The free entitlement provides access to education and care and the hours can be flexible over the week, all childcare provisions must use the EYFS and help young children achieve the five Every Child Matters outcomes 2.2- explain the impact of current policies frameworks and influences on the early years sector. The current polices
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.
First I would like to say how accessible and convenient Small World makes to its parents and students. Small World opens at 5:45 a.m. and closes at 5:45 p.m. to help working parents with extended hours. I think this is fantastic considering the surrounding facilities have a strict policy of 8-5 operating hours. Each caregiver that is employed by Small World is given a state licensed background check, a reference check, and formal interviews, along with a drug screening before employment is finalized. Small World ensures safety, love, and quality care in every aspect of childcare and security/privacy is nothing short of just that!
RESEARCH SECTION Multi-agency working: what are the perspectives of SENCos and parents regarding its development and implementation? Pearl Barnes that every locality has power to administer pooled budgets and implement a Children’s Trust, in order to integrate and unite services around the needs of the child. Although partnership working is upheld as beneﬁcial for all children, children with special educational needs and/or disabilities have formed the focus of much of the educational inter-agency activity (Wilson & Pirrie, 2000). The aims of co-ordinating services through ‘joint posts’ and ‘joint working practices’ across health and education, and providing a ‘seamless service’ and a ‘one-stop shop’ for all service provision, with more
Early Years Provision EYMP4 1.1 Early Years Provision EYMP4 1.1 Nurseries Nurseries provide full day care and education for children as young as six weeks old to five years old. Most nurseries open to parents and children around 7am to 6pm. They are run by local community organisations (often with financial assistance from the local authority) or by charities such as Barnardo’s and Save the Children. Nurseries are ideal if: -You feel happiest leaving your child with a team of professional staff trained in Childcare, -You want a stimulating environment for your child with the opportunity to build social skills with similar aged children, -You need your care to be 100% reliable -You want community of care (your child could stay at
The SENco enables all children regardless of their ability or development level to make the most of their education and gives them the opportunity to develop within a safe and secure environment even if they are facing difficulties elsewhere. | Outside of my setting there is a number of different agencies who provide safeguarding of the welfare of children. Children’s social care work in partnership with parents and other agencies who might be involved in a case. Children’s social care has the responsibility to make a decision on which course of action
The provision of early years education can be from nurseries, nursery classes attached to primary schools, pre-schools and playgroups, primary school reception classes, accredited childminders or Sure Start Children’s Centres. 1.2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance. The different stages of schools are: Nursery schoolsThese are stand-alone schools for 3 and 4 year olds and have their own head teacher and staff. They can be state funded or privately run. Nursery classesThese are attached to a primary school and may have a separate building and playground away from the main school but have the same head teacher and staff.
If a child is given a ‘normal’ childhood and has many positive experiences they are more likely to become a solid member of the community and grow up to be successful and happy. This theory is also used in everyday life as parents/careers/teachers and most people try to protect children from the
E1/E2 There are three different types of settings which provide care and education for children. These are the statutory sector, the voluntary sector and the private sector. The statutory sector comes under government or the local education authority and they are required by law to provide some form of statutory services. They are funded by the state. Education (schools) and childcare (nurseries) is mostly the concern of the local education authority.
It is a responsibility of the government to fund these local authorities to provide this service to children. Parents don’t need to pay for this at all, There are different types of childcare options available for early years, these include: Sure Start Children’s Centre: Working with parents right from the birth of their child, providing early years education for children, full day care, short-term care, health and family support, parenting advice as well as training and employment advice. Nursery schools: