, needs and aspirations of the nanny workforce in England'. This reports the results of the first comprehensive profile of the nanny workforce, based on a survey of 888 nannies and 55 nanny agencies. Download the report from the CWDC website. The main findings are:
Approximately 30,000 nannies work in England; 99% of nannies responding are female.
Over one-half (56%) of survey respondents were 30 years of age or under. Around one-third (32%) are aged between 26 and 30.
82% of nannies surveyed have an early learning and childcare-related qualification.
The average weekly net pay for those nannies responding to the survey was £312.51; which is approximately £21,000 gross per annum.
11% of respondents are currently studying for an early learning and childcare qualification. The majority of these (81%) reported paying for this themselves. 73% were prepared to undertake further training in early learning and childcare.
61% of respondents believe they receive adequate remuneration for their work.
Nearly half (47%) of nannies reported working in excess of 43 hours a week and over one third (34%) said that they worked over 50 hours a week.
Just 14% of nannies thought that the profession was held in sufficient regard by the general public and 41% thought that parents gave the profession sufficient recognition.
