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Pam Mundy is currently Director of Pam Mundy Associates and a renowned international speaker, author and consultant. Pam is also a qualified CIS Team Leader, an Early Years Inspector skilled in supporting schools and settings toward and through inspections and is an Early Years/Primary Specialist. She is a passionate advocate for teaching, learning and leadership – and the significant impact that the earliest years have on children’s life, learning and their future world. She holds a variety of international Board Roles and is a Director of Ready Generations focused on the cultural and holistic life of the child, an Education Advisory Board member for NEOM, a new city in KSA and Chairs the Advisory Board for the Chatmore British International Schools in Bermuda.
Pam provides professional development, challenge, support and strategic guidance for a wide range of K-12 schools, Early Childhood settings, government agencies and Ministries of Education nationally and internationally (currently in the United States, Kazakhstan, Brunei, South America, Chile, South Korea, South East Asia, China, Africa, India, the UAE, Saudi Arabia, Oman, Singapore, Indonesia, Europe and the United Kingdom). Her focus is on early childhood leadership, learning, teaching, curriculum and assessment. Pam ensures that she spends time learning directly from children and the adults who support their learning – the most inspirational aspect of her work!
As an international Early Years consultant, working across the globe, Pam has the privilege of supporting Early Years Leaders as each country responds to the Covid 19 pandemic and the unique position of being directly involved as Nurseries and schools locked down, transitioned to online learning (a complex challenge with very young children) and now begin to return … to different interpretations of what ‘the future’ may mean! Based, as always, in practical, research-based and guidance and first-hand experience, this programme is designed to provide direct and relevant support and challenge for Early Years leader as they navigate, strive (and thrive!) in this new territory. It includes an opportunity to access individual support and ‘bolt-on’ opportunities to design in-school ‘live’ follow up sessions for Early Years Teams if requested. own lives and positively influence our students and our colleagues.
A four-week programme, with a 60-minute live session each week, plus relevant follow up activities for action learning in participants’ own time will be set at the end of each session.
Additional option to book an individual one to one session and/or team meeting with Pam during or post course
|Face to Face Online sessions||4 hours programme (plus professional activity time) breakdown|
A dedicated Early Years ‘best practice’ course, tailored to both group and individual needs and rooted in best practice and supporting EY leaders and practitioners in responding to assessment in the new reality
Session 1: All Change!
|Making sense of the changes to assessment in the EYFS and exploring the impact on international best practice for Early Years assessment|
Session 2: Butterflies Under Glass?
|Looking through the lens at real life learning|
Session 3: Master or Servant?
|Making effective use of EY assessment in practise|
Session 4: What’s the (Data) Story?
|Impact focused analysis – using outcomes for authentic improvement|
Nothing stands still for long in the Early Years, (particularly the children!) in the world of Early Years assessment, where it is ‘all change’ once again! A proposed new EYFS Framework, Profile and Developmental Guidance are all under way, with implications for all Early Years settings. Internationally, other systems are also changing and there are alternative options to explore, too!
When we REALLY listen to and observe the children, we cannot fail to find many stories to tell about their learning and written documentation is a way to tell those stories and to anchor what we do to help continue our own and the children’s journey. Pedagogical documentation is a way to capture the children’s dialogue; using their real words and include sketches, photographs and children’s own ‘productions’. It drives adult research and inspires new ideas to expand our own and the children’s thinking and makes the learning truly ‘visible’!
We know that children’s learning in the Early Years is ‘messy and unpredictable’ (in all aspects!). We are not observing ‘Butterflies Under Glass’ but free-range children! The complexity of being a teacher and having the ability to keep the balance between ensuring engaging learning experiences for children, offering intuitive and individual support appropriate to their stage of learning and maintaining the highest standards is a fascinating and challenging issue! How to manage respectful Early Years assessment and use outcomes effectively to inform a responsive learning offer, a stage appropriate curriculum and an inspirational learning environment for our children is a big ‘ask’! What does high quality assessment look like in a fast-moving international Early Years environment?
This course explores the potential impact of the new 2021 Early Years Foundation Stage assessment practice and Developmental Guidelines (in the light of learning focused practice and the role of adult interaction in supporting and extending learning based on the outcomes). The
focus is on supporting teachers to become even more dynamic, creative professionals, able to balance assessment informed ‘deliberate practice’ with spontaneous interactions and access assessment opportunities efficiently, leaving time to design informed provision that provokes children’s natural curiosity.
‘Evidence of learning should be on a child, not on a worksheet!’ Lee Aaroz
Early Years, Nursery and ECE Centre Leaders and considering learning focused approaches to EY assessment including EYFS on-entry and ongoing assessment and the EYFS profile and other generic
Feedback from some of Pam’s F2F sessions.
“Pam was very inspirational, and it was clear she is knowledgeable in this area. She made sure she catered for everybody there and constantly referenced different ideas which would benefit individual needs of schools. I would highly recommend both Pam and the course to my colleagues and hope to join another course soon.”
“The course from Pam was inspirational. She provided excellent ideas and concepts and she communicated in a way which I feel are achievable in the classroom. Weaknesses: N/A. I have rated this programme as Excellent. Thank you for this fantastic day, I feel inspired to take these ideas to the classroom and to my team.”