The new Trackers are now available. They are designed to help you track children’s progress throughout the new Early Years Foundation Stage. This is the solution to observing and recording children’s progress in a consistent way throughout your early years setting. Usable by everyone – staff, and parents – Trackers make the whole process much easier.

So what’s in the new Trackers 0–5?
• Now in a larger A4 format (with 64 pages) – you will only need one book per child (unlike the previous Trackers where you needed 2 books).
• There is now additional space to enable you to include evidence of your observations and planning.
• There are also comments boxes at the bottom of each page.
• There are general observation and planning forms at the end of each Area of Learning to enable you to keep a much more comprehensive record.

“I have been reading through the Tracker record booklets, and I am very impressed with their layout. I am confident that they will reduce the written workload of my staff as well which has been a major concern for all in early years”

(Judith Baxter, St. Mary’s Nursery).

Prices (POST FREE) More info and sample pages
Single copies £5 each

10+ copies (up to 100 copies) £3.50 each

100+ copies only £3 each

A new book of imaginative ideas for dealing with some of the more common difficult behaviours that you might have to deal with from biting to swearing. The book is divided into two sections - a short section offering a set of principles for managing children's behaviour, followed by an A-Z of typical problem behaviours, with real-life examples and suggested solutions ... all for only £5.

This book provides a method for assessing and recording what children can do in the Foundation Stage. Aimed especially at teachers who have children with special educational needs in their care, it can be used with all children and fits in well with everyday activities. It adopts a ‘one step at a time’ approach and suggests ideas on how to develop a child’s repertoire of play (£4).

This month's recommended choice in Nursery World (read the review written by a childminder). Full of ideas about how to put music circle time into practice with links to the Early Years Foundation Stage and with planning sheets, assessment sheets. A great book for anyone working with young children and a useful tool when working with children with SEN (only £12)

What is ‘typical’ behaviour in young children? How do you set about changing problem behaviour? What do we mean when we talk about behaviour management? How do I draw up a Behaviour Policy for the nursery? What is the best way of observing and assessing behaviour?
What sort of interventions should I try, and what happens when those don’t seem to be working? How should we support parents who have a child with challenging behaviour?

You'll find the answers in this easy-to-read guide (£6).

Do you have a child with a very short fuse . . . or a high level of anxiety? A child that overreacts in most situations? There can be many reasons why children react angrily, and here is a discreet approach to help them to understand and then learn how to control their angry feelings and reactions.

Based loosely on cognitive behaviour therapy and using a ‘talk-through’ approach, you will be able to help the child to think about his/her feelings in a different way and feel more in control of them.

There are twelve, clearly laid out practical sessions that use fireworks as a model for understanding and working on strategies to manage anger – the initial spark that lights the fuse, the speed at which the fuse burns, and the explosive firework.

Hannah Mortimer’s practical and user-friendly approach has been used successfully in both home and educational settings. (only £5)

This is the solution to observing and recording children’s progress in a consistent way throughout your early years setting. Usable by everyone – experienced and inexperienced staff, designed so that parents also have an input, these Trackers make the whole process much easier. Probably the most widely used observation and recording system used throughout the UK.

Trackers 0-3 are are currently being revised; Trackers 3-5 are £2.50 each. Discounts apply to orders of 10 or more each (see below).

A practical framework to help adults provide emotional support to young children aged 4 to 11. It can be used at home or at school.
There are 12 practical sessions with the emphasis on involving the child in each. There are useful activities for working on relaxation techniques, comments from adults who have used the approach and a list of further resources to help (only £5) Read reviews

Covering important issues such as special educational needs, anti-discrimination, behaviour, bullying, disability and equal opportunities, this book will help you develop an inclusion policy for your setting and provide you with practical ideas with its day-to-day implementation (£6). Read reviews

A criteria grid enables you to do an audit of your current provision.
A warning checklist helps you identify problems at an early stage.
There are strategies for the classroom dealing with attention and listening skills, sequencing, memory skills, and comprehension.
There are examples of IEP targets, referral forms for assessment and much more - see details below (£10)

Why is it that the children who can least afford to switch off are the ones who don’t pay attention? And that children who most need to ask for help are the ones least likely to do so? If children are opting out in the classroom, switching off or passively waiting for direction, we need to understand the barriers they face and help them engage by making their learning opportunities more meaningful, interactive and rewarding.

This book aims to make classroom experience more accessible to all learners, and highlights the links between behaviour and hidden language processing difficulties. Based on tried and tested activities, strategies and self-help skills, you will find answers to these questions and ways of improving attention and concentration linked to a simple troubleshooting guide. (£10 inclusive of postage & packing)

"Sensible, practical and a boon to the busy teacher. In less than 100 pages the author succintly describes the attributes necessary to encourage the development of literacy i.e. reading, writing, speaking and listening providing strategies necessary to support the development of these skills.

This book will be useful to parents' support groups, early years settings and KS1 schools, as well as providing a good base for learning for those intending to become literacy teachers.

Written in a very accessible style, it encourages all practitioners to focus carefully on the specific needs of those who might otherwise struggle to acquire competent levels of speaking and listening, reading and writing. Extremely good value at £8." Special offer only £5

This version of Trackers is currently being revised.

Although the new EYFS Trackers 0-5 are now available, we will continue to supply this version to those early years settings wishing to use them.

In early years settings there is a requirement that staff observe and record what children do. These observations should then be used to help plan the next steps of children's play, learning and development. With this in mind Trackers 3-5 (and the earlier Trackers 0-3) were developed to provide a simple method of meeting this requirement.

The Trackers link into the Government's Curriculum guidance for the foundation stage (QCA, 2000). This relates to children aged three to five years. The Trackers are divided into various types of play activity and the six areas of learning. Within each area of learning, the Government has identified Early Learning Goals which most children will be expected to have achieved by the end of their Reception year. Each of these goals is divided into smaller sections called Stepping Stones.

Each page of the Trackers carries the title of one type of play activity within a particular Area of Learning, yet weaves in some of the developmental and skills-based stages which users will already be familiar with and also builds in approximations to the Stepping Stones and Early Learning Goals.
 

Clearly laid out and very easy to use, these booklets are now widely used by nurseries throughout the country.

See sample pages

How would you like to draw up activity planners for each of your age groups in minutes instead of hours?

Now you can.

Here is a manual that makes the job of drawing up activity planners a pleasure . . .  really! It is 173 pages of practical hints, tips, sample activities and pro-formas that will help you develop a consistent approach across your setting. This wonderfully practical manual will help you:

• record spontaneous events in a consistent format;

• evaluate your planning;

• make relevant comments each time an activity is carried out to keep other practitioners informed;

• further identify gaps to be addressed in your children’s development by transferring observations made to developmental Trackers.

Making ‘Birth to three matters’ work for you was developed by Helen Rowlands and staff at Hope Park Community Nursery in Liverpool. The manual was then trialled in many nurseries in different parts of the country.

People who order this book come back and order Trackers 0-5. Used by thousands of children around the country, Trackers make your job of assessing and monitoring children's progress that much easier ... and give you more time with the children.

Why not have a look?

An A-Z of Tricky Behaviours in the Early Years
by Dr Hannah Mortimer

ISBN  978 1 898873 03 7     Published 2006     A5     40  pages             

Price £5    (delivery FREE in the UK; add £2 if outside the UK)   Available now

What do we mean by 'gifted' and 'talented'? What are the characteristics of gifted learners? How do we identify and support children in the early years who show early signs of giftedness? Hannah Mortimer deals with these and other issues, providing practical suggestions about how to identify and meet the needs of gifted and talented pupils.

Exploring some of the myths and dilemmas surrounding giftedness, the author focuses on strategies in which carers are encouraged to match different learning styles with different teaching approaches. There is also helpful guidance on managing behaviour and working with families.

The issues are addressed in a clear and readable style, always with short examples and a practical focus.

The term 'emotional literacy' encompasses a range of important issues including self-awareness, self-control, dealing with relationships, communicating with others, and self-esteem. It is a term that is increasingly being used to describe the work we do with children to foster their mental health. In this book, Hannah Mortimer looks at children’s early learning and behaviour, what happens when things go wrong and what we need to do to encourage emotional well-being. There are also sections on early intervention projects; working with other professionals; listening to children; and supporting children through major life changes such as family breakdown or bereavement.

Autistic Spectrum Disorders (ASDs) are complex. The numbers of children with these conditions seem to be increasing and staff in early years settings are being faced with the difficulties of helping these children learn and develop. This book will provide you with a practical understanding to help you achieve this. Although aimed at all those working in early years settings, this will also be helpful to parents of young children with an ASD. Sections include:

• diagnoses;

• understanding ASDs;

• educational goals and specialist approaches;

• working with parents;

• building communication;

• developing social understanding and enabling play;

• managing behaviour.

The main areas of concern are addressed in a clear and readable style, always with a practical focus, and short examples, on what needs to be done and the principles to guide your practice.

This book provides some practical examples of how you can assess and observe children learning.

The focus is on using assessment to establish starting points for teaching and learning; identifying and assessing children who might have special educational needs; different observation techniques; assessments carried out by other professionals; and involving children and adults in assessment and planning.

Writing an inclusion policy, putting it into practice and then providing evidence that you are following it presents a challenge for early years settings. We so want to ‘get it right’ that it can be quite daunting. Here is a book that will help you to get it right. It covers important issues such as:
• special educational needs;
• anti-discrimination;
• behaviour;
• bullying;
• disability;
• equal opportunities.

The book will help you develop an inclusion policy for your setting and provide you with practical ideas with its day-to-day implementation.

Provided also, is a sample inclusion policy for you to adapt to your own setting.

What is ‘typical’ behaviour in young children?

How do you set about changing problem behaviour?

What do we mean when we talk about behaviour management?

How do I draw up a Behaviour Policy for the nursery?

What is the best way of observing and assessing behaviour?

What sort of interventions should I try, and what happens when those don’t seem to be working?

How should we support parents who have a child with challenging behaviour?

Hannah Mortimer deals with these important questions in her usual easy-to-read style, providing a helpful and practical framework for dealing with young children’s behaviour. This book forms a companion to An A-Z of Tricky Behaviours in the Early Years which provides specific information and guidance about particular behaviours such as biting, kicking or throwing temper tantrums. Behaviour Management in the Early Years provides you with the general approaches that you need in order to manage behaviour in the early years.

This book will be useful to all who work with young children as an aid to observe their strengths and weaknesses and provide appropriate programmes and activities where necessary. This is not intended to be a definitive guide for identifying and labelling early years children as having specific learning difficulties. As is stressed throughout the book, many observable features within children's learning in the early years may be the result of developmental delay or maturation and need not be signs of specific learning difficulties. Many of the activities or programmes suggested can be used with all children and not just for those causing concern.

Dorothy Smith provides a succinct summary covering background information about the nature of specific learning difficulties and then focuses on three key areas: developing and implementing procedures for the regular observation and assessment of children; developing programmes and activities to meet the needs of children with specific learning difficulties; and working with parents.

In a clearly written and readable style, Dorothy Smith provides a well-balanced and constructive aid, full of practical ideas.

Learning to get on with others, learning about what is 'right' and 'wrong', beginning to speak about and understand feelings, and developing personal independence are very important areas in our personal and social skills. Early years carers are well placed to nurture the development of these skills in the first five years.

In a simple and readable style, Hannah Mortimer focuses on:

• assessing the social and emotional needs of all children;

• developing programmes and activities to meet the social and emotional needs of each child;

• strategies for helping self-confidence and esteem;

• developing and implementing programmes and activities to support children with difficult and challenging behaviour;

• monitoring, evaluating and reporting on the assessment of children.

The term Attention Deficit/Hyperactivity Disorder (AD/HD) has become more widely used in the UK in recent years. Nevertheless, it remains a controversial topic for many people particularly, perhaps, because of the medication sometimes prescribed in its treatment.

In this book Hannah Mortimer concentrates on planning and supporting the individual needs of children with attention difficulties rather than being preoccupied with the dilemmas surrounding diagnosis and treatment. There are useful pointers to help in identification; examples of developing, implementing and monitoring programmes and activities; working with other professionals; and working in partnership with parents.

Literacy links the four skills of reading, writing, speaking and listening. It crosses curriculum boundaries and is at the heart of education. The process of becoming literate begins at home and continues beyond school and further education establishments. The importance of developing these skills at an early age is underlined by respective governments’ focus on a literacy strategy and literacy targets.

In this book, Dorothy Smith provides a comprehensive analysis of the acquisition of these important skills. Assessment techniques are also examined and a wide variety of activities suggested. Written in an easy and accessible style, this book will enhance effective language and literacy teaching and learning in early years settings.