Rebecca Hawkins

I have worked in Early Years for many years in a variety of School based settings. Two of these settings, Yeo Valley and Sticklepath, have both undertaken changes to their Early Years departments during my time with them. I have a great deal of experience, knowledge and training and would welcome the opportunity to use these skills. To be part of a close-knit team and new school community, with new challenges, is a prospect I find really exciting.

I first joined Yeo Valley school in their newly developed Foundation Stage Unit. The school was expanding its provision to take two-year-olds. I was given the role of leading the two-year-old room within the Foundation stage unit. Being part of this team was one of the highlights of my career, helping to develop an inviting and enticing new space for the Children. Staff worked closely and enthusiastically together to make this a real success. I attended several courses which gave me a much greater understanding of continuous provision and planning for all aspects of development and learning. I particularly enjoyed planning as part of a team, sharing ideas and feeding from others experiences as well as using my arts background to create resources, learning zones and displays.

When I first joined the Nursery team at Sticklepath school, the Nursery, which had been committee run, had just been taken over by the school. Many changes were happening to the way the Nursery operated, it was to become teacher led, take 2-year-old children and then follow a new 'Language Led Learning' approach. During these times of significant change in practice, the strength of the Nursery team was imperative. Knowledge of how each team member worked, knowing their strengths and weaknesses along with clear communication were key to transitioning to new ways of working. Another change in practice which occurred shortly after joining Sticklepath was the introduction to 'Tapestry'. For the first time the team had recorded child progress electronically, adding observations of their individual Key children and others. Tapestry also provided a great link between school and home, allowing families to comment on observations and add their own. These links can only be a positive thing.

It was at Yeo Valley that I first became a Keyworker and learnt the importance of developing positive relationships with families and carers. Having this positive relationship was often critical for the welfare of some very vulnerable children. Yeo Valley school also highlighted to me the essential role of Safeguarding Children and how every member of staff has a part to play in this. I fully understand that effective communication and record keeping of any concerns are vital. In my current role at Sticklepath school, Safeguarding concerns are recorded using Cpoms software. I have attended many Safeguarding courses, and this training is refreshed every year.

Being a child's Keyworker is a really fascinating and privileged role. Through over 10 years' experience in this role, I have learnt that using sensitivity, observation, good judgement and having a genuine interest in children and their development, makes a good Keyworker. I have learnt to put thought into the interactions that I have with children, for example, showing that I keep them in mind, knowing their interests and remembering details about their families and lives. Patience and a calm nature are also great attributes for this role. I am lucky that after years of practice many of the skills needed have become second nature to me, such as being down at a child's level whilst communicating, giving eye contact, allowing processing time and matching and extending speech.

As a practitioner I value and enjoy opportunities to extend my own knowledge and share thoughts and ideas about Early Years and Education. In recent years I have been interested to learn about relational practice and the connections between PSED and communication. 'Growth mindset' has also become part of my day-to-day practice, using phrases such as "You try first.... keep trying...practice makes your brain grow smarter!"

This academic Year I have had the opportunity to work in one of the schools Reception classes. This has given me the chance to further understand the Nursery children's next steps. Many of these reception children I have known in Nursery, so it has been fascinating and joyous to see them transition into full time education. I have been able to support them emotionally as they have settled and begun to develop new friendships and relationships. It has been a real pleasure helping the Children learn new phonic and writing skills, enabling them to read and write. This experience has also taught me new methods and strategies of teaching, since I was last working in a reception classroom.

Communication and Language is key to learning. In my time as an Early Years Practitioner, I have worked alongside many children with a range of Speech difficulties. These have included selective mutism, speech impediments, speech development delay and communication difficulties due to Autism. With all of these children I have had to plan and support for their individual needs. This has involved exploring different methods of communication, such as visual timetables, symbol cards, hand and facial gestures and photographs. I have been used to reviewing these methods and trying alternatives, if necessary, often seeking help from the school SENDCO or alternative specialist.

During my time in Early Years, I have been lucky to work alongside a range of professionals, as well as other teaching and support staff. These include; Speech and Language Therapists, Educational Psychologists, Communication and Interaction teams, Portage, Action for Children, Early Years advisors and Nursery Plus. These professionals have provided support for many of my keyworker children and indeed for myself as a practitioner. By working with, observing, assessing and sharing their knowledge, these professionals can make a huge difference to the learning outcomes of young children, and it is important that referrals for support are made.

After experience, learning and the development of my own practice I can now be confident in saying Early Years was a very well-chosen career on my part. My calm and patient personality has stood me in good stead. The qualities which I feel are invaluable in this role, are a love of creating positive relationships and showing a genuine care and interest in Children as individuals. Also placing value on the whole process of learning and development, (both for children and adults), and having a passion to achieve the best outcome for each Child.

Having studied Art and Ceramics for many years I have creative skills, which can come in very handy when working with young children in a Nursery environment. I have a love of the outdoors and when I'm not working, I can usually be found covered in mud in the garden, on my Allotment, or walking my Spaniel, Annie.

Paediatric First Aid Training (level3) First Aid at Hand 5/9/23
Safeguarding and Prevent Sticklepath School 9/23
Relational Practice Sticklepath school Ongoing CPD 2023
Manual Handling &Working at Heights Parago 24 &21/12/23
Food Safety &Hygiene. Fire Awareness Parago 28 &27/12/21
PIPS (Passive Intervention and Prevention Strategies) Training 2021
Closing the Word Gap Devon Education Services 23/2/23
Early Years-Understanding the relationship between PSED &Language 8/3/23
Working with Children who have Speech Sound Difficulties 16/1/19
Early Talk Boost Speech and Language UK 2018
Making Sense of Autism Autism Education Trust 26/1/17
Continuous Provision and Planning for 2 Year olds 2013
Communication, Speech and Language 25/3/14
Characteristics of Effective Learning 23/10/13
The EYFS Progress Check at Age 2 2013
Child Protection Awareness 17/9/14
An Introduction to Sensory Processing 8/4/15
Understanding &Supporting Children with Physical and Movement Difficulties 20/9/04
Devon Register of Teaching Assistants 7/10/05