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Hello, welcome back to the final session of Tales Toolkit.

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You've been introduced to the three principles, which are

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safe, space, child led, and fun.

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You know how to use all of the resources

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and you've been creating

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and recording lots

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of imaginative stories with your children.

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Today's session is time to reflect, to look back at

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how you've been doing, think of some next steps,

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and also to give yourself a great big pat on the back

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for all the fantastic creative storytelling

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you've been doing with your children.

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Teaching is a tough job

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and you don't celebrate the achievements enough.

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You are doing an amazing job.

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So the theme of today's session is, look how great we are.

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I'm not going to be talking as much today.

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Instead, you are going to have time to reflect on

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how it's been going with Tell's Toolkit.

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And at the end of the session, all

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of the notes can be collected to create one report with lots

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of information about the fantastic job you're doing.

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But before we get going,

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let's have a quick talk about progress you've been using.

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Tell's toolkit across your provision,

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collaboratively telling stories,

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but also setting children up using the tell's toolkit

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structure independently to create stories

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and solve real life problems.

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Through that interest of these particular children

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playing in boxes, being pirates, they would then say, right,

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okay, well there's a problem,

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there's a problem, what can we do?

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And the other little ones would say, well,

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let's find a solution.

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They never had this concept before of through a problem.

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There would always be a solution,

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and that that was through Tale Toolkit.

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So that was amazing to see

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that they're getting a concept now of no matter

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what you face in life or,

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or what problems are ahead, let's find something

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to let's find a solution.

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Let's find out how we can help this out.

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You want to show off the big picture

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for people visiting your school

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and let others see your children as creative problem solvers

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and independent thinkers.

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This shouldn't add to your workload

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because you've already got lots of tools

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to assess and show progress.

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It dovetailed really nicely with how,

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with our conflict resolution strategy, with the,

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the helicopter technique that, you know,

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I was already passionate about.

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So the story scribing, things like that.

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Um, but it's sort of like an extra, an extra level.

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On top of that, as

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A school, you are already assessing lots of areas

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of learning and your school data gives

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you a lot of information.

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You know, the areas of learning that have been impacted

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through using Tale's Toolkit, which areas

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of learning are shown most progress?

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Can this be attributed to Tale's Toolkit? Um,

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Lots of the children that we teach have really,

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really low language levels when they first come into school.

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Um, and I've seen a huge improvement in their language

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and their expressive language

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and obviously their receptive language.

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Um, through the the sessions.

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Are there particular groups of children

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who were responding to Tell's Toolkit better than others?

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And can this be seen in your data?

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Can you use Tell's Toolkit to help develop any areas

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that need improving?

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And I have a separate sheet that has questions for you

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to think about when looking at your school data,

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but it's also important to collect the stories

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behind the data to really bring the numbers to life with

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what this looks like for the children in your class.

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And you already doing this observations

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and writing samples that you add

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to children's books over time will create a picture

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of what's been going on

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and you've been using the Tells Toolkit, big book

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to record stories

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and learning, noting down all those fantastic moments.

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It could be the first time a pro-social element is used

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or the first time a child contributes to a group story.

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See, we have Learning Journey books

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very keep observations.

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We keep children's work samples,

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photographs, children's comments.

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Parents also contribute that in in the home.

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And we use those. We, we look at all that information.

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It gives us very rich information about the children's

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learning and different points of the year.

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We'll make a judgment on

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where we think they sit within there, looking at their age,

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what and what we'd expect for their age,

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which developmental bands

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that we think that they're working in.

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Um, so Tales, toolkit, compliments what we already do.

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Um, the writing samples, the stories that they've told us,

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the drawings that they do with the stories, uh,

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go across a number of areas of learning, uh,

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and you can see really, really clear progress, um,

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throughout the year from their very simple stories, just

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with real detail and at length

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and the drawings that go with them and the mark making

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and the emergent writing that happens as well.

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So it it compliments our assessment procedure

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In the Tells toolkit.

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Big book, you'll also have lots of examples

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of scribed stories.

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Scribing children's stories is a great way

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of showing progress when you use the kit

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and record the child's story exactly as they say it,

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then you'll take a snapshot of the child's language

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and vocab creativity and understanding of story.

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And over time you'll be able

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to see development in the stories.

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Yes, for Rahima, um, her first story was two words.

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Um, and her final story is just amazing.

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It's really long. Um, lots of ideas linked together.

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Um, and she's one of the children who was, I mean,

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I never had any concerns about her language

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because I could see that the understanding

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and the listening intention was fine.

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Um, it was just that confidence.

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So, uh, yeah, this really gave her the confidence to,

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to speak, um, her ideas and her thoughts

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and the feelings as well,

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but also bringing in her knowledge of stories too.

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She's one of the, the first who started

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to bring in the Gingerbread Man and Little Red Riding Hood

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and the Wolf and things like that.

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So, um, yeah, it was just amazing for her.

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Absolutely amazing.

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The Tells Toolkit. Big book could also be renamed the look

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how great we Are, book being all together in one place.

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It's easy to see storytelling progress over time.

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Tell's Toolkit, big book shows

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how the children have been developing their confidence,

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language, creativity, and building independence.

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It models consistency in use across the classes

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and the school, and it also shows all

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of the thoughts going into the props provided

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and gives an idea of your role as facilitator.

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There are two parts to the rest of today's training.

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Part One Reflection.

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I have a tool to help you reflect,

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celebrate what's been going well,

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and think about some next steps to improve your practice.

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Part two, communication.

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I have a tool that will help you to communicate with others

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and to make links with offstage requirements.

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I created these tools using a number of different documents

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and assessment sources, including Echos, the Stew Scales,

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Ofsted framework, and lots more to create activities

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that are useful linking with Tell's Toolkit.

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So let's get going with Part One reflection.

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In this section, I want us to spend some time reflecting on

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what good practice looks like.

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Think about the things

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that you're doing well decide on some next steps

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to improve your practice using Tell's toolkit.

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Be difficult at the very beginning, not

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to tell my own story, um, and not to lead the children.

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Um, I think I still have to hold myself back now,

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especially when I'm trying to role play with the characters

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to take it off in that I don't take it off

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in a different direction.

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Um, so that was the, the trickiest thing is to hold back

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and actually listen to the children.

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Um, but I can tell that that I have started to do that

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because the children are independent

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in telling their stories. So it's not

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Coming from me, it's actually coming, coming from them.

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The exercise for this is based around the Three Tales,

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toolkit, principles, safe Space,

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child led, and Fun.

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I've created a tool for reflection

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and included a some elements of best practice

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to show the kind

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of things you should be doing when using Tells Toolkit.

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And there are some questions for you to reflect on

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if the tells Toolkit facilitator

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can split you up into groups

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and give each group one of the principles to reflect on.

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I want you to think about what you do well

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and how you can improve.

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And just before I bring you back together,

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I'll give you a few minutes to decide on one action

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that you're going to set

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to improve your tells Toolkit practice.

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Okay, you've got two minutes left.

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Decide on one action to improve your tells toolkit practice,

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make it achievable, who's going to do it and by when.

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So would you like to share with the group

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one thing you do well and your action for improvement

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I

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And learn from each other.

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Planning time for peer observations.

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Tell big group tells toolkit stories together.

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Share resources that work well and learn from others.

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That use tells toolkit by joining the forum.

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So we've talked about impact, thought about good practice

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and created some next steps.

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Part two is all about communicating how

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to best tell others about what you're doing.

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Talking to senior leadership team of Stu Inspectors

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borough advisors can often be really scary,

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but use this as an opportunity

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to show off about the fantastic work that you're doing,

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really brag about the great work that's happening

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and say, look how great we are.

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Often the difference between a good

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and outstanding setting is the confidence

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of the senior leadership team

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and teachers that they're doing the best for their children

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and their ability to be able to talk about it.

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You need to be really confident that

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what you are doing is best

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and the right thing for the children

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and that you need to remember that officer said have no set,

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um, guidance on what pedagogy and your practices should be.

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When you look at the teaching

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and learning section of the TED framework,

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it compliments everything we do.

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It talks about modeling and scaffolding,

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children's learning, and it absolutely compliments

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and what we're doing in the nursery, you need

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to have a really be, um, strong about what you're doing,

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have your evidence of why it's making a difference, have

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that impact the so what

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whatever we do, we have to ask ourselves.

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So what, so what difference has it made to the children,

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to their learning, to their development?

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We justify that.

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Um, and you need to feel it, just that feeling confident

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and, um, are sometimes arguing your case

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and being persistent

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and showing of said what that looks like in practice

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and triangulating everything.

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So you show them your assessments,

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you show them the children's learning book

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and you go children's Learning Journey books.

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Then you go and look at what the children are doing

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and if all that information matches, then you are

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Fine in, in terms of the way Ofsted inspects early years.

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The, these are some of the things we'd

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encourage teachers to think.

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The the first thing is

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that an offstead inspection should really be a professional

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dialogue between yourself as a teacher

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and the Offstead inspector.

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So we really encourage practitioners

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to be confident about articulating what they're doing

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and pointing inspectors to how it works.

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What's the evidence that it works?

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Being confident to tell inspectors what are still challenges

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or bits of work in progress,

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but talk about how you are overcoming those challenges.

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And we think that in early years especially,

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but throughout the whole school system, teachers have got

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to be able to talk very confidently about

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how they're helping children who face disadvantage

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to catch up with their peers and to make good progress.

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How they're supporting all children, how they're working

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with parents, how they're promoting inclusion and diversity.

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Have faith in what you're doing.

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Remember in session one when we talked about the things

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that you're doing now and how that develops the skills

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that children need to do well throughout life,

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communication, creativity, and collaboration.

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That's what you are teaching.

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You are setting your children up for a better future

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with higher chances of achievement and secure relationships.

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So have confidence to talk to others about this.

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If you are asked about literacy in your setting, explain

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to them about the muscle development

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that's happening when they're creating stories and foam.

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Discuss the early stages

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of phonics involved in story and song.

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Talk about the language development

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and creativity you're developing.

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That's key for the children throughout school.

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Have the confidence to talk about what you're doing.

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The next exercise is all about communicating.

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I want you to think about how you communicate with others,

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how you communicate so they can see all

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of the great work that you're doing.

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And this exercise is based again on the three principles

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of Safe Space Child-led and fun.

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I've created a tool for reflecting in the top box,

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written in black are offstead statements

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that can be impacted through using Tale's Toolkit

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underneath in pink.

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I've made a note of

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what this looks like using Tail's toolkit

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in the bottom left box, I want you to make a note of

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what does this look like in your setting?

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Are there particular groups of children

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that have grown in confidence through using Tell's toolkit?

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And why do you think this is?

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Is it because they know their answers are valued or

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because they're engaged by the fun props based

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around their interests?

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Paint box. I want you to think about

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how you would evidence this.

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Is it shown in your school data?

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Can you see progress in language inscribed

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stories in the tells toolkit?

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Big book Or is

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that evidence in the children's learning journey?

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Books work in your groups.

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If your facilitator can give each group one

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of the principles to look at

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how did that go?

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Did you have lots to show off about?

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I want you to share one point with the group.

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Use these documents.

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It shouldn't be paperwork

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that gets shoved in the back of a cupboard.

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Get together as a team

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and decide how you will use these tools.

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Maybe plan in a Tales toolkit meeting at regular intervals,

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perhaps three times a year to review practice

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and decide on next steps.

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And this is also another chance to say, look

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how great we are to show that you're doing great things,

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but also that you are reflecting

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and thinking about how you can improve.

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You are making a difference

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to children at the most vital stage in their school life,

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right at the beginning.

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You now know there's lots of research that shows

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how important it is to provide children

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with quality interactions while they're young.

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And how this impacts all the way through life.

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You know, it's the first five years,

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it's the quickest in terms of development.

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Um, if there's certain stages that children go through

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and they're really key moments for a child to, you know,

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develop their language and to, to, um,

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and to pick up, you know, words.

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Um, and to to learn communication skills.

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If children miss those points, it can be really difficult

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to try and catch up later on down the line. But

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A lot of the work you're doing now might not show

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immediate benefits.

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Tell's toolkit has been developed based on research

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to make sure that children will do well

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all the way through life.

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And not just this term

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story itself is a really powerful tool,

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particularly when children experiment

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with creating their own stories around a clear structure.

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Tell others about the brain development

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that happens through story.

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Use these facts and tell others that

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what you are doing now is setting children

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up for later success.

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And check out our members' page for links

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to further research.

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So in today's session, you've reflected on your practice

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and created a few next steps so you can continue to improve

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and you've thought about how you can communicate

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with others, thinking about what you might discuss.

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I just want to end

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by saying a big well done on getting this far Tells toolkit

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is really adaptable.

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And over time, I'm sure you're going to continue coming up

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with new creative ways of using the kit

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and improving your practice.

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A lot of today's session comes back to one thing,

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shout about the great things that you're doing.

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Say, look how great we are.

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Sometimes with all of the stresses of teaching

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and all the paperwork involved, you can forget

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what an amazing job you're doing.

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And I want to end by bringing you back

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to something I said in session One.

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We have no idea what the future holds for your children,

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but we do know that children

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who are creative problem solvers have good communication

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skills and high levels of wellbeing are going

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to fare far better in an ever-changing world.

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And I'm sure by now you'll have realized the potential

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that Tales toolkit has to really make a difference,

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Taps into every area of, of development with the language,

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with the listening, the communicating, the personal social

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and emotional development.

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Maths comes into play

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because you've got positional language, you've got counting,

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you've got it.

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It taps into pretty much every area of development and it,

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and it's really, you can make your own resources up.

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You can add, you could go with a child's interest, go

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with their, their favorite character you can go with.

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It really is about your individual unique child

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and just having fun through storytelling

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and play.

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