For any other question please email or telephone the appropriate member of the team (you can find details on the contacts page on the left).
Information about the Graduate Leader Fund, the Early Years professional qualification and further accredited training courses can be found at Children's Workforce Development Council website (link on the right). You can also contact Gwen Fitzpatrick, Workforce Development Officer on 020 7527 5629.
Provide purposeful and meaningful activities and experiences. Rich role-play or small world play, will offer ample opportunities for "writing" and "reading", the type young children need and enjoy at this stage. For example a cafe or restaurant can have its name on a sign across the entrance, menus, recipe books, books of foods/fruits, names of the cooks and waiters (the children themselves) with their pictures on a board. Those children who play the game will want to write menus, shopping lists, the bill and receipts. When adults participate in the game, they will model and facilitate, providing more resources where necessary. This type of environment is highly motivating for children to practice what they know about reading and writing and find out more.
You should also carefully plan and regularly review and maintain the writing area to keep it well resourced and stimulating. Have different types, colours and sizes of paper or card, ready-made books, pads, forms, envelopes, postcards, party invitations and various accessible writing tools. Have stimulating resources close by, for example, the book rack, display board, display table with labels, soft toys and clipboards. Provide a stimulus for writing activities with strategies like sending the children a letter from a favourite book character that they need to reply to, or displaying captions like "send a postcard from your holiday", or "write down your pizza order".
For more information contact Fran Guy, Foundation Stage Consultant on 020 7527 8701 or Illeana Shirley-Smith, Foundation Stage Consultant on 020 7527 5631.
Some children starting in early years settings will already have been identified as having a disability or special needs (SEN) before they arrive. Parents, health visitors, speech therapists and other health professionals may have raised concerns and followed this up with further assessment.
For other children, early years practitioners may be the first people to raise concerns. We identify all children’s needs through observation of their development and working in partnership with parents who hold a wealth of information about their own child.
There are clear criteria in the Special Educational Needs Code of Practice 2001 on page 35, Section 4:21 which will help you decide whether you need to plan different or additional interventions for a child.
You can also refer a child, with parents’ agreement, to the Early Years Inclusion Team and we will help you decide if a child has special educational needs. You can contact Sue Rowell on 020 7527 8598, Marian Alexis-Sinclair on 020 7527 5179, Nicky Joseph on 020 7527 1817 or Pauline Foster on 0207 527 5599
There are a few routes open to you. Islington has a translation service run by Maria Arabanos who you can contact on 0207 527 8155. The charge is £8 for 100 words and there is a minimum charge. The Early Years Equality and Diversity Pack contains a list of local community organisations, most of which offer help with translations. There are also a number of private companies who offer this facility and you can contact Tracy, Fran or Maria on 0207 527 5582 if you would like some examples of these.
If you have something short that needs to be translated, for example, a single letter, please contact us on the above number as it may be possible to arrange through the bilingual community officers in the Islington Primary Ethnic Minority Achievement Service (EMAS) team.
You can always ask parents of children in your setting to help out with translations like labels in home-made books or on displays.
There are also numerous websites that have translated words and phrases, it may be worth getting it checked by a mother tongue speaker though just to make sure it says exactly what you want.
Page Last Updated: 12 November 2008