Early Talk Accreditation
We would like to say a huge congratulations to the Early Years team, educational support workers Amanda Paxton, Joanna Qubarni and Ann Gash, led by Karen Bowman class teacher, who have received their certificate of ‘Early Talk Accreditation’ by ICAN and the recognition as an ‘Enhanced Level Service Supporting Children’s Communication and Language’.
The accreditation award confirms the staff demonstrates skills and training embedded in their practice and the setting has good standards in enhancing children’s communication and language of their pupils.
Karen initially applied to achieve the ‘Standard Level’, however after the first meeting with the ICAN mentor it was recognised that the setting was meeting the criteria for the ‘Enhanced Level’.
The accreditation process involved completion of a portfolio of written evidence with examples of the settings practice, case studies and corresponding documentation; an onsite observation of performance; an interview with parents and carers and interviews with the staff, this collated demonstrated how they met fifty two standards within five sections.
These standards included:-
Professional Framework – which showed that all staff have a competence in knowing about speech, language and communication development and how they meet the needs of and plan for individual children through relevant training. The major strength in this area was identified as staff’s excellent knowledge of a multi-agency team to support children and families.
Educational Framework – which demonstrated the transition for pupils and parents in starting the Early Years provision, the planning and assessment cycle in order to develop individual listening and attention, understanding and speaking skills and specific interventions used to support the progress in these areas. Major strength in this area was identified as staff use a wide variety of strategies to support children’s development in listening and attention, understanding and speaking.
Service Framework – which displayed a fully inclusive practice for all families and pupils within the setting. Major strength in this area was the staff’s excellent use of the accommodation to meet the physical and sensory needs of the children.
Quality framework – which portrayed staffs reflective practice, the value of parents/carers and the effective sharing of information between practitioners within school and practitioners and families. With the major strength in this area identified as the relationship between the staff and families.
Service Development framework – which highlighted the commitment to professional development and sharing of good practice. The major strength identified in this area was the setting’s own training programme which delivers a range of training to parents.
The final report from the mentor then went to the ICAN panel for verification.
We would like to say a huge thank you to the parents, carers and children who were part of this process, we could not have achieved this without your continued support.
