Analysis of a Local Day Care Essay -- Local Nurseries

This report analyses the strengths and weaknesses of a local day care which is registered on the Early Years Register and is located in Derby, UK. It is called Happy Day Nurseries Ltd. This report is based on the inspection dated 18/04/2015 and focuses on quality and standards of the early years provision, the compliance of the early year’s provider to meet the needs of children and the contribution to the well being of children and the effectiveness of the leadership and management of the early years provider. The previous inspection, carried out in Oct 2014 was graded as good. It was brought forward as a result of concerns raised regarding lack of curriculum planning and safety issues and has been termed as inadequate for failing to provide children with an acceptable standard of education. The inspector observed children and staff in each of the four nursery rooms and found inconsistencies in delivery of educational programme across the nursery. The inspector found planned activities uninspiring and failed to motivate children. The Statutory framework 2012, recommends each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. It was found that staff does not consistently encourage children’s communication, language skills for the youngest children in particular. Due to very less communication in the toddler room, very young children did not gain the necessary skills to move on in their learning. There were inconsistencies found in the practice planning and delivery of the educational programmes and teaching in different rooms. The local daycare provider may be in breach of their obligation of igniting children’s curiosity ... ...andards in Education. (2012). Raising Standards Improving Lives. [online]. Available from: http://www/ofsted.gov.uk/ [Accessed 15 January2014] Office for standards in Education. (2013). Inspection report. [online]. Available from: http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/CARE/EY440265 [Accessed 10 January2014] Pugh, G. and Duffy, B. (2009). Contemporary Issues in the Early Years. (5th ed). London: Sage. Robins, A. and Callan, S. (2010). Managing Early Years Settings: Supporting and Learning Teams. London: Sage. Rodd, J. (2006). Leadership in Early childhood: the path way to professionalism. (3rd ed). Maidenhead: O.U. Stogdill. (1998) and Mann. (1959). ‘ Leadership in the Early Years: areview of the literatuire’ In Whalley ,M. E and Allen, S. (2011) Leading Practice in Early Years Settings. Exeter: Learning Matters

Historical Fiction Book Report

Furthermore, after almost 30 years of fighting, Apache leader, Greenroom finally surrendered with his armed forces to General Nelson Miles. Also during 1886, a massive and destructive hurricane demolished the town of Dianna in the state of Texas. Based on my knowledge of life in 1886, if the story were to take place in in Daly City in 2014, the story would greatly differ. Roads would be evenly and more efficiently paved. Modernized cars would replace horseback transportation. Likewise, farms would be replaced by studier homes, markets, and stores.Ellen Elizabeth Hawkins features as the main character of the story. A motherless twelve-year old, Ellen is adventurous and protective of others. Ellen is spirited and is willing to journey to far off lands. As in the story, because she enjoys an adventure, Ellen sets off into the distance to go rescue her Grandfather who has mysteriously disappeared. Just as her mother, Ellen is protective of animals, family, and all living beings. She trea ts her mare, Detroit with respect and is always concerned of Grandpa's safety. However, Ellen may be rebellious at times of suspense.In addition, Grandpa and Detroit, as stated before, are also two important characters of the story. Grandpa, humorous and welcoming, is the only support that is given to Ellen. He has also taught Ellen the hard life as a cowboy and the effort that it may take. Detroit, loyal and obedient, is Allen's fierce mare and use of transportation that travels without rest or fear of what is to come. To get the story started, author Kathleen Due uses a strong introduction that describes the conflict or situation, an intense drought and its immense heat. She begins by stating the shortage of water and supplies.As said, the central problem consists of a fearful drought that is causing immense heat and water shortage. The farm windmill is broken and the herd of bulls and cows has scattered in search of water. Allen's father is away on business and Grandpa is hurt. E llen is now left alone with her toughest challenge to save the ranch. The central problem is soon resolved with Allen's determination and perseverance. The drought finally comes to an end and it begins to rain. Ellen heals Grandpa's wounds and returns the Hereford bull after a dangerous aisle.Her father is home safe and Ellen has proved her worth as a cowboy. â€Å"American Diaries: Ellen Elizabeth Hawkins† is an exciting and action-packed story. This story is similar to another story I have read, entitled â€Å"Warriors: Fire and Ice† because both main characters face tough challenges and fierce conditions. Both main characters must also prove their worth in being or becoming something. Both stories are also alike in that they revolve around a journey or conflict to find or save something. Just as in † American Diaries:

Essay on Connecting Symbols in A Rose for Emily - 1248 Words

The literary world contains a vast collection of works, each employing diverse techniques in writing. One technique commonly found in literature is the use of images and symbols. Symbols are sometimes complex and contain both literal and figurative significance. Symbolism in literature is commonly used to bind the attributes of an object with various segments of a story to provide the reader with a deeper understanding and sometimes hidden meaning. In the short story, â€Å"A Rose for Emily† William Faulkner utilizes a vast collection of symbols, as a means to enhance the reader’s visual perceptions but also prompts consideration into theories of motive surrounding the murder of Homer Barron. Modeled after the post-civil war era of the†¦show more content†¦In â€Å"‘A Rose for Emily’: Against Interpretation† John L. Skinner takes into consideration the analysis of literary critic William Going, who suggests that Emily herself represents the rose as the â€Å"treasured memory of the old Confederate veterans† (Skinner, p. 42). While interpretations may vary, what is clear is the symbolic blossom continues to puzzle many analytical minds. Prompted by its ambiguity, when William Faulkner was asked to explain the symbolic nature of the rose, he responded by stating that it was â€Å"Just a ‘Rose for Emily’ – That’s all† (Towner Carothers, p. 67). This implies that the rose is merely a gesture of kindness to a pitiable character and nothing more. For those not comfortable with Faulkner’s response, perhaps the only other clue lies in the final page where a secret room reveals â€Å"faded rose colored† curtains and â€Å"rose shaded lights† (Faulkner, p.674). It may be that Faulkner used the rose to tie the beginning of the story with its end. While the rose in the title may or may not be symbolic, what it actually represents appears to be left open to interpretation. The House The house is another symbol used in the story which seems to carry an associative relationship with Emily Grierson. In the opening paragraph, Emily is referred to as a â€Å"fallen monument† (Faulkner, p.668). Once young and full of promise, Emily’s appearance in later years are described as â€Å"bloated, like aShow MoreRelatedHow Fa Has the Use of English Language Enriched or Disrupted Life and Culture in Mauritius15928 Words   |  64 PagesREADINGS CLOSE READINGS Post your close reading posts here. Share this: †¢ Twitter †¢ Facebook †¢ Like this: Like Loading... [pic] 26 Comments on â€Å"CLOSE READINGS† 1. [pic]John Cooper says: July 13, 2011 at 3:36 pm Emily Dickenson’s poem â€Å"Because I could not stop for Death† details the events the narrator experiences after dying. 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