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.
Assessment task – TDA 3.2 Schools as organisations 1.1 Summarise entitlement and provision for early year’s education. Early Years Education – Education for children up to the age of 5 in Nursery and Reception classes. As required as part of the Every Child Matters theme and Childcare Act 2006, there is an entitlement that all 3-4 year olds in England can receive free part-time early years education of up to 15 hours per week for 38 weeks of the year (conforms to the educational period that older children are in school education in a year i.e. term dates). The national government provides the funding which the local authorities (In this area this would be LBC – Luton Borough Council).
The mission statement is a written statement that states your team’s purpose and helps to inspire and motivate your team; the vision statement takes this one step further and looks at the desired future for your work team. Having the teams input into these goals and objectives helps give the team members ownership and a sense of belonging to the team. When the team’s goals are set, they need to have a certain criteria that must be met to make them a realistic goal. They must be clear, concise, have a set time frame, and most importantly, be measurable. These goals need to link with the organisations goals and KPI’s to help create a more efficient workplace.
Unit 44 – Vocational Experience P5 - Explain how continuing development of staff influences practice in settings Staff development aims to promote and support individual and organisational capacity. It is the process of improving and increasing capabilities of staff through educational and training opportunities in the workplace, outside the organisation and by watching others perform the job. It allows the organisation to have a higher quality of staff. Staff development doesn’t just rely on the courses and workshops an individual might take but also includes mentoring, formal qualifications i.e. degrees, coaching and self-directed study.
Think back to all the things that you learned during your childhood and young adult years and see if you remember them? If you do remember them, think about how you gain the knowledge that was taught. Did you ever understand that the knowledge that you come across would still be with you today? Or did you even appreciate that you were be taught from the company around you. Introduction Well, people who get an enhanced perceptive of how they learn and who they learn from can become better employee themselves.
What would you do to achieve this? Explain how you think coaching or mentoring can contribute to encouraging employees to participate in continuous improvement processes. Coaching and mentoring are centred on unlocking a person ´s potential to maximise his or her own performance. A focus on improving performance and the development of skills is the key to an effective coaching relationship. To achieve this, Coaching and mentoring should be applied to the area you want to develop, such as motivating staff, delegating, problem solving, relationship issues, team building, and staff development.
2005. Guidelines for Probationary Teachers in Primary School. [online] Available at: http://teacherinduction.ie/images/pdfs/Probation_Resources/Guidelines_for_Probationary_Teachers.pdf [Assessed 5th May 2015] DIETZ, K.A. 2002. Influence Of Teaching In An Outdoor Classroom On Kindergarten Children.
Also the have responsibilities to provide staff training and development, special education needs, the curriculum, including early years, promoting community cohesion, school management issues, behaviour problems, and the development of school polices . Local Governments will provide documentation through their local Children and Young People’s Partnership plan, outlining their vision and plans for government-based initiatives. They will have their own policies and guidelines for schools and employ specialist advisors for different curriculum subjects and areas such as SEN. They also provide specifically trained teachers to support pupils who have special needs or need to be assessed for a specific learning
The Department of Education roles cover:- • Developing voluntary community organisations & charities who work with children • Developing workforce reform • Funding research into projects for Education • Promoting integrated working for all children & young people Local Government The Local Government provides services to local schools, their key role is to provide advice & support which covers:- • Behaviour Management • Curriculum/EYFS • Development of Schools Policies • Promoting Community Cohesion • SEN • Staff Training & Development It is the Local Authorities role to produce guidelines for policies for a uniformed approach across the local area and to provide information to schools, which demonstrates the vision & plans of developing the Government based initiatives. In addition to this, if there are any changes to an education policy it is the LA responsibility to
Roles, responsibilities and relationships in lifelong learning Mandatory Unit 01 Guided Learning Hours: 12 Credit Value: 3 Level 3 Roles, responsibilities and relationships in lifelong learning In this section you will learn about: • Role, responsibilities and boundaries • Relevant legislation and codes of practice • Promoting inclusion • Identifying points of referral to meet learners’ needs • Record keeping Role responsibilities and boundaries What do teachers in the Lifelong Learning Sector do? The lifelong learning sector covers a range of learning environment: • Colleges • Training organisations • Community centres and organisations • The workplace • Public services training centres, for example, prison, health-care settings, the uniformed services. You may be able to think of many other learning environments that are not covered on the list above. You may have been surprised at the range of different environments in which adult learning takes place. Are you or any of your peers teaching in the following circumstances?