Early Excellence Training Programme The Early Years Foundation ...

Early Excellence Training Programme
The Early Years Foundation Stage (Birth - 5 Years)
Understanding
Children’s Learning
and Development
Exploring a
Curriculum Focus
Developing Observation,
Assessment and
Planning
Creating an Effective
Learning Environment
Identifying the Role
of the Adult
Spring 2012
Early Excellence
Promoting Quality in the Early Years

EARLY YEARS FOUNDATION STAGE
KEY STAGE ONE
LEADERSHIP, INNOVATION
AND PARTNERSHIPS
SATURDAY FORUMS
“ Any recurring theme meets a different
environment and context each time it recurs.
It can never be exactly the same twice. It is a
case of taking what is still useful forward…
taking account of the past and using it means
continuity with progression.”
‘Recurring Themes in Education’
Tina Bruce 1995
Training Developments Spring 2012
Welcome to the Early Excellence Training Programme
for the Early Years Foundation Stage, Spring 2012. It
remains business as usual at Early Excellence despite
the ongoing review of the Early Years Foundation Stage.
We were delighted at the response to Jan Dubiel's
update on the review of the Early Years Foundation
Stage ‘A New Landscape’. This training will be available
again in the summer term when the final framework has
been confirmed and colleagues who have already
attended the full days training will be able to attend a
shorter session which will address any key changes.
This programme provides a diverse range of courses
for colleagues in the Early Years Foundation Stage.
New this term we have introduced a number of
courses which specifically look at progression across
Early Years and Key Stage 1. We are finding an
increasing number of visitors from schools are coming
in mixed groups of Early Years and Key Stage 1 staff
and in this training programme we have several
courses, which we feel will be of great interest to those
schools where Early Years and Key Stage 1 staff are
working together.
Other training opportunities this term include:
Praise and Rewards or Recognition:
What's the Difference and does it Matter
Trainer: Penny Vine, Education Consultant
As with all of Penny’s training this course will both
encourage reflection and provide real practical support
to Practitioners working with young children.
Reflective Planning in Reception Classes
Responding to Children’s Interests and
Developmental Needs
Trainers: Anna Ephgrave, De Bohun Primary School,
Enfield and Ruth Moore, Early Years Manager,
School Improvement Service, Enfield
We are delighted to welcome both Anna Ephgrave and
Ruth Moore, who will be sharing their work together.
Sharon Hogan, Head of Centre
sharon@earlyexcellence.com
Nursery School Headteachers’ Network
Session: 9.30am to 12 noon followed by lunch
Date: Tuesday 31 st January ’12
Audience: Nursery School Headteachers
Building on our existing partnerships with many Nursery School Headteachers, we are starting a new
networking event in the Spring Term. This will provide colleagues with the opportunity to meet together
and discuss current issues and practice. During the session participants will have the opportunity to look
around the centre. These termly network meetings will be led by members of the Early Excellence Senior
Development team and consider:
current pedagogy and practice
keeping up to date with national and local developments
identifying and addressing priorities for future network meetings.
Please note there is no charge for attending this event, but practitioners should ensure
that they book a place by contacting Michelle on 01422 311314.
www.earlyexcellence.com

Understanding Children’s Learning and Development
How Very Young Children Learn
Developing an Understanding of the Centrality of Physical Development
Understanding
Learning and
Development
Birth - 3 yrs
Trainer: Jasmine Pasch, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Friday 13 th January ’12
Audience: All Practitioners working within Early Years
Making relationships, being able to do things and being able to think and make connections are at the heart of learning and wellbeing
throughout life, and body movement underpins these essential capacities right from the start. Active engagement of the
body influences far more than we might imagine. This course will;
explain the sensory and motor foundations for learning and development
develop an understanding of why babies and children move in the ways that they do
look at some of the significant developmental patterns of the first year of life, and how these form the foundations for later
learning, brain development, health and well-being
consider ways to improve the environment for young children, indoors and outdoors.
Praise and Rewards or Recognition:
What's the Difference and does it Matter
Understanding
Learning and
Development
3 - 5 yrs
Trainer: Penny Vine, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Friday 20 th January ’12
Audience: All Practitioners working within Early Years
It is common belief and practice in many settings that the use of praise and rewards are key in developing children’s social skills,
learning and self-esteem. However, an increasing wealth of research (Kohn 2000, Dweck 2007) questions this belief, suggesting that
praise and rewards can have the reverse effect of what is intended - leading to overdependence on others for approval,
unwillingness to take creative risks and competition for adult’s attention. This course will;
explore some of the unintended consequences of praise and rewards and consider how best to encourage and value young children
look at how we can engage with children in ways that develop children’s communication, confidence, self-belief and relationships
enable practitioners to leave with practical ideas and alternative ways of recognising children’s development.
Continuity and Progression in Writing
Developing Practice from Early Years to Key Stage 1
Understanding
Learning and
Development
4 - 7 yrs
Trainers: Ros Bayley, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Thursday 2 nd February ’12
Audience: Teachers in Early Years and Key Stage 1
It is important that teachers understand the interface of children’s early mark making and experimental play writing and the
gradual move towards conventional writing. This course will enable teachers from Early Years and Key Stage 1 to focus on what
they need to know and understand in order to support children's progress in writing from 4-7 years, making the process of
learning to write enjoyable and rewarding for themselves and the children. This course will;
clarify the stages of development in writing and look at how to recognise and respond to them
consider the range of experiences children need for effective development in writing
take away inspiration and a wide range of practical ideas to use back in the classroom.
Please Note: It is recommended that a teacher from both Early Years and Key Stage 1 attends this training event.
www.earlyexcellence.com

Research Based Approaches to Learning and Teaching
Developing Project Work in the Early Years
Understanding
Learning and
Development
3 - 5 yrs
Trainer: Dr Andrew Lockett, Independent Early Years Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Monday 5 th March ’12
Audience: All Practitioners working within Early Years
Drawing on examples of research based approaches in New Zealand, Andrew will illustrate how project work can be developed
directly from children’s questions and investigations. He will also share research-based work on children’s schematic play
behaviours in Reception and Year 1 and developing child-initiated play with a Nursery School. He will demonstrate how research
questions emerged and evolved as practitioners reflected on their learning, and how this then linked into planning effective
interventions to extend children’s learning. This course will;
consider a research based approach to learning and teaching - references will be made to practice observed in the
‘Centres of Innovation’ in New Zealand
provide opportunities to reflect on current practice and action plan for developing setting based research projects,
building upon practitioners’ and children’s interests and questions
outline the observational assessment process and development of learning stories, which provide the evidence for
research based practice.
Continuity and Progression in Speaking and Listening
Developing Practice from Early Years to Key Stage 1
Understanding
Learning and
Development
4 - 7 yrs
Trainer: Ros Bayley, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Friday 9 th March ’12
Audience: Teachers in Early Years and Key Stage 1
We need language to think and learn - not least to learn literacy skills. Where there is consistent policy and practice between Early
Years and Key Stage 1, children become articulate, experiencing increased enjoyment and success. This course will enable teachers
from Early Years and Key Stage 1 to focus on what teachers need to know, understand and do to support children to become
attentive listeners and articulate speakers from 4-7 years. This course will;
consider the four basic listening skills and look at practical ideas for developing them
look at how speech, language and communication develop and how to recognise and respond to these stages
focus on how to provide rich contexts for talk across the Early Years and Key Stage 1 curriculum.
Please Note: It is recommended that a teacher from both Early Years and Key Stage 1 attends this training event.
Early Childhood Development
Providing Appropriate Experiences
Understanding
Learning and
Development
Birth - 3 yrs
Trainer: Gwen Ibbotson, Resources Manager, Early Excellence
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Monday 19 th March ’12
Audience: All Practitioners working within Early Years
It is crucial that adults working with young children have a deep understanding of their stage of development if they are to provide
appropriately for their needs. This course will;
look closely at the different stages of development of children birth to three years
explore their predictable interests and identify a range of meaningful play opportunities
consider the importance of schema in very young children’s play.
www.earlyexcellence.com

Creating an Effective Learning Environment
Five Myths and One Reality
Facilitating Children’s Creative Learning and Development
Effective
Learning
Environment
3 - 5 yrs
Trainer: Ruth Churchill Dower, Director, Earlyarts
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Monday 16 th January ’12
Audience: All Practitioners working within Early Years
This course will help you to understand what creative intervention means and how it can be used to support young children's
development and expression. It will explain what it was that happened when a quiet 3 year old girl started to open up and express
herself through a series of drawings, or when a 4 year old boy suddenly lit up and danced around enormous spaces when the music
came on. This course will;
explore current research and practical examples of where young children's learning has been significantly enhanced through
creative interventions
help you understand why creative approaches make such a difference to young children's learning, and what are the essential
factors in successful schools and settings
inspire you with lots of ideas to try out from other creative and Early Years Educators.
A Focus on Continuous Provision
Creating a Framework for Effective Learning and Teaching
Effective
Learning
Environment
3 - 5 yrs
Trainer: Sue Pearson, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Tuesday 17 th January ’12
Audience: All Practitioners working within Early Years
This course is suitable for practitioners who have recently moved into the Early Years Foundation Stage, practitioners who are or
have recently been involved in the establishment of new provision or re-organisation of provision. Continuous provision remains at
the heart of a quality planning framework for children in their Early Years. Replacing the former course: framework for planning, this
course will take practitioners more thoroughly through the process of planning. This course will;
reflect on the ways in which children’s knowledge and skills develop in their Early Years and the benefits of continuous provision for
promoting all round development
focus on the features of good quality continuous provision, how it should be documented and the conditions that enable this
system of organisation to be fully exploited
consider the ways in which increasingly higher level challenge to their thinking is identified, promoted and taken forward through
enhancement to provision and through focused experiences.
Planning for Children’s Play
Developing and Supporting High Quality Block Play
Effective
Learning
Environment
3 - 5 yrs
Trainer: Paddy Beels OBE, Headteacher, Wingate Community Nursery School
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Friday 24 th February ’12
Audience: All Practitioners working in Early Years
Children's natural desire to build and construct ensures that continuous provision of blocks is integral to quality practice within
the Early Years Foundation Stage. This course will explore the range of meaningful and relevant learning opportunities available to
children in well-planned block play and consider how best to support and extend children’s learning. This course will;
identify the key features that underpin the effective organisation of this area of provision
explore the different ways children use blocks
focus on the key role of the adult in supporting, extending and challenging children’s play.
www.earlyexcellence.com

Developing a Quality Curriculum
Promoting and Supporting Child-Initiated Learning Outdoors
Effective
Learning
Environment
3 - 5 yrs
Trainer: Margaret Edgington, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Wednesday 29 th February ’12
Audience: Early Years Foundation Stage Co-ordinators and Teachers
The Early Years Foundation Stage (DCSF 2008) requires practitioners to offer a balance of adult-led and child-initiated learning
opportunities and emphasises the importance of learning out of doors. This course will offer the opportunity to develop understanding
of how to cater for and extend children's own interests out of doors. This course will;
define what child-initiated learning means
consider the role of the outdoors in inspiring children to develop their ideas
review the kind of environment out of doors that promotes high quality, child-initiated learning
reflect on the role of the adult in sensitively supporting and extending children's learning outdoors.
Developing Observation, Assessment and Planning
Observation Based Practice
Assessing Young Children’s Learning
Observation,
Assessment
and Planning
3 - 5 yrs
Trainer: Margaret Edgington, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Thursday 26 th January ’12
Audience: Teachers in the Early Years
It is essential that practitioners undertake sensitive observational assessment in order to plan to meet young children’s needs.
This course offers participants a chance to reflect on and plan for the development of their practice in this area. This course will;
highlight the complexity involved in assessing young children
consider the importance of observation as a teaching strategy
explore the difference between observation and assessment
identify how to make effective observations and use these as a basis for assessment and planning.
Reflective Planning in Reception Classes
Responding to Children’s Interests and Developmental Needs
Observation,
Assessment
and Planning
4 - 5 yrs
Trainers: Anna Ephgrave, De Bohun Primary School, Enfield and
Ruth Moore, Early Years Manager, School Improvement Service, Enfield
Session: One Day Course - 9.30am to 3.30pm @ £158.00* (exc VAT)
Date: Thursday 9 th February ’12
Audience: Teachers in Reception Class
Children have a natural desire to explore, learn and create but too often they are stopped or diverted by adults. Anna's work in the Early
Years Foundation Stage at her school has led to Outstanding grades in the last two OFSTED inspections. The adults observe, advise,
support and encourage the children using the traditional cycle of observation - assessment - planning - observation. This course will;
explore the range of strategies needed to support a more flexible style of planning
identify systems which are both manageable and meaningful
look at the implications for the classroom environment
consider the importance of supporting children's self-discipline and independence.
*Please note that the fee includes a copy of ‘The Reception Year In Action - A Guide to Success In The Classroom’ by Anna Ephgrave.
www.earlyexcellence.com

A Focus on Medium Term Planning
Developing a Quality Curriculum
Observation,
Assessment
and Planning
3 - 5 yrs
Trainer: Sue Pearson, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Friday 10 th February ’12
Audience: All Practitioners working within Early Years
The Early Years Foundation Stage (DCSF 2008) emphasises the importance of planning in response to observations and
understanding about children’s interests. Good planning aims to build on what children know, do and understand, as well as
opening up new possibilities for children to explore. In building on the previous course, ‘A Focus on a Framework for Planning’,
which participants need to have attended first, this course will;
re-examine the relationship between long-term planning of provision and medium-term planning
consider the key elements that underpin a clear structure for medium-term planning
identify the range of ways in which medium-term planning can be developed to ensure high quality learning and teaching
through spontaneous play, planned play and direct teaching
provide a forum to discuss current planning issues.
Environments Provoking Enquiry
Making Learning Visible
Observation,
Assessment
and Planning
3 - 5 yrs
Trainer: Emma Pace, Co-Director, Sightlines Initiative and Liz Elders, Early Years Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Friday 2 nd March ’12
Audience: All Practitioners working within Early Years
Early Years Educators are familiar with making observations of children's learning. But how do we interpret what we observe, and
how do we make the learning visible to the wider community Inspired by the Early Years settings in Reggio Emilia, this course will
explore how we can move beyond making observations and move towards documenting learning processes, and progressing
teaching and learning. This course will;
identify what is pedagogical documentation
consider why pedagogical documentation is so important in progressing teaching and learning in Reggio Emilia
share case studies and examples from schools and settings.
A Focus on Short Term Planning
Developing a Quality Curriculum
Observation,
Assessment
and Planning
3 - 5 yrs
Trainer: Sue Pearson, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Friday 20 th March ’12
Audience: All Practitioners working within Early Years
This course builds on the previous courses on ‘A Focus on a Framework for Planning’ and ‘A Focus on Medium Term Planning’, both of
which participants must have attended first. This course will;
highlight the central importance of short-term planning for effective learning and teaching
identify key elements that underpin a clear structure for short-term planning
consider the importance of observing children and how to organise and manage the process
reflect on the role of the adult in ensuring progression in children's learning provide an opportunity to discuss and review
current approaches.
www.earlyexcellence.com

Contextualised Language and Literacy Teaching:
Developing Theory into Excellent Classroom Practice
Observation,
Assessment
and Planning
4 - 7 yrs
Trainers: Christine Parker, Headteacher, Gladstone Primary School and
Professor Dominic Wyse, Institute of Education, University of London
Session: One Day Course - 9.30am to 3.30pm @ £154.00* (exc VAT)
Date: Friday 23 rd March ’12
Audience: Early Years and Key Stage 1 Practitioners and Teachers
Research and theory can and should be used to inform and shape excellent classroom practice. This course will identify some of the
threats to contextualised teaching and introduce participants to a practical example of a lesson with a focus on reading and writing. It will
identify some of the key elements of the rationale for the lesson and practice, for example: building on home experiences; why motivating
children is vital; the kind of teacher knowledge that is required and how theory and research underpins this approach. This course will;
show what contextualised language and literacy teaching is
reveal some of the key elements that underpin excellent classroom practice
explain some of the theory and evidence base for the approach
*Please note that the fee includes a copy of ‘The Early Years Literacy Handbook’ by Christine Parker and Professor Dominic Wyse.
Identifying the Role of the Adult
Pushing the Boundaries
Challenging Young Children’s Thinking
Identifying the
Role of the Adult
3 - 5 yrs
Trainer: Paddy Beels OBE, Headteacher, Wingate Community Nursery School
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Friday 27 th January ’12
Audience: All Practitioners working within Early Years
Current initiatives aiming to support ‘gifted and talented’ children may be failing to fully understand and respond to the particular needs of
children who require more challenge and support in aspects of their development. This course will explore the issues that surround ‘more
able’ children and how their emotional lives can be supported through a focused and individual approach to learning and development.
This course will;
consider the concept of “the more able child”
explore the role of the adult in noticing, recognising and responding to children’s thinking in ways that offer challenge
focus on the importance of providing the right context for valuing and nurturing children’s strengths.
A Focus on Children’s Well-Being
Developing Practitioner Knowledge and Skills Outdoors
Identifying the
Role of the Adult
3 - 5 yrs
Trainer: Jan White, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Wednesday 22 nd February ’12
Audience: Early Years Leaders and Practitioners
The outdoor environment can and should make a significant contribution to young children’s well-being, providing the building blocks
for long term happiness, resilience and self-belief. This course will explore how provision outdoors can be developed to support
emotional well-being and mental health, through building upon young children's natural concerns, drives and interests. This course will;
consider what young children need to experience in order to develop their emotional and physical well-being
explore the ways in which outdoor provision can contribute to and support well-being
reflect upon how practitioners’ and parents’ understanding of, and dispositions towards, children’s play can influence their well-being.
www.earlyexcellence.com

Ensuring Good and Outstanding Interactions with Children
Sparking Off Young Childrens Critical and Creative Thinking
Identifying the
Role of the Adult
3 - 5 yrs
Trainer: Marion Dowling, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Thursday 22 nd March ’12
Audience: All Practitioners and Managers who work with Children in Nursery Settings and Reception Classes
The Early Years Foundation Stage (DCSF 2008) includes young children's thinking as a major thread for learning across the six areas
of development and this is supported in the Tickell Review where it is referred to as an enduring learning characteristic. Practitioners
have the challenge of creating a climate which gives scope for young children to grow and share their ideas and plan opportunities for
children to demonstrate critical and creative thinking. This course will demonstrate aspects of practice through DVD clips and include
opportunities for group discussions and practical activities. This course will;
highlight fundamental conditions which support young children’s creative thoughts and ideas
consider ways in which children demonstrate their ideas and make connections
explore contexts and resources which promote and provoke children’s thinking
emphasise the adult’s role as the child's thinking companion.
Exploring a Curriculum Focus
A Focus on Writing
Developing a Play-Based Approach
Exploring a
Curriculum Focus
3 - 5 yrs
Trainer: Helen Bromley, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Wednesday 18 th January ’12
Audience: All Practitioners working within Early Years
This course will offer participants the opportunity to reflect on making the most of powerful relationships between writing and playing in
order to support young children's development as mark makers and authors in ways that are developmentally appropriate in the Early
Years Foundation Stage. Participants will consider ways of embedding writing opportunities in continuous provision and look at how
adults might purposefully engage in, and respond to, children's growing awareness of the writing process. This course will;
consider how a play-based approach to teaching and learning supports children's development as writers
explore a range of starting points for developing writing through continuous provision
consider ways of responding to young children as authors
reflect on the importance of ICT as a tool for inspiring writers.
Mathematical Thinking in the Outdoor Environment
Developing Rich Learning Experiences
Exploring a
Curriculum Focus
3 - 5 yrs
Trainer: Jan White, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £135.00 (exc VAT)
Date: Monday 7 th March ’12
Audience: All Practitioners working within Early Years
The outdoor environment is rich in possibilities for engaging children and providing meaningful encounters with maths, allowing
children to learn in ways that suit them best. Young children need to use their whole bodies to gain intuitive understandings of
mathematical ideas through deeply-felt experiences. This course will;
address the potential of the special nature of the outdoors for enabling mathematical behaviour
explore how, what young children naturally do in rich play outdoors, provides them with firm foundations for being mathematical
consider how adults can unlock the potential outdoors to offer children motivational ways of being, feeling and thinking mathematically.
www.earlyexcellence.com

Music Making in the Early Years
Supporting Young Children’s Musical Development
Exploring a
Curriculum Focus
3 - 5 yrs
Trainer: Linda Pound, Education Consultant
Session: One Day Course - 9.30am to 3.30pm @ £154.00* (exc VAT)
Date: Wednesday 28 th March ’12
Audience: All Practitioners working within Early Years
Focusing on the enjoyment and excitement of music, this course will provide a rationale and suggestions for engaging children in
music for its own sake. However, it will also consider current research in order to deepen practitioners’ understanding of the
importance of music to children’s development in all areas of the curriculum. This course will;
highlight research which underlines the importance of music in emotional well-being, communication and thinking,
as well as physical health and development
include practical activities including song-writing
explore ideas for supporting all areas of learning and development through music
identify strategies for supporting parents to engage in musical activity with their children.
Trainers’ Biographies
Ros Bayley
Following an extensive career as an Early Years teacher, Ros now works as an Early Years Consultant, Trainer and Storyteller. Throughout her
career she has devoted much time to developing children’s creativity through story, puppetry, music, dance and imaginative play, and has shared
her strategies with practitioners both in the UK and abroad. A regular contributor to ‘Practical Pre-School’ and ‘Early Years Educator,’ Ros is also
the author of a number of resource books for Early Years Practitioners. Along with Sally Featherstone and Lynn Broadbent, she is the author of the
‘Carrying on in Key Stage’ series.
Paddy Beels
Paddy Beels is Headteacher of Wingate Community Nursery School, County Durham, now the hub of Wingate Children's Centre. She is an
experienced Early Years educator who is dedicated to respecting children's rights and their childhood, true partnerships with parents and families
and believes strongly in children being close to the natural world. In 1999, Paddy won a National Teaching Award and in 2000, she was awarded
the OBE.
Helen Bromley
Helen Bromley is in great demand as a national Early Years Consultant. She works throughout the UK and internationally, delivering a variety of
courses on the links between literacy and play. She is a prolific writer, contributing to ‘Nursery World’ and ‘Early Years Educator’. Her publications
include ‘Book Based Reading Games’ (CLPE 2000) and she has made numerous contributions to the Lawrence Educational ‘50 ideas’ series. Her
latest book, ‘Making My Own Mark - Play and Writing’, was published by BAECE (2006). Helen is well known across LAs, HE bodies and schools
for her practical, play-based approach to working with adults.
Ruth Churchill Dower
Ruth is Director of Earlyarts established in 2002, a now highly regarded, national training network in the cultural and early education sectors. The
company operates through a pioneering approach to creative early education, working in collaboration with 25 Pathfinders (training partners) who
train 600 arts and Early Years professionals each year. In 2009, Ruth won the Ogunte Women's Social Leadership Awards 2009 for her work in
building Earlyarts to make real change happen in young children's lives.
Marion Dowling
Marion Dowling is a specialist Early Years Adviser. During her career she has worked as a Headteacher of a nursery school, as a Senior Advisor and
as an H.M.I. She has contributed to several national working parties and is a member of the Early Education Advisory Group to the Government.
Marion now works as an Independent Consultant and is the author of a number of articles and books. Her latest book is the third edition of 'Young
Children's Personal, Social and Emotional Development' (Sage 2009). She was the President and is now Vice President of the British Association for
Early Childhood Education.
Margaret Edgington
Margaret Edgington is a highly regarded Educational Consultant. She has taught infant and nursery children and is a specialist in work within the Early
Years Foundation Stage. Margaret has written extensively on early years pedagogy and is well known for her book ‘The Foundation Stage Teacher in
Action’ (Paul Chapman 2004). She works as a Freelance Consultant to provide in-service courses for Early Years Practitioners and a consultancy service
for settings. Margaret is a Vice President of the British Association for Early Years Education and of the National Campaign for Real Nursery Education.
Liz Elders
Liz Elders ran her own nursery setting for over fifteen years. She has worked for many years as a Project Mentor for ‘5x5x5=creativity’ and now as a
Freelance Early Years Consultant.
www.earlyexcellence.com

Anna Ephgrave
Anna Ephgrave is a Leading Consultant Teacher and has taught at De Bohun Primary School for over 20 years. Her work in the Early Years Foundation
Stage has led to Outstanding grades in the last two OFSTED inspections without any forward planning or focus activities! She is passionate about the
need for children to feel confident and independent. Outdoor learning and risk taking play a large part in the experience she offers the children.
Gwen Ibbotson
Gwen Ibbotson is currently Resources Manager at Early Excellence. Prior to this, Gwen had over 30 years experience working in both the primary and
Early Years sector. She has been Deputy Head of an Integrated Nursery School and Children’s Centre as well as an Advisory Teacher for an Education
Action Zone and more recently for Bradford LA.
Dr Andrew Lockett
As an Early Years Pedagogical Leader, Dr Andrew Lockett aims to inspire and motivate Early Years personnel with his passion for working with young
children. His particular interests revolve around observation, assessment and documentation practices as a key strategy in raising the quality of practice
and provision. Andrew has understanding of a range of assessment frames, including Chris Athey’s ‘Theory on Schemas’ and Ferre Leavers’s ‘Involvement
and Well-being Scales’ to support practitioners' interpretations of observations. The Reggio Approach and associated learning theories underpin Andrew's
philosophy. He draws upon both his academic studies and wide experience in working with young children in diverse children’s centres, nursery schools,
playgroups and daycare, forest schools and opportunity classes to connect with practitioners across the whole Early Years sector.
Ruth Moore
Ruth Moore is the Early Years Manager within the School Improvement Service in Enfield. As former Nursery and Children’s Centre Headteacher, she
believes that children learn best in environments that provide opportunities to risk take, experiment, practice, think and discover - both indoors and out. The
spontaneous planning has been developed within Enfield Early Years as a result of a visit to observe children's centres in Melbourne, Australia during 2009.
Christine Parker
Christine Parker is Headteacher of a large, city-centre primary school where all of the children are acquiring English as an additional language and the
majority are of Pakistani heritage. Christine has worked as a Head of an Early Excellence Centre, where she led the nursery school through a period of
significant change. She has also worked as a Partnership Adviser for the Faculty of Education, University of Cambridge and as an Associate Headteacher
for the LA, supporting primary headteachers in understanding the Early Years Foundation Stage.
Emma Pace
Emma Pace began her career as a creative artist working with children in schools. She joined Sightlines in 2000 as Project Manager and Facilitator and
is now is Co-Director of the organisation. Emma has studied the educational approach of Reggio Emilia extensively.
Jasmine Pasch
Jasmine Pasch is a versatile and experienced community dance artist, choreographer and educator. Trained as a professional dancer, teacher and
counselor, she has worked in education, arts and health settings for the last thirty years. She is now a consultant and trainer for the London Boroughs of
Barnet, Brent, Camden and Harrow, a visiting lecturer at London Metropolitan University on the Early Childhood Studies Course and at the Institute of
Education in London. Jasmine works as a practitioner with babies, toddlers and their parents in Tower Hamlets and in Brent, and is taking part in
Peterborough's ‘Schools of Creativity’ initiative.
Sue Pearson
Sue Pearson is an Early Years Consultant who works in association with Early Excellence. She has had extensive experience as a Teacher and a Team leader
in primary schools and in early years settings. She has previously worked for Early Excellence as a curriculum adviser and in two local authorities as an
Early Years Foundation Stage Consultant.
Linda Pound
Linda Pound is an Early Years Education Consultant and Author, and has previously been Headteacher of a Nursery School and Deputy Head of a Primary
School. She has worked in three universities and was an Early Years LA Inspector for almost ten years. Linda is now involved in the training of Early Years
practitioners at all levels. Her major areas of interest are ‘learning and curriculum’ in the Early Years and she has written extensively including co-authoring
the book ‘Supporting Musical Development in the Early Years’ (Open University Press 2003) with Chris Harrison.
Penny Vine
Penny Vine has over twenty five years experience as a Teacher, Adviser and Counsellor. She has worked with children and families from all key stages which
has enabled her to have a very deep insight into the development of emotional vocabulary and communication skills. Her special contribution to Early Years
is in her deep understanding of the emotional world of the young child. She is passionate about finding ways we can create relationships that facilitate
empathy, respect, trust and co-operation even in the most trying of circumstances. Penny is passionate about what she offers and considers herself lucky
enough to see her work as part of her play!
Jan White
Jan White works nationally and internationally as an Early Childhood Consultant specialising in outdoor provision from birth to five. She has previously
worked in association with Early Excellence and developed Learning through Landscapes’ support for the Early Years sector. She is author of ‘Playing and
Learning Outdoors’ (Routledge 2008), edited ‘Outdoor Provision in the Early Years’ (Sage 2011) and collaborated with Siren Films to make the training DVDs
‘Babies Outdoors, Toddlers Outdoors’ and ‘Two Year-olds Outdoors’ (Siren Films, 2011).
Dominic Wyse
Dominic Wyse is Professor of Early Childhood and Primary Education at the University of London, Institute of Education (IOE). His research focuses on
curricula in policy and practice with a specialism in the teaching of English, Language and Literacy. His new theory is built on ten years of work and includes
synthesis of ideas from his best-selling book ‘Teaching English, Language and Literacy’ (with Russell Jones), and ‘The Routledge International Handbook
of English, Language and Literacy Teaching’ (Edited with Richard Andrews and Jim Hoffman).
www.earlyexcellence.com

Evaluations from recent courses
“The course met the stated
aims completely. Jan is
fantastic... he makes it fun
and enjoyable whilst
ensuring we get the key
messages.”
Foundation Stage Leader,
Bradford
Autumn Term ’11
A New Landscape
Implementing the Revised EYFS
Jan Dubiel
“Great course - lots of info on
the background and wider
context of early intervention.
As an NQT I particularly
enjoyed the practical settingbased
points raised.”
Nursery Teacher, Kirklees
Autumn Term ’11
Support and Aspiration in the
Early Years - The Importance of
Early Identification
Rosemary Morgan and
Ronnie Hartley
What people are saying
about the centre
“The centre is second to
none. Wonderful, friendly
staff who are always willing
to help. It was a pleasure
to be here.”
Key Stage 2 Teacher,
Norfolk
Autumn Term ’11
Booking Information
If you would like to book places on any of these courses please ring Laura Robinson,
Training Co-ordinator on 01422 311314, who will process your booking.
Booking Procedure
All the courses within this booklet are held at Early Excellence, The Old School, New Hey Road, Outlane, Huddersfield, HD3 3YJ.
We ask you to provide a purchase order number at point of booking, as this is required for our invoicing process.
Confirmation Notice
Confirmation is given verbally at point of booking and followed up by letter.
Should written confirmation not be received one week before the course date, please ring the centre to check, as your booking remains
confirmed verbally, and non-attendance will be charged.
Cancellation Policy
Cancellations notified more than five working days before the course incur no cancellation fee.
Cancellations within five working days of the course, or non-attendance for any reason, incur the full course fee.
Courses can be cancelled by speaking to our Training Co-ordinator on 01422 311314. A cancellation number will be provided which
MUST be retained for future reference.
Payment Terms
Course fees are shown excluding VAT, which is added and itemised on the invoice. Please do not issue payment before receiving your invoice.
Payment is due within 30 days of the invoice date.
Early Excellence Training and Resource Centre
The Old School
New Hey Road
Outlane
Huddersfield
HD3 3YJ
Tel: 01422 311314
Fax: 01422 311315
www.earlyexcellence.com
Early Excellence
Promoting Quality in the Early Years