Children develop quickly in the early years and a child’s experiences between birth and age 5 have a major impact on their future life. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the
I. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
Unit 4222-345 Understand how to safeguard the wellbeing of children and young people (CYP M3.3) 1.1 Outline current legislation, guidelines, policies and procedures within own UK home nation. The legislation, guidelines and policies that affect safeguarding children have come about due to the Children’s Act (1989). This act was updated in 2004 to include the principle of integrated children’s services and to also incorporate the five main principles of Every Child Matters. I will list the main legislations, guidelines and also my workplace’s policies and procedures: Children’s Act (2004) - The Act was created with a certain set of goals. Its primary purpose was to give boundaries and help for local authorities and/or other entities to better regulate official intervention in the interests of children.
EYMP 1 Context & principles for early years provision EYMP1.1 Understand the purposes and principles of early years frameworks EYMP1-1.1 Explain the legal status and principles of the relevant early years framework, and how national and local guidance materials are used in settings. The Early Years Foundation stage (EYFS) is mandatory for all early years providers who look after children from 0-5 years. From 1st September 2012, it replaced the early years framework that had been in force since 2008 when England introduced a statutory curriculum for all children aged 0-5 years who were being cared for education outside of their homes. The framework therefore applies to all aspects of early years care including: child minders, after school clubs, nurseries and schools. The EYFS framework describes how early years practitioners should work with children and their families to support their development and learning.
There is also The Children’s Plan 2020 Goals which outline guidelines that every child should be achieving by the year 2020.The main points of the 2004 Children act was that every local authority has a director of children's services who is ultimately responsible for ensuring that children are safeguarded. Local safeguarding boards were set up and children's wishes taken into account.
The EYFS seeks to provide: • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly • partnership working between practitioners and with parents and/or carers • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: • the areas of learning and
Multi-agency working brings together practitioners from different sectors and professions, such as the individual’s school teachers, social worker and GP. They aim to provide an integrated way of working to support children, young people and families. It is a way of working that ensures children and young people who need additional support have exactly the right professionals in place to support them. It may also help to identify any issues at an early stage of life, therefore giving the child and its family time to seek the support they require. 1.2 There can be many positive outcomes and the best standard of life for an individual can be reached providing the multi-agencies that are involved work together accordingly, sharing information and reflecting on it to implement plans and aim to achieve the end goal, reaching the full potential for the child or young person.
Promoting positive behaviour: By positively promoting good behaviour, valuing co-operation and caring attitude we hope to ensure that children will develop as responsible members of society. Code of Conduct: In St Peters Nursery we recognise that to make children feel valued and to enhance the learning and development of those who attend our setting, a positive and effective partnership with Parents / Carers is essential and so this is encouraged at all times. We strive to provide a safe, welcoming and happy environment for all the children and
A positive environment is one that supports all aspects of development, children's learning and provides ways for me and staff members to extend on that, challenging children and promoting times for them to rest. It also means an environment where parents, colleagues, all work in partnership to actively make opportunities for children to achieve positive outcomes. The regulatory requirements that underpin a positive environment for children and young people are: * Early Years Foundation Stage (EYFS) Framework * Childcare Act 2006 * HSWA (the health & safety at work act 1974) * Care Standards Act 2006 * Safeguarding of Vulnerable Adults (where
Studies have shown that parents who are active in their child’s education can improve schoolwork, test scores, and behavior. What we do now as parents, significantly impacts who our children become. Our theme for this year is “Let’s Get Involved”. We thank you all for your continued support of our Patrick Henry PTA you are making a