Unit 11Preparing for school

readinessLaura Parry

l.parry@mbro.ac.uk

SESSION EXPECTATIONS

Mobiles off

Have fun Be on time

Respect each other

Be involved Work Hard Take turns No eating in class Bring

pens/pencils

Lesson Objectives

Explain Unit 11Define the term ‘school readiness’Discuss and evaluate individual

factors that may affect school readiness

Apply knowledge to demonstrate understanding

What is Unit 11 about ?

• Understand factors affecting children’s readiness for school

• Understand areas of learning and development in relation to the current framework

• Understand the assessment process in relation to the current framework

• Understand how working in partnership with others contributes to children’s school readiness

• Understand the role of the early years practitioner when preparing children for school

School readiness ?Activity In small groups:

- What do you think this means?

- How do we achieve ‘school readiness?

Is this school readiness?

Summarise what you have just watched with the person sitting next to you

https://www.youtube.com/watch?v=skgP7isEsqg

School Readiness

School readiness is about how well equipped children are to tackle the challenges that come with starting school- separating from their parents/ carers, being confident to speak to others, interact with other children …..

BUT

“There is no nationally agreed definition” (‘Are you ready?’ OFSTED, April 2014)

SCHOOL READINESS REPORT MIDDLESBROUGH COUNCIL

Google the recent report and get ready to summarise the findings.

Defining and Measuring School Readiness

 In summary, if a child is not developing sufficiently before they start school, they will not be ready to learn, and their ability to develop in school is therefore going to be significantly impaired.

MIDDLESBROUGH COUNCIL

SCHOOL READINESSExecutive Member for Communities and Public Health: Councillor Mick ThompsonExecutive Director for Economic Development and Communities: Kevin Parkes16th June 2015

MIDDLESBROUGH COUNCIL16TH JUNE 2015

The proportion of children achieving a good level of development in their Foundation Stage Profile in Middlesbrough in 2014 was 50%. This compares with 54% in our statistical neighbours, and 60% nationally.

Measuring School Readiness: Foundation Stage Profiles

If there were 7,246 students in Middlesbrough what would the number be?

3,623

School ReadinessIndividual areas

of needs

Physical Personal and

Social development

Emotional development

Communication and language

Cognition

Prime areas of development

Physical

Personal, social and emotional

Communication and language

Physical

Activity

1. In groups, create a thought shower about the different physical factors you feel are important in young children’s development

2. Order the factors in which you think are most important for children and which will affect their school readiness

Cleanliness

Food and water

Sleep and rest

Shelter

Toilet trained Fine motor skills

Maslow’s Hierarchy of needs

Social

Taking turns in play

Engaging with others/ being sociable

Following rules/ boundaries

Listening to adults

Not hurting others

Activity 2What are situations

that could affect social factors?

Activity 1What are these social factors?

Emotional

ActivityLook at the EYFSWhere does it discuss emotions within the relevant age groups?

Communication and language

• Speaking clearly

• Understanding simple instructions

• Being able to listen

• Conversational skills

• Enjoying range books, songs and rhymes

What activities would support children to develop their communication skills ready for school?

Let’s apply our knowledge

Scenario

Lucy is the youngest of 4 children. Her sisters are 12,14 and 16. Lucy is not yet toilet trained. She wears a nappy as her mum says it’s easier and she will go to the toilet when she’s ready. Lucy ‘s sisters look after her and play with her. She has many toys at home.

Lucy begins school next week.

How do you think Lucy will cope with school? What may she be good at doing and what may

she find difficult or become anxious about?

Scenario

James lives at home with his mum and has no siblings. He has not attended any Early Years settings. He loves

playing with trains and cars and his mum plays with him a lot.

How do you think James will cope with school? What may he be good at doing and what may he

find difficult or become anxious about?

Have we met our lesson objectives?

Explain Unit 11Define the term ‘school readiness’Discuss and evaluate individual

factors that may affect school readiness

Apply knowledge to demonstrate understanding