Drum roll time!

Yes I know it has been very very quiet on my Blog and on Twitter over the past few weeks and I do make apologies for that,  however I am very pleased to announce (drum roll......) that my first ever Sensory Story and supporting information resource pack are now 

FINISHED! 

I can't quite believe it. It is taking a while to sink in!

I keep reading over things and looking at the pages I have written checking I have included what I feel will be helpful supporting material to those who will be delivering the Sensory Story.

It has been a remarkable journey so far, and I really can't wait to put the story into practice. Once I have done that I will get a true picture of the Story's success.

So what does my Sensory Story look like? 

The written version of the Story will be printed as a separate sheet and laminated for ease of use. It is all contained on one side of A4 paper and is broken down into 11 small sections. The title of the story is 'The Greedy Squirrel'.

What will you find in the Information Resource Pack? 
At the moment - nothing! .... as it is all contained on my laptop waiting to be printed and bound! However once I have checked my ink cartridges in my printer are not about to run out, the Information Resource Pack will be printed and will include several pages of relevant information. 

For example I cover things such as information about how my particular Sensory Story can support children's speech, language and communication needs. I have also included examples of how the Story can sit comfortably in Early Years Planning documents with links relating to both the 'Development Matters' and 'Characteristics of Learning' of the EYFS. 


There is an explanation of how to deliver the Sensory Story successfully and a list of suggested stimuli - all of which are easy and inexpensive to source such as the Hessian sack in the picture below.

 "Please help me store it in my little brown sack.”  

Additional ideas are included for extending the story further; introducing follow on activities for the whole class or larger groups of children and looking at possible ways we can assess children’s learning and development in speech, language and communication.

I have included a PowerPoint version of the story too for using to consolidate learning at a later date.

Looking forward to the half term break at the end of this coming week, where I can take time out to re-charge my batteries and prepare to deliver the Story to the children next half term.

Thank you to all those who have told me in person that you have been following my journey via this blog spot. 

I have also made some fantastic new (online) friends as a result of this venture. Fellow Tweeters, you have been a great source of encouragement and information too - and thank you for 'following' me! 

Keep watching this space as the journey unfolds...

Two tea bags and a Tupperware pot!

Well news from the Sensory Story sofa.....

Unfortunately, I left the lid off my little plastic 'clip it' container the other day -  but HEY great news - my dining room smelt like there had been a bonfire in there!!   Who would have thought a couple of fancy tea bags in a Tupperware pot could provide the sensory stimuli that I have been searching for? 

Moving in a slightly different direction I would really like to share with you 
a thought provoking 'tweet' that came my way last night...

"If a child cannot learn in the way we teach... we must teach in a way the child can learn." - unknown 

What a statement! This quote certainly got me thinking.

For those of us working in the Foundation Stage how often do we think "we know best" in terms of teaching a child a new skill?

How often do we stop and observe how the child learns?

Maybe we sometimes need to consider whether a child is learning through using a particular Schema. So what are Schemas? 

Schemas are patterns of repeatable behaviour which presents itself through the child's play. Understanding schematic behaviour helps us as practitioners to gain an understanding of what motivates the child. Using this knowledge we are better equipped to extend the child's learning by planning activities and providing resources appropriate to the child's preferences.

During my OU studies I was able to learn more about Schemas in the Early Years. Initially I was very sceptical and at times critical of what I was reading. However, the more I read around the subject and the more I observed the children in my setting, I soon became a convert to recognising schematic behaviour as a way of learning.

Not all children use schemas to learn. Therefore it is important to really get to know the children who we work with. What makes them tick? What motivates them? Have you noticed any patterns of repeated behaviours?

Thinking about this I began to wonder how my Sensory Story supports children who use schemas as a method of learning? Maybe this is a new area to explore? This may be something I can take on board for Sensory Story 2!


For more information about Schemas take a look at my friend Sarah's blog

http://knutsfordchildminding.blogspot.co.uk/2013/08/schemas-in-early-years.html


Well off now to check the lid is firmly in place on my Tupperware pot!

Swimming in treacle!

Well three weeks into the new school year have already gone!! 

I really want to get this Story completed before I lose my 'Autumnal' theme and Winter is upon us. Yet since writing my last blog many things have been happening in the home in the garden and of course that impacts on my Sensory Story world! 

OK so who moved the cupboards?

At home the contents of the kitchen are gradually disappearing into various other rooms in the house - new units arriving next week and we still need to lift and level the floor and paint the walls and ceiling!!! 








In the garden  - well? - I wondered whether my husband had been moved so much by watching Les Mis that he was building his own barricade? Apparently not. 
I should have realised it was the need for Moneypenny (our old lady of a hen) to relinquish her free reign of the garden (and veggie patch) she needed to be penned in a little more. Hence the barricade building! 

Build the barricade!

As for my Sensory Story? Some days the challenge of writing is easy, words and ideas flow freely - other days I feel as if I am swimming in treacle! 

On a positive note though, I have completed all the supporting documentation pages to my Story and am in the final stages of backing up what I have to say with references, checking for typo's and formatting the pages before printing. Now wish I had kept my old laminator. Maybe Santa will be kind? 

It would be a good point here to say 'thank you' to those friends and colleagues who have provided some constructive feedback on the content of the Story and the Pack- much appreciated. Your thoughts have been taken on board. 

One friend/colleague has given me further food for thought.... her comments appeared to suggest that the Sensory Story and information pack could be used by Practitioners in other Early Years settings. This is something I hadn't really thought about. My intention was to provide a 'bespoke' resource for the school where I work - something that can be used as a strategy for developing Speech, Language and Communication needs (SLCN).

Reading her feedback made complete sense! Yes, this could be used as a resource for other settings too. I am all for disseminating good practice, so with this in mind I am 'tweaking' some parts of my Information Resource Pack to become more accessible to those working in other sectors such as Childminders and Nurseries. Not quite sure whether there will be a SLCN Sensory Story 'market' out there waiting to be tapped into?  I am sure I will soon find out.

A few resources the SMELL of wood smoke and the SOUND of rustling leaves!

Well off now to wade through a bit more treacle!

So many messages today

Well it is definitely not Christmas yet, and I haven't been using any glitter today - so just wondering why I came home from work with a sprinkling of sparkles in my hair and on my face?  One of the many mysteries and joys of working in the Early Years! 

Not only satisfied to come home adorned with glitter, my youngest daughter informed me that she could tell I was back at work as sequins have kept appearing on the kitchen floor....well it's either work related or I am secretly preparing to appear on 'Strictly!'  

I arrived home from work, and as course of habit, switched on my laptop to catch up with emails, tweets and the inevitable facebook notifications, when a few things caught my eye.....first of all a tweet from Kathie Brodie titled 'What does Assessment mean?" 

Following Kathie's link I enjoyed reading her  'common sense' view on observation and assessment in the Early Years, giving myself a gentle reminder that any form of assessment in my Sensory Story must be unobtrusive and shouldn't restrict the child's natural course of play. The full article is found here:

http://www.kathybrodie.com/articles/what-does-assessment-mean/      

 My favourite quote of hers from the article has to be this . . .

"Assessment isn’t about sitting children down to be tested or labelled. It is about taking an interest in their development, and then using this to give them an enjoyable and challenging childhood."

Kathie Brodie can be followed on Twitter. 

My laptop was buzzing! (not because there was a fault) but due to the amount of tweets and messages in my 'In Box' from various sources all relating to the Dept. for Education's latest publication.... 'Early Years Outcomes'

https://www.gov.uk/government/publications/early-years-outcomes

'Wow this is amazing!' I thought to myself. Did the DfE know I was wondering where to start with writing about Early Years Assessment? 

The DfE have (today) produced a guide to help inform Practitioners and Inspectors about 'typical' Child Development. In the words of the DfE it says. . . 

"It (the new publication) can be used by childminders, nurseries and others, such as Ofsted, throughout the early years as a guide to making best-fit judgements about whether a child is showing typical development for their age, may be at risk of delay or is ahead for their age." 

FANTASTIC!  I have already started to use the Communication and Language part of this guide as part of my information page on 'Assessment' in my Sensory Story. Even better I didn't have to spend time typing as it is already set out perfectly.

Looking forward to seeing what tomorrow has in store - will keep you posted!

You can always keep ahead of the game and follow me on Twitter too - I am now hitting the big time and have nearly got to 30 followers whoopee! Will be famous soon!

Back on track!

My goodness! I cannot believe that a week has nearly passed and I have not updated this blog!  

North Yorkshire Moors Summer 2013

Since last posting on here a new term has started, a class full of four and five year olds all full of energy, and like little sponges soaking up every new experience! It feels as if those long summer holiday days have become a distant memory!

Starting back at school and being with the children has made me even more determined to continue my Sensory Story journey. A colleague asked me the other day whether I regretted having started the venture. Most definitely not! Even though it appears to be taking over my entire life (and house), I am still enjoying the challenge. In my naivety, I assumed that writing the actual Story would be the most difficult part - however for me the story took shape surprisingly quickly. The challenge I now face is in writing good, sound supporting documentation to support the delivery.

"Please Mr Squire near the smoky camp fire;
Have you got some food for me?"

I am keen to share the Sensory Story as soon as possible with the children at school, however I am in danger of trying to run before I can walk; for example, I still need to find (or even make!!) some rich sensory stimuli to represent the sound of a crackling fire  and a babbling brook- sharing the story without the resources would be ineffectual - it kind of defeats the object really.  I also want to ensure that the 'Teacher Resource Pack' is as informative and clear as possible, so that other practitioners can deliver the Story effectively too. 

My focus this past week has been around reading lots of information about 'Assessment for Learning' in the Early Years. I aim to include some examples of how Assessment for Learning can be used with the Story. 

I am familiar with one document that I call the 'Lanc's doc.’ (I suppose I should use the proper title really) I think this will give me a good place to start.

http://www.lancsngfl.ac.uk/curriculum/assessment/download/file/AfL%20in%20EYFS%20Project2.pdf

Too quiet on the Sensory Story Sofa

It has all gone quiet here on the Sensory Story sofa!  Why? Well I am not sure where to go next on my Sensory Story journey.... I have reached a crossroads! There are thoughts are buzzing around my head, more ideas, plans for more stories, more resources keep arriving on my doorstep..... yet I know I need to focus on completing some outstanding documents for inclusion in the teaching resource pack. 

So where am I up to at the moment?

I have now made symbol cards to use alongside the story - a simple task you would think? Well not so! After searching for what seemed an age for clear, black and white simple line drawings to represent each of the five senses I began to wonder whether I should commission my arty daughter to design some 'bespoke' symbols for me......whilst some symbols were easy to source others such as a symbol for 'taste' was nigh on impossible! I have selected a few to trial but might have to invent my own if they don't do the job. The children will be the best judge on this issue!

I have also been playing around with making some simple, large format symbols (much easier to source!) The children will be in control of these symbol cards to assist in communicating their likes and dislikes. I must hasten to add that I do not want them to be used as a replacement to spoken language but rather an aid to supporting and extending communication. Furthermore (in time) these cards will be used as part of their self assessment of their learning through the Sensory Story. This is an area that I really want to read more about and do further work on. . . It is important for the child to communicate to the adult how they feel about the story (in parts and as a whole). This will help the child to express something of how they are feeling especially when faced with a sensory experience which may cause anxiety. Eventually, after several deliveries of the same story I would like to use the symbol cards to identify if the child's view, responses and (where able) vocabulary changes across a set period of time. 

As ever lots more to think about.....off to do some reading now...back soon!

A good day all round

I had a good feeling about today from the moment I got out of bed, and I wasn't disappointed. 

I have had a lovely day painting a castle! (of the Role Play variety) but nevertheless it was most therapeutic. The basics are done and now waiting for the children's creative input to make it totally theirs....can't wait to see what ideas they come up with.

The morning got even better when my wonderful friend and colleague appeared bearing precious gifts.....AMAZING!! These are just perfect, even if you did have to scale trees to get them for me...

not only content with giving me one set of gifts but take a look at this too...

........thanks for thinking of me - I am glad I remind you of a huge roll of giant bubble wrap!

I am not sure yet what it will be used for but I am sure it will definitely have some part to play in any future Sensory Stories I write. 

Just feeling good about things when a fleeting visit from another friend and former colleague brought more good news..... she has just delivered a Sensory Story "The Bear Hunt"  at the local Children's Centre and has all the resources ready if I wish to use them.  Thank you so much!

I am now continuing to write the information that will go with my Sensory Story. So far I have included things like: 

• Contents page
• Information page
• Resource / Stimuli list
• How to deliver the Story  
• The Story (mustn't forget that!)
• Symbol picture cards
• Links to the EYFS and Planning ideas
• Assessment
• Extension/follow up whole class activities
• Acknowledgements (people to whom I am hugely indebted!)

I am currently working on: 

• a page to explain the reasoning behind the way the story is to be delivered 
• a pro forma page where children can begin to assess their own learning......
• a PowerPoint of the Story

Is there anything else that people would find useful? .....now there's an open invitation.