'FASD Informed' Early Years Foundation
- somersetmiracles
- Oct 13
- 4 min read
Bitesize Stage 4 early intervention programme; online live delivery for Pre-School, Nurseries, Child Care, Sure Start, Family Hubs, Start for Life, Heath & Education teams.
The sessions will be tailored to the babies & children you support with prenatal alcohol exposure and adverse childhood experiences; supporting and reinforcing EYFS legal requirements, early intervention and the governments 'Giving every child the best start in life' agenda for change.
This course is designed for:
Professionals working across all early years teams, including health and education, nurseries, childminders, schools, health services, libraries and local voluntary and community groups, teachers, teaching assistants, SENCO's, administration & reception, dinner staff, playtime staff, volunteers, nursery leadership, headteachers, technical support.
Our 'FASD Informed' School Stage 4 programme offer's bitesize sessions tailored to your timetable, where we can adjust the time to suit your team in or out of School hours or on inset; where you can dip in and out at your pace.
'Our future will be shaped by what we do today, science tells us that a child’s experiences from conception through their first five years will go on to shape their next 50.
The way we develop, through our experiences, relationships, and surroundings during our early childhood, fundamentally shapes our whole lives. It affects everything from our ability to form relationships and thrive at work, to our mental and physical well-being as adults and the way we parent our own children.'
Her Royal Highness the Princess of Wales
FASD Informed™ Early Years Stage 1: What is Fetal Alcohol Spectrum Disorder?….. with no assumptions, all professionals starting on the same page, at a gentle pace; we consider the damage of the brain and nervous system and how this impacts learning and development
FASD Informed™ School Stage 2: Interpreting theory into practice, speech & language, processing speed, confabulation and the impact on learning. Differentiating the curriculum, providing strategies to consider to support the spectrum of needs; digging deeper into the practical considerations with case study reflection.
FASD Informed™ School Stage 3: Sexualised symptoms, rage, hyper-fixation, perseverance; digging deeper into the practical considerations with case study reflection; digging deeper into the practical considerations with case study reflection.
FASD Informed™ School Stage 4: FASD NICE Quality Standards, OFSTED good practice informing early intervention.... 'FASD Responsive' Practice; personalised care, risk assessment, safeguarding, team around the family, child in need planning; reflection and case management forward planning.
All participants will receive 'FASD Informed' certification, resources and membership of our network of FASD Responsive Schools.
We tailor our bespoke online FASD-Informed sessions around the needs of the families you support; every session is unique because we consider carefully the children that you care for.
'FASD-informed practice' acknowledges the need to see beyond a child's presenting behaviours, to consider symptoms and to ask.....
‘What does this child need?’ rather than ‘What is wrong with this child?’
We dig deep to tune into the babies & child/ren that you support where we tailor our programme around the child/ren's individual needs. We offer practical application of educational & therapeutic strategies to support the indoor and outdoor classroom where we tune into the central nervous system damage of children who have been exposed to alcohol in the womb.
FASD continues to be a frequently misunderstood condition, those who are not appropriately trained or knowledgeable can often make inaccurate 'assumptions' due to the fact that many individuals with FASD can superficially present as more able than they actually are, due to their spiky cognitive and neurodevelopmental profiles.
With up to 428 co-occurring neurodevelopmental conditions common to FASD, spanning across 18 of 22 chapters of the International Classification of Diseases (ICD) -10. The most prevalent disease conditions include congenital malformations, deformities, and chromosomal abnormalities, mental and 'behavioural' disorders..... we consider the 'symptoms' and look for a positives ways to interpret and scaffold needs
'FASD Informed' (TM) Education delivered by a strong experienced qualified team, tailoring a bespoke service to support your team in becoming FASD Responsive(TM)
What are the statutory safeguarding and welfare requirements for early years?
Providers must take all reasonable steps to keep children safe and well. The EYFS requires early years providers to show consideration of the following ten areas of safeguarding and welfare:
Child protection: being alert to any issues for concern in a child’s life and following appropriate safeguarding policies and procedures
Suitable people: checking the suitability of educators and other people who have regular contact with children
Staff qualifications, training, support and skills: ensuring staff are sufficiently qualified and have the knowledge and understanding necessary for their role
Key person: assigning a named member of staff to build relationships with the child and parents in order to meet the child’s individual needs
Staff-child ratios: ensuring children are adequately supervised at all times
Health: promoting the health of children and implementing procedures regarding illness, infection, food and drink, and accidents
Managing behaviour: using appropriate strategies to understand and manage unwanted behaviour
Safety and suitability of premises, environment and equipment: ensuring that indoor and outdoor space is fit for purpose and suitable for the age of the children and the activities offered
Special educational needs: putting the necessary arrangements in place to support children with SEN or disabilities in accordance with the SEND Code of Practice
Information and records: maintaining records and sharing information with parents and professionals as appropriate to meet children’s needs
Each area carries specific requirements to guide early years policies, procedures and practices.
We also offer an online 1:1 consultation service and attendance of meetings for stuck or complex cases requiring out of the box thinking to consider the spectrum of needs and to look towards finding a way forwards.
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