The Dinosaur Weaving Frames Special Offer Set from Early Years Resources
This set includes the following frames:
• Pterodactyl Weaving Frame
• T Rex Weaving Frame
• Stegosaurus Weaving Frame.
(The dinosaurs are also available individually. )
When these arrived at 4 Cheeky Monkeys we were really impressed by the size and quality of the frames.
At first we puzzled how best to set up the activity, our building has wooden beams on the ceiling so we decided to attach string to a beam and dangle the frame: this meant children could come and go as they wanted and access both sides of the frame. You could also do this with a hook attached to a door frame (perfect for a childminder/parent/carer)
We had a few ribbons tied onto the top of the frame so that children could weave these as and when they wished, and then lots of loose ribbon for them to choose from.
The activity was an immediate success used both by individual children and small groups (we even caught a few adults weaving when their children had gone to play elsewhere).
Weaving is all about the process and not the end product, children needed very little support once shown what to do.
Look at this fabulous T-Rex the children collectively worked on during our Wednesday morning stay and play
The children’s efforts are clearly displayed, what a colourful result.
It was lovely to hear from a grandmother that attended a morning session and later told us… while waiting to go into nursery school her granddaughter had said the willow structure in the nursery school garden looked like the weaving she had done that morning because the branches went in and out of each other.
Weaving proved rich in extending language and communication, especially when adults were present to facilitate it, using words such as in, out, forward, backwards, through, front, back, over, short, long. You could use words such as horizontal and vertical with slightly older children.
When group weaving older children (aged 4) worked together pushing the ribbons back and forth through the holes to each other problem solving and communicating together.
‘my 4 year old really enjoyed threading the dinosaur – she liked choosing the different ribbons/crepe paper and it kept her attention for a long time. She said it was great!’
‘Ava enjoyed picking out different colours and textures of ribbons, beads and chains. She pointed out that it was a dinosaur underneath it all. She spent a good 20 minutes doing this activity, fab.’
‘My son loved this, he roared all the way through it and said he was talking to the dinosaur because they were friends’
‘What a fantastic activity I’m a childminder and it was lovely to do an activity that all the children in my care engaged in. It was brilliant to observe each child’s fine motor skills and problem solving especially the older children helping and explaining to the younger ones what they needed to do. Thank you for providing amazing educational activities. We love it here’
From 4 Cheeky Monkeys: ‘A huge thank you to Early Years resources we’ve enjoyed having these out in our sessions and we’re looking forward to using the frames in our outdoor play (once dry weather arrives) threading twigs, long grass, plant stems, bendy sticks and pipe cleaners.’
We have had a quote to get the section highlighted below renovated with soft flooring (rubber floor you often see in parks)
This will cost £3200 and will make the area a lot safer for children.
We had a committee meeting at the end of July to discuss fundraising.
All money raised at our Halloween party in October will be put towards this.
If you know of any companies that might consider sponsoring this project or any grants or funding please let me know.
Our Summer Timetable 2018
Monday 30th July: CLOSED
Tuesday 31st July: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Wednesday 1st August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Thursday 2nd August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Friday 3rd August: 9.30am to 11.30am Stay and play
Monday 6th August: 9.30am to 11.30am Stay and play (afternoon Stone Painting see EVENTS)
Tuesday 7th August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Wednesday 8th August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Thursday 9th August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Friday 10th August: 9.30am to 11.30am Stay and play
Monday 13th August: 9.30am to 11.30am Stay and play (afternoon Sand Art see EVENTS)
Tuesday 14th August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Wednesday 15th August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Thursday 16th August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Friday 17th August: 9.30am to 11.30am Stay and play
Monday 20th August: 9.30am to 11.30am Stay and play
Tuesday 21st August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Wednesday 22nd August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Thursday 23rd August: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Friday 24th August: 9.30am to 11.30am Stay and play
Monday 27th August: CLOSED
Tuesday 28th August: CLOSED
Wednesday 29th August: CLOSED
Thursday 30th August: CLOSED
Friday 31st August: CLOSED
Monday 3rd September: 9.30am to 11.30am Stay and play
Tuesday 4th September: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Wednesday 5th September: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Thursday 6th September: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Friday 7th September: 9.30am to 11.30am Stay and play
Joe above, ready to rock the socks off school in September, yes even with his shoes on the wrong feet. I can’t believe how fast the years have gone, we opened 4 Cheeky Monkeys two weeks before he was born back in March 2014!!
In preparation for him starting school I signed up to a ‘Family Play and Learn Course’ the school have organised. I really enjoy this morning’s class, it was a brilliant refresher as I haven’t sat and studied the EYFS for quite a while (evident when I got the name of it wrong arghhhh).
This mornings course made me think, I quite often write that we work to Ofsted Standards (although we’re no longer registered with them) and in yesterdays blog I wrote about our setting having resources that cover the 7 areas of the EYFS, but how many of our parents/carers know what that means?
With this in mind I have explained the EYFS a little bit below:
EYFS is the abbreviation used for The Early Years Foundation Stage this is a framework that was published in 2012 by the Department for Education. The framework sets the standard for the development, learning and care of children from birth to five.
If you have a child that attends a nursery or pre-school you’ve probably heard their teacher/key worker refer to the EYFS at progress meetings you’ve attended.
The framework means all early years professionals (adults that work with children under 5) are working to the same set of guidance. This document means if a child were to move location from North England to South England the two childcare settings would be able to liaise easily regarding the child’s learning/development.
This statement is taken from the EYFS:
‘Children are born ready, able and eager to learn. They actively reach out to interact with other people, and in the world around them. Development is not an automatic process, however. It depends on each unique child having opportunities to interact in positive relationships and enabling environments.’
The four themes of the EYFS that underpin all the guidance are in bold below
• Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
• Children learn to be strong and independent through positive relationships.
• Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.
• Children develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
The EYFS sets out 7 areas of learning and development
Children should develop the 3 Prime Areas of Learning first:
Communication and language.
Personal, social and emotional development.
The prime areas help children develop skills in the 4 Specific Areas of Learning:
Understanding the world
Expressive arts and design
The EYFS also looks at how a child learns and develops new skills these are called Characteristics of Effective Learning:
Playing and exploring – engagement
Finding out and exploring. Playing with what they know. Being willing to ‘have a go’.
Active learning – motivation
Being involved and concentrating. Keeping trying. Enjoying achieving what they set out to do.
Creating and thinking critically – thinking
Having their own ideas. Making links. Choosing ways to do things.
I hope I’ve not confused anyone as I know it’s a lot to take in, basically if you plan to cover a prime area you often cover a specific area too, for example:
Singing nursery songs will improve communication and language (prime area) but might also have numbers in the song (mathematics specific area).
Where the Characteristics of effective learning come in here are how the child chooses to learn the song, do they thrive when being active and involved in the singing? Does it have dance moves? That would fall under Playing and exploring characteristic however another child might prefer the same song being sang while looking at the pictures in a book, possibly active learning.
Before I go as I know this is a long blog, I just want to share the following with you:
I read some feedback a couple of days ago about a painting activity, the adult wrote that once the paint colours had been mixed up, the children lost interest and the resources weren’t effective. I was a little sad to read this as the learning potential here was massive:
- Sensory (touching the paint how does it feel?),
- the mixing of the paint and the colour change (huge language and communication opportunity),
- Physical development using the resources correctly did you support the child? (hand eye coordination, problem solving and fine motor skills).
There’s so much your child will learn even in a 3 minute activity, look at play through your child’s eyes and let me know how much fun you both have.
My next blog will cover the 17 Early Learning Goals and your child’s EYFS profile.
At 4 Cheeky Monkeys we work hard to make sure our setting has equipment available that covers all 7 areas of the EYFS, that our setting above all is safe and we give children opportunities to access new experiences.
We’re passionate about children’s development and put a lot of effort into researching equipment and resources that we feel will aid your child’s development.
Getting the chance to review The EYR First Mark Making Pack for Early Years Resources has been fantastic, all the children enjoyed exploring patterns, colours and textures.
The First Mark Making Pack:
We’re big advocates for getting messy here at 4 Cheeky Monkeys, I have encouraged babies in my care to explore textures such as sand, yoghurt, grass, jelly… These activities have been closely supervised and hugely beneficial, a brilliant tummy time activity!
As well as being lots of fun, Kinaesthetic (touch) experiences are:
• excellent for the development of all the big and small muscles in your growing child’s fingers, arms, shoulders, neck and back
• important for brain development in early childhood, preparing them for later success and learning.
Messy play is wonderful for older children, supporting their development by exploring colour recognition, experimenting with texture, both developing creativity and thinking skills.
Did you know it is crucial for babies and toddlers to have ‘messy moments’ in the early years as that’s when children learn through their senses, this provides an extremely important foundation (Sensory integration) for the developmental process where touch, taste, hearing and vision are part of brain development for later spatial, math and language concepts.
Using the mark making resources
Mark making using coloured glue and string has been very popular with children asking for this activity to be set up. The 260m cotton string and 10 glue spreaders are included in the mark making pack.
We used the assorted brushes, creative brushes, chubby mark makers,wooden pattern pins and paint scrapers during a painting activity which proved to be lots of messy fun.
We added the polystyrene balls to a tub with some paint to make different patterns, as the balls were light in weight the children used their fingers to move them, as well as paint brushes or as pictured tipped the actual box..Fantastic problem solving!!!
‘Hadley enjoyed using the easy grip mark makers as they were easy to control’ – child 18 months.
‘My daughter really enjoyed exploring 4 Cheeky Monkeys new mark-making equipment, she loves to paint and get messy so this was perfect for her. There was a variety of equipment for her to use which kept her engaged and entertained’ – child 3 years.
‘My son really enjoyed it. They don’t really get a chance of doing it at home so it is quite a nice idea for them to use their imagination’ – child 2.5 years.
‘Aiden enjoyed using the roller too make lots of different patterns on the paper and enjoyed the fact he could roll the balls in the paint to make a pattern with out getting paint on himself – really enjoyable’ – child 4 years.
‘My daughter appeared to thoroughly enjoy this new mark making activity. The equipment used, I really approved of to encourage the children’s imagination and improve hand/eye coordination’ – child 3 years.
‘Rory enjoyed the sensory play in the sand, he enjoyed the patterns he made using the pen shaper. Brilliant for children learning pen control’ – child 26months.
‘Excellent activity for sensory experience, enjoyed touching the sand and watching it fall through her fingers. Used the pens to make marks in the sand, didn’t want to use the rollers or combs’ – child 1 year.
‘I liked all of the mark making tools. The pens were my personal favourite – they were easy for the children to hold and made deep marks in the sand. The children likes different ones: 2 preferred the pens, 1 the rollers and 1 the comb’ – Childminder of 4 children aged 2, 2, 3 & 3 years.
Thank you to EYR for letting 4 Cheeky Monkeys review this brilliant art set, we’ve got lots more planned over the coming weeks.
What is your favourite activity to do with your child that helps promote their hand eye coordination and fine motor development?
16th June 10am to 12noon available
23rd June Fully booked
30th June 10am to 12noon & 2pm to 4pm
7th July 10am to 12noon & 2pm to 4pm
14th July Fully Booked
21st July 10am to 12noon & 2pm to 4pm
28th July Fully Booked
4th August Fully Booked
11th August Fully Booked
18th August Fully Booked
25th August Fully Booked
1st September 10am to 12noon & 2pm to 4pm
8th September Fully Booked
15th September 10am to 12noon & 2pm to 4pm
22nd September 10am to 12noon & 2pm to 4pm
29th September 10am to 12noon & 2pm to 4pm
Hello everyone Jeneane here,
We’re almost half way through the year and what a busy one it’s been for us at 4 Cheeky Monkeys.
Some of you will know back in March I had a hysterectomy, as a single mum of three boys I really needed some help during my recovery, this lead to us closing 4 Cheeky Monkeys for 5 weeks so Lesley could stay with us while I recovered. I tried to post these closures in as many places as possible but not everyone is online and I know we had a lot of people turn up to find us closed.
Huge apology from me if this happened to you.
I’m feeling so much better now, the first 3 to 4 weeks were really hard, however now 12 weeks on I’m feeling better than I have in years!!
Not doing things by halves I also moved house last week (at the end of May) Arghhhhh. Not being able to lift (post-op) I had to pull in as many friends and family as I could to get us moved. Unfortunately this again resulted in 4 Cheeky Monkeys being closed for a week (sorry).
We’re now in and settled, I’ve told my landlord he’s stuck with us for life as I never want to move again (its soooooo stressful, especially as I’m a hoarder). We had four days of no internet during the move and our Facebook page was offline for a couple of those days– due to chaos of moving.
I wanted to personally say a MASSIVE thank you to everyone for their patience, well wishes and support <3 it’s been a crazy few months.
Lesley is back a 4 Cheeky Monkeys now running our toddler group sessions:
Monday: 9.30am to 11.30am Stay and play
Tuesday: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Wednesday: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Thursday: 9.30am to 11.30am Stay and play AND 1pm to 3pm Stay and play
Friday: 9.30am to 11.30am Stay and play
We don’t have any closures planned in the next couple of months, however please do ring Lesley on 07952 590940 to double check a session is running.
We have lots of fun activities planned for the coming summers months and we’re looking forward to seeing you all.
Love Jeneane xx
The sun has got his hat on hip, hip, hip, hooray the sun has got his hat and he’s coming out to play!!!
Don’t we just love it when it’s sunny!!! Everything seem’s so much happier, cleaner, brighter and all round just brilliant.
It’s so important to be safe in the sun and a topic that, as a family, is close to our hearts. The man in the centre of our family picture (my dad) sadly passed away just over 8 years ago from melanoma skin cancer.
Please let’s all stay safe in this gorgeous sunshine.
Burning your skin and not using correct protection is so very dangerous. I had planned on writing a long post about sun cream but while researching the subject I found this NHS link and it covers everything.
There’s a small video to watch too, covering staying safe in the sun and it’s only 3 minutes long.
We were over the moon to ‘Bee’ part of The 22 Bee Project this week
Huge thank you to the lovely Amber for our artwork
4 Cheeky Monkeys loves MCR, 22 never forgotten, #standtogether
Warning this is going to be a long post covering Safeguarding
As you all know, at 4 Cheeky Monkeys parents/carers are responsible for the children in their care. However what do you do if you feel a child isn’t safe or cared for correctly or you have any other concerns? I have copied below our Safeguarding Children Policy, this was written for 4 Cheeky Monkeys preschool so some of it refers to Ofsted (we aren’t Ofsted registered now however I do try to run it to the specification Ofsted would require). I am retraining as a childminder at the end of this year so will refresh this policy after that training (if anyone has a better policy please do share it with me)….
Safeguarding Children Policy (including Child Protection)
The Children Act 1989 is based on the principle that the “welfare of the child is paramount”. This policy is underpinned by this and in practice this means that the safety and welfare of children will be the first priority in any decision making. 4 Cheeky Monkeys are committed to creating and maintaining the safest possible environment for children and young people to be cared for and educated in. We believe that it is always unacceptable for a child or young person to experience abuse of any kind and recognize our responsibility to safeguard the welfare of all children and young people by ensuring that they are “growing up in circumstances consistent with the provision of safe and effective care”.
This policy is written in line with the statutory guidance issued in “What to do if you are worried a child is being abused” (2006) and is also in line with the procedures outlined in Trafford Safeguarding Children Procedures.
4 Cheeky Monkeys are committed to safeguarding children and young people by:
- Valuing them as individual, listening to and respecting them.
- Responding quickly and appropriately to all suspicions or allegations of abuse or causes for concern relating to child welfare.
- Working in partnership and communicating effectively with parents/career’s and children to ensure they are provided with the opportunities to voice any concerns they may have.
- Ensuring that access to confidential information is stored and managed in accordance with National Guidance.
- Sharing information about concerns with agencies on a “need to know basis” in line with the Guide to Information Sharing as summarized in “What to do if you are worried a child is being abused” (2006) and involving children and parents/career’s appropriately.
- Ensuring all adults working within the setting have been cleared by the Disclosure and Barring Service (DBS) and have Enhanced Disclosures.
- Attending up to date training regularly.
If there is a cause for concern regarding an aspect of a child’s care 4 Cheeky Monkeys would consider our local threshold of need guidance and see if the child was showing any indicators in any of the levels. These would then be discussed with a parent/carer. 4 Cheeky Monkeys would seek to provide advice and guidance and promote effective care for the child by working with and in partnership with a parent to support them in their parenting. A record of our discussions with the parents/carer’s would be made and we would continue to monitor the child within our setting, regularly reviewing the situation. 4 Cheeky Monkeys may ring The Multi Agency Referral and Assessment Team (MARAT) for advice at any stage.
If a child and/or family had indicators of need at a level 3 or above we would contact MARAT for advice and/or possible referral.
If concerns were of a child protection nature – if we became concerned that a child may be at risk of experiencing OR experiencing significant harm – this could be Physical, Sexual, Emotional abuse and/or Neglect – I would follow the child protection guidance as outlined in “What to do if you are worried a child is being abused (2006)” and Trafford Safeguarding Children Procedures.
Physical Emotional Abuse
We would record concerns accurately and factually.
We would discuss our concerns with a parent/carer and seek an explanation (unless we believed that by doing so it may place the child at a greater risk).
If we were still concerned or if there was evidence of a non-accidental injury e.g. linear bruising in the pattern of a hand slap then we would contact MARAT to report the concerns and to make a referral and seek advice. A referral would be backed up in writing within 48 hours.
We would also inform Ofsted without delay.
Abuse and Neglect
We would record concerns accurately and factually.
We would discuss my concerns with a parent/carer.
If we were still concerned we would ring MARAT to report the concerns and to make a referral and seek advice. A referral would be backed up in writing within 48 hours.
We would also inform Ofsted without delay.
We would record concerns accurately and factually.
We would ring MARAT to report the concerns and to make a referral and seek advice. A referral would be backed up in writing within 48 hours.
We would also inform Ofsted without delay.
MARAT should acknowledge the referral within one working day. If we had not heard anything after 3 working days we would contact them again to chase it up.
Important Contact Details
General Enquiries/Referrals/Advice: 0161 912 5125
Child Protection Referrals: 0161 912 5124
Out of hours: 0161 912 2020
Fax Number: 0161 912 5056
Sale Police Station.
Telephone Number (not for sale but local area): 0161 872 5050
0300 123 1231
If you think that your child or any other child in our care may be at risk of harm from a 4 Cheeky Monkeys employee you should contact MARAT immediately then notify Ofsted on the above numbers.
If an allegation of abuse is made against a staff member, we would contact MARAT immediately then notify Ofsted. MARAT would work with Ofsted in any subsequent investigation which would consider what actions are necessary to protect the child alleged to have been abused. The employee would not be able to work at 4 Cheeky Monkeys while allegations were being investigated