This promotes community, consistency and amalgamation through understanding and respecting others. Inclusive practice is important because it aims to deliver improved outcomes for all children and others, and it seals the achievement gap between disadvantaged children and others. To reflect inclusion in the work setting one must reflect diversity in society. As an example one can do the following things; * Providing clear I information in as many languages as possible * Having a fair admission policy whereby it eliminates any type of discrimination * Ensuring that there is a balance of different gender * Taking the necessary action against discriminatory behavior by staff or by parents. * Having the setting accessible to everyone and if the setting is found to and treat disabled children or adults less
HSC 3045: Promote positive behaviour Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support. 1.1 Explain how legislation, frameworks, codes of practice and policies related to positive behaviour support are applied to own working practice. All aspects of my job role are regulated by policies and current legislation. The mandatory training that we attend has been designed to cover all aspects of legislation such as the Children's Act, which provides a Code of Practice to enable us provide the best possible care and support for children and young people. We also have inspections from OFSTED who ensure we are meeting, not only care standards, but also those relating to behaviour and how we encourage positive behaviour is evaluated.
Unit CCLD 301 Develop and promote positive relationships Amy Simpson K3C154 – Good working relationships are vital to the setting. They help to provide a positive environment that can be experienced by everyone. If staff get along well and the morale is high, parents are more likely to put trust in us to look after their children effectively. Children will feel secure and content; staff members may seem more approachable. This applies to the way the parents feel about us too, perhaps they will be more open to discussion as they will feel valued and welcome.
School action is the action taken when special educational needs are identified by teachers and additional help is then given or different from those provided by the usual differentiated curriculums are put place. (E8) The human rights Act 2000 This Act have had a huge impact in current legislation in the UK. Under the Act it was agreed that children would have the same rights as adults which means children have the right to dignity, respect and fairness in the way that they are treated.
It does this through fully integrated working, trusted relationships between individuals who know and work with them. As a person in contact with a child/young person it is important to encourage them to show an interest in the learning that they are participating in. This can be done by following Every Child Matters aims. Among other aims to listen and communicate effectively with a child, and in turn this will build up a good working
to be able to liase and negotiate with others enables a communication that can be used for all reasons and all parties, being able to pass on information to every agency involved in a full and precise manner. Communication is also the key to allow us to express emotions, needs and feelings freely and confidently knowing there will be someone who will acknowledge us and will help us meet our needs. 1.2 Making sure you have effective relationships in the work place and establishing them enables you to support other people and also for them to support you in times of need. Creating a positive working environment in which everyone experiences job satisfaction, children's and young peoples development is supported, adults work together as a team aiming to provide the best possible service they can. Communication in the workplace also helps provide easy transitions such as new children/young people or new staff settling in to the environment and this helps to manage the situation sensitively.
Having a safe and healthy environment will make our team members feel secure and allow leaning to take place. Fostering a community of equals and building confidence not only meets the NAEYC’s excellence and equity but also gives the community members a “solid foundation in life” (Orientation Professional 03 DAP) Teaching to enhance development and learning: Children have a built-in
This means that good practice should ensure that practitioners are constantly able to evaluate what they do, and they should receive appropriate support and training in this area. Inclusion - A right to be included By using the principle that inclusion is a right for all children, early years settings can make sure that every child: • has an equal chance to learn and develop • participates equally in activities • is given the opportunity to communicate in their preferred format • has their individual needs known and met • feels safe and know they belong • is valued as a unique individual and • Feels strong and confident about their
1.2 Analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people. Children will be more positive if professionals working with children and their families can agree and share the information where they might be assessed also implement and plan. Its a great why to get children and their parents involved in any of the planning so that child is able to accomplish their full prospects in life. If a child is going to be more positive we need to understand the importance of all adults who are involved understand that what information
The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. 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 development which must shape activities and experiences (educational programmes) for children in all early years settings; • the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the