Services tend to be bespoke, meeting the individual family need. In addition to these services the following is also delivered from the Centre - Parentcraft, ante-natal and post-natal support, nurture groups, attachment and bonding support and breast feeding support, a variety of training courses for parents through the Adult Learning Alliance and other partners. Courses range from computer courses to learning to speak English and learning basic maths and English, the courses are provided in direct response to local need. The Childcare team works closely with speech and language therapists in order to promote early and effective identification and intervention of language development in children. The Centre has a cafe
We have to work with social workers and other outside agencies and share good practice to make the placement a positive situation for the child in our care. 302.1.2 Explain expectations about own work role as expressed in relevant standards Standards for foster carers are outlined in our yellow booklets for each pay scale. I am a core carer and the expectations are as follows: : To keep all information about the children in my care confidential at all times. : To contribute to child care reviews and other meetings as required for the children in your placement. : To plan and provide a safe, secure, stable environment which is stimulating to the child and also flexible in line with the individual child’s needs.
These observations should cover all areas which are Physical development, Communication and language, Literacy, Personal, social and education, Maths, Art and design and Understanding the world. Once observations have been made, key persons should then plan for each individual child with the view of building on skills and knowledge the child already has. There are lots of ways to assess a child, these include watching a child and taking notes, taking photos of what a child is playing or something they have made, keeping pieces of work and listening to the children. Following assessments made on the children, staff should then follow the settings planning guidelines, this can be done in a variety of ways depending on what suit’s the setting and the children. For example after doing our observations we then have a planning sheet for each day of the week.
Twice yearly I am requested to write developmental reports for my key children. I have a duty to interact and engage in play opportunities with the children so that their Learning and development is being encouraged in all areas. Through observation of the children I will contribute to short and long term planning for all individual key children using the EYFS. I must develop professional relationships with all parents/carers ensuring communication is maintained verbally and written and to encourage the involvement of parents and carers into the Nursery as much as possible. I have a responsibility of trust to the children, their
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.
1.1 Outline the current legislation that underpins the safeguarding of children and young people within own UK Home Nations 1.2 Evaluate how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people There are many legislations that underpin safeguarding of children and young people within our own UK Home Nations. From these many legislations childcare settings develop policies which are a guide to all those who are involved in the setting. This will ensure the well-being of all families, children and staff. They will provide a common understanding of how things should be done within the childcare setting. Understanding the legislations involving children is important in creating policies that are up to date, relevant, understandable and useable.
The children's act 2004 means easier access to information for the families and children and earlier support for the parents that are experiencing difficulties and multiple agencies working together effectively and integrated planning and delivery of services. The statement of purpose in residential settings guides the young people through what services they can expect from the home an how they can expect to be cared for. The national minimum standards state that a young person must have their needs assessed effectively and have a written placement plan which outlines their needs and how they will be met. Children's needs and development are reviewed regularly. The young people we care for are encouraged to make decisions about their lives and their day to day care and activities.
This experience could be from a college course, apprenticeship or volunteering work. The employee should also have a valid CRB to show at the interview. Practitioners should also be aware of risk assessments within their setting. In nurseries these should be done every week to ensure that all the children are safe when they are in
I create a loving and trusting environment by being warm and responsive to their needs. I use a gentle touch and a soft voice as I redirect them. My co-teacher and I work together on their individual and routine schedules, such as napping, eating and diapering. I talk with the parents about their thoughts on childrearing and try to use the ones that are appropriate for our classroom. I strive to organize my classroom environment and schedule to prevent problems.
E1: There are many parts to the role of the practitioner when they are meeting children’s learning needs some of these are working with families, providing a positive environment, and the children wellbeing. Working with families”, you should always make sure that you are approachable and friendly towards all parents so that they are happy about leaving their child with you” (Tassoni, 1999, pg. 315). This helps to meet children’s learning needs as the child’s primary career has a better understanding of the child and may be able to support the child when they are at home. I have seen this at placement where they run parent consolation’s twice a term, and if the teacher needs to see the primary career, they arrange meeting.