1.3 analyse a strategic national or local policy that has a positive impact on outcomes and life chances and young people. Howdon Children's Centre aims to achieve better outcomes for children through, early education integrated with Childcare and creche, family support, outreach, and child & family health services and adult training and employment support. The Centre is scrutinised by an Advisory Board made up of local parents and partner agencies. The Early Life Support team with an emphasis on delivering prevention services, provide a wide range of services to children aged 0-5 and their families. Parenting courses available include: Freedom Programme, Triple P, Speak Easy, Babyology, Mellow Parenting and Parenting Workshops.
E1 One of the practitioner’s roles in meeting children’s learning needs could be to understand and work with other practitioners and staff. This can help to provide different learning opportunities to individual children because each child is unique as practitioners should take into consideration all diverse learning needs, for example there are many activities that could be changed to suit individual children. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning. The role of the practitioner in supporting the learning needs of children is they have to complete regular assessments on their development and learning to identify their progress and plan their next steps to help the children achieve further. The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play.
Education (schools) and childcare (nurseries) is mostly the concern of the local education authority. (Beaver M, Brewster J, Green S, et.al 2008, p4) Schools and nurseries aim to support children and their families by providing a childcare service throughout the day. Nurseries help young children to develop their gross motor skills through play and teach them to interact with other children.
(Beith.K et al,Pg.2, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) When I work with children I communicate with children and young people to build relationships, verbal or non-verbal communication may be used to help children and young people feel welcome and valued, and to co-ordinate activities. Effective communication is required for children and young people to encourage positive behaviour and K.Beith states that practitioners will communicate “to give instructions to children so that they understand what is required of them in routines and activities, such as emergency practices and outings” (Beith.K et al,Pg.3, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) Early years practitioners communicate regularly with parents to build relationships and to share information. Communication between parents and practitioners can help the setting provide adequate care and provision for their children. Early years practitioners also communicate with parents to give them information about the setting
It sets out recruitment best practice, some underpinned by legislation, for the school, local authority, and further education education sectors. All schools should protect children and promote their welfare by providing a safe environment for children to learn in. Creating a culture which recognises and understands the importance of safeguarding - including listening to and discussing with children. Identifying children who are suffering or likely to suffer significant harm, both at school and at home, and referring immediately any concerns to the local authority children’s social care services. Preventing unsuitable people from working with children.
Assessment Task – CYP Core 3.6 WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE. Q 1.1 . Explain the importance of multi-agency and integrated working? A. Multi-agency working is about different services, agencies and teams of professionals and other practitioners working together to provide services that fully meet the needs of children, young people and their parents or carers. Integrated working focuses on enabling and encouraging professionals to work together effectively to deliver frontline services.
2.3 Explain how theories of development and frameworks to support development influence current practice. Theories of development and frameworks to support development are incredibly important to us when working with children. They help us to understand children, how they react to things, situations, their behaviour and the way they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early Years Foundation Stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe.
Involving young people in planning and reflecting on their own learning through assessment, evaluation and personal learning planning is essential and this is the responsibility of all practitioners regardless of the learning setting. Universal support will help young people to identify and plan opportunities for achievement through activities covering a full range of contexts and settings, whilst meeting individual needs and providing effective learning activities that address barriers across the curriculum in every context and setting. Additional Support Some young people will benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point of their learning journey or, for some, throughout the journey. 1.2 explain the role of practitioners in providing impartial information and advice to children and young people 1 Young people are informed about how information, advice and guidance services can help them and how to access the services they need.
However, we can aim to offer each unique child equality of opportunity suited to their individual needs and requirements. We as staff need to understand the needs and requirements of each individual child. For each child to have equal opportunities, settings they learn and play in must ensure that they and their families are fully included in the setting, taking into account the diversity of the children and families who come to the setting. Inclusion is the process of making this happens. Working towards inclusion involves striving to remove barriers to children and their families.
Clearly there are some basic components: love, security, food, shelter, a family and community, opportunities for play, self-expression and interaction, healthcare and other welfare support, and education in its broadest sense. These are just some of the elements that can contribute towards a positive early childhood. Research into child development does indeed reveal that the achievement of full potential rests on the basic human requirements of food, shelter, protection, care and affection being met by children’s caregivers. At the same time, opportunities to explore the physical environment, interaction with others and induction into the rituals and norms of their communities, through the structure of language, relationships, song, art and story, are also essential for all children.