• Equality of opportunity and anti-discriminatory practice are actively promoted. • Children and young people’s health and well-being are actively promoted. • Children and young people’s educational needs are given high priority to ensure that they reach their full potential. • Children and young people’s personal and physical safety is safeguarded, whilst allowing for risk and challenge, as appropriate to the capabilities of the child or young person. • Self-esteem and resilience are recognised as essential to every child or young person’s development.
-ENABLING ENVIRONMENTS- Favorable environment for the children is the basic for the rapid establish themselves. When children feel safe and secure, they become more open to others. They are more active and involved in activity which give them support to develop their physical skills. -LEARNING AND DEVELOPMENT- All children are different, that is why they learn and develop differently. All practitioners task is support them and create a plan of action for those children that need our special attention, including disable children and children with special education needs.
* Nursery schools: Provide early learning and childcare for children between three and five years old. They are often based at Sure Start Children’s Centres or linked to a primary school. * Childminders. Look after children under 12 in their own homes. They can look after up to six children under eight years old, although no more than three of them can be under the age of five.
Unit 505 – Working in partnership in health and social care or children and young people’s setting. 505.1 Understand partnership working 1.1 Identify the features of effective partnership working. It is important to work in partnership with others because all partner agencies can share information and concerns to create a holistic view about young people in my care when any need arises. Partnership working can help to keep the young people safe from harm and promote their welfare, to diagnose a special need in young people and get the help that is needed to the young person as soon as possible with the professional expertise of others. For effective partnership working I need to ensure that communication is clear and this can be formed between a number of organisations, agencies or individuals with a shared interest in the young person.
Ages of children: From birth to 12 years of age. Qualifications of staff: Childminders need wide knowledge about children's development and how to meet the needs of children of a wide variety of ages, cultures and family backgrounds. It is strongly recommended that Childminders attend a pre registration course. Regulatory body: You must register with the Office for Standards in Education (OFSTED) if you want to be paid to look after children under 6 for more than 2 hours a day in England. There are two registers you must apply to, the Early Years Register to look after children aged 5 and under the Childcare Register to look after children from 5 to 7 both registers to look after children of all ages The Early Years Register is for children from birth up to the 31 August after their 5th birthday.
Children will lear and develop when ether is a friendly environment with people they trust. As a role model gain trust its important ,so children and young people can be confident to talk to you,be confident and focus and develop the selfs. Every child is different so we should adapt the way we communicate to fulfil the individual needs. Always communicate in a appropriate way to match the stage of development,personal circumstance and need of that person you are talking to. 1.2 Explain the principals of relationship building with children,young people and adults .
Task 1 When planning activities and environments you need to think about a range of factors so that the children can explore and develop whilst remaining safe. It is important to remember that every child is an individual; different ages, abilities, genders, religions etc. Therefore, when planning , these must be taken into account so that everyone can participate and feel equal. Part of being safe is being free from hurt, including emotionally as well as physically. This means that safe activities should promote equality and diversity.
All GP’s should have regular training and update their training when necessary. Teacher’s roles and responsibilities are to create and maintain a safe learning and friendly environment. To identity any concerns and to act on them upon information. Staffs are to attend child protection and first aid courses, staff should have special training on training on safeguarding all children. Understand the importance of ensuring children and young people’s safety and protection in the work setting.
Child protection is a part of safeguarding and promoting welfare. It refers to the activity that is under taken to protect specific children who are suffering or are likely to suffer significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children. However, all agencies and individuals should aim to proactively safeguard and promote the welfare of children so that the need for action to promote children from harm is reduced. 1.2 2.3 Children should be raised in positive circumstances by providing safe and caring environments.
Preventing unsuitable people from working with children. Having systems and processes that ensure children are kept safe and allow for poor and unsafe practice to be challenged. Identifying instances in which there are grounds for concern about a child’s welfare, and initiating or taking appropriate action to keep them safe and contributing to effective partnership working between all those involved with providing safeguarding services for