1.1: Outline early years curriculum models supporting children’s care, learning and development. Every child deserves the best possible start in life and the support enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age 5 have a major impact on their future life. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.The early year’s foundation stage statutory framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe.
At the heart of every early years setting is the statutory frame work the Early Years Foundation Stage (EYFS, 2008) this is what early years settings are legally obliged to follow to deliver early years education. Early Year's providers have to follow a structure of learning, development and care for children from birth to five years old. This framework enables all children to learn through a range of activities. The EYFS (2008) ensures that all under fives in childcare benefit from a safe, secure and happy environment where they can play and develop. The EYFS (2008) is aimed to provide help that professionals need in order to give children the best start in life.
Explain the importance of multi-agency and integrated working. How does this create a better outcome for children, young people and their families? Multi-agency working is different services, agencies, teams of professionals and other practitioners working together to provide the services that meet the needs of children, their parents or carers. These can include health visitors, educational psychologists, colleagues from other early year settings, social workers and parents or carers. Integrated Working is when all these professionals supporting children work together effectively to put the child at the centre, meet their needs and improve their lives all under one roof.
These are: To allow children to be healthy Allowing children to remain safe in their environments Helping children to enjoy life Assist children in their quest to succeed Help make a contribution – a positive contribution – to the lives of children Help achieve economic stability for our children’s futures The Children Act 2004 provides the legal underpinning to 'Every Child Matters: Change for Children' (2004). In response to the Children's Act 2004 there have been some structural changes. From April 2006, education and social care services for children in each local authority have been brought together under a director of children's services. In which today, we carry out these requirements in out setting. b) Childcare Act 2006.
Please answer all the questions below. For your information - all guidance notes are at the end of the questions. 1.1. Outline the current legislation covering home based childcare, and the role of Regulatory bodies... The two most important pieces of legislation covering home-based childcare are the Children Act (2004) and the Childcare Act (2006) Children Act (2004) This influential piece of legislation arose from the Green Paper ‘Every Child Matters’ and identifies five outcomes for all children: * Be healthy * Stay safe * Enjoy and achieve * Make a positive contribution * Achieve economic well-being These outcomes should underpin all practice of a childminder.
* taking action to enable all children and young people to have the best outcome” http://www.safenetwork.org.uk/getting_started/Pages/Why_does_safeguarding_matter.aspx “The action we take to promote the welfare of children and protect them from harm - is everyone’s responsibility. Everyone who comes into contact with children and families has a role to play.” Working together to safeguard children (HM Government 2013) Education Reform Act; The needs of the most vulnerable and disadvantaged pupils should be equally safeguarded. SENDA/DDA; Children with Special Needs or Disabilities are equally safeguarded. “The Safeguarding Committee audit the site(and proposed sites)annually, or as necessary, in order for preparations to be made in advance for any student / member of staff who requires reasonable adjustment due to disability. “
Involving young people in planning and reflecting on their own learning through assessment, evaluation and personal learning planning is essential and this is the responsibility of all practitioners regardless of the learning setting. Universal support will help young people to identify and plan opportunities for achievement through activities covering a full range of contexts and settings, whilst meeting individual needs and providing effective learning activities that address barriers across the curriculum in every context and setting. Additional Support Some young people will benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point of their learning journey or, for some, throughout the journey. 1.2 explain the role of practitioners in providing impartial information and advice to children and young people 1 Young people are informed about how information, advice and guidance services can help them and how to access the services they need.
YP0006-03 SUPPORT YOUNG PEOPLE WHO ARE LOOKED AFTER OR LEAVING CARE. 1) Care matters 2006 Children in care must have a positive experience to achieve a good outcome. In order to do this certain standards need to be addressed and met. Such as: *Better support for those on the edge of the care system *Making sure there is a more consistent adult in each child’s life to fulfil the conutry’s responsibilities as corporate parent *Giving every child in care a stable, high quality placement *Getting every child in care a place in a good school and supporting them to continue in education post-16 *Securing support for all aspects of children’s lives outside school *Supporting children better to make the transition to adult life *Ensuring clear, strong accountability to make the whole system focus on the needs of these children. A Better Education for children in care 2003 The government’s long term policy objective is to ensure that every child in care is able to fulfil his or her potential.
Unit 136 Support Children’s learning and development in the early years 1.1 Understand the impact of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
We are committed to ensuring that all children with additional needs are identified early, referred to appropriate services and monitored through effective information sharing between agencies and professionals. It’s important that referrals are made in order for the child and young person to get the best possible outcomes and by practitioners doing observations and recording evidence, that help refer child to the appropriate professionals and services. A referral can be made by professionals, practitioners, parents and carers, child or young person by themselves. As a practitioners we have to remember to obtain the informed consent either from the parent, carer or young person to the provision of the service. It’s very important to use clear and sensitive language, remember about cultural differences and ideas about behavioural and mental health issues.